Globally, HEIs are widely regarded as engines of local economic growth, regional innovation and key actors in shaping communities, regions and societies (Johnston & Huggins, 2016; Marrocu et al., 2022). In recent decades, their role has expanded to encompass a “third mission”: actively contributing to regional development beyond teaching and research (Salomaa, 2019). This shift involves transitioning from passive knowledge providers to engaged regional partners by anticipating local needs, co-creating initiatives with stakeholders and embedding themselves in the development of their communities (Rossi & Goglio, 2020).
In Sweden, the role of higher education began receiving greater policy attention during the 1980s and 1990s, as public discourse increasingly highlighted education as a key driver of economic growth and societal progress (Blom & Nilsson, 2024). In recent years, policy discussions across the Nordic Region have shifted towards promoting social inclusion and improving access to a skilled workforce through the expansion of education. In both Denmark and Norway, national strategies aim to ensure equal access to education regardless of geographic location, while also addressing regional skills shortages by strengthening education in high-demand professions, such as healthcare and teaching, nationwide (Indenrigs- og Boligministeriet, 2021; Ministry of Local Government and Regional Development, 2023).