What is it about?
The chapter “Does a Better Knowledge Transfer Improve Institutional Governance? The Impact of Transfer Activities on Higher Education Governance” explores how knowledge transfer—understood as the "third mission" of universities alongside teaching and research—affects institutional governance in Austrian higher education. Using data from the APIKS survey, the authors analyze how academic staff across different types of institutions perceive the relationship between transfer activities and governance structures. The findings suggest that while knowledge transfer is increasingly emphasized, its influence on governance is indirect and shaped by institutional culture, organizational frameworks, and sectoral differences. The chapter argues for more nuanced governance models that account for the diverse ways in which knowledge transfer contributes to institutional development and external engagement.
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Why is it important?
This chapter is important because it addresses a critical but often overlooked question in higher education policy and management: how knowledge transfer—universities' engagement with society, industry, and policy—affects internal governance and decision-making. As universities are increasingly expected to contribute to innovation, economic development, and social impact, understanding how these "third mission" activities shape governance structures is essential for designing institutions that are not only responsive to external demands but also maintain academic integrity and effective internal coordination. The chapter provides empirical insight into how academic staff perceive these dynamics, highlighting the need for governance models that integrate knowledge transfer without compromising core academic functions. This is especially relevant as higher education systems worldwide face pressure to become more entrepreneurial, accountable, and socially embedded.
Perspectives
From my perspective, the chapter raises timely and relevant questions about the evolving role of universities and the complex interplay between external engagement and internal governance. I find it particularly important that the authors highlight the diversity of institutional contexts and the differing perceptions among academic staff, which challenges one-size-fits-all assumptions in higher education policy. Personally, I see knowledge transfer not merely as a technical function but as a strategic and cultural dimension of higher education institutions—one that requires thoughtful integration into governance without overshadowing core academic values. The chapter encourages reflection on how universities can remain academically grounded while being outwardly responsive, a balance I consider essential for institutional legitimacy and long-term sustainability. It also aligns with my broader interest in how governance models adapt to new expectations without becoming overly managerial or fragmented.
Dr Attila Pausits
Donau-Universitat Krems
Read the Original
This page is a summary of: Does a Better Knowledge Transfer Improve Institutional Governance? The Impact of Transfer Activities on Higher Education Governance, January 2025, Springer Science + Business Media,
DOI: 10.1007/978-3-031-86889-4_10.
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