Institutional status and support for campus-community partnerships in Austrian higher education: exploring faculty perceptions of implementation and challenges
Abstract Amidst growing expectations for higher education institutions (HEIs) to address societal challenges through multi-perspective educational and research activities, this study examines the institutional status and level of support for campus-community partnerships (CCPs) at Austrian HEIs. By...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-06-01
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| Series: | Journal of Innovation and Entrepreneurship |
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| Online Access: | https://doi.org/10.1186/s13731-025-00542-4 |
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| author | Magdalena Fellner Paul Rameder Katharina Resch Mariella Knapp Claudia Fahrenwald Peter Slepcevic-Zach |
| author_facet | Magdalena Fellner Paul Rameder Katharina Resch Mariella Knapp Claudia Fahrenwald Peter Slepcevic-Zach |
| author_sort | Magdalena Fellner |
| collection | DOAJ |
| description | Abstract Amidst growing expectations for higher education institutions (HEIs) to address societal challenges through multi-perspective educational and research activities, this study examines the institutional status and level of support for campus-community partnerships (CCPs) at Austrian HEIs. By leveraging a survey conducted among 107 university teachers, the research explores the current perception and implementation of CCPs in the academic landscape. The findings indicate that the integration of CCPs is deeply intertwined with the organizational framework of HEIs, highlighting that while campus-community partnerships are seen as valuable for enhancing the educational experience and community as well as for organizational development, they remain largely unsupported by the necessary institutional structures and formal processes. The study concludes with recommendations for improving the design and framework of CCPs to better meet the evolving demands of higher education engagement with societal challenges, and suggests a more structured approach to institutionalizing these partnerships, taking into account the specific organizational context for implementing effective collaborations. |
| format | Article |
| id | doaj-art-bbf06ef8f6ae4cf0ba2b1f3d63ce3bf7 |
| institution | OA Journals |
| issn | 2192-5372 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Journal of Innovation and Entrepreneurship |
| spelling | doaj-art-bbf06ef8f6ae4cf0ba2b1f3d63ce3bf72025-08-20T02:10:34ZengSpringerOpenJournal of Innovation and Entrepreneurship2192-53722025-06-0114112210.1186/s13731-025-00542-4Institutional status and support for campus-community partnerships in Austrian higher education: exploring faculty perceptions of implementation and challengesMagdalena Fellner0Paul Rameder1Katharina Resch2Mariella Knapp3Claudia Fahrenwald4Peter Slepcevic-Zach5International Center for Higher Education Research (INCHER), University of KasselInstitute for Nonprofit Management and Governance, Vienna University of Economics and BusinessUniversity of Education Upper AustriaUniversity of ViennaUniversity of Education Upper AustriaUniversity of GrazAbstract Amidst growing expectations for higher education institutions (HEIs) to address societal challenges through multi-perspective educational and research activities, this study examines the institutional status and level of support for campus-community partnerships (CCPs) at Austrian HEIs. By leveraging a survey conducted among 107 university teachers, the research explores the current perception and implementation of CCPs in the academic landscape. The findings indicate that the integration of CCPs is deeply intertwined with the organizational framework of HEIs, highlighting that while campus-community partnerships are seen as valuable for enhancing the educational experience and community as well as for organizational development, they remain largely unsupported by the necessary institutional structures and formal processes. The study concludes with recommendations for improving the design and framework of CCPs to better meet the evolving demands of higher education engagement with societal challenges, and suggests a more structured approach to institutionalizing these partnerships, taking into account the specific organizational context for implementing effective collaborations.https://doi.org/10.1186/s13731-025-00542-4Campus-community partnershipsInstitutionalizationCommunity engagementThird missionOrganizational learning |
| spellingShingle | Magdalena Fellner Paul Rameder Katharina Resch Mariella Knapp Claudia Fahrenwald Peter Slepcevic-Zach Institutional status and support for campus-community partnerships in Austrian higher education: exploring faculty perceptions of implementation and challenges Journal of Innovation and Entrepreneurship Campus-community partnerships Institutionalization Community engagement Third mission Organizational learning |
| title | Institutional status and support for campus-community partnerships in Austrian higher education: exploring faculty perceptions of implementation and challenges |
| title_full | Institutional status and support for campus-community partnerships in Austrian higher education: exploring faculty perceptions of implementation and challenges |
| title_fullStr | Institutional status and support for campus-community partnerships in Austrian higher education: exploring faculty perceptions of implementation and challenges |
| title_full_unstemmed | Institutional status and support for campus-community partnerships in Austrian higher education: exploring faculty perceptions of implementation and challenges |
| title_short | Institutional status and support for campus-community partnerships in Austrian higher education: exploring faculty perceptions of implementation and challenges |
| title_sort | institutional status and support for campus community partnerships in austrian higher education exploring faculty perceptions of implementation and challenges |
| topic | Campus-community partnerships Institutionalization Community engagement Third mission Organizational learning |
| url | https://doi.org/10.1186/s13731-025-00542-4 |
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