Limits to ‘The Learning Region’: What University-centered Economic Development Can (and Cannot) do to Create Knowledge-based Regional Economies

Abstract

Proponents of the learning region assert that investments should be made in the infrastructure that supports regionally-located innovative firms and that both institutional and governmental resources should be directed to drive the success of the regional innovation system. In this paper, we look at critical limitations to the realization of the learning region and at potential conflicts arising from the relative power of private and public interests in determining the learning region agenda. We draw on examples from Europe and the US, but pay special attention to the US case where the divide between regional economic development goals and the incentives driving the research university are particularly dramatic.

Notes

¹ Michael Piore (1990) outlined the components that define successful regional innovation systems and industrial districts, laying the groundwork for an extension of the regional innovation system to a broader conception of regional attributes associated with innovative economies (Amin, 1999; Scott, 1992, 1998; Sengenberger, Loveman, Piore, & International Institute for Labour Studies, 1990; Storper, 2002).