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Recommendations on how to foster rural HEIs’ role in advancing regional development

To policy makers, educational authorities and HEIs

Photo: Magnus Liam Karlsson / imagebank.sweden.se
Recognise HEIs as strategic actors in rural and regional development.
The contributions of rural and regional HEIs should be acknowledged not only for their economic impact and research excellence, but also for their role in fostering social inclusion and building social infrastructure – enhancing quality of life, strengthening community resilience and regional identity. This recognition should be embedded in future regional and rural development policies in the Nordic countries.  
Redefine efficiency and success.
Evaluation of rural and regional HEIs should move beyond conventional metrics to reflect their broader societal and territorial contributions. Approaches are needed that capture relational dynamics and social processes between academics, students and local practitioners. While some progress has been made, the absence of a commonly accepted methodology remains a challenge. Developing standardised qualitative indicators and coherent evaluation frameworks, supported by further methodological research, is therefore essential. 
Make better use of data for evidence-based policymaking.
Data on future skills needs, graduate mobility and retention and the aspirations of local young people should be systematically collected and used to inform strategic decisions about HEIs. Demonstrating societal impact through such data can strengthen partnerships and accountability while also informing the development of more tailored and evidence-based policies. 
Foster stronger and more robust university–business partnerships.
This can be achieved by building trust and co-developing programmes with local stakeholders, while also connecting to external HEIs to access specialised expertise in advanced fields such as automation and robotisation.  
Re-envision career guidance in a place-conscious way.
Such services can strengthen student decision-making about educational choices, career pathways and desired spatial futures, facilitating pathways for staying, leaving and returning. Guidance should move beyond narrow economic job matching, valuing informal and locally gained knowledge and aligning with young people’s broader life aspirations.