The role of universities in regional development strategies: A comparison across actors and policy stages

Abstract

The emergence of collaborative approaches in innovation policy and regional governance has increased expectations for universities to engage in strategy making and assume broader roles and responsibilities. Nonetheless, complexities inherent to the policy process, regional context and universities’ own institutional and organisational capacity are often ignored or under-explained when framing universities’ roles. Although these roles are frequently introduced, they have been superficially conceptualised in the literature. This study develops a deeper theoretical and empirical understanding of universities’ contributions in the different stages of regional innovation strategy processes. Through a comparative case study of four European universities, it explores the variation of these roles by policy stage and university actors involved in the strategies. Findings suggest universities have expanded to perform new planning-related roles (e.g. consultation, mediation) and that diverse factors (e.g. the regional context, such as urban versus peripheral) determine their participation in regional strategies. However, strategic coordination within universities and with regional bodies is needed for the optimisation of their engagement in the regional governance process.
JEL Codes: I23, I25, O20, O30, R58

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https://doi.org/10.1177/0969776421999743
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Introduction
While formerly universities were mostly responsible
for knowledge dissemination and production through
the academic missions of teaching and research, now
they are progressively assuming a more engaged
regional stance through a “third mission” of external,
societal engagement (Etzkowitz and Leydesdorff,
2000; Gunasekara, 2006). This has translated into a
growing number of bi-directional and network links
with regional actors. University–industry collabora-
tion has figured prominently in studies approaching
universities’ regional engagement, resulting in a
The role of universities in
regional development strategies:
A comparison across actors and
policy stages
Liliana Fonseca
University of Aveiro, Portugal; University of Strathclyde, UK
Lisa Nieth
Kennispunt Twente, The Netherlands; University of Twente, The Netherlands
Abstract
The emergence of collaborative approaches in innovation policy and regional governance has increased expectations
for universities to engage in strategy making and assume broader roles and responsibilities. Nonetheless, complexities
inherent to the policy process, regional context and universities’ own institutional and organisational capacity are often
ignored or under-explained when framing universities’ roles. Although these roles are frequently introduced, they have
been superficially conceptualised in the literature. This study develops a deeper theoretical and empirical understanding
of universities’ contributions in the different stages of regional innovation strategy processes. Through a comparative
case study of four European universities, it explores the variation of these roles by policy stage and university actors
involved in the strategies. Findings suggest universities have expanded to perform new planning-related roles (e.g.
consultation, mediation) and that diverse factors (e.g. the regional context, such as urban versus peripheral) determine
their participation in regional strategies. However, strategic coordination within universities and with regional bodies
is needed for the optimisation of their engagement in the regional governance process.
JEL Codes: I23, I25, O20, O30, R58
Keywords
Innovation, policy process, public policies, regional development, regional strategies, universities
Corresponding author:
Lisa Nieth, Center for Higher Education Policy Studies,
University of Twente, 7522 NB Enschede, The Netherlands.
Email: lisanieth@gmail.com
999743EUR0010.1177/0969776421999743European Urban and Regional StudiesFonseca and Nieth
research-article2021
Article

2 European Urban and Regional Studies 00(0)
skewed perception of universities’ regional roles
(Pugh et al., 2016). Indeed, with governance models
and policy frameworks emphasising increased stake-
holder participation and a knowledge-based approach
to decision-making (Ansell and Gash, 2007), univer-
sity–regional government collaboration has become
salient and universities are increasingly important in
the design of regional strategy processes. A recent
and paradigmatic example is the EU’s Cohesion
Policy Smart Specialisation framework and subse-
quent strategies (RIS3), which have formulated a
mechanism for collective stakeholder engagement in
the Entrepreneurial Discovery Process (EDP) and
highlighted universities’ privileged position in those
processes (Elena-Perez et al., 2017; Foray et al.,
2012).
The increasing expectations placed upon universi-
ties, not only regarding knowledge dissemination, pro-
duction and commercialisation, but also regional
governance and strategy design, demonstrate a need for
more comprehensive assessments and understanding of
universities’ roles. Limiting universities’ regional roles
to university–industry interactions and entrepreneurial
or economic impact (Fonseca, 2019a; Pugh et al., 2016)
works against the potential of universities to perform
developmental roles and contribute knowledge as well
as experience to regional development processes and
strategies (Marques et al., 2019). There is still a lack of
clarification on the exact roles universities are perform-
ing, and a tendency to conflate and homogenise these
roles across institutions, contexts and timeframes
(Flanagan et al., 2010; Uyarra, 2010), particularly in
university–regional government relations. This is a
complex dynamic and engagement arena, influenced
by multiple aspects: the regional setting and adminis-
trative structure, political mandates, power asym-
metries and, on the other hand, universities’ regional/
international orientation, research and engagement
interests and capabilities, and the general predisposi-
tion of their agents towards external/regional engage-
ment (Aranguren and Magro, 2020; Brown, 2016;
Goddard and Puukka, 2008; Thune et al., 2016). Since
the policy cycle is also characteristically given to varia-
tions in actor involvement, commitment and scope
(Birkland, 2010), this topic demands further explora-
tion in the literature.
This study will, thus, develop deeper theoretical
and empirical understandings of universities’
contributions and effective roles in the different stages
of regional innovation strategy processes. Through a
comparative case study of four European universities
in different regional contexts – Aalborg University
(AAU), University of Aveiro (UA), Autonomous
University of Barcelona (UAB) and University of
Twente (UT) – it explores what roles universities play
in regional innovation strategies and to what extent
these vary depending on policy stage and university
actors involved. The background section approaches
the literature on collaborative regional governance,
emerging expectations of universities’ roles, specifi-
cally in regional innovation strategies, and draws on
this to provide a conceptual model of analysis. This is
followed by the methodology section, and finally by
our findings, discussion and conclusion. Findings
suggest universities have expanded on mere knowl-
edge transfer to perform more planning-related roles
(e.g. consultation, mediation), with high dependence
on regional context. In more peripheral regions the
university tends to emerge as a predominant actor
compensating for what can be an institutionally thin
innovation system (Amin and Thrift, 1995; Fonseca
et al., 2021), which can allow for closer engagement
throughout the policy stream. There is, however, an
increased necessity for strategic coordination and
alignment within universities for an optimisation of
their engagement with governmental institutions and
potential new stakeholders in the regional governance
process. By understanding the determinants influenc-
ing universities’ capacity and predisposition, regional
stakeholders can draw from universities’ planning and
governance potential, and thus clearly delineate their
desired contributions to regional policy/strategy
processes.
Background
There has been a tendency in the last decades to call
upon a set of diverse stakeholders to participate in
regional innovation and development strategies, and
policies (Brandstetter et al., 2006; Dąbrowski et al.,
2014; Purkarthofer, 2019). This aligns with the idea
of bottom-up, collaborative regional governance, in
which networks of state and non-state actors contrib-
ute to regional transformation processes (Ansell and
Gash, 2007; Willi et al., 2018). Governance habitu-
ally comprises the definition and implementation of

Fonseca and Nieth 3
regional strategies that define a shared regional
vision, and the activities that must be undertaken to
get there (Valdaliso and Wilson, 2015). Within the
idea of collaboratively creating regional futures,
governance transcends the state’s traditional spaces
to rely on various other actors. This has been picked
up in different areas, such as the innovation policy
literature. Kuhlmann (2001) argues that innovation
policies are created in “multi-actor innovation policy
arenas” in which different player networks negotiate
the priorities of their innovation systems.
The expectation that a group of actors can define the
drivers of regional innovation and collaboratively imple-
ment strategies towards new regional futures is increas-
ingly found in diverse policies. A recent and prominent
example of these collective, bottom-up governance pro-
cesses and respective strategies (Aranguren et al., 2019)
is the EU’s Smart Specialisation framework, as an ex-
ante conditionality for accessing European Regional and
Development Funds in all European regions. It has intro-
duced EDPs, a collective prospecting process in which
regional stakeholders progressively identify and define
regional strengths, priorities and trends and collaborate
towards strategic development.
Emerging expectations and variations in
universities’ roles
Next to the state, the private sector and civil society,
universities have become major stakeholders in these
multi-partner governance processes (Benneworth,
2018; Edwards et al., 2014; Silva et al., 2016). Indeed,
universities contribute to regional governance through
different activities/processes (Table 1) and have
increasingly been ascribed a more developmental –
and less entrepreneurial and market-centred – role
(Gunasekara, 2006). Growing evidence points to uni-
versities being a trigger for development (Fonseca,
2019a; Goddard et al., 2013), even in territorial disfa-
voured contexts. For instance, Goddard et al. (2013)
found that universities are important players in three
main areas of these regional strategies: (a) they par-
ticipate in EDPs by generating knowledge and engag-
ing with regional partners; (b) they give academic
support to government officials in defining the strate-
gies; and (c) they use their international connections
and knowledge to connect the regional to the interna-
tional scale.
Several underexplored dynamics of universities’
roles – particularly governance-related roles – in
regional contexts have thus been introduced or re-
emphasised with the introduction of RIS3 (Vallance
et al., 2017). However, universities’ predisposition
and activities in engagement and collaboration are
influenced by various factors, with regional develop-
ment expectations placed upon them perhaps greatly
exaggerated (Bonaccorsi, 2016; Brown, 2016). In
their study on universities’ contribution to RIS3,
Elena-Perez, Arregui Pabollet, and Marinelli (2017)
found that universities’ engagement largely depends
on a diverse set of regional configurations and instru-
ments that originate different dynamics. Similarly,
internal institutional characteristics – such as univer-
sities’ disciplinary focus, interface bodies, academic
communities, individual agency and leadership
potential (Fonseca et al., 2021; Nieth, 2019; Raagmaa
and Keerberg, 2017; Thune et al., 2016) – can greatly
influence the type of regional roles they assume.
Therefore, different types of universities inserted in
distinct regional contexts inevitably undertake het-
erogeneous roles and engagement activities in the
regional strategy process.
Boucher et al. (2003) have considered both exter-
nal and internal determinants in universities’ roles,
furthering this argument. Among those stipulated,
the type of region, the characteristics of the higher
education system, the number, scale and age of uni-
versities in the region, universities’ strategic orienta-
tion and their embeddedness in a regional strategy
significantly shape the type of engagement a univer-
sity delves in and, consequently, the regional roles it
undertakes. A single university located in a periph-
eral region, for example, will have a greater align-
ment with regional needs, and be better positioned to
participate in networks and shape the institutional
environment (Boucher et al., 2003).
Towards a more comprehensive analysis
of universities’ roles – Building a
conceptual model
The literature on universities’ roles has emphasised
the combination and intersection of several models of
engagement, which can give rise to “contradictions
or conflicts of policy rationales and objectives”
(Uyarra, 2010: 1229). With studies pending towards

4 European Urban and Regional Studies 00(0)
private sector links and the more economic aspect of
universities’ regional engagement, this may lead to a
skewed perception in the identification and conceptu-
alisation of university roles, limiting awareness of
universities’ regional impact (Marques et al., 2019).
Concomitantly, while universities are increasingly
expected to participate in regional strategies, they are
not homogenous institutions that can be predicted to
contribute evenly. What regional roles universities
are able to play depends heavily on their organisa-
tional priorities that, in turn, are determined by
aspects such as funding mechanisms and other incen-
tives (e.g. national/international rankings, research
assessment exercises, excellence frameworks, etc.)
(Bonaccorsi, 2016; Goddard and Puukka, 2008; Rose
et al., 2013). The different roles may also not be pri-
oritised nor adopted at the institutional level, but by
individual actors or communities within the univer-
sity (Perkmann et al., 2013; Thune et al., 2016).
Universities are “loosely coupled” institutions
with complex and fragmented internal structures
(Goddard and Vallance, 2014). Even though mana-
gerial and administrative levels seek organisational
alignment, directives often dissipate in their trans-
mission to the lower levels of the institution (Fonseca
et al., 2021). Benefitting from a high autonomy, fac-
ulties, departments, research units, interface offices,
technical staff and individual researchers can diverge
in their priorities and approaches to tasks (Thune
et al., 2016). Without disregarding this institutional
and organisational complexity, we will focus on
three main levels within universities: (a) managerial
(executive management); (b) intermediary (i.e.
nexus offices administering knowledge transfer and
collaborative activities); and that of (c) academics
(individuals as well as research teams). This can pro-
vide a granular analysis of the overall activities and
roles universities perform in their engagement in
regional strategies.
Finally, despite expectations associated with the
multiple university roles identified in the literature (e.g.
service-provider, connector, animator), there is still a
lack of definition of what exactly they entail in practice
and a tendency to conflate and homogenise them across
universities, contexts and timeframes (Flanagan et al.,
2010; Uyarra, 2010). It is widely underemphasised in
the literature that in different contexts, different areas of
action (e.g. policy, industry or community engagement)
and stages (project design versus implementation), uni-
versities perform differentiated roles. For instance, in
the case of their participation in regional strategies,
depending on the phases of the strategy process, that is,
design, implementation and evaluation, universities
can be called upon to contribute in specific forms, and
themselves can assume varying levels of responsibility.
There are inevitable variations in stakeholder engage-
ment in the governance process (Birkland, 2010),
determined by self-interest and different procedural
necessities. We will therefore also utilise a policy stages
analysis (see, e.g. Tantivess and Walt, 2008) for deep-
ened understanding of universities’ varied governance
roles. For example, in the policy formulation stage, the
exploration and assessment of options is prioritised, so
actors with expert, solution-oriented knowledge tend to
be recognised here. The implementation stage is given
to more fragmentation and deficiencies, exacerbated by
Table 1. Universities in multi-partner governance processes.
 Brokering, networking, triggering learning processes
and shaping institutional capacity
Aranguren etal. (2012, 2019); Fonseca (2019a);
Gunasekara (2006); Vallance etal. (2017)
 Assisting in regional planning, new path development,
strategy design, implementation and management
Fonseca (2019a); Pugh etal. (2016); Raagmaa and
Keerberg (2017)
 Having multi-level participation in governing and
advisory boards and contributing with expertise for
regional development
Goldstein and Glaser (2012); Porter (1998)
 Providing leadership in regional development and
governance processes
Bonaccorsi (2016); Fonseca etal. (2021); Gunasekara
(2006); Marques etal. (2019); Pugh etal. (2016);
Raagmaa and Keerberg (2017)
 Creating links between local and global academic and
business networks
Goddard etal. (2013)

Fonseca and Nieth 5
the fact that implementation actors are not often
involved in the formulation stage. Finally, the evalua-
tion stage is considered an important – often under-
researched – part of the policy cycle, involving different
stakeholders (Teirlinck et al., 2012). Sustaining a con-
sistent level of interest, commitment and collaboration
throughout these various stages is inherently a difficult
task.
Innovation and regional development policy are
characterised by complexities related to contextuality,
and the granular character of multi-level governance
of strategies (Blažek and Csank, 2015). Thus, the
need to understand differences in universities’ roles
and explore under which circumstance certain roles
are prioritised and by who needs to be made explicit.
This paper aims to introduce more detail to this under-
explored topic by applying the conceptual model out-
lined (Figure 1) and considering the dimensions of
university actors and their role in different policy
stages. The following research questions are posed.
1) Why and how do universities engage in regional
strategy processes and how is this affected by
regional and institutional contexts?
2) What differentiated roles do universities play
in each stage of the regional innovation pol-
icy process?
3) To what extent are universities moving from
traditional roles to more governance/plan-
ning-related roles?
Methodology
In seeking to understand the character of universi-
ties’ participation in regional strategies, a social phe-
nomenon, this study is inherently exploratory and
qualitative in nature (Bryman, 2012). Through a
comparative case-study approach, a better under-
standing of contextual and institutional factors is
achieved. It enables theory-building by facilitating
the drawing of patterns and conclusions across cases
(Bryman, 2012: 73), therefore supporting replicabil-
ity and contributing towards enhancing knowledge
in the field. Case selection applied the following
criteria.
a) Case studies should be universities who have
engaged in regional strategy processes in the
past 4 years.
b) Cases should be in different EU countries,
possessing national, regional and institu-
tional heterogeneity. Variety in economic
development and innovation are welcomed
to provide a counterpoint to the comparison.
This paper thus draws on four case studies of uni-
versities across different national and regional con-
texts: AAU (Denmark), UAB (Spain), UA (Portugal)
and UT (The Netherlands). As per criterion (b), three
are in peripheral regions in their national context,
while one (UAB) was chosen to provide a counter-
point to the analysis, being located in a regional
Figure 1. Universities’ participation in the policy process. Authors’ own design.

6 European Urban and Regional Studies 00(0)
development nexus in Spain. In institutional terms,
these are public universities that have been shaped by
the economic and policy context of their region.
Despite their varied backgrounds, these universities
possess broadly comparable characteristics. All are
relatively young and entrepreneurial universities cre-
ated in the last 60 years, and are actively playing a
leading role in their respective regions, namely in
regional governance matters. This leading role is
explored in other literatures, such as Fonseca et al.
(2021). It presents itself as a wilful institutional posi-
tioning towards responding to regional needs and
collaborating with regional partners. On a policy
level, as per criterion (a), all four universities demon-
strate an interest in extended engagement activities
with their regions, particularly in regional develop-
ment strategies and policymaking, and have adopted
organisational models to enable this interaction.
The authors have considered pragmatism in the
case selection as well, with two of the universities
being their home institutions. The other two universi-
ties were chosen according to the criteria and investi-
gated during research secondments of 3–4 months.
Data collection was undertaken as part of the two
authors’ PhD projects, and took the form of document
analysis and semi-structured interviews. In total, these
amounted to 120 interviews across the four case stud-
ies (Table 2). Initial access to a small group of key
individuals was given through project partners and
stakeholders within and outside the university; subse-
quently, a snowball approach was applied to access
additional interview partners. Closure was reached
when no new interview partners were recommended,
and/or topics were examined from all possible
perspectives. The recorded interviews lasted between
60 and 90 minutes and were transcribed and translated
into English (when necessary). Interviews in Aveiro
and Twente were partly conducted jointly, while inter-
views in Aalborg and Catalonia were conducted by
one of the two researchers. Interviews included actors
who were involved in the strategy formulation, imple-
mentation and evaluation process that came from stra-
tegic/management levels as well as project/executive
levels (Table 2). Qualitative analysis was conducted
to draw relevant themes from the interviews, and
quotes serve to highlight these and provide an actor-
relevant perspective. In addition, regional strategies,
action plans, cooperation agreements and university
documents were analysed.
Key aspects of the role
of universities in regional
development strategies
Table 3 provides an overview of each of the chosen
universities by their strategic foci, formal organisa-
tional engagement support structure and their regional
setting. The following section below outlines each
universities’ engagement history, the different institu-
tional actors involved in regional strategies and the
roles assumed in the different policy phases.
Aalborg University
AAU was established to stimulate regional develop-
ment and has since been working very closely with
regional partners, such as the public sector and industry,
becoming an important driving force in industrial
Table 2. Interview Partners.
Entity Level Aalborg Aveiro Catalonia Twente
University Top-managers 7 1 3 6
Academics 6 15 3 3
Technical staff 3 5 3 5
Regional Authority
& Municipalities
Policy-makers 1 8 3
Technical staff 5 3 6 7
Other entities Industrial associations 3 3 1 1
Companies 1 2 1
Others 4 2 3 6
TOTAL 30 39 19 32

Fonseca and Nieth 7
Table 3. Comparison of Case Study Universities and their Respective Regions.
UNIVERSITY
Name
Link
Aalborg Universitet (AAU)
www.en.aau.dk
Universidade de Aveiro (UA)
www.ua.pt
Universitat Autònoma de
Barcelona (UAB)
www.uab.cat
Universiteit Twente (UT)
www.utwente.nl
Creation 1974 1973 1968 1961
Students 20 729 (2017) 13 675 (2018) 37 523 (2019) 10 400 students (2018)
Strategic Foci  Internationalisation
 Inter-disciplinary
 Innovation
 Problem-based learning
 Research Excellence
 Teaching, research & cooperation
with society
 Entrepreneurialism
 Innovation
 Regional development
 Innovation
 Internationalisation
 Social responsibility
 Knowledge transfer
 Entrepreneurship
 Societal Impact
 “High Tech Human Touch”
 Internationalisation
Engagement
Support
Structure
 AAU Innovation incl.
○ Matchmaking
○ Entrepreneurship &
cluster support
 Career Centre
 NOVI Science Park
 Pro Rector for Regional
Development
 Vice-Rector for University-Society
Relations
 Technology Transfer Office
(UATEC)
 University-Business Office (GUE)
 Research Park
 Business Incubator (IERA)
 Research park;
 Vice-manager’s office for
Research;
 Hub B30
 Department for Strategy & Policy
 Strategic Business Development
Office
 Design Lab
 Novel-T (incl. tech transfer,
science shop, etc.)
 Science Park ‘Kennispark’
Further
relevant
education
institutions
 UCN University College of
Northern Denmark
 EUC Nordvest, Centre for
Education and Business
 4 other Polytechnic Schools that
are a part of UA (Design, Health,
Management, Accountancy).
 11 other higher
education institutions
(detailed list at
Generalitat de Catalunya
2016)
 Saxion University of Applied
Sciences
 Art institute ArtEZ
 2 two further education colleges
(ROC Twente / AOC Twente)
(Continued)

8 European Urban and Regional Studies 00(0)
REGION
Region
Link
Nordjylland Region
https://rn.dk/
Intermunicipal Community of the
Region of Aveiro (CIRA)
www.regiaodeaveiro.pt
Catalonia Region
http://web.gencat.cat/ca/inici/
Twente Region
www.regiotwente.nl
Admin.
divisions
11 municipalities 11 municipalities 4 provinces 14 municipalities
Capital Aalborg Aveiro Barcelona Enschede
Population 587 335 (2018) 363 424 (2017) 7 441 000 (2017) 627 592 (2018)
Area 7 883 km² 1 692,9 km232 108 km21 503 km2
Typology  peripheral region with
some areas defined by
particular demographic and
industrial challenges
 below national average
in terms of economic
performance
 less developed
 peripheral region in a country
bipolarised in the major
metropolitan areas of Lisbon and
Porto
 developed and highly
industrial region with the
highest GDP in Spain
 moderate + Innovator
 economic hub between
Mediterranean territories
and continental Europe
 peripheral, especially in national
comparison
 Economic growth for 2017 by
3.0% (national economic growth
2.9 %)
Industrial
structure
 heavily based on SMEs
 used to be dominated by
traditional labour-intensive
manufacturing industries &
primary industries
 today growth-oriented
knowledge industries are
also represented, but
still need for catching up
in terms of innovation
performance
 heavily based on low-tech SMEs
 highly industrial area, geographically
and sectorally diffused, with a focus
on ceramics, metallurgy, chemicals
and agro-food
 since the 1970s, increasingly
important in ICT and biosciences
 mix of innovative
industrial SMEs large
multinationals, mostly in
biomedical, agro-food,
automobile and ICT,
though predominantly
concentrated in
Barcelona’s metropolitan
area
 long tradition of scientific
research and innovation
 heavily based on SMEs
 current focus on high-tech
industry adapted by the majority
of stakeholders (industry,
education, government)
 high number of start-ups and
spinoffs (often coming out of UT)
 main sectors: manufacturing
(metal, electrical engineering,
chemicals), trade and health care
Table 3. (continued)

Fonseca and Nieth 9
renewal. Collaboration and a strong link to regional
partners has been facilitated through a support structure
– AAU Innovation – that manages clusters, knowledge
exchange activities, networking, etc. Regarding AAU’s
participation in regional strategies,1 it assumes a rele-
vant role in the regional Vækstforum,2 a body created
with regional development objectives combining repre-
sentatives from government, industry and educational
institutes. The regional strategy is formulated by the
region with input from the Vækstforum members.
Subsequently, these members evaluate, recommend and
decide on the distribution of funding according to priori-
ties defined in the strategy. In addition, the AAU
Innovation Director participates in the Vækstforum’s
preparation committee and therein also evaluates and
decides on funded projects. A university leader described
AAU in the Vækstforum as the actor that introduces
research-based ideas and a “broader, less political and
trustworthy perspective”, thereby nominating it a coun-
terbalance to the “political” municipalities.
Aside from formal engagement through AAU
top-managers, academics were consulted in strategy
formulation. This only happened when relevant con-
nections between individuals (in the region and the
university) were pre-existing. In those cases, the
region relied on AAU’s knowledge in focal areas,
such as energy and sustainability. A project manager
involved in the strategy formulation highlighted: “I
think we need each other. But at least [the region]
needs [AAU] a lot, because we need them to address
regional questions and [. . .] take the responsibility
of being the biggest knowledge provider”. AAU
plays an important role in the strategy’s implementa-
tion as it is a major beneficiary of funding and mate-
rialises different projects.
University of Aveiro
Since its foundation, UA has formed a close connec-
tion with regional industry and public bodies at the
local, sub-regional and regional levels, being consid-
ered a privileged partner and stakeholder. Despite
being located in a less-developed peripheral region,
UA has managed to leverage collaboration with busi-
nesses as well as local and regional government, and
is often considered as Aveiro region’s “twelfth munic-
ipality”. At the institutional level, this engagement
rhetoric has been enacted by different institutions,
such as the technology transfer office UATEC and
other interface structures (e.g. Creative Science Park),
as well as through several appointed management
positions, such as the Rector for University-Society
Relations and the Pro-rector for Regional
Development. It is through the two latter top-manag-
ers, in conjunction with UA’s Rector, that formal part-
nerships occur, namely in matters of regional
innovation strategy. In turn, project management is
conducted by UATEC, research units and academics.
Multi-level policy engagement is emphasised, from
local (municipalities), to sub-regional (intermunicipal
community) to regional (Centro region, RIS3 level).
The Intermunicipal Community of Aveiro Region
(CIRA), tasked with designing territorial development
strategies, invited UA as a partner. Interviewees consid-
ered UA’s engagement as prominent in the formulation
phases. The Pro-Rector for Regional Development
position was expressly created, and a team – composed
of technical staff and academics – was assigned to
conduct regional analyses, participative forums and
support collaboration with CIRA’s municipalities.
Policymakers and other external stakeholders appreci-
ated UA’s coordination and pedagogic approach, seeing
it as providing “clearer guidance” on policy require-
ments, and keeping the involved stakeholders “working
within the framework”.
Nonetheless, interviewees highlighted UA’s
diluted engagement and leadership in the implemen-
tation stages, where UATEC and academics’ project
management was more periodic. A lack of internal
coordination and strategic engagement was referred
to, as “each department just [tried] to deal and [do] its
own work”, independent of (un)existent overarching
orientations. Interviewees agreed on the need to align
institutional discourse with operational involvement,
often dependent on efficiently managing incentives
for academics.
Autonomous University of Barcelona
UAB was created in a time when pro-democratic
demonstrations and political turmoil, and massifica-
tion of higher education, required the development
of flexibility and autonomy in higher education insti-
tutions (HEIs) to respond to emerging societal

10 European Urban and Regional Studies 00(0)
challenges (Manrique and Nguyen, 2017). UAB’s
location outside the city did not hinder linkages with
Barcelona but benefitted the relationship with its
surrounding region. Given Catalonia’s innovative
character, UAB has developed an entrepreneurial
approach and regional societal engagement support
structure (UAB, 2019), namely through its Research
Park and various research and innovation (R&I)
organisations. It has created a territorial network of
influence, coordinated by its top management, of
which the main “third mission” support nexus is the
Vice-management for Research.
In the policy sphere, this vice-management is
UAB’s most direct channel of engagement, while the
Catalan Association of Public Universities (ACUP)
is an indirect one. Its participation within the smart
specialisation strategy of Catalonia (RIS3CAT) was
done through these channels, although it was highly
variable across the policy process. According to an
interviewee, while “there was a lot of interest by the
government to have universities join the project”, the
complexity of Catalonia’s innovation system led the
regional authority (Generalitat) to limit stakeholder
participation in the formulation stages. Instead, the
Generalitat opted for a survey-based public consulta-
tion and an expert council. Interviewees considered
joint sessions as more informative than consultative,
and widely agreed that “universities weren’t given
much voice in the beginning of the process”.
Universities were more active only through
RIS3CAT implementation instruments. These include
the RIS3CAT Communities, designed to facilitate col-
laboration across sectorial stakeholders, and Projects
for Territorial Specialisation and Competitiveness,
promoting territorially based collaboration and man-
aged by local government. According to interviewees,
UAB’s involvement was not just motivated by access
to European Regional Development Funds, but a visi-
ble attempt to “generate spaces of collaboration”3 and
develop local innovative assets. Interviewees also saw
UAB as providing both scientific and operational
knowledge, by managing fund requirements and map-
ping “future actions”.
Evaluation-wise, there was no institutional-level
engagement – although an individual UAB academic
co-generated assessments with the Generalitat.
University representatives emphasised that the
RIS3CAT process lacked transparency and progress
communication, providing few opportunities for
UAB’s consistent engagement.
University of Twente
UT is one of three HEIs situated in the peripheral
region of Twente. It was established with the aim of
renewing the region’s industrial landscape. Today,
UT is involved in many regional projects and an
important partner in networks. With a peripheral
regional ecosystem lacking big economic players
and company leadership, UT has been described as a
coordinator and moderator. A high-level university
manager claimed that “it's the university that sets the
[regional] agenda and the industry that follows”,
explaining that UT takes on a “heavy responsibility”
for the region’s future. Different engagement activi-
ties are assumed at various institutional levels. The
department for Strategy and Policy, under the
Executive Board, has responsibilities in the prepara-
tion of strategic meetings with regional authorities.
The intermediary organisation Novel-T often serves
as a knowledge and technology transfer office.
In practice, UT is involved in the design and
implementation of the regional strategy, with no
responsibilities in its evaluation. The president of
UT’s executive board represents the university’s
interests in the Twente Board (TB), a strategic eco-
nomic board consisting of members of industry, pub-
lic governance (province and region) and different
education institutes. The TB consults on the design
of the regional innovation strategy, influencing pol-
icy design and selection of prioritisation areas.
University actors and regional stakeholders described
UT’s role in this process as vital, giving direction in
potential regional economic opportunities, connect-
ing with international partners and becoming a
“source of inventions”. Aside from the formal role of
the president of the executive board in the TB, aca-
demics are involved in so-called “innovation tables”
that discuss specific prioritisation areas and can ori-
ent municipalities and industry. A project manager
from the regional governance body explained that
these academics are very relevant in the process, as
they “disseminate their research efforts into prac-
tice” through the projects.

Fonseca and Nieth 11
Understanding university
engagement in the regional
development policy process
Consistencies and variances were identified in rela-
tion to universities’ tasks and responsibilities in the
several stages of their respective strategy processes.
This section comparatively highlights the roles uni-
versities assumed, in function of the analytical model
(Figure 1).
Universities in strategy design
All strategies analysed included universities’ partici-
pation but, comparatively, their involvement in the
design phase was heterogeneous. In the cases of
AAU, UT and UA, the universities’ participation
was done mostly through key top-management fig-
ures. In the first two, these acted as institutional rep-
resentatives in the regional bodies developing the
strategies, conveying their university’s strategic ori-
entation. UA was specifically invited as a partner in
the territorial development strategy process, which
enabled it to have a stronger involvement at several
levels, with top managers leading initial contact and
major discussions, and academics and technicians
leading trend assessment and coordinating participa-
tive forums.
These three universities were emphasised as cru-
cial actors in their region’s strategy processes, par-
ticularly in the formulation stage, where they
distinguished themselves among other actors by
their proactive stance and knowledge of regional
potential (often in direct relation to university
strengths). The most prominent university roles
identified in the cases of AAU, UT and UA were
those of “leader”, providing direction and guidance
in an often complex and bureaucratic process; “facil-
itator”, leveraging its networking capacity and facili-
tating (knowledge) exchange between partners;
“moderator”, attracting and engaging stakeholders
to the strategy process; and “mobiliser”, creating or
providing the conditions to effectively materialise
collective regional objectives. All three universities
influenced and provided guidance on regional prior-
ity-setting and performed not just as knowledge pro-
viders but also pedagogical and steering roles that
enabled learning dynamics and institutional-building
– especially in UA’s case – and promoted the univer-
sities as regional leaders.
Interestingly, the cases in which universities had a
stronger participation in strategy design were in
regions where these universities were either the sole
university (UA) or the most prominent (AAU and
UT). All were peripheral regions, with Aveiro also
being categorised as less-developed. Given these
universities’ heightened role in the design processes,
and in the definition and impact on regional develop-
ment trajectories overall, it is relevant to emphasise
that these contexts partly enabled the strengthening
of a productive relationship. Nonetheless, higher
expectations are also placed upon universities in
these regions for institutional and operational steer-
ing. This can either pose the risk of straining univer-
sity capacity or exaggerating their governance
performance in relative terms.
In the case of UAB, its context of creation was
more political than territorially based, meaning that
such direct interaction with local, county and
regional government was difficult to establish. The
abundance of regional actors, namely the presence
of several universities, inevitably generated com-
petitive dynamics and limited more consistent uni-
versity–regional government interaction during
RIS3CAT’s design phase and overall policy process.
This has been changing in recent years with UAB’s
greater approximation to the more local and county
levels, where while still not the only university, it
benefits from proximity and institutional ties.
Nonetheless, in RIS3CAT’s design phase, while uni-
versities were considered relevant, their indirect rep-
resentation through ACUP has made it impossible to
identify any role aside from “consultative”.
Universities in strategy implementation
Universities’ roles in strategy implementation were
found to be complex and multi-faceted in our cases,
albeit lacking a strategic approach. The complexity
is partly due to the variety of university stakeholders
involved in different capacities. University leader-
ship was often involved in strategy implementation
through their engagement in policy platforms, such
as the TB (UT) and the Growth Forum (AAU). In

12 European Urban and Regional Studies 00(0)
these platforms, top management was part of a group
of regional stakeholders that acted as project/fund-
ing evaluators, recommending projects to be imple-
mented and funded according to strategic priorities.
In Aveiro and Twente, a similar role was taken on by
academics who participated in roundtables along
specific thematic lines, providing research-based
and internationally linked knowledge that other
regional stakeholders did not possess. This perspec-
tive distinguished the university as a knowledgeable
and relatively neutral evaluator.
Concomitantly, individual academics and research
groups were identified as fund recipients and project
partners (sometimes even leaders) in the implementa-
tion of instruments/projects, together with other
regional stakeholders. Overall, these roles were very
much dependent on individual motivation, the need
for funding of individual researchers or departments
and the availability of potential (regional and interna-
tional) contacts and project collaborators. Additional
actors, such as UATEC or UAB’s and UT’s Science
Park, were periodically involved at this stage by par-
ticipating in – and, to a certain degree, coordinating
– projects. Observably, further effort seems required
to align the two levels of leadership and operational
involvement. While researchers became involved in
strategy projects and provided scientific and opera-
tional knowledge as well as connections, no strategic
approach to project participation – aligned with the
regional strategy – can be identified.
Universities in strategy monitoring/
evaluation
There has been little to no sign of processes of eval-
uation of the strategies and their results, which
might be due to the fact that most of the strategies
are still ongoing processes. However, in Twente and
Aveiro, where analysis focused on two strategies, no
official or comprehensible evaluation was done
between the two. Only RIS3CAT includes evalua-
tion/monitoring mechanisms for furthering the
strategy’s impact. As in other phases, the Generalitat
has chosen to develop its monitoring more closely
with a selected expert – a UAB academic. This has
been emphasised as an individual, not an institu-
tional participation.
Given the emphasis of universities’ knowledge
provision role in other stages, their input to evalua-
tion could be valuable for improved effectiveness.
Their lack of participation is, therefore, surprising.
Nonetheless, this could relate more generally to
monitoring being a lesser preoccupation for govern-
ment authorities, with them more inclined to use the
start of a new period and the design phase as a form
of evaluation (where the universities do play a role).
This is also in line with the findings from Teirlinck
et al. (2012: 374) in that “the planning of evaluation
in the policy cycle remains ad hoc or exceptional,
and the take-up of evaluation results is sub-optimal”.
Government authorities could favour the strategy’s
sustainability by cementing evidence-based assess-
ments in monitoring and evaluation.
Actors involved in engagement and
strategy processes
Having discussed the various university roles at dif-
ferent strategy stages, we identify profound dispari-
ties between the distinct institutional actors that
engage in the strategy process. On the one hand, uni-
versity top management is often tied to regional part-
ners through engagement contracts or specific roles
in regional platforms. Accordingly, universities play
a formal – even representative – role, in which top
management shows commitment to the region and
creates consensus among stakeholders. Often, this
commitment is not broken down internally. While
top management engages in these platforms, involve-
ment in the strategy process does not easily trickle
down to the faculty level or individual academics
(see also Goddard et al., 2016). Only at UA have top
managers officially included professors and techni-
cians to become part of the strategy design process,
while at the AAU, UAB and UT, top management
coordinated first contact points between academics
or heads of research units and external partners
involved in strategy implementation.
Conversely, academics mainly participated in the
strategy process autonomously, with most activities
conducted independently from top-management
direction. Applying for projects within the regional
strategy or giving feedback on strategic lines, for
example, are dependent on intrinsic motivation

Fonseca and Nieth 13
primarily related to funding attainment, the wish for
knowledge application, long-standing commitment
to external stakeholders or the desire to build new
connections. Most cases analysed show that, overall,
individual engagement was unrelated to top-man-
agement behaviour or top-down stimulus.
Intermediary bodies, liaisons between external
stakeholders and university staff, participated in crucial
stages of the strategy processes. ACUP in Catalonia
represented UAB and other universities in the region in
the RIS3CAT design stage. In other instances, technol-
ogy transfer offices like UATEC (UA), innovation and
entrepreneurship organisations like AAU Innovation
and Novel-T (UT) as well as research parks like
PRUAB (UAB) provided a more specialised perspec-
tive on regional innovation and some even coordinated
academics for an effective involvement in the imple-
mentation stages. Nonetheless, they appear underuti-
lised, as they could serve as a missing bridge between
strategic orientation and operationalisation, or between
external actors and the expertise of the academic com-
munity. These intermediary bodies could be involved
more strongly in strategic design and in incorporating
different actors in the strategies, instead of mostly
remaining as fund recipients. Their involvement, highly
defined by top management and restricted by organisa-
tional resources, could thus be further optimised.
Discussion and conclusions
This paper explored the roles universities have
assumed in regional governance processes, particu-
larly how different circumstances have impacted on
how universities participated in the design, implemen-
tation and evaluation of regional innovation strategies.
When considering the circumstances under which uni-
versities participate in these strategies, the types of
regions and the context of creation of the universities
influenced their degree of involvement and the roles
they assumed. Similarly, the nature of their regional
orientation and their predominance as universities in
the region shaped the opportunities and extent of their
governance roles. While this reproduces some findings
of the previous literature (Boucher et al., 2003; Elena-
Perez et al., 2017; Gunasekara, 2006), its significance
is herein emphasised as it considers the particular con-
text of university–regional government relationships,
and the more granular multi-level and stage-sensitive
linking of this collaboration.
Why do universities engage in regional
strategy processes and how is this
affected by regional and institutional
contexts?
Universities’ engagement was prompted by a set of
diverse factors: institutional and individual voli-
tion, expectations by regional authorities and cer-
tain regional and institutional orientations and
path-dependencies. Those universities located in
more peripheral areas (AAU, UA, UT) – often one
of very few universities in those regions – tended
to engage more directly with regional authorities
and partners. In this analysis, this can also relate to
the context of the universities’ creation, strongly
linked to regional needs and expectations, and the
consequent development of their institutional strat-
egy in close dialectic with the region, and regional
government. UAB stands out here as the only non-
peripheral university whose institutional orienta-
tion towards social innovation and network
governance seems to have influenced its engage-
ment in regional strategies more than the geo-
graphical context per se.
What differentiated roles do universities
play in each stage of the regional
innovation policy process?
Through a more granular analysis, the variation of
university roles throughout the policy process was
confirmed, as well as the fact that diverse university
layers/agents interact at different times, scales and
levels within the regional governance system. In
line with Goldstein and Glaser (2012), top manage-
ment was most often involved in strategy design in
a formal representation of universities’ interests in
regional boards/platforms. This involvement thus
improved steering and governance capacity
(Goldstein and Glaser, 2012) and cemented the uni-
versities’ leadership in the region. On the other
hand, academics were asked to design/implement
projects and thereby translate the strategic priorities

14 European Urban and Regional Studies 00(0)
into reality while applying their expert knowledge.
Since the implementation phase is characteristically
more fragmented and less constant in regional gov-
ernment engagement, it enables individual agency
and autonomy in these academics, not always
aligned with top-management directives or govern-
ment authority expectations. This presents an inter-
esting dichotomy between formal and informal
modes of interaction. While agreements and other
more formal, representative, periodical and political
types of interactions are managed between the top
tiers of regional institutions, at lower organisational
levels there is a tendency for more informal contacts
to be established by individual agents. These infor-
mal connections between engaged agents then give
rise to more continuous forms of interaction that were
considered crucial in ensuring the unlocking of
impasses during the strategy process and resulted in
wider and often unexpected benefits (e.g. institu-
tional capacity-building, network expansion, consen-
sus building and pedagogy). Besides the implications
regarding universities’ governance roles, this reflects
two other points in the literature: the importance of
interpersonal skills and commitment of involved
actors to enable, sustain and favour the governance
process (independent of the stage of involvement)
(Goldstein and Glaser, 2012); and the exercise of
agency and leadership through key actors or “cham-
pions” at multiple levels (Gunasekara, 2006).
Despite variation in the cases analysed, the iden-
tification of the universities as “honest brokers” by
the government authorities and other stakeholders
was a constant at the various policy stages. Most
universities analysed have been successful in build-
ing their legitimacy in this type of engagement from
a proven regional orientation and internal capacity-
building, and from consistently being awarded/
managing regional funds (Pugh et al., 2016). This
manifested in their incorporation - or not - in vari-
ous capacities depending on the needs of the policy
stage:
 Formulation: knowledge provision, stake-
holder mobilisation, network coordination and
facilitation, forum moderation, priority-setting
and assessment, institutional leadership, guid-
ance in planning and strategy design.
 Implementation: stakeholder mobilisation,
network coordination, facilitation and institu-
tional leadership, proposal writing and evalu-
ation, project management and planning.
 Evaluation: non-existent institutional-level
engagement.
Nonetheless, one must acknowledge that although
considered a relatively neutral stakeholder, in their
involvement in shaping regional strategies and sub-
sequent funding priorities, universities carry their
own interests associated with funding attainment
and promotion of research assets. In regions where
they emerge as key partners in the process, they are
in a unique position to exert policy capture (Brown,
2016). However, their contribution to evidence-
based policy and their mobilising role may justify
their active inclusion in the strategy process.
To what extent are universities moving
from traditional roles to more governance/
planning-related roles?
The university roles highlighted above point to an
expansion of university engagement roles from a
more entrepreneurially-focused knowledge transfer
with industry to one encompassing more develop-
mental (Gunasekara, 2006) and supportive roles to
wider regional governance. Most of the universities
herein analysed have performed several roles in the
strategy design process previously thought of as the
jurisdiction of government authorities (e.g. network
mobilisation, forum moderation, strategy design and
priority-setting). Particularly those prominent regional
universities in peripheral regions (UA, AAU, UT)
have sought to meet the high expectations placed
upon them by the regional government. This aligns
with the findings of Aranguren et al. (2019) in
that “regionally influential universities and higher
education institutions [can] fill the void of regional
government capabilities” (p. 8). It also appears as a
compensation for a characteristically institutionally
thin regional innovation system (Tödtling and Trippl,
2005). It is thus suggested that these universities, in
these types of contexts, could thus have a greater ten-
dency towards playing planning-related roles, and
seem to be cementing this (e.g. UA with its Pro-Rector

Fonseca and Nieth 15
for Regional Development, and UT with its office for
Strategy & Policy).
Universities’ governance potential is therefore
present, if not already widely materialised in these
cases. However, it is not perfected. While these insti-
tutions shape regional governance capacity through
their engagement, this is still inconsistent, dependent
on actor commitment and, arguably, an indirect con-
sequence of their knowledge provision role. It is also
important to posit if universities’ encroachment in
governance is, indeed, desirable. As highlighted by
Aranguren and Magro (2020), there are challenges,
such as the policy implementation gap and tension
related to the lack of consensus about policy goals,
which might complicate the contribution to regional
policies and question whether universities should
take on these new roles. Their involvement, and espe-
cially their predominance in the process in peripheral
and less-developed regions, can exert policy capture
(Brown, 2016). Moreover, they are compensating for
certain government deficiencies that, consequently,
may never fully be developed. Recognising the ben-
efits of their engagement should therefore be accom-
panied by a critical reflection of the region’s overall
dependence upon them.
Although the findings presented are limited to
four case studies, they point towards an increased
necessity for coordinated engagement and alignment
between universities and governmental institutions,
as well as wider stakeholders in the regional govern-
ance process. The entrepreneurial character of the
universities studied herein, and the overall context of
their creation, assumes their openness towards
regional engagement. Nonetheless, their engage-
ment in strategies and regional governance was not
only a more recent extension of their activities, but
one that lacked exploration. Each university dealt
differently with this engagement, which suggests a
need for more granularity in the analysis of these
roles and practices.
In terms of policy recommendations, different
aspects must be considered. Firstly, regional partners
need to know how to work together – without being
restrained by their institutional differences (Nieth,
2019) – so that the regional strategy processes are
effectively about regional development and not (just)
about different stakeholders learning to cooperate
while “[breaking] down silos between various admin-
istrative bodies and improve multi-level governance”
(European Commission, 2017: 5). Finally, expecta-
tions towards the contribution of universities to
regional governance processes are often not aligned
with universities’ capabilities. In some of the cases,
they have been expected to take up a heavy mantel in
the governance process. While some may embrace
this, generalisations should not be made of universi-
ties’ capacities to engage in this arena. Uyarra (2010)
highlights that more attention must be given to uni-
versities’ complexity and diversity, and that we cannot
assume these are highly flexible or integrated actors.
This also applies to the regional strategy and policy
process, especially considering that universities have
become important stakeholders therein.
The regional setting, as well as the different
stages of the strategy process, pose varied chal-
lenges, constitute opportunities and call for varied
approaches to stakeholder engagement. In their work
on territorial strategies, Valdaliso and Wilson (2015)
point out that the rapid emergence of territorial strat-
egies in the last decades has accelerated their crea-
tion and implementation before a conceptual and
empirical understanding about them was established.
Our findings confirm this, as it seems universities’
roles have been developed “on the go” – with appar-
ent flexibility, but also vagueness regarding their
contribution. Nevertheless, universities’ involve-
ment was, regardless of variance, viewed as a vital
guidance to these strategy processes, providing cru-
cial knowledge and resources throughout. The strat-
egies’ success would be in question without, at least,
their partial input in any of the policy stages. Their
undertaking of more strategic and influential roles
imparts beneficial outcomes. Given the temporal
limitation of focusing on particular policy frame-
work periods, future research can explore effective
socio-political and economic impacts of universities’
engagement in the strategy processes. We believe
that through our case-study analysis, we offer poli-
cymakers an insight into how universities can take
on strategic roles and how these can be explored
depending on regional contexts, and thereby contrib-
ute to the conceptual and empirical understanding of
universities’ roles in regional innovation and devel-
opment strategies.

16 European Urban and Regional Studies 00(0)
Acknowledgements
The authors wish to express their gratitude to Prof. Paul
Benneworth, Prof. Joan Lluís Capelleras Segura and anon-
ymous reviewers for their constructive feedback. A pre-
liminary version of this paper was presented at the
EU-SPRI 2019 Conference (Rome, June 2019) and the
26th APDR Congress (Aveiro, July 2019), also leading to
helpful comments for its improvement.
The authors wish it to be known that, in their opinion,
both authors should be regarded as joint first authors.
Declaration of conflicting interests
The authors declared no potential conflicts of interest with
respect to the research, authorship, and/or publication of
this article.
Funding
The authors disclosed receipt of the following financial
support for the research, authorship and/or publication of
this article: This work was supported by the EU’s Horizon
2020 Research and Innovation programme under MSCA-
ITN Grant agreement No. 722295.
ORCID iD
Lisa Nieth https://orcid.org/0000-0002-7893-7640
Notes
1. Significant changes in the regional development sup-
port system will be implemented as of 2019 with
those responsibilities being transferred to the national
level. The analysis of this paper does not include the
changes that are still being implemented.
2. Danish for “Growth Forum”.
3. For more information on such initiatives, please refer
to Fonseca (2019b).
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