This paper is best viewed as a .pdf document as it is quite long in length.. We have included below a section of the document. Please click the icon above in order to view the complete document.
Or click
-----------------------------------------------------------------------------------------------------------------------
In an era increasingly defined by the knowledge-based economy, HEIs can be identified as key actors, although there is much debate as to the exact role of the university (William-Jones, 2005). The emergence of HEIs as ‘engines’ of the knowledge-based economy can be seen to represent a second academic revolution, as they have come to assume a greater societal role. Indeed the ideology of the academic ‘ivory tower’ is gradually being superseded with that of the ‘entrepreneurial university’ (Etzkowitz et al., 2000), placing greater emphasis on contributing to the economy and society. However, while the so called ‘Third Mission’ (the other two being teaching and research) endeavours to promote economic and community engagement of universities (Moras-Gallart et al., 2002), the reality has seen these ‘third stream’ activities predominantly interpreted as the commercialisation of academic research with other forms of community engagement marginalised. The focus of this paper is the ‘entrepreneurial turn’ (Meyer, 2002) and how it privileges scientific knowledge and talent over creative knowledge and talent with most university based commercial activity primarily associated with high-tech scientific activity in the form of spin-outs and patents (UNICO, 2001). Indeed the marginalisation of non-scientific or creative academic research represents a significant, and under-developed, knowledge base with unrealised commercial potential. This paper addresses the apparent nexus between academic innovation and the creative industries, through an examination of CQs of cities and their links with HEIs. Drawing on case studies the paper illustrates the scope of academic creativity in relation to the creative/cultural economy, and critically analyses how HEIs can realise their non-scientific ‘creative’ potential so fuelling the innovation of new products, services and markets.
The paper is structured across three sections. The first section of the paper outlines the emerging role of the university in the knowledge economy, and how the Third Mission has come to prioritises scientific knowledge over creative knowledge. The second section will develop the creative industries literature, highlighting the difficultly in definitions, and the intangibility of their products – which presents new challenges to HEIs wanting to link to them. The third section will then tie these two sections together, discussing examples of how creativity has and can be utilised as a tangible way of commercialisation of universities and HEIs. The paper concludes by reflecting on CQs, and the nexus between academic creativity and the capacity of HEIs to realise their potential, citing them to both to constitute part of a wider emergent research agenda
|
