ABSTRACT
The subject of learning regions seems to take the concept of learning for granted. Learning certainly has positive connotations and is therefore easily included in the political and applied-scientific discourse on regional development. It does not call for intensive critical reflection. In this chapter, I will show that this lack of critical conceptual reflection can lead to serious flaws in scientific innovation research and can also lead to erroneous policies with respect to the strategic role of universities in the regional economy. First, I will describe the logic of the historical emergence of the concept of learning regions. This is followed by a theoretical reflection on the concept of learning. Finally, I will show what consequences this could have for the position of universities in the regional knowledge economy.
