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Transforming the "€œThird Mission"€ in Norwegian Higher Education Institutions: A Boundary Object Theory Approach
Department of Administration and Organization Theory, University of Bergen, Bergen, Norway.
2016 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, 1-16 p.Article in journal (Refereed) In press
Abstract [en]

Higher education institutions (HEIs) in Norway have been subjected to several reforms in recent decades. There are transformed relationships between institutions and their environment, and higher educations’ third mission is emphasized. To improve our understanding of HEIs’ third mission, this paper employs boundary object theory, enabling us to see how shifting projects are shaped and negotiated within these institutions. The paper concludes with a discussion of five main projects that are evident in third-mission presentations: the entrepreneurial project, the local and regional involvement project, the mode 2 project, the popular-science project, and the reputation project.

Place, publisher, year, edition, pages
Routledge, 2016. 1-16 p.
Keyword [en]
boundary objects; Higher education; strategic planning; third mission
National Category
Sociology Educational Sciences
URN: urn:nbn:se:oru:diva-52082DOI: 10.1080/00313831.2016.1212253ScopusID: 2-s2.0-84981275620OAI: oai:DiVA.org:oru-52082DiVA: diva2:967773
Available from: 2016-09-09 Created: 2016-09-09 Last updated: 2016-09-21Bibliographically approved

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Sataøen, Hogne L.
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