Abstract
Universities are increasingly pressured to respond to external imperatives and demands, while, at the same time, they are expected to enhance both their efficiency and accountability. This is leading to the local adoption of key, structural and cultural features associated with the model or global script of the entrepreneurial university. This chapter undertakes a critical analysis of the premises associated with the latter model, and provides new insights on the sustainability of the “entrepreneurial turn in higher education” against the backdrop of the challenges facing European universities.
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Notes
- 1.
It is worth noting that there are significant differences amongst universities across Europe, aligned with the historical models. Some (Central and Southern Europe) followed the Napoleonic model, with its emphasis on general education and the separation of teaching and research. Others (Northern Europe) adopted key features emanating from the Humboldtian model of university, centered on the teaching-research nexus and considerable academic autonomy. In the UK and Ireland, the influence of Newman meant that increasing focus was attributed to the transmission of knowledge (teaching) and liberal education. The North American university is characterized by the seeming combination of the aforementioned features (latter two models) combined with the pragmatic character of American society, including its outreach mission (consult Ridder-Symoens 2003; Rüegg 2004; Jencks and Riesman 2002).
- 2.
The triple helix has been the target of major criticism, inter alia, for paying little attention to national contexts and other social settings (Cai and Liu 2015: 1)
- 3.
Consult Mora and Vieira (2009: 82) for definitions of entrepreneurial university in a strict- and broad- sense.
- 4.
It could be argued that, to a certain degree, Clark’s core dimensions are rather arbitrary and that they do not necessarily reflect the current dynamics across most European (and US) universities where: the bulk of funds still emanate from the public purse; the central administration (strategy) is still rather decoupled from the real life of academic units; and that the periphery is increasingly becoming an integral part of the core – or at least it exercises a negative influence on core tasks, e.g. as regards research priorities, cultural fragmentation, etc., as indicated by much of Sheila Slaughter’s work. What is more, Clark’s “successful” European case studies were carefully selected in the light of the aforementioned features, and in a number of circumstances universities became entrepreneurial due to the lack of viable alternatives (Stensaker and Benner 2013). That said, it is undeniable that Clark’s insights have had considerable influence amongst institutional managers and scholars alike when it comes to filling the abstract notion of the entrepreneurial university with meaningful content, not least as an aid to strategic agency (cf. Pinheiro and Stensaker 2014).
- 5.
As alluded to earlier, it is in this respect that neo-institutionalism perspectives on the rise of the entrepreneurial university across the world are short-sighted, since, as it will be demonstrated here, the local adoption of key features associated with the former model has a tendency to foster rather than constrain heterogeneity, i.e. they result into polymorphic rather than isomorphic tendencies.
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I would like to thank Prof. Bjørn Stensaker, members of the Department of Political Science and Management at the University of Agder, Norway, and the book editors for constructive comments on an earlier version of this chapter. Any remaining errors are my own.
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Pinheiro, R. (2016). Humboldt Meets Schumpeter? Interpreting the ‘Entrepreneurial Turn’ in European Higher Education. In: Slaughter, S., Taylor, B. (eds) Higher Education, Stratification, and Workforce Development. Higher Education Dynamics, vol 45. Springer, Cham. https://doi.org/10.1007/978-3-319-21512-9_15
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