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a framework to create a university-based innovation district under anchor approach
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نویسنده
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asgari amir ,khorsandi taskoh ali ,ghiasi nodooshan saeed
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منبع
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journal of higher education policy and leadership studies - 2023 - دوره : 4 - شماره : 3 - صفحه:29 -51
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چکیده
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Implementing innovation districts as the next generation of areas of innovation (aois) is a global trend. this phenomenon emerged from university, technology, and innovation studies, as well as urban development notions. however, there are ambiguities regarding the shaping process, components, and necessary elements. thus, a framework for innovation district implementation and development issues is necessary. this research aims to provide a comprehensive framework for implementing innovation districts under the anchor approach based on a university. the methodology adopted a two-step process: a systematic review to shape innovation district notions and a grounded theory approach using fourteen in-depth, semi-structured interviews. one hundred ten additional sources were also added to reach content saturation for a precise and complete insight into the innovation district shaping process. the concluded framework comprises four interconnected layers representing the anchor level (university), knowledge-based society, knowledge-based urban development (kbud), and knowledge ecosystem. the findings also reveal the anchor institute’s roles, interactions, and tasks to build an innovation district. additionally, this study reveals the indispensable transformation of the ecosystem generator actor (anchor institute) to shape the innovation district. these findings provide a comprehensive insight for hei managers, policymakers, businesses, urban researchers, and economy activists.
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کلیدواژه
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innovation district ,ecosystem ,university ,anchor approach ,knowledge-based urban development (kbud)
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آدرس
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allameh tabataba’i university (atu), faculty of psychology & education, department of educational administration & planning, iran, allameh tabataba’i university (atu), faculty of psychology & education, department of educational administration & planning, iran, allameh tabataba'i university, faculty of psychology & education, department of educational administration & planning, iran
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پست الکترونیکی
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ghiasi@atu.ac.ir
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Authors
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