Abstract
Knowledge-based inequality is presented as a main problem of our time. It requires a change of paradigm concerning development. Development cannot be seen as the “place” of the so-called developed countries; neither can development be seen as a “ladder” that developing countries should climb. A notion of inclusive development is sketched by combining normative, theoretical-factual, prospective, and propositional approaches. Such issues are related with ongoing changes in universities. The models of the Humboldtian university and the entrepreneurial university are discussed, particularly in relation to the Global South. It is argued that different models are needed in order to contribute to overcoming knowledge-based inequality and underdevelopment. The tradition of the Latin American University Reform is recalled. The concept of Developmental University is reconsidered and refined in a National Innovation Systems perspective. Its potential and difficulties are discussed in connection with the diffusion of the benefits and power of knowledge.
A shorter previous version of this paper was published in Spanish with the title “La Universidad en las políticas de conocimiento para el desarrollo inclusivo,” Cuestiones de Sociología, No. 12, 2015, Universidad Nacional de La Plata ISSN 1668-1584, 19–36.
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Arocena, R., Sutz, J. (2017). Inclusive Knowledge Policies When Ladders for Development Are Gone: Some Considerations on the Potential Role of Universities. In: Brundenius, C., Göransson, B., Carvalho de Mello, J. (eds) Universities, Inclusive Development and Social Innovation. Springer, Cham. https://doi.org/10.1007/978-3-319-43700-2_3
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