Universidad comprometida: Rescatando PYMES durante la crisis de COVID-19

BRAUNER, DANIELA FRANCISCO; REICHERT, FERNANDA MACIEL; JANISSEK-MUNIZ, RAQUEL; ZEN, AURORA CARNEIRO; MENEZES, DANIELA CALLEGARO DE; CLOSS, LISIANE QUADRADO; CARRARO, WENDY BEATRIZ WITT HADDAD; RUPPENTHAL, CARLA SIMONE; MÜLLER, FERNANDA MARIA; LUBASZEWSKI, MARCELO SOARES; RHODEN, MARISA IGNEZ S.

doi:10.1590/S0034-759020200607

DANIELA FRANCISCO BRAUNER daniela.brauner@ufrgs.br

Universidade Federal do Rio Grande do Sul, Escola de Administração, Porto Alegre, RS, Brazil

https://orcid.org/0000-0002-6379-7825

FERNANDA MACIEL REICHERT fernanda.reichert@ufrgs.br

Universidade Federal do Rio Grande do Sul, Escola de Administração, Porto Alegre, RS, Brazil

https://orcid.org/0000-0002-5639-5879

RAQUEL JANISSEK-MUNIZ rjmuniz@ufrgs.br

Universidade Federal do Rio Grande do Sul, Escola de Administração, Porto Alegre, RS, Brazil

https://orcid.org/0000-0002-0657-6559

AURORA CARNEIRO ZEN aurora.zen@ufrgs.br

Universidade Federal do Rio Grande do Sul, Escola de Administração, Porto Alegre, RS, Brazil

https://orcid.org/0000-0003-4078-4359

DANIELA CALLEGARO DE MENEZES daniela.callegaro@ufrgs.br

Universidade Federal do Rio Grande do Sul, Escola de Administração, Porto Alegre, RS, Brazil

https://orcid.org/0000-0002-5614-9475

LISIANE QUADRADO CLOSS lisiane.closs@ufrgs.br

Universidade Federal do Rio Grande do Sul, Escola de Administração, Porto Alegre, RS, Brazil

https://orcid.org/0000-0003-1971-9341

WENDY BEATRIZ WITT HADDAD CARRARO wendy.carraro@ufrgs.br

Universidade Federal do Rio Grande do Sul, Faculdade de Ciências Econômicas, Porto Alegre, RS, Brazil

https://orcid.org/0000-0002-2152-1767

CARLA SIMONE RUPPENTHAL carla.ruppenthal@ufrgs.br

Universidade Federal do Rio Grande do Sul, Escola de Administração, Porto Alegre, RS, Brazil

https://orcid.org/0000-0003-0550-7946

FERNANDA MARIA MÜLLER fernanda.muller@ufrgs.br

Universidade Federal do Rio Grande do Sul, Escola de Administração, Porto Alegre, RS, Brazil

https://orcid.org/0000-0001-9929-427X

MARCELO SOARES LUBASZEWSKI marcelo.lubaszewski@ufrgs.br

Universidade Federal do Rio Grande do Sul, Escola de Engenharia, Porto Alegre, RS, Brazil

https://orcid.org/0000-0002-1337-0671

MARISA IGNEZ S. RHODEN marisa.rhoden@ufrgs.br

Universidade Federal do Rio Grande do Sul, Escola de Administração, Porto Alegre, RS, Brazil

https://orcid.org/0000-0003-0943-9995

daniela.brauner@ufrgs.br

fernanda.reichert@ufrgs.br

rjmuniz@ufrgs.br

aurora.zen@ufrgs.br

daniela.callegaro@ufrgs.br

lisiane.closs@ufrgs.br

wendy.carraro@ufrgs.br

carla.ruppenthal@ufrgs.br

fernanda.muller@ufrgs.br

marcelo.lubaszewski@ufrgs.br

marisa.rhoden@ufrgs.br

AUTHORS’ CONTRIBUTIONS

Daniela Francisco Brauner, Fernanda Maciel Reichert, Raquel Janissek-Muniz, Aurora Carneiro Zen and Lisiane Closs worked on the conceptualization and theoretical-methodological approach. The theoretical review was conducted by Aurora Carneiro Zen, Fernanda Maciel Reichert, Daniela Callegaro de Menezes and Lisiane Closs. Data collection was performed by Wendy Beatriz Witt Haddad Carraro, Carla Simone Ruppenthal, Fernanda Maria Müller, Marcelo Soares Lubaszewski and Marisa Ignez S. Rhoden. Data analysis included Daniela Francisco Brauner, Fernanda Maciel Reichert, Raquel Janissek-Muniz, Wendy Beatriz Witt Haddad Carraro, Aurora Carneiro Zen and Daniela Callegaro de Menezes. All authors worked together in the writing and final revision of the manuscript.

Engagement	• academics really want to make a difference; • require student service and engagement programs; • dialogic engagement; • active citizenship; • sense of community and cohesion.	Cooke et al. (2004)Cooke, P., Heidenreich, M., & Braczyk, H. J. (2004). Regional innovation systems (2nd ed.). London: Routledge.; Watson et al. (2011)Watson, D., Hollister, R., Stroud, S., & Babcock, E. (2011). The engaged university: International perspectives on civic engagement. Taylor & Francis Group. London: Routledge .; Cherrington et al. (2019)Cherrington, A., Scheckle, E., & Khau, M. (2019). What does it mean to be an ‘engaged university’? Reflections from a university and school-community engagement project. Education, Citizenship and Social Justice, 14(2), 165-178. doi: 10.1177/1746197918779945 https://doi.org/10.1177/1746197918779945... .
Collaboration	• developing a mindset for knowledge generation, creativity, and innovation under uncertainty; • commitment of all stakeholders to collaboration; • regular interactions between stakeholders, like knowledge producers, users, intermediaries, and policy makers creating local networks; • collaboration, trust and open communication.	Listo (2019)Listo. (2019). Listo Turns 2: Review/Preview report. Retrieved from https://listoproject.eu/2019/10/10/listo-turns-2-review-preview/ https://listoproject.eu/2019/10/10/listo... ; Cherrington et al. (2019)Cherrington, A., Scheckle, E., & Khau, M. (2019). What does it mean to be an ‘engaged university’? Reflections from a university and school-community engagement project. Education, Citizenship and Social Justice, 14(2), 165-178. doi: 10.1177/1746197918779945 https://doi.org/10.1177/1746197918779945... ; Cooke et al. (2004)Cooke, P., Heidenreich, M., & Braczyk, H. J. (2004). Regional innovation systems (2nd ed.). London: Routledge..
Value-added results	• solving complex problems and creating opportunities; • adding value to society and contributing to sustainable development; • helping mitigate the economic problems of businesses.	Listo (2019)Listo. (2019). Listo Turns 2: Review/Preview report. Retrieved from https://listoproject.eu/2019/10/10/listo-turns-2-review-preview/ https://listoproject.eu/2019/10/10/listo... ; Sánchez-Barrioluengo & Benneworth (2019)Sánchez-Barrioluengo, M., & Benneworth, P. (2019). Is the entrepreneurial university also regionally engaged? Analysing the influence of university's structural configuration on third mission performance. Technological Forecasting and Social Change, 141, 206-218. doi: 10.1016/j.techfore.2018.10.017 https://doi.org/10.1016/j.techfore.2018.... .
Institutional reputation and support	• commitment of institutional leaders; • university's reputation.	Watson et al. (2011)Watson, D., Hollister, R., Stroud, S., & Babcock, E. (2011). The engaged university: International perspectives on civic engagement. Taylor & Francis Group. London: Routledge ..
Knowledge as a process	• soft activities to improve the local absorption capacity; • formal/informal knowledge transmission; • allows external actors easier access to knowledge-based resources.	Sánchez-Barrioluengo & Benneworth (2019)Sánchez-Barrioluengo, M., & Benneworth, P. (2019). Is the entrepreneurial university also regionally engaged? Analysing the influence of university's structural configuration on third mission performance. Technological Forecasting and Social Change, 141, 206-218. doi: 10.1016/j.techfore.2018.10.017 https://doi.org/10.1016/j.techfore.2018.... ; Olmos-Peñuela et al. (2013)Olmos-Peñuela, J., Molas-Gallart, J., & Castro-Martínez, E., (2013). Informal collaborations between social sciences and humanities researchers and non-academic partners. Science and Public Policy, 17. doi: 10.1177/1474022214534081 https://doi.org/10.1177/1474022214534081... ; Trippl et al. (2015)Trippl, M., Sinozic, T., & Lawton-Smith, H. (2015). The role of universities in regional development. European Planning Studies, 23(9), 1722-1740. doi: 10.1080/09654313.2015.1052782 https://doi.org/10.1080/09654313.2015.10... ; Wang et al. (2016)Wang, Y., Hu, R., Li, W., & Pan, X. (2016). Does teaching benefit from university-industry collaboration? Investigating the role of academic commercialization and engagement. Scientometrics, 106, 1037-1055. doi: 10.1007/s11192-015-1818-9 https://doi.org/10.1007/s11192-015-1818-... ; Ponds et al. (2010)Ponds, R., Oort, F. Van, & Frenken, K. (2010). Innovation, spillovers and university-industry collaboration: An extended knowledge production function approach. Journal of Economic Geography, 10(2), 231-255. doi: 10.1093/jeg/lbp036 https://doi.org/10.1093/jeg/lbp036... .
Knowledge as a result	• increasing the knowledge of its environment; • contributions are "knowledge spillovers"; • knowledge transfer outcomes or more general contributions to regional economic development activities.	Sánchez-Barrioluengo & Benneworth (2019)Sánchez-Barrioluengo, M., & Benneworth, P. (2019). Is the entrepreneurial university also regionally engaged? Analysing the influence of university's structural configuration on third mission performance. Technological Forecasting and Social Change, 141, 206-218. doi: 10.1016/j.techfore.2018.10.017 https://doi.org/10.1016/j.techfore.2018.... ; Benneworth & Charles (2005)Benneworth, P., & Charles, D. (2005). University spin-off policies and economic development in less successful regions. European Planning Studies, 13(4), 537-557. doi: 10.1080/09654310500107175 https://doi.org/10.1080/0965431050010717... ; Drucker & Goldstein (2007)Drucker, J., & Goldstein, H. (2007). Assessing the regional economic development impacts of universities: A review of current approaches. International Regional Science Review, 30(1), 20-46. doi: 10.1177/0160017606296731 https://doi.org/10.1177/0160017606296731... ; Sánchez-Barrioluengo & Benneworth (2019)Sánchez-Barrioluengo, M., & Benneworth, P. (2019). Is the entrepreneurial university also regionally engaged? Analysing the influence of university's structural configuration on third mission performance. Technological Forecasting and Social Change, 141, 206-218. doi: 10.1016/j.techfore.2018.10.017 https://doi.org/10.1016/j.techfore.2018.... .

Research Objective	Sources	Data Analysis Strategy
Understanding the demands triggered by the impact of the crisis on the observed community (small and medium-sized businesses)	155 forms filled out by business owners	Descriptive statistics
Understanding the community's involvement and team compositions.	340 forms filled out by volunteers 83 reports developed by business advisory teams 13 links in the Advisory Network Partners Map	Descriptive statistics Content analysis
Analyzing the team involvement with the advisory process, its dynamics, and results.	Trello board activity Observing alignment meetings Observing the advisory process	Content analysis
Identifying the effects of the activities carried out by the project, which may bring beneficial changes or deliver positive results.	25 Lives +2500 views Co-creation step observation (advisory process) 15 local and regional media interviews 34 business owner's satisfaction assessment 42 volunteer's satisfaction assessment 2 Projects derived and 1 new service	Descriptive statistics and Content analysis

Efforts to increase revenue

Efforts to reduce expenses

• Adapt sales/services/communication to digital media;
• Product delivery;
• Sales promotions/customized sales;
• Offers of new products/services;
• Market expansion through digital platforms (courses, e-commerce, social networks);
• Expansion of business partnerships;
• Communication efforts:
    * Strengthening communication in digital media/social networks;
    * Generating content to strengthen relationships with customers;
    * Positioning/repositioning of the business/brand.

• Cash flow management;
• Tax management;
• Inventory management;
• Operational/business process improvements;
• Negotiation with suppliers/customers;
• Implementation of control tools;
• Use and implementation of management tools;
• Managing and retaining employees;
• Control/reduce cash withdrawals from members;
• Reduced product offer (focus);
• Strategic pricing of products/services.

Theoretical Elements of a Regional Engaged University	Elements of the SOS-PME Project	Identified Features
Engagement	Engaged leaders and volunteers	Team work; Volunteers involvement; Co-creation activity between the university and society
Engagement	Strong communication strategy	Listening to community problems; knowledge sharing among teams; use of knowledge sharing plataform (Padlet, Trello, social midia); Community and media recognition
Collaboration	Internal and external alliances	Multiple departments and other organizations involved; Co-creation activity between the university and society
Value-added results	Practicable deliveries	Short interactions; Easy and known tools; Standardized advisory process
Institutional reputation and support	Institutional reputation	Community and media recognition;
Institutional reputation and support	Institutional support	Multiple departments and other organizations involved; Task forces for post attendance; Pilot service learning implemented
Knowledge as a process	Multidisciplinary knowledge	Teams multidisciplinarity; Knowledge sharing among teams; Easy and known tools; Volunteers involvement; Co-creation activity between the university and society
Knowledge as a process	Agile Project Management;	Short interactions; Easy and known tools; Standardized advisory process
Knowledge as a result	Knowledge spillover	Instagram lives; SOS Carreiras project; Mentoring Network project

[1] daniela.brauner@ufrgs.br

Brasil

Brasil

Universidad comprometida: Rescatando PYMES durante la crisis de COVID-19

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