ABSTRACT
Over the past few decades publicly funded universities have faced increasing pressure from their constituents. They have encountered funding problems at the national level and, even more so, at the state level in both the United States and Europe. In addition, as economic and social objectives have come into play, constituents now expect more than just teaching, research, and public service activities. The role of universities as a vehicle for regional development has been discussed extensively under the so-called third role rubric: Universities are now expected to cooperate with their various stakeholders and promote technology transfer and innovations in all their fields (Goddard, Teichler, et al. 2003; see also Goddard, Asheim, et al. 2003; Charles 2003; Lazzeroni and Piccaluga 2003; Etzkowitz and Leydesdorff 2002; Peck and McGuinness 2003; Smith 2003; Pimat 1999).
