Abstract
This study argues that the coupling between higher education, economic growth, and innovation ability is of great significance for regional sustainable development. Through the experience of Jiangsu Province in China, this study establishes a coupling coordination evaluation index system and applies the coupling coordination model to evaluate interactive relationships among the three. It finds that during 2007–2017, the level of coupling of 13 prefecture-level cities in Jiangsu was increasing over time, which fully verified the previous scholars’ view that the three can improve each other over a long period. However, this study finds that there are obvious differences within Jiangsu. Inadequate investment in higher education has become a crucial constraint on sustainable economic growth in northern and central Jiangsu, which are backward regions of Jiangsu. By contrast, in southern Jiangsu, which is the advanced region of Jiangsu, although the resources of higher education are abundant the growth of innovation ability cannot support sustained economic growth well. Thus, the quality of higher education should be improved to meet the needs of the innovation-based economy. Accordingly, cross-regional cooperation and balanced investment in higher education are the keys to practicing a balanced and sustained regional development. The results of this study’s coupling coordination analysis and evaluation can serve as a reference for governments in enhancing regional sustainable development.
Highlights
Since the emergence of the knowledge economy in the 1990s, knowledge has become a crucial resource for regional development
This study investigates whether interactions between higher education, economic development, and technological innovation were facilitated in Jiangsu, and examines the factors inhibiting sustainable development in the province
The level of coupling obtained from Equation (6) was applied to calculate the coupling levels of the following subsystem pairs: economic growth–higher education (C12), higher education–innovation ability (C23), and economic growth–innovation ability (C13)
Summary
Since the emergence of the knowledge economy in the 1990s, knowledge has become a crucial resource for regional development. Innovation through accumulating knowledge has been a critical factor in sustainable regional development. Since 2000, human development is facing more serious problems, including resource problems, environmental problems, and ecological problems, which have led to global thinking about sustainable economic growth models. Whether education development can meet the ever-changing needs has become an important topic of common concern in many fields. The aim of Goal 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This indicates the urgency of incorporating sustainable development education at all levels [2]
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