Abstract
The 21st century has witnessed a growth in the importance given to the third mission of Higher Education Institutions (HEI). This third mission refers to the socioeconomic engagement with the surrounding social and business fabric, namely in the form of knowledge transfer (KT) schemes and policies. Despite its widely-recognized importance, the Cultural and Creative Sector (CCS) has remained only marginally engaged with HEI, in part due to the lack of explicit policy by public actors to bring the two types of actors together. This article seeks to explore the institutional frameworks that have been developed for knowledge transfer from HEI to the CCS in selected regions of the Atlantic Area. Towards this goal, it first analyses some of the sectoral specificities of the CCS, identifying three feature which distinguish the sector: the entrepreneurial structure and organization of CCS; the type of knowledge, innovation and motivations of firms; and their absence of connections to HEI. The article seeks then to analyze to what extent existing policy on CCS and KT policies in the regions has tackled these specificities, through a qualitative analysis of reports, policy documents, and academic analysis of the regional economies, before proposing a model for understanding KT policy in the CCS sector, which serves as a preliminary line of inquiry into the knowledge relations in the CCS. Finally, these policy concerns are related to the perceptions of CCS practitioners, attempting to understand the primary concerns of these actors according to their regional context. The article highlights the existing disconnect between public policy, the current state of understanding of the CCS and the industry actors, urging for greater research and policy-development to promote innovation and socioeconomic growth.
Highlights
The last decades of the 21st century were marked by a transition in industrial models, in Europe and in the United States of America
The perception of actors regarding the connections of the CCB to Higher Education Institutions (HEI) (Table 3) shows that firms in the Iberian regions (n = 68) compare to total sample average present higher levels of shared human resources (HR), joint projects and higher levels of individuals who contribute to training courses organized by HEI
These results are in turn consistent with the weaknesses perceived (Figure 3): sectors with a more business orientation see the main issues being about connecting with the rest of the Cultural and Creative Sector (CCS); the fine arts and crafts, with a more cultural motivation, in turn see the need to have more joint projects and engagement with the HEI, in sharing human and material resources
Summary
The last decades of the 21st century were marked by a transition in industrial models, in Europe and in the United States of America. The growing weight of the cultural content of commodities and services brought profound consequences to cities, regions and education systems (Caves 2002; Florida 2002, 2012; Landry 1995; Scott 2000, 2014). The growth of the cultural and creative sector (CCS)—understood broadly as activities that focus on the production, consumption and mobilization of cultural codes—led to a widespread political, social and economic recognition of the role of these actors, assuming the regional and local levels to be privileged sites of analysis of such dynamics Territorial links existing between the various CCS activities and its governance actors are crucial for the sustainability of these sectors (Camagni et al 2004; Cooke and Lazzeretti 2008; Costa 2007; Scott 2000, 2014)
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