With growing pressure to contribute to their region's development, universities are increasingly called upon to engage dynamically in innovation policy-making and governance activities. Previous studies suggest in their collaboration with local and regional government that universities can emerge as animateurs, providing guidance, consolidating networks, and ultimately activating institutional and human agency. This is especially important in the context of less-developed regions, where the unlocking of innovative potential may rest on those factors. This paper provides an extended perspective on universities’ engagement in innovation policy processes and, in a broader sense, on the collaboration between these higher education institutions and local and regional government. Through an analysis of the partnership between two Portuguese institutions, the University of Aveiro and the intermunicipal community of the region of Aveiro, this study explores the potential implications on regional innovation policy and the activation of institutional agency in a less-developed context. Policy documents, reports and interview data from 18 academics, top managers, policy-makers and other stakeholders show that while institutional expectations differ, collaborative interplays have boosted the formation and growing effectiveness of regional innovation networks, crucial for the development of less-developed regions.

Collaboration between regional stakeholders is increasingly emphasized in innovation policy as a way to activate the inherent agency in a regional innovation system. Partnerships of diverse stakeholders have been identified as critical, being able to envisage and implement future pathways that in turn bring change to a region. Thus, the knowledge of various stakeholders is supposed to be combined in novel ways in order to define regional assets and possible future pathways. Nevertheless, it has been recognized that these agency activation approaches often fail to realize these long-term visions initially agreed by partners. We here draw on Sotarauta’s notion of policy ‘black holes’, where regional partners repeat past superficial successes rather than driving in to systemic change. We seek to understand the conditions under which regional stakeholders can build realistic and adaptable strategies that shift regional development trajectories. We explore this via a qualitative approach comparing entrepreneurial discovery processes in three peripheral regions, namely Twente (Netherlands), Aveiro (Portugal) and Lincolnshire (UK). We reflect on the potential value of more effectual (opportunistic/ flexible) approaches to entrepreneurial discovery. We argue that black hole problems may arise from the way agency activation strategies conceptualize long-term strategy development, if partners’ mind-sets are too causal and lacking flexibility to continually reorient strategies during implementation better towards these collective visions.

Universities are increasingly expected to engage in regional innovation policy. This has reinforced the need for organizational adaptation of university structures to respond to these new challenges. Recently, a variation in the typical knowledge transfer structures has emerged: strategic network interface units. These units are multidisciplinary and cluster-like formal networks led by universities in collaboration with businesses, government authorities and other organizations. This paper compares the organizational adaptation of two universities – the University of Aveiro and the Autonomous University of Barcelona – as they assume increased responsibilities in regional innovation dynamics. Through interview-based analysis, findings suggest these interface units were created to support the alignment of the universities with smart specialization strategies and EU priority areas for accessing funding. However, while the original aims of these units are very similar, their institutional and operational configuration has led to different cooperative arrangements. Transversal communication based on trust and capacity-building was an important supporting factor in the innovation impact of these units.

Universities are expected to play a leading role in the smart specialisation strategy process, However, a gap between discourse and practice is marking the RIS3-related regional development programmes, which can be extended to the involvement of universities in the process. A mismatch can be speculated between the expectations towards universities' roles in RIS3 implementation and actual practice, and its repercussions on a regional innovation ecosystem. This chapter addresses the extent to which the role played by universities in a region's innovation and entrepreneurial practice aligns with the smart specialisation strategic outline. As an in-depth case-study of the University of Aveiro (Portugal), it draws on both quantitative and qualitative data, with an analysis of RIS3 approved projects in the Portuguese NUTS II Centro region, and interviews with key actors within the university and the regional administration. Through this, it weighs the contribution of entrepreneurial universities to the RIS3 goals, drawing lessons for public policy and discussing the future of RIS3.

@lilimafon assesses the extent to which the university's third mission has been institutionalised within the academy and the barriers to academic engagement #RSAeZine

This book is the result of a European Union funded Marie Skłodowska-Curie Actions Innovative Training Network on the Role of Universities in Innovation and Regional Development (RUNIN). The network received funding from 2016 to 2020 and supported 14 early-career researchers who undertook their doctoral training in the network. It builds on the collaboration between the universities in the European Consortium for Innovative Universities (ECIU), of which six of the participant teams are members. The universities in the ECIU share an ambition to promote innovation and to work closely with their regions. The RUNIN programme brings together scholars working on higher education, innovation and regions in order to study how the universities realise this ambition. The project aims to provide new knowledge for other universities and policy-makers on how universities can contribute to innovation in their regions. The programme includes a university and a regional development agency in each region as partners in order to examine the relationship between universities and their regions from both perspectives.The programme involved international mobility both before and during the programme. All early-career researchers moved from abroad to the university and region in which they were employed. The 14 researchers in the programme came from 12 different countries on four continents. They could thus bring an outsider’s perspective on the universities and the regions. This book presents those perspectives. It includes seven case studies authored by the early-career researchers working at each university, in which they analyse the relationship between the university and its surrounding region.The case studies show the wide array of roles which universities can take in their regions. Even though the universities share the same ambition and, as members of the ECIU, have similar profiles, the regional and national contexts in which they find themselves have implications for the types of activities which they do, the effects of these activities, and the way in which they are received both at the university and in the surrounding region.Work on this book started during the first training week of the project, hosted by the University of Lincoln in March 2017, when the researchers had started their PhDs only weeks or even days before. It ends as the programme draws to a conclusion, following an extensive programme of training weeks in all seven regions, several conference special sessions, joint publications, exchanges and successful PhD defences. It has been an honour to work with such a great group of promising researchers and inspiring supervisors through the process. The scholars in the RUNIN programme share an interest in studying universities and regions, but also in actively engaging with stakeholders, in communicating their research in new ways, and in contributing to the betterment of society. During the course of the programme, the network has evolved into deep collaboration and close friendships, where all participants have contributed to a supportive atmosphere.We hope this book will reflect that collaboration and will be of use to university managers, policymakers, academics and students who want to know how universities can contribute to their regions. The universities and regions presented here are all, in their unique ways, interesting examples of the multi-faceted nature of this relationship.