The Role of Universities in Regional Development: Conceptual Models and Policy Institutions in the UK,Sweden and Austria

The literature on universities’ contributions to regional development is broad and diverse. A precise understanding of how regions may draw advantages from various university activities and the role of public policy institutions in promoting such activities is still missing. The aim of this paper is to provide a framework for analysing universities’ contributions to regional economic and societal development in differing national contexts and the policy institutions that underpin them. To do this, we review four conceptual models: the entrepreneurial university model, the regional innovation system (RIS) model, the mode 2 university model and the engaged university model. The paper demonstrates that these four models emphasize very different activities and outputs by which universities are seen to benefit regional economy and society. It is also shown that these models differ markedly with respect to the policy implications and practice. Analysing some of the public policy imperatives and incentives in the UK, Austria and Sweden, the paper highlights that in the UK, policies encourage all four university models. In contrast, in Sweden and Austria, policy institutions tend to privilege the RIS university model, whilst at the same time, there is some evidence for increasing support of the entrepreneurial university model.     

National indifferences during everyday nationalism: Experiencing the nation in Finland in the aftermath of the Second World War

Our article discusses the adaptability of the concept of national indifference to the context of post-war Finnish society and everyday nationalism. This period witnessed a transformation of previously exclusive and aggressive nationalism into a tempered and relatively inclusive version. Within this historical context, national indifference became an entangled category that could not be clearly attributed to a specific group of people but which carried with it a gradual change in subjective attitudes and consciousness. The case of post-war Finland demonstrates that just as nationalism changed its shape over time, becoming subtly embedded in everyday life, so too did national indifference. The article thus argues that an increase in the level of national indifference could actually make space for national integration and, furthermore, that any given expressions of nationalism, as well as the lack of them, must be studied against the background of people's experiences, which lend historically conditioned meaning to national sentiment and indifference alike.     

Explaining age differences in positive attitudes towards national commemorations: the role of what people commemorate

Commemorations of shared national history are important to the process of nation‐building. Support for such national commemorations is not, however, evenly distributed in societies. Because this could endanger the possible integrative function of commemorative ceremonies, it is important to understand the sources of structural differences in support. In this article, age differences in support for national commemorations in the Netherlands are examined. It is argued that because age cohorts grow up with different ideas on what should be commemorated they also differ in value attached to such commemorations. Data from the National Freedom Enquiry 2012 show that older persons more often associate national commemorations with the Second World War than younger persons do, and that this is the reason why they are more supportive of the annual celebration of Liberation Day. In the concluding section, it is argued that more (quantitative) studies should be conducted in order to truly understand the mechanisms behind support of national commemorations as this may help us to better comprehend the processes construing feelings of national belonging.     

‘So that we don't spoil them’: understanding children's everyday mobility through parents’ affective practices

ABSTRACT

Children's everyday mobility and freedom of movement have been closely linked to parental practices, or what has been referred to as parental ‘mobility permits’ or ‘mobility licences’. Most research tends to focus on parental restrictions, while this article explores the affective practices Swedish middle-class parents use in order to enhance their children's mobility, i.e. how emotions are perceived as enabling parents’ and children's spatial experiences and thus their feelings of safety and security; as well as how emotions are talked of as disabling or disrupting the potential for children's mobility. These affective practices are analysed in relation to the parents’ self-reflexive positioning on a continuum between ‘the helicopter parent’ and ‘the engaged and enabling parent’. The material for the article is comprised of 33 interviews with the children's parents, carried out within a larger ethnographic research project on children's everyday mobility in Sweden.