| Publication |
2014.
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| Summary/Abstract |
In a context of growing global interconnectivity, policy makers and academics increasingly see knowledge as an essential part of the economic and social development of cities (Bathelt et?al., 2004; Storper and Venables, 2004). Because the economies of large cities are the drivers of the national economy, urban universities are often identified as a key institution and major impetus for the creation of knowledge in the city economy: universities are viewed as spaces for innovation and developing industry linkages, as part of the broader reputation of cities themselves and as sites for the training of future skilled workforces (McCarney, 2005; Goddard and Vallance, 2013). Universities are also an important dimension of the broader urban fabric, having impacts on local economies and geographies, and employing and educating large numbers of faculty, staff and students (Wiewel and Perry, 2008). The presence and practices of domestic and international students are significant not only within the bounds of the campus but also as 'urban agents' involved in the transformation of urban landscapes (Collins, 2010). Housing and the broader urban environments within which students live and study have become an important focus for policy and strategies within local government and universities themselves (Smith, 2008; Fincher and Shaw, 2009).
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