Abstract
The paper considers the role of universities as actors in regional development, and the implications for approaches to knowledge, including knowledge construction. The new role for universities requires the production of knowledge, which relates to the needs of the region. Particular attention was given to the Agder region of Norway, and Agder University College.
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Notes
The actors are Sørlandets Kompetansefond, which have 100 mill. Euro, Cultiva that have 150 mill. Euro and Aust-Agder Kompetansefond with 50 mills. Euro. The return of equity is used to stimulate regional knowledge projects
The concept, codified knowledge is by no means a simple concept. What signs researcher use in codification can be value-loaded and have consequences for both the discussion of a phenomena and the conclusion of the discussion. The linguistic turn is one of the most important contributions to the knowledge concept discourse.
Polanyi (1966) is not consistent throughout the book. Somewhere he uses the concept tacit knowledge, see page 17 and 22.
The five levels are divided in: Novice, advanced beginner, competent, proficient and expert.
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Karlsen, J. When regional development becomes an institutional responsibility for universities: The need for a discussion about knowledge construction in relation to universities’ third role. AI & Soc 19, 500–510 (2005). https://doi.org/10.1007/s00146-005-0330-9
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DOI: https://doi.org/10.1007/s00146-005-0330-9