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Higher Engagement KNOW in Economic Development: Foundations for Strategy and Practice • MEASURE • TELL • ENGAGE

AUGUST 2015

Foundations for Strategy and Practice A ECONOMIC ENGAGEMENT FRAMEWORK Acknowledgements

Many individuals and organizations Lindsay Emery, The CEDI Society Gary Ostrander, Florida State have contributed to the work described Tim Faley, University of the Virgin Sethuraman “Panch” Panchanathan, in this publication. APLU and UEDA Islands Arizona State University are grateful for and wish to recognize David Gard, Indiana University Carol Parker, University of New Mexico the contributions of the following. Birgit Green, Texas Tech University Mary Frances Postupack, East - Stroudsburg University Co-Authors Darene Hackler, Davis Diana Robinson, Northern Illinois Eva Klein, Eva Klein & Associates Tom Harris, University of Nevada, Reno University Jim Woodell, Association of Public and Terry Helmlinger-Ratcliffe, North Carolina Carmel Ruffolo, University of Wisconsin, Land-grant State University Milwaukee Tim Hindes, Fourth Economy Consulting Jessica Sattler, University of Toledo Contributors Alexis Holzer, Washington State Susan Sciame-Giasecke, University of Ernest Abrogar, University of Oklahoma University Indiana, Kokomo Dorothy Air, University of Cincinnati Glenda Humiston, US Department of Joe Shields, Ohio University Fiona Baxter, North Carolina State Agriculture Chuck Shoopman, University of University Genna Hurd, University of Kansas Tennessee-Knoxville Robert Behunin, Utah State University Lloyd Jacobs, University of Toledo Bill Stephan, Indiana University Christi Bell, University of Alaska Jacob Johnson, innovosource Wayne Szafranski, North Carolina A&T Chris Brown, Apollidon Learning Linda Kawano, Cantu Designs University David Brukardt, University of Wisconsin Maureen Klovers, Lyon Park Associates Ashish Vaidya, St. Cloud State University System Eugene Krentsel, University of Louisville Eileen Walker, Association of University Nicky Colomb, Virginia Commonwealth Sandy Larson, University of Minnesota- Research Parks University Duluth Mark Clarke, University of Houston Ali Mabel, Fourth Economy Consulting Kelvin Drogemeier, University of Joey Mak, University of Illinois Oklahoma Gene Merrell, University of Idaho Larry Molnar, University of Michigan Duane Dunlap, Purdue University Ed Morrison, Purdue University Laura Jean Edmonds, Ohio University Duane Nellis, Texas Tech University

For information, please contact: Eva Klein, Board Member and Committee Chair, UEDA, [email protected] or APLU Office of Economic Development and Community Engagement, [email protected]

B Higher Education Engagement in Economic Development Contents

Introduction 2

SECTION 1 — Definition of University Economic Development and Engagement 4

SECTION 2 — Principles of Practice 7

SECTION 3 — Taxonomy of Programs 10

Appendices 17

Foundations for Strategy and Practice 1 Introduction

Who We Are Note: In December 2018 CICEP and APLU’s Council on Engagement and Outreach This statement of Foundations about the integrated to form the Commission on roles of of higher education in Economic and Community Engagement. economic development and engagement Learn more at aplu.org/EEF. with their constituencies is produced in support of higher education institutions, University Economic Development Association as represented by the Association of Public Established in 1976, UEDA is North and Land-grant Universities (APLU) and America’s membership organization that the University Economic Development brings together public and private higher Association (UEDA). education; private sector; public agencies; Association of Public and Land-grant Universities and community economic development stakeholders in economic development. APLU is a research, policy, and advocacy UEDA’s members work to expand economic organization dedicated to strengthening and opportunity and prosperity in our advancing the work of public universities communities and regions by leveraging in the US, Canada, and Mexico. With education / talent development; research a membership of 238 public research and technology development; and universities, land-grant institutions, community-building and place-making state university systems, and affiliated strategies. UEDA’s mission is to serve organizations, APLU’s agenda is built on the its members by advancing knowledge three pillars of increasing degree completion and practice in economic engagement by and academic success, advancing scientific institutions of higher education. research, and expanding engagement. UEDA’s Body of Knowledge (BoK) APLU created its Commission on Committee works to support UEDA’s Innovation, Competitiveness, and Economic members by providing information and Prosperity (CICEP) to help APLU member resources to advance higher education- universities—including presidents and related economic development and chancellors, senior research officers, engagement accomplishments. The provosts, other officers and their staffs— Committee’s mandate is to organize plan, assess, and communicate their existing knowledge and support creation institutions’ work in local and regional of new knowledge allowing members to economic development. better develop and carry out economic development and engagement programming.

2 Higher Education Engagement in Economic Development Purposes of These Foundations communications of accomplishments to stakeholders—taking into account a broader Each of the three sections of this document definition of economic development roles of addresses one of its three purposes: institutions.  FIRST, WE DEFINE UNIVERSITY ECONOMIC DEVELOPMENT AND ENGAGEMENT. Building Our Frameworks A common definition will lead to easier These Foundations extend previous work development of roadmaps, tools, and of APLU, including publications in its metrics for assessing progress while Economic Engagement Framework (ht t p:// also stimulating internal institutional www.aplu.org/EEF) and its Innovation and dialogue—all-important to affecting the Economic Prosperity Universities program culture of what we value. (www.aplu.org/IEP). It also builds from  SECOND, WE PROVIDE A COMMON SET OF UEDA’s Awards Program (ht t p://aw a rd s. PRINCIPLES for the practice of economic universityeda.org) and is a framework for development and engagement that concurrent launch of UEDA’s Journal of institutions can consider as part of their Economic Development in Higher Education. planning and assessment framework. Thus, in many ways, this document is part

 THIRD, WE PRESENT A TAXONOMY OF PROGRAMS, of an ongoing process by APLU and UEDA intended to assist institutions and their to create a body of knowledge to support partners in understanding how discreet institutions in their pursuit of economic programs connect to the larger vision engagement purposes and initiatives. and purposes. Finally, we acknowledge the work of many The Foundations are meant to inspire others who have devoted considerable institutions to reinvent the relevant effort to developing frameworks for these or university for the 21st century and to endeavors in higher education. (Graphics think more comprehensively about how and references included in the Appendices economic development and engagement provide selected examples.) We hope we are, activities connect to each other and to an in turn, building on that growing body of ’s core mission. That said, the work. foundations expressed in this document are intended to provide a useful and provocative SECTION 1: Definition framework—not a precise or limiting prescription. Further, the Foundations also of University Economic should help institutions strengthen their

Foundations for Strategy and Practice 3 Development and Engagement

Economic development is the means to achieve Definition of Economic Development for Research, Creative st the 21 Century sustained increases in prosperity and quality Works, Problem-Solving, In the second half of the 20th century, of life realized through innovation, lowered and Entrepreneurship as economic development emerged as an transaction costs, and the utilization of form in the late industrial economy, capabilities towards the responsible production it was commonly understood to mean and diffusion of goods and services. primarily recruitment of companies to a The authors continue with the following specific jurisdiction forjob creation, with principles: tax revenues and capital investment being secondary goals. Most early attention was Economic development requires effective on creating industrial park sites, utilities institutions grounded in norms of openness, capacity, and transportation—and then tolerance for risk, appreciation for diversity, and working to relocate manufacturers to the confidence in the realization of mutual gain for jurisdiction in question. In the last few the public and the private sector. decades, economic incentives, supported by taxpayers and public policy, became another Economic development is essential to creating set of major tools. the conditions for economic growth and ensuring our economic future. (Feldman et al., This now is an archaic and too-narrow view forthcoming) of economic development, which, in the 21st century’s global knowledge economy, is a far Definition of Economic Development for more complex enterprise. Universities and Higher Education begin their definitions and their For higher education, the definition of principles and practices based on a much economic development begins from the broader meaning of economic development, notion of broadly “creating the conditions” based on this new definition from Feldman et for economic prosperity. As used by APLU al.: and UEDA, economic development in/by higher education is defined as follows: Economic development is defined as the expansion of capacities that contribute to the In higher education, economic development advancement of society through the realization means proactive institutional engagement, with of individuals’, firms’, and communities’ partners and stakeholders, in sustainable growth potential. of the competitive capacities that contribute to the advancement of society through the realization of individual, firm, community, and regional-to-global economic and social potential.

4 Higher Education Engagement in Economic Development Cradle-to-Grave TALENT Human Capital and Talent Development

Research, Creative Community-Connected Institutions Works, Problem-Solving, INNOVATION PLACE and Stewardship for and Entrepreneurship Vibrant Communities

Colleges and universities enhance the The three components of talent, innovation, competitiveness of their communities and and place are both autonomous and linked regions—and also serve global society— efforts within higher education’s economic through many diverse programs, services, development environment, as illustrated in and activities that span realms of: the graphic above.

 HUMAN CAPITAL / TALENT DEVELOPMENT; This definition is designed for those who plan, lead, prioritize, and carry out  RESEARCH AND INNOVATION in , economic development / engagement technology, public policy, humanities, activities. Importantly, many of the most and social realms, and vibrant and effective programs and services 1  STEWARDSHIP OF PLACE. fall in the intersections between these three Economic development is not a fourth elements. These intersections are noted in mission; it is one lens through which Section 3: Taxonomy of Programs. the traditional three missions are now These three elements also build on interpreted. traditional mission formulations (Teaching, As our institutions succeed in economic Research, and Service; or Learning, development, thus broadly defined, the Discovery, and Engagement) and can serve communities and regions they serve will to extend interpretations of mission across realize sustained advances in economic the institution. prosperity and quality of place, because When an institution has active and effective they become increasingly attractive to programs in all three realms and in their entrepreneurs / innovators, businesses, intersections—the institution is achieving investors, and highly-skilled -seekers what we may call high-impact economic (and even students). engagement.

1 Stewardship of Place is an extremely useful construct, advanced initially by the American Association of State Colleges and Universities (AASCU), and adopted for this material. See Appendices for AASCU graphic and references.

Foundations for Strategy and Practice 5 The Relevant College or University ALL THE ABOVE NOTWITHSTANDING, THE 21ST CENTURY RELEVANT COLLEGE OR UNIVERSITY WILL When an institution embeds considerations FIND THE PATHWAYS TO GREATER ENGAGEMENT of these purposes and functions in most WITH PRIVATE SECTOR AND COMMUNITY WHILE STILL or all of its internal planning and priority- PRESERVING ALL THE MOST IMPORTANT TRADITIONAL setting, it is achieving a definition of itself VALUES OF THE UNIVERSITY—FOREMOST OF WHICH IS as a relevant college or university in the 21st ACADEMIC AND SCHOLARLY INTEGRITY. century—an institution that, engaging with others, applies its many assets and capabilities toward realization of individual, SECTION 2: Principles of firm, community, regional, and global economic and social potential.

6 Higher Education Engagement in Economic Development Practice

Preamble 3. BE GOOD COMMUNITY PARTNERS, PROVIDING LEADERSHIP AS BOTH CONVENERS AND ACTIVE Twenty-first century institutions of higher PARTICIPANTS.Engage with communities— learning share in responsibilities for in social, physical, and virtual forms— economic development, as defined herein. and actively pursue working and They engage, in varying roles, as stewards of collaborating for the common good with place in the communities and regions they other community stakeholders. serve. They further understand economic development and engagement as functions 4. ENGAGE IN REGIONAL INNOVATION ECOSYSTEMS. of the entire institution—connected with (or Help create and be active in an embedded in) core missions. interconnected, regional ecosystem (formal framework of knowledge, A. Strategic Program Principles of Practice services, capital, and resources) that Accordingly, the economically-engaged supports innovation-based economic institution seeks to adapt and enact, in ways development, and comprises elements consistent with its mission, the following provided by government, business, general Strategic Program Principles: industry, not-for-profit, and institutional collaborators. 1. EMBED ECONOMIC ENGAGEMENT, INNOVATION, 5. IDENTIFY AND STRENGTHEN THE INSTITUTION’S AND ENTREPRENEURSHIP ACROSS INSTITUTIONAL STRATEGIC COMPETITIVENESS. Focus on MISSIONS. Apply knowledge, transfer identifying and building strategic technology, support regional industry / selective areas of expertise, to clusters, and otherwise create sustain institutional relevance and innovation to achieve intellectual, competitiveness and to help strengthen scientific, public policy, social, cultural, and diversify regional economic sectors, and economic outcomes. thus contributing to the communities’ 2. VALUE AND PROMOTE SCHOLARSHIP ACROSS A and regions’ economic development and CONTINUUM OF DISCOVERY AND APPLICATION. global competitiveness. Value intellectual endeavors in many 6. SERVE REGIONAL HUMAN CAPITAL AND forms—from basic research to use- WORKFORCE NEEDS. Consider human capital inspired research and, in the realm development to mean the cultivation of innovation, from applications to of intellect, general knowledge, problem-solving. career / occupation skills, life / civic responsibility, and global citizenship— and encompassing diverse populations (age, race, ethnicity) served directly or indirectly.

Foundations for Strategy and Practice 7 7. CONTRIBUTE TO THE HEALTH AND WELL-BEING OF B. Business and Policy Principles of THE COMMUNITY AND PEOPLE THE INSTITUTION Practice SERVES. Share responsibility with many To achieve the Strategic Program Principles, other organizations in the institution’s the economically-engaged institution communities and regions for achieving understands that some change and health, wellness, and social well-being of evolution may be required in business and people and communities. policy approaches, and, indeed, in aspects 8. FACILITATE 21ST CENTURY KNOWLEDGE of institutional culture. Accordingly, the CREATION AT THE INTERSECTIONS, COLLISIONS, economically-engaged institution evaluates AND NEW FUSIONS OF ACADEMIC DISCIPLINES. its need to commit to the following eight Recognize that generating knowledge Business and Policy Principles: in the 21st century increasingly requires 1. ASSESS OUTCOMES FROM COLLABORATIVE WORK, problem-focused and transdisciplinary AND MEASURE A SPECTRUM OF ECONOMIC, perspectives, and, to that end, enhance SOCIAL, AND CULTURAL IMPACTS FROM OUR opportunities for faculty, students, and RESEARCH AND INNOVATION ACTIVITIES. Be staff to engage with the public, industry, accountable for outcomes and measures and government beyond their disciplines that matter to external constituents, and institutions. in addition to pursuing outcomes and 9. AFFIRM THAT, IN INNOVATION AND ENGAGEMENT, metrics that the institution values. The HUMANITIES, , SOCIAL , AND economically-engaged institution adapts STEM DISCIPLINESARE ALL VITAL. Recognize measures and communications of that Science, Technology, Engineering, outcomes to incorporate properly those and (STEM) disciplines, that are the result of shared aspirations Humanities, Arts, and Social Sciences and collaborative initiatives. all play significant roles in creating 2. WORK TO ALIGN ECONOMIC DEVELOPMENT economic opportunity and effective GOALS WITH INSTITUTIONAL INCENTIVES. societies; in contributing to public Employ strategic rewards and incentives and social policy; and in making programs for faculty and staff, including communities competitive and desirable faculty promotion and tenure standards, places to live. that encourage innovative teaching; 10. INNOVATE CONTINUOUSLY IN TEACHING AND traditional scholarship; community- LEARNING PRACTICES. Innovate in teaching engaged research and scholarship; and learning, to produce educated patenting and commercialization of people and a highly-skilled, leadership- discoveries; other forms of innovation ready, and entrepreneurial 21st century in solving economic, policy, or social workforce for a globally-connected problems; and creative works. world; learning innovations include (at a minimum) traditional and flipped classroom, online / virtual, discovery- based, experiential, service, and international modes of education.

8 Higher Education Engagement in Economic Development 3. MAKE ACCESS TO THE INSTITUTION’S ASSETS 7. FACILITATE CREATION ON AND AROUND AND COLLABORATION WITH ITS EXPERTS THE INSTITUTION’S CAMPUSES OF NEXT- EASIER. Provide both organizational GENERATION RESEARCH PARKS AND INNOVATION structures and internet “front doors” to DISTRICTS—KNOWLEDGE-CENTRIC, MIXED- facilitate access by various constituents USE COMMUNITIES. Create robust, to information about the institution’s mixed knowledge communities both resources and expertise. virtually and by physical co-location strategies. Place strategies include 4. ALIGN BUSINESS PROCESSES WITH GOALS bringing non-academic business and FOR COLLABORATION AND INNOVATION. community / public uses into campus Value productive partnerships and environments and / or extending the collaborations and ensure that business assets of campuses into non-academic processes reflect this value. While environments. respecting legitimate institutional or governmental constraints, also redesign, 8. DEPLOY THE INSTITUTION’S PROCUREMENT streamline, and adapt business and AND INVESTMENT BUSINESS PRACTICES TO decision-making processes. MAXIMIZE ECONOMIC IMPACT. Remain mindful of the potential for catalyzing 5. PRESERVE ACADEME’S CORE VALUES OF local economic development through ACADEMIC AND INTELLECTUAL INTEGRITY. the institution’s own procurement, In development of more—and more licensing, and investment policies; seek effective—partnerships, strictly to amend statutes or regulations that maintain the traditional values of would prohibit strategic investment academic and intellectual integrity. of financial assets to encourage local 6. EXERCISE RESPONSIBLE STEWARDSHIP economic development; consider use of OF RESOURCES. Pursue diversified, institutional funds to provide venture sustainable funding, including revenue capital for start-ups that flow from from innovation and engagement commercialization of discoveries, or activities and advocate for proper to provide social capital for critical levels of public funding. Also, commit community investments. to efficient and productive use of all resources—people, operating funds, and capital funds.

Foundations for Strategy and Practice 9 SECTION 3: Taxonomy of Programs

Within the broader contexts of the Definition Also included in the Appendices is a sample and the Principles of Practice, the Taxonomy classification of programs at the University of Programs is meant to provide a more of Idaho, based on this taxonomy. granular way to define how a great number of specific programs and activities can Definitions and Program Examples—Three or do relate to economic development, Main Framework Elements engagement, and innovation—also including  Talent: Cradle-to-Grave Human Capital core functions of the institution that, and Talent Development under an older definition, would not have DEFINITION been considered to connect to economic Talent development includes the spectrum development. of knowledge transfer activities by which This Taxonomy is meant to provide one universities educate people, developing human st organized way of thinking about how capital for the 21 century Knowledge Economy. college and university programs of many Programs range from formal, credit- types relate to economic development and bearing programs to informal teaching and engagement goals. It is not intended to be learning modes; short-format education prescriptive. It certainly does not mean to and training; service and experiential convey that all institutions must actively learning; mentoring; and all other forms provide all programs. Rather, it is offered of teaching and learning. The learner as one tool—based on this new definition of experience includes and practice, and economic development in higher education— the connections between these. Outcomes in that institutions may use in: 21st century core skills and competencies are

 UNDERSTANDING WHAT THEY ALREADY DO THAT considered in design. Delivery CONTRIBUTES TO ECONOMIC DEVELOPMENT; modes include on-site / face-to-face; off-site / online; and blended instruction formats.  ASSESSING AND PLANNING FOR EXISTING AND NEW PROGRAMS; AND With , community, and corporate partners, colleges and universities  ORGANIZING THEIR COMMUNICATIONS TO participate in cradle-to-grave talent STAKEHOLDERS AND FUNDERS ABOUT THEIR development. Talent development ROLES AND ACCOMPLISHMENTS. encompasses the delivery of lifelong As an initial tool, a worksheet template learning at multiple levels and to multiple is provided in the Appendices. Certainly, audiences: the effective education of other approaches to use of this Taxonomy, children in the pre-K–12 pipeline; or altogether different ones, are possible. ; specialized

10 Higher Education Engagement in Economic Development graduate and post-doctoral training;  Degree Programs in the Arts and executive degree programs (e.g., accelerated Sciences MBAs for mid-career professionals); • Sciences and Mathematics for adults throughout • Arts and Culture life; industry training; and beyond. • Humanities PROGRAM EXAMPLES • Social Sciences Talent Development is the core mission  Programs of higher education. It takes the form of (incomplete list) traditional degree programs and also occurs in many specialized “adjunct” programs. • Business Institutions constantly attend to improving • / Allied Health / Nursing / and to assessing the outcomes of / learning—and they do so in many ways, with • Engineering and without partners. • Following are the kinds of programs • Design and institutions might consider as aligning • Computer Sciences and Information with the Talent Development category of this Technologies taxonomy. • Biotechnology / Bioengineering  21st Century Skills / Core Competencies • Public Administration for Functioning in Careers and Civic • Education Life • Social and Behavioral Sciences • skills • Social Work • Communication skills • Agriculture / Life Sciences · Relationship-building skills • Agriculture / Natural Resources (networking) • Journalism · Negotiation / persuasion skills • Special / Colleges, · Public speaking skills (e.g. , Mining, Textiles, · Listening skills Hospitality / Tourism, etc.) • Basics of managing—schedule, time,  and Discovery- projects, people Based Learning Programs • Leadership • • Building confidence • Residencies • Mentorship • Post-doctoral fellowships • Citizenship • • / protocol • Apprenticeships • Cultural sensitivities (across • Service learning generations, gender, social, • International and cross-cultural communities, race, ethnicities) programs

Foundations for Strategy and Practice 11 • Senior design / capstone projects  Faculty training / development for • Undergraduate research engagement • Leadership development • Inter-disciplinary research and  Active alignment of curricula to industry engagement / employer needs • Community-engaged research / scholarship • Competency maps • University-industry demonstration • Customized programs—technical partnership (http://sites. training; executive education, etc. nationalacademies.org/pga/uidp/ • Certification programs index.htm) • Multidisciplinary degree programs, • Communicating Science Workshops such as Professional Science Masters Programs  Innovation: Research, Creative Works, Problem-solving, and Entrepreneurship • Vocational training / trade studies, such as coding boot camps DEFINITION Innovation begins with basic research, but then • “short” builds on knowledge creation to encompass courses knowledge transfer and application in ways that  Active programs in Pre-K–12 education are useful and relevant to society. • / experience programs Innovation consists of intellectual, creative, and business processes—from ideation to • Career information programs implementation—that lead to application • Programs that focus on the future of new knowledge to solve problems of needs of public school teachers, identifiable markets or user groups, or to such as how to teach science, math, otherwise enhance society. Innovation common core requires an intellectual orientation • On-site pre-school or other year- that is collaborative, transdisciplinary, round, on-campus pre-K–12 problem-solving oriented, and risk- programs and services tolerant. Innovation and creativity are not • On-campus summer for limited to technology development and K–12 students business formation. They lead to societal, · STEM or STEAM academies economic, technological, policy, artistic, or cultural outcomes. In a way, we are, · Talented and gifted academies today, reinventing new forms, based on · Entrepreneurship the original form of university economic programs / academies development—Cooperative Extension—in  Active programs in place since the late 19th century. • Extension education and PROGRAM EXAMPLES programming For the purposes of this taxonomy, • programs innovation includes all institutional efforts • Community-oriented education and that lead to solutions for, or enhancements training courses / programs to, society. Solutions for society might

12 Higher Education Engagement in Economic Development include technologies that can be developed • Manufacturing Extension into marketable products; new practices that Partnerships help businesses, government, or not-for- • Legal clinics offering free or reduced profit organizations overcome challenges; cost services for entrepreneurs or creative works that inform and inspire. • Materials and technology testing While not all basic research leads to such labs and prototyping services solutions, basic research is included in the • Faculty technical assistance / Innovation category because it provides a consulting programs pool of discovery and creative work from which applied and transferrable solutions  Proof-of- programs / centers can be drawn; frequently, major advances • Product Development, Comparison, that change our world arise unexpectedly and Testing from curiosity-driven basic research. • Prototyping Following are the kinds of programs • Experiment Analysis institutions might consider as aligning with • Market and Product Viability the Innovation category of this taxonomy. Research and Positioning / Strategy • Mentorship  Basic research  Technology / knowledge transfer and  Use-inspired research / development commercialization (applied, translational, problem- oriented, industry-contracted)  Business formation, incubation, and acceleration  Clinical programs of all types  Access to capital  Local capacity to support innovation, entrepreneurship, and economic • Proof of Concept and Gap Funds development, including structures, • Angel and Seed Funds policies, programs, and resources • State and Federal Seed Funds, e.g., (“innovation systems”) SBIR / STTR  Regional industry cluster development • Venture Capital Funds

 Cooperative Extension Service  Business plan competitions (Agriculture, Engineering) and  Entrepreneurship education and Agricultural Research Services / development programs for faculty, Experiment Stations students, staff and the community  Other technical assistance services / (courses, special topic lectures / programs, e.g.: seminars, and boot camps) • Small Business Development  Networking events – pulling of industry Centers (SBDCs) and pushing of faculty and students • University-based Economic  Place strategies to support innovation Development Centers • Collaborative research labs and • Procurement Technical Assistance other co-working spaces Centers

Foundations for Strategy and Practice 13 • Shared major equipment / Following are the kinds of programs instruments institutions might consider as aligning with • Incubators and accelerators the Place category of this taxonomy.

• Research / technology parks  Programs that enhance quality in  Place: Community-Connected Institutions and Pre-K–12 schools Stewardship for Vibrant Communities  Health care facilities and wellness DEFINITION programs Place is defined as the many and diverse ways  Arts and cultural amenities in which institutions contribute to making attractive, competitive communities—places  Sports and recreation amenities where people want to live; create and take ;  Environmental sustainability efforts raise their families; participate in civic life; and age and retire.  Community development programs  Real estate and urban development / Competitive, successful communities redevelopment / renewal and regions are attentive to the health, education, environment, housing, safety,  Rural development and entertainment needs of community  Employment and career opportunities members. Leadership cultivates networks for the community, often as a major and connections that build community employer and competencies. Citizens practice good  Local government training / leadership government and the community works to programs assure equity of opportunity and social justice.  Public policy analysis

Campuses and sites, like research parks,  Infrastructure (directly or indirectly are components of place-making and, thus, supported by a higher education relevant to Place, but the focus of this institution) definition is broader, on community, or even • Broadband on regions. • Public transportation

PROGRAM EXAMPLES • Alternative energy To contribute to quality of place, institutions engage in a very wide variety of programs— Definitions and Program Examples— Connections Between the Three some, like Sports and Recreation or Arts, Framework Elements are traditional functions. Others, like community sustainability initiatives, are  Talent + Place: Civic Collaboration and much newer and often the product of faculty Leadership interests and expertise, combined with DEFINITION community needs. Programs and activities that synergistically connect talent and place in ways that enrich discourse, promote civic participation, and otherwise enhance quality of place.

14 Higher Education Engagement in Economic Development PROGRAM EXAMPLES • Mentoring programs Following are the kinds of programs • Short-format accelerator programs institutions might consider as aligning with (boot camps) the Talent + Place: Civic Collaboration and • Entrepreneurs-in-residence Leadership category of this taxonomy.  Professional science master’s degree  K–12 school improvement partnerships programs

 Community leadership development  Internships, externships, and fellowships in high growth businesses or  Service learning programs public and not-for-profit organizations  Student Civic Engagement  Engineering technology capstone classes  Local government training institutes  Elements of all education programs that  University participation in regional cultivate creativity, problem-solving, government and economic development and innovation skills organizations

 Internships and training programs in  Innovation + Place: Communities of Innovation or Innovation Districts community-based organizations DEFINITION  Student engagement in community Programs and activities that synergistically health and wellness programs connect innovation and place, to create  Assessment of community / regional physical places that attract and build characteristics and strengths to support concentrations of talent and innovators— portrayal of the area as a good place to knowledge communities. This can be construed live and work as either or both (1) a specific site or (2) a larger community, area, or region.  Talent + Innovation: Entrepreneurs and Creative Enterprises PROGRAM EXAMPLES DEFINITION Following are the kinds of programs Programs and activities that synergistically institutions might consider as aligning with connect talent and innovation, to create the Innovation + Place: Communities of innovators of many kinds—business Innovation or Innovation Districts category entrepreneurs, idea or product makers, and of this taxonomy. problem-solvers  University research and technology PROGRAM EXAMPLES parks (sites for business / industry and Following are the kinds of programs government innovation) institutions might consider as aligning  Mixed-use campuses or communities with the Talent + Innovation: Entrepreneurs (including government and / or and Creative Enterprises category of this industry partners, as well as public / taxonomy. civic functions, schools, housing, retail,

 Undergraduate research amenities, etc.—in addition to university and industry technology and research  Entrepreneurship education programs: and development)

Foundations for Strategy and Practice 15  Incubators, accelerators, advanced Following are the kinds of institutional technology centers characteristics and functions that institutions might consider evaluating or  Arts and cultural innovation programs, connecting to engagement, thus leading us events, and venues to invention of the 21st century Relevant  Talent + Innovation + Place: High Impact College or University. Economic Engagement  Mission, strategy, leadership, and DEFINITION culture Programs and activities that synergistically • Mission purposes and connect all three elements—Talent, Innovation, and Place and which may be • Goals and aspirations specific, focused initiatives or very broad-based • Program strategies and priorities program components. • Institutional and regional resource attraction and allocation PROGRAM EXAMPLES Following are a few examples of the kinds • Regional stewardship of programs institutions might consider • Convener role as aligning with all three elements in this • Boundary-spanning and Taxonomy. entrepreneurial mindset

 Cooperative extension  Institutional organization, structures, and policy  Manufacturing extension • Organization structures for  Advanced integrated manufacturing economic engagement activities centers • Partnership development know-how  Social innovation & entrepreneurship • Leadership roles in establishing, initiatives aligning, and monitoring regional /  Any programs of large or specific scale constituent metrics that materially involved aspects of • Strategic communications Talent, Innovation, and Place • Engaged alumni base The Big Picture—The Relevant College or • Portals for access to university talent University and assets: In addition to all the above program types, · One-stop function an economically-engaged institution · “Front door” function needs to connect its outreach, economic development, and engagement activities to · Web pages and language its core institutional values and processes. oriented to interests of industry and community users, etc.

16 Higher Education Engagement in Economic Development Appendices

Appendix 1—Selected Framework Graphics Following are some selected framework graphics that were among the materials reviewed for these Foundations.

AMERICAN ASSOCIATION OF STATE COLLEGES AND UNIVERSITIES (AASCU)

INNOVATIVE ECONOMY Preparing people and places to succeed

LIVABLE SOCIAL COMMUNITY INCLUSION Preserving and Ensuring that creating places everyone to live and work participates and shares responsibility

COLLABORATIVE GOVERNANCE Finding creative ways to govern

Source: Alliance for Regional Stewardship, in Tools and Insights for Universities Called to Regional Stewardship, 2006, Alliance for Regional Stewardship, AASCU and NCHEMS

Foundations for Strategy and Practice 17 OHIO BOARD OF REGENTS Comprehensive Ecosystem for Sustainable Economic Growth

GOVERNMENT INDUSTRY

Quality K–12 Education

Economic Opportunity— Quality Health Jobs Care Delivery System

Higher Education Ecosystem

Vibrant Culture & Affordable Recreational Environment Housing Well Maintained Infrastructure & Sustainable Environment

NGO’S HIGHER EDUCATION

Source: FIFTH REPORT on The Condition of Higher Education in Ohio: Advancing Ohio’s Innovation Economy, Ohio Board of Regents, 2012, https://www.ohiohighered.org/files/uploads/Commercialization/2012%20 Condition%20Report_FINAL_WEB.pdf

Ecosystems that support technology commercialization must be built corroboratively by industry, higher education, and government leaders.

Research

HIGHER COMMERCIALIZATION EDUCATION ECOSYSTEM

GOVERNMENT INDUSTRY

Public Policy Industry Expertise

18 Higher Education Engagement in Economic Development PURDUE CENTER FOR REGIONAL DEVELOPMENT, PURDUE UNIVERSITY

Innovative Business

Brainpower Innovation Entrepreneurship 21st Century Talent Networks

In nov ati on E N nt et re w p o r r e k n s e u r s h i p Creative, Capable Collaboration Dynamic Healthy Clusters People

Quality, New Narratives Connected Places

Innovative Hot Spots

Source: Ed Morrison, distributed through a Creative Commons Attribution ShareAlike 3.0 license.

Foundations for Strategy and Practice 19 UNIVERSITY OF TOLEDO

IN L NO TA V PI AT A IO C N N S A Y M S T U E H M

STEWARDSHIP & ENGAGEMENT

H

E A L T E H C A C L A P R F E O & Y W IT E AL LLN U ESS Q

• Undergraduate • Research, Discovery, Education Creative Works, & • Graduate & Professional Engagement Scholarship Education IN • Technology L NO • Successful Lifelong TA V Management, PI AT Learners A I Incubation, & C O N Entrepreneurship • Pre-K–12 Education N S A Y M S • Initiatives for Distinction T U E H M & Impact • Solutions-Focused STEWARDSHIP & ENGAGEMENT

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E A L T E H C A C L • Mixed-Use Partnership A P R F Campuses E O • Regional Clinical Care & Y W IT • Land Use Plan E AL • Health Care Workforce LLN U Stewardship — ES Q • Healthy Lifestyles & S University City Communities • Arts, Humanities, & • National Health Care & Culture Insurance Reform • Sustainability

20 Higher Education Engagement in Economic Development Appendix 2—Selected References Feldman, M., Hadjimichael, T., Kemeny, T. & Lanahan, L. (forthcoming). The logic of Alliance for Regional Stewardship, economic development: A definition and American Association of State Colleges model for investment. Environment and and Universities, National Center Planning C: Government and Policy for Higher Education Management Systems. (2006). Tools and insights for Goldstein, H.A., Maier, G. & Luger, M.I. universities called to regional stewardship. (1995). The university as an instrument http://www.aascu.org/publications/ for economic and business development: regionalstewardship/ U.S. and European comparisons. In D.D. Dill & B. Sporn (Eds.), Emerging patterns American Association of State Colleges of social demand and university reform: and Universities. (2002). Stepping Through a glass darkly (105–33). Elmsford, forward as stewards of place. http://www. NY: Pergamon aascu.org/WorkArea/DownloadAsset. aspx?id=5458 Jacobs, L.A & Klein, E. (2010). The relevant university: Making community and American Association of State Colleges and economic engagement matter. ht t p:// Universities (2014). Becoming a steward www.utoledo.edu/strategicplan/pdfs/ of place: Lessons from AASCU Carnegie Relevant_University.pdf community engagement applications. http://www.aascu.org/bookstore/ Morrison, E. & Purdue Center for Regional lessonslearned/ Development. (2013). Universities as anchors for regional innovation ecosystems. Association of Public and Land-grant https://www.una.edu/strategicdoing/ Universities. Kellogg Commission on docs/Universities_as_Anchors_for_ the Future of State and Land-Grant Regional_Innovation.pdf Universities. http://www.aplu.org/ KelloggCommission New England Resource Center for Higher Education. Carnegie Community Boyer, E.L. (1990). Scholarship reconsidered: Engagement Classification,http://www. Priorities of the professoriate. New nerche.org/index.php?option=com_cont York: The Carnegie Foundation for the ent&view=article&id=341&Itemid=92 Advancement of Teaching. University System of Ohio Board of Boyer, E.L. (1996). The scholarship of Regents. (2012). The condition of engagement. Journal of Public Service and higher education in Ohio: Advancing Outreach, Volume 1, No. 1. Spring 1996 Ohio’s innovation economy. ht t ps:// Drucker, J. & Goldstein, H. (2007). www.ohiohighered.org/files/uploads/ Assessing the regional economic Commercialization/2012%20 development impacts of universities: Condition%20Report_FINAL_WEB.pdf A review of current approaches. International Regional Science Review, 30, 20–46. doi:10.1177/0160017606296731

Foundations for Strategy and Practice 21 Appendix 3—A Worksheet for Analysis of Existing Programs

Our Institution’s Programs in INNOVATION ______Our Institution’s Programs in ______Our Institution’s Programs in INNOVATION + TALENT INNOVATION + PLACE ______INNOVATION ______

TALENT PLACE

Our Institution’s Programs in Our Institution’s Programs in TALENT PLACE ______Our Institution’s Programs in ______TALENT + PLACE ______Our Institution’s Programs in INNOVATION + TALENT + PLACE ______

22 Higher Education Engagement in Economic Development Appendix 4—University of Idaho’s Example—Use of the Taxonomy in Organizing Existing Programs

Our Institution’s Programs Our Institution’s Programs in in INNOVATION + TALENT INNOVATION

UI) • National Institute for • Applied Research • Sherman J. Bellwood Advanced Transportation • Industry-Contracted Memorial Lectures Technology R&D • Borah Symposium • Technology Transfer • Capstone programs • Basic Research • Integrated Design Lab • VIEW • Testing Services • TechHelp • Externships in OTT • Agronomic Research • Laboratory of • Undergraduate Research • Varietal Development Anthropology Experience • National Gap Analysis Our Institution’s Programs in • Graduate Research INNOVATION + PLACE • Vandal Solutions & Social Action • Barker Trading Program • Sustainability Center • Davis Investment Group • Outdoor Program • Business Process Center INNOVATION • Idaho Repertory Theatre • Small Business Legal Clinic • Business Incubation • Center for Rural Resiliency • Dig’n IT Initiative • Food Technology Center • Operation Education • Idaho Geologic Survey • Bioinformatics & Computational • Idaho State Climate Services • Environmental Science • McClure Center on Science and • Neuroscience

TALENT PLACE Our Institution’s Programs in Our Institution’s Programs in PLACE TALENT Program • Study Abroad • Experiment Stations • NASA Idaho Space Grant Consortium • Degree Programs • Certifications • Festivals Athletic Events • Intern/extern-ships • Art Exhibits • Utility Executive Our Institution’s Programs • Recitals • Executive Speaker Series in TALENT + PLACE • Food Security • Dual Credit • ASUI Center for Volunteerism • Workshops • Service Learning • Clinics • 4-H Youth Development • Jr. Engineering Math • Economic Development Law Our Institution’s Programs in Clinic & Science Summer INNOVATION + TALENT + PLACE Program • Low Income Law Clinic • Women in Engineering • Immigration Law Clinic Public Policy Day • Mediation Law Clinic • Extension Forestry • Federal TRiO Program • Sports Medicine Clinic Law Pro • Policy Analysis Group • Professional Science Bono Program • Science on Tap Master’s Program • Urban Design Center • Executive Master’s of • CAA Community-based Design • Bioregional Planning & Community Design Business Administration • Lionel Hampton Jazz Festival • Center for Disability and Human Development • Polya Math Center • Student Organizations • Workforce Development - DACUM • Center for Ethics • McCall Outdoor Science School • Community Water Resource Center • Adventure Learning at (MOSS) University of Idaho (AL@ • Healthy Food, Healthy Community • Wildland Fire Outreach • Independent Study in Idaho • Auditorium Chamber • Waters of the West Series • Paradise Creek Watershed Research • DancersDrummersDreamers • Experimental Forest • Shades of Black • Hagerman Fish R&E Center Foundations for Strategy and Practice 23 • Cooperative Extension • Taylor Ranch Wilderness Station

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