# Unveiling the role of higher education institutions in regional sustainability transitions: a systematic literature review and research agenda

## TL;DR

This paper reviews how universities contribute to regional sustainability efforts and suggests areas for future research.

## Contribution

The paper systematically reviews literature to define the role of higher education institutions in regional sustainability transitions and proposes a research agenda.

## Key findings

- Higher education institutions play a role in regional sustainability through operations, community empowerment, and policy.
- Their activities depend on individual engagement and leadership support rather than institutional structures.
- The paper identifies gaps in understanding decision-making and the evolution of HEIs' roles over time.

## Abstract

Due to pressing sustainability challenges, our society is in urgent need for innovations and new knowledge. Higher education institutions (HEIs) as institutions of education and knowledge production are attributed a leading role in the sustainability endeavor. In recent years, the topic of the contributions of HEIs to regional sustainability transitions (RST) has received increasing attention, resulting in rising numbers of literature published. However, due to its position at the interface of different research fields, the knowledge on the role of HEIs in RST is heterogeneous and scattered. This paper provides a systematic review of the literature on HEIs’ role in RST from 2007 onwards. The purpose of the paper is to identify how this role is conceptualized and empirically investigated and to understand better which challenges HEIs are facing and what kinds of drivers enable them to take over this role. The results are aligned along with role characteristics (actors, activities, drivers, challenges, and impacts), which provide in-depth insights into how this role is conceptualized. The authors deduced one role of HEIs in RST with three dimensions from the existing literature: Sustainable Regional Operations, Community Empowerment, and Regional Sustainability Policy. HEI students, faculty, leadership and management as well as a diverse range of regional actors are engaged in the enactment of this role and its three dimensions through educational, research, and outreach activities. However, these activities are rarely institutionalized and therefore depend on the engagement of individuals and the support of the HEI leadership. Based on these results, the authors propose further avenues of research which have the potential to better characterize the role of HEIs in RST including the perspective of who decides within HEIs on the role and the evolution of this role over time.