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Higher education institutions (HEIs) have multiple roles including teaching, research and more recently projects for the benefit of local communities. From a management and leadership perspective, the formation and implementation of strategic plans and the collaboration with stakeholders have traditionally been based on formal agreements based on existing operational organizations and structures. Their strategic plans and collaborations with stakeholders are now evolving to become more organic and collaborative. They have become essential participants of the innovation and learning ecosystems and knowledge intensive communities as shown here in the case of Finland and Australia. New businesses and regions, especially in Europe and non-European Union countries such as Australia, are encouraged to identify and develop their own competitive advantages by analyzing their strengths and strategic potential growth areas.

This so-called Smart Specialization (RIS3) strategy brings HEIs together with the local authorities, business companies and civil society to co-operate in order to prioritize research and development (R&D) investment in the region. The need for Smart Specialization also challenges HEIs to rethink their visions and renew the present siloed and closed-ended practices.

This chapter examines and compares the management and leadership of the HEIs as actions are undertaken to effectively lead the Finnish and Australian HEIs toward their visions. These case studies demonstrate approaches which influence good institutional governance and management. It describes how LAB-ammattikorkeakoulu (LAB University of Applied Sciences) in Finland, and Royal Melbourne Institute of Technology in Australia have implemented a RIS3 strategy, notably in health and well-being and agricultural (R&D) projects. These enhance the scope of accountability and participation of stakeholders. The chapter provides practice-based evidence to policy makers in higher education regarding HEIs’ responsible contribution to society.

This chapter adopts an international perspective and discusses the policies and activities that the universities both in Finland and in Australia have undertaken in order to strengthen and develop the prosperity for achieving a better and more sustainable future for all. Social responsibility is approached from the broad-based perspectives – especially how research and development (R&D) activities of universities can be seen as platforms for university–community partnerships. This chapter first opens up the driving forces behind the universities’ social responsibility. The second section portrays how social responsibility is implemented in the Finnish and Australian universities. The following section addresses the significance of universities’ R&D activities in promoting social responsibility. Finally, the chapter ends with the discussion on the action models, which supports the social responsibility in university–community partnership.

The current scenario of higher education is undergoing a paradigm shift due to, among other factors, globalization, internationalization, cross border exchange of students and student mobility. This socioeconomic change has prompted educational institutions to brace themselves to deliver education in new ways. The authors are living in an age marked by information revolution where the phenomena of physical distance have shrunk giving way to online education and other innovative pedagogies. With the advent of new ways to teach and learn, education the concept of autonomy, accountability and responsibility has become the new buzz words in academia. Universities need to be more flexible and incorporate the needs of society into their mission and vision. Since education at all levels has become a key driver in economic and social development, universities must reorient their focus on the needs of society and the economy. Autonomy in governance and management in education has become the prerogative of higher education institutions and optimum allocation and use of resources have become one of the chief aims of all higher education institutions.

This book explores the creation of knowledge and its dissemination in order to create significant impacts in society. The chapters talk about the highly competitive education market and the transformation it has undergone. Authors from across the globe have suggested interventions that will help in sustainable growth of universities while enhancing quality standards. The chapters present a better understanding of a philosophy of management, society, development and education.

In a highly globalized, interconnected and interdependent world, universities can no longer survive in isolation. The educational, research and social actions have an impact on the community where the university works as a change agent to promote society’s fundamental values of democratic participation and social justice. Sustainability education and awareness about social responsibility (SR) are becoming crucial mainly for students, so that they are aware of concepts such as economic prosperity, resource equity, energy sustainability and environmental health concerns (Sengupta, Blessinger, & Yamin, 2019). The SR of a university is to strengthen its ties with the community through promotion of active citizenship, volunteerism and developing a sense of civic and ethical responsibility among students and staff. Universities can have a great influence on achieving social and economic progress of a country as well as protecting the environment and addressing complex issues that plague society. The role of universities is not only restricted to exchange of knowledge but also in playing a leading role as an active member of society. Universities have come out of their isolation to accommodate and be a part of social change by actively engaging in community life and not being confined to only classroom and laboratory activities (Sengupta et al., 2019). This book provides empirical evidence on how universities have considered SRs as their prime focus and have engaged with civil society to enhance their values. Case studies from Indonesia to the United Kingdom enrich the book through their experience, interventions and narrations, which can be replicated in other parts of the world to create a better society and a more sustainable planet.

This paper investigates how academic teachers engage in identity work and make sense of entrepreneurship and academia in an entrepreneurship training programme.

By employing a sensemaking approach, the paper inductively analyses materials from a business idea development camp organised for academic teachers.

In collective sensemaking during the camp, non-academic facilitators strongly influenced the reflection-in-experience via normative ideas of entrepreneurship and their othering of entrepreneurship from academic work. In their post-camp individual essays, the academic teachers reflect-on-experience and draw parallels between entrepreneurship and academic work constructing sameness.

Longitudinal research is needed in identity work and sensemaking among academic teachers in relation to entrepreneurship.

Universities need to offer arenas for teachers and other faculty to support identity work and sensemaking.

This study generates new understanding of how academic teachers engage in identity work and make sense of entrepreneurship in training when interacting with others. It underscores the importance of time needed for reflection-on-action.