@article {4047,
	title = {Academics{\textquoteright} Societal Engagement in the Humanities and Social Sciences: A Generational Perspective from Argentina, Germany, Portugal, and Sweden},
	journal = {Higher Education Policy},
	volume = {34},
	year = {2021},
	month = {14/01/2021},
	pages = {42{\textendash}65},
	abstract = {<p>Political discourse and policy reforms worldwide have highlighted the importance of promoting the knowledge economy by stimulating academics{\textquoteright} societal engagement (ASE). Such narratives partly aim at influencing academics{\textquoteright} attitudes and behaviors. Earlier work that has investigated such influence has tended to overlook the development in humanities and social science, and focused on science, technology, engineering, and mathematics fields. This paper contributes to filling this gap. Based on the assumption that academics{\textquoteright} views are, to a significant extent, shaped during their early years in academia, we investigate whether there are generational differences in attitudes to ASE. Four different higher education systems, including both Napoleonic and Humboldtian models, are investigated: Germany, Sweden, Portugal, and Argentina. Our analysis of the results of the international Academic Profession in the Knowledge Society survey reveals marked country-level differences in the way academics perceive the importance of ASE activities. Overall, there is no strong evidence that the current generation of HSS academics has very different attitudes to ASE than previous generations. We do, however, find indications that post-2006 academics are more likely to consider ASE activities from an instrumental perspective.</p>
},
	keywords = {academic generations, academics{\textquoteright} societal engagement, humanities, Knowledge economy, social sciences},
	doi = {https://doi.org/10.1057/s41307-020-00218-6},
	url = {https://link.springer.com/article/10.1057/s41307-020-00218-6},
	author = {Christian Schneijderberg and Anders Brostr{\"o}m and Teresa Carvalho and Lars Geschwind and Monica Marquina and Lars M{\"u}ller and Nicolas Reznik}
}
@inbook {4007,
	title = {The Transformation of Universities in Response to the Imperatives of a Knowledge Society},
	booktitle = {Universities in the Knowledge Society: The Nexus of National Systems of Innovation and Higher Education},
	volume = {22},
	year = {2021},
	pages = {434},
	publisher = {Springer Cham},
	organization = {Springer Cham},
	edition = {T. Aarrevaara, M. Finkelstein, G. A. Jones, J. Jung},
	abstract = {<p>Industrialisation in the late nineteenth century gave birth to the modern Humboldtian university in the West that combined scientific research and teaching. Over the past two decades, the emergence of a new knowledge economy and society has given rise to a new model of the {\textquoteleft}entrepreneurial{\textquoteright} university that seeks to re-imagine it as both the economic engine of a new knowledge-based economy and the engine of a more progressive, equitable, and sustainable society. This chapter reviews the emerging literature on the knowledge society, the knowledge-based economy, and its impact on the mission of higher education and the nature and prospects of the academic profession. It sets the conceptual stage for the Academic Profession in the Knowledge-Based Society (APIKS) project that seeks to document the changing profiles, roles, careers, and prospects of the academic profession{\textemdash}the knowledge workers and innovators of the new order.</p>
},
	keywords = {Entrepreneurial university, Humboldtian, Knowledge economy, Knowledge society, Social engagement, Third mission},
	issn = {978-3-030-76578-1},
	doi = {https://doi.org/10.1007/978-3-030-76579-8_2},
	url = {https://link.springer.com/chapter/10.1007/978-3-030-76579-8_2},
	author = {Teresa Carvalho}
}
