Abstract
Higher education is often seen as a panacea for disadvantaged and peripheral regions. Universities are usually typified as being large publicly-funded organisations with strong local multipliers through well paid, high status employees, having a dynamic effect on local labour markets from the human capital development of their students, and with a range of other forms of knowledge spillover in the form of knowledge transfer with local businesses, impacts on local cultural provision and wider benefits to local civic society (OECD, 2007). Therefore, it is no surprise that local and national policymakers look to the potential of new universities and campuses as vehicles for development in areas that are lagging economically (DIUS, 2008).
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