Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Quadruple Helix, Innovation and the Knowledge-Based Development: Lessons from Remote, Rural and Less-Favoured Regions
Tampere University.
Show others and affiliations
2016 (English)In: Journal of the Knowledge Economy, ISSN 1868-7865, E-ISSN 1868-7873, Vol. 7, no 1, 23-42 p.Article in journal (Refereed) Published
Abstract [en]

This paper addresses the dynamics of knowledge-based development of remote, rural and less-favoured regions. Many of the regional strategies and policies aimed at developing innovation emanate from policymakers in centrally located urban conurbations and are assumed to be universally applicable. An example is the classical “triple helix” model and its successors for economic development based around the idea of universities, business and public sector organisations all coming together to foster innovation and economic prosperity. In many remote, rural and less-favoured localities, there may not be a university or other knowledge-intensive institution present which makes a difference from the point of view of local development agendas. In many regions, also the business community may be scattered and insufficiently developed in terms of innovation. And furthermore, this kind of region may also have a weak public sector to enhance innovativeness. In such regions, social and community groups may often play the dominant entrepreneurial role. The community may also play a significant role in remote, rural and less-favoured regions where the basic elements of “triple helix” model are present. In this respect the concept of a “quadruple helix” is highly beneficial. This is the case, because innovation processes are becoming increasingly open to different stakeholders. In this paper, four illustrative cases of knowledge-based development processes and policies in remote, rural and less-favoured regions are analysed by using a “double-coin model of knowledge-based regional development” which places the quadruple helix model at the very heart of knowledge-based regional development.

Place, publisher, year, edition, pages
New York: Springer Science+Business Media B.V., 2016. Vol. 7, no 1, 23-42 p.
Keyword [en]
Knowledge-based Regional development, Quadruple Helix, Triple helix, Quadruple helix, Double-coin mode
National Category
Other Social Sciences not elsewhere specified Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
URN: urn:nbn:se:umu:diva-108637DOI: 10.1007/s13132-015-0289-9Scopus ID: 2-s2.0-84959086252OAI: oai:DiVA.org:umu-108637DiVA: diva2:853860
Available from: 2015-09-15 Created: 2015-09-15 Last updated: 2017-01-25Bibliographically approved
In thesis
1. From blended learning to learning onlife: ICTs, time and access in higher education
Open this publication in new window or tab >>From blended learning to learning onlife: ICTs, time and access in higher education
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Information and Communication Technologies, ICTs, has now for decades being increasingly taken into use for higher education, enabling distance learning, e-learning and online learning, mainly in parallel to mainstream educational practise. The concept Blended learning (BL) aims at the integration of ICTs with these existing educational practices. The term is frequently used, but there is no agreed-upon definition. The general aim of this dissertation is to identify new possible perspectives on ICTs and access to higher education, for negotiating the dichotomy between campus-based and ICT-enabled education. The access options of BL are in focus for this dissertation, although BL is generally seen as a campus phenomenon, and shares a place perspective. The main research questions in the dissertation are 1) how BL can be understood in the context of increased access to education, moreover, (2) how time can be work as a more constructive perspective for designing ICTs in education, compared to place. The dissertation comprises five articles. The first is conceptual and concentrates on place and time in blended learning, and forms a time-based model and perspective, drawing on the tension between synchronous and asynchronous modalities instead of a place-based center-periphery model. The following article examines the differences between North American and European use of the term BL, in education and research, and finds that BL is not much used by European researchers, although the term is frequently used in educational environments. Two design and intervention studies, articles 3 and 4, make experiments using the BL time-based model. In article 3, a group of untraditional learners at a learning centre in Arvidsjaur attends a synchronous co-located study circle group and participates in an asynchronous and global Massive Open Online Course (MOOC). In article 4, nine students in a preparatory year for entering engineering studies volunteer and participate in a pilot distance course experiment, where prevention of procrastination is a high priority. For this, agile framework theory, constructivist learning theory and the time-based model are used in design and analysis. The last article (5) reconnects learning to place by discussing and adapting Triple- and Quadruple Helix theory for regional development in the knowledge society to four regional European cases. At the end of the synthesis, an outline of the access affordances with the time-based model is given, drawing on Adam’s timescape theory. The discussion of ICT integration into education is made drawing on Floridi’s Philosophy of Information, which provides many tools to view discourses of ICTs in education critically, and also envisions the concept of e-ducation in the infosphere, where other blend issues appear connected to weak artificial intelligence and the pervasive power of ICTs.

Place, publisher, year, edition, pages
Umeå: Umeå University, 2017. 96 + 7 p.
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 72
Series
The Post-Graduate School of the Educational Sciences, 17
Keyword
blended learning, distance learning, e-learning, online learning, ICTs, synchronous learning, asynchronous learning, philosophy of information, learning onlife
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-130567 (URN)978-91-7601-622-0 (ISBN)
Public defence
2017-02-16, N320, Naturvetarhuset, plan 3, Johan Bures väg 16, Umeå, 10:00 (English)
Opponent
Supervisors
Available from: 2017-01-26 Created: 2017-01-23 Last updated: 2017-01-25Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full textScopus

Search in DiVA

By author/editor
Norberg, Anders
By organisation
Department of applied educational science
In the same journal
Journal of the Knowledge Economy
Other Social Sciences not elsewhere specifiedSociology (excluding Social Work, Social Psychology and Social Anthropology)

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 4770 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf