The transformation of university institutional and organizational boundaries / edited by Emanuela Reale and Emilia Primeri, IRCrES, Research Institute on Sustainable Economic Growth of National Research Council, Rome, Italy.

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An emerging issue in higher education studies is that of boundaries crossing. This is the main topic of the book ���The transformation of University institutional and organizational boundaries���. Several signals of shifting boundaries can be envisaged in higher education and research institutions which could be glimpsed through organizations, the institutions and changes to the academic profession. That of boundaries crossing in Higher Education is a complex and heterogeneous issue, which characterizes scientific knowledge today and represents a key issue when looking at University transformations across contexts and policies, instruments and practices. The analysis of boundaries supplies interpretative frameworks for the interactions between the development of professions and disciplines, as well as the relationships of the science with various parts of society such as state, professionals and the market. Fuelling further the discussion on HEIs transformations allows capturing changes in the function, objectives and scope of higher education and research institutions, the move beyond sectoral and disciplinary boundaries and the increasingly blurred boundaries of academic professions and of scientific work. Public policies and HE reforms can push or impede the mentioned transformations but they can also derive from individual likelihood of moving in blurring spaces or from the transformations of the epistemic communities and the emergence of new fields and sectors. Hence, changes are there, open to our observations.

TABLE OF CONTENTS; ACKNOWLEDGEMENT; INTRODUCTION; UNIVERSITIES IN TRANSITION: SHIFTING INSTITUTIONAL AND ORGANIZATIONAL BOUNDARIES: INTRODUCTIVE REMARKS; Conceptualizing Organizational and Institutional Boundaries; Changing Functions, Objectives, and Scope of Higher Education Institutions; Moving beyond Sectoral and Disciplinary Boundaries; Blurring Boundaries in Academic Professions; REFERENCES; SHIFTING INSTITUTIONAL BOUNDARIES': Boundary Work' of Academic Scientists in the Entrepreneurial University; INTRODUCTION.

Scientists as Strategic Actors in Shifting University-Industry Boundaries: 'Sociological Ambivalence' and 'Boundary Work'A Typology of Scientists: 'Old School' Traditionalists vs. 'New School' Entrepreneurial Scientists; Boundary Work, Professional Autonomy and Role Identity; Type I 'Traditional Scientists': Boundary Separation and Expulsion; Type II 'Traditional Hybrids': Boundary Testing and Maintenance; Type III 'Entrepreneurial Hybrids': Boundary Negotiation and Expansion; Type IV 'Entrepreneurial Scientists': Boundary Inclusion and Fusion; Discussion; Conclusion; NOTES; REFERENCES.

APPENDIX AWHAT IT MEANS TO BECOME A FLAGSHIP UNIVERSITY1: Seeking a New Paradigm; INTRODUCTION; THE FLAGSHIP UNIVERSITY; SEEKING A FLAGSHIP PROFILE; A MORE HOLISTIC MODEL; NOTE; SECTION 1: TRANSFORMING UNIVERSITIES INSTITUTIONAL AND ORGANIZATIONAL BOUNDARIES: Changing Functions, Objectives, and Scope of Higher Education and Research Institutions; 1. AGENCIFICATION CHALLENGES IN HIGHER EDUCATION QUALITY ASSURANCE; INTRODUCTION; REGULATION AND AUTONOMY: THE RISE OF AGENCIES; Autonomy and Control; Regulatory Agencies and 'Agencification'; Agencification Challenges; FOUR CASES; The Netherlands.

United Kingdom (England)Norway; Denmark; DISCUSSION; REFERENCES; 2. UNIVERSITIES' THIRD MISSION ACTIVITIES: Challenges To Extending Boundaries; INTRODUCTION; THEORETICAL FRAMEWORK; Changes in University Governance and Internal Transformations of Universities; Tensions and Ambiguities within Universities; METHODOLOGY; NATIONAL HIGHER EDUCATION LANDSCAPE; MAIN RESULTS; Challenges of Academic Career Regulations; Cultural Challenges; Managerial Challenges; CONCLUDING REMARKS; NOTE; REFERENCES.

3. STUDENTS AND STARTUPS: How New Forms of Entrepreneurial Learning and Practice Redraw University BoundariesINTRODUCTION; BACKGROUND; THE FIELD OF ENTREPRENEURSHIP EDUCATION; STAKEHOLDER SUPPORT FOR ENTREPRENEURSHIP EDUCATION; Government; University Associations; Philanthropy and Evangelizers; Students; BOUNDARY SPANNERS; Entrepreneur Volunteers; Entrepreneurship Centres; Start-Up Development Units; Entrepreneurship Brokers; SHIFTING UNIVERSITY BOUNDARIES; Entrepreneurship across Academic Boundaries; The Entrepreneurship Learning-Practice Boundary; CONCLUSION; NOTES; REFERENCES.

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