This week, I had the privilege of presenting alongside Maarten Steinbuch at the High Tech Campus Eindhoven about our vision for the Fourth Generation University (4GU). The Campus² Tech Talks provided the perfect setting to discuss how universities are evolving from closed knowledge houses to open innovation hubs—a transformation that's particularly relevant here in the heart of Europe's innovation ecosystem.
A Vision Taking Shape
Almost ten years ago, Maarten wrote an insightful blog post that planted the seeds for what would become our collaborative work on the Fourth Generation University concept. When I moved to TU/e five years ago, I was immediately inspired by his vision and realized there was tremendous potential to link this to our research in innovation management, particularly around open innovation and innovation ecosystems.
Together with Maarten, we've been developing this framework, which we first formally articulated in our paper "De vierde generatie universiteit: Het nieuwe tijdperk van open innovatie en ecosysteemdenken" (The Fourth Generation University: The New Era of Open Innovation and Ecosystem Thinking), published in Holland Management Review. The English translation has helped spread these ideas internationally.
Picture: Marcel Bogers and Maarten Steinbuch on stage at Conference Center of the High Tech Campus EIndhoven
From Philips NatLab to Innovation Ecosystems
Our presentation began with a powerful historical perspective, drawing on the legacy of Philips' NatLab and Gilles Holst's ten commandments for industrial research. These principles emphasize freedom, multidisciplinary teams, and the balance between academic research and industrial application. This is something that Maarten experienced first-hand during his time at Philips, and they remain remarkably relevant today.
Picture: Maarten Steinbuch on the ten commandments for industrial research of Gilles Holst
(Source: IO+ - https://ioplus.nl/en/posts/management-in-academia-should-be-disruptors)
The High Tech Campus Story: A Living Example of Open Innovation
The transformation of the High Tech Campus Eindhoven itself perfectly illustrates the journey from closed to open innovation. What began as Philips' private research facility—accessible only to Philips employees—underwent a radical transformation inspired directly by Henry Chesbrough's groundbreaking 2003 book on open innovation. Philips made the bold decision to open its campus gates to other companies, creating what would become Europe's smartest square kilometer.
This wasn't just about sharing physical space. The campus was deliberately designed to foster serendipitous encounters and knowledge exchange. The Strip, with its concentration of restaurants and meeting spaces, was created specifically to bring people from different companies together.
Over coffee or lunch, engineers from competing firms could discuss challenges, share insights, and spark innovations that none could achieve alone. The architecture itself embodied open innovation principles—breaking down the walls between organizations both literally and figuratively.
This transformation had profound effects. Open innovation became central to Philips' strategy, but more importantly, it catalyzed the emergence of the entire Brainport ecosystem. What started as one company's research campus evolved into a regional innovation powerhouse, now home to over 250 companies and 12,000 researchers, developers, and entrepreneurs. The High Tech Campus demonstrates that when organizations embrace openness and collaboration, the benefits extend far beyond individual firms to transform entire regions.
The campus's evolution from closed lab to open ecosystem mirrors exactly what we're advocating for universities with the Fourth Generation University model. Just as Philips realized that "not all the smart people work for us"—to quote Bill Joy's famous observation that Chesbrough popularized—universities are recognizing that innovation happens at the intersections between academia, industry, and society.
The core questions we posed were provocative: In an exponential world, should research still be done linearly? How can we transform the university into a responsible place for the required change of humankind? These aren't just academic questions—they're fundamental to how we organize innovation in the 21st century.
Picture: Marcel Bogers presenting about open innovation at Philips and the High Tech Campus in particular
The 4GU Framework: Beyond Traditional Boundaries
The Fourth Generation University represents a fundamental shift in how universities operate. Where first-generation universities focused primarily on teaching, second-generation institutions added research to their mission, and third-generation universities incorporated commercialization, the 4GU takes the crucial next step by placing explicit societal transformation at its core. This isn't simply an addition to existing functions—it's a reimagining of the university's fundamental purpose in society.
This transformation manifests most clearly in how knowledge flows through and around the institution. Traditional universities operated with predominantly unidirectional knowledge transfer—from professor to student, from researcher to publication, from lab to market. The Fourth Generation University, by contrast, embraces multidirectional knowledge flows where co-creation with diverse stakeholders becomes the norm rather than the exception. Knowledge no longer simply emanates from the university; it circulates, evolves, and grows through continuous interaction with society.
Picture: Marcel Bogers presenting about the 4th Generation University (4GU)
The stakeholder landscape has expanded accordingly. While the triple helix model brought together academia, industry, and government, the 4GU operates within a quadruple or even quintuple helix framework. Citizens become active participants in research and innovation, while environmental considerations are integrated into every aspect of the university's work. This isn't just about having more partners at the table—it's about fundamentally reconsidering who has a voice in shaping research agendas and educational priorities.
Perhaps most significantly, the Fourth Generation University shifts its focus from economic development alone to systemic transformation addressing grand societal challenges. Rather than measuring success primarily through patents filed, startups launched, or licensing revenues, 4GUs evaluate their impact through their contribution to solving complex challenges like climate change, inequality, and public health. Universities become orchestrators of ecosystem-level change, coordinating multiple actors toward shared societal goals rather than simply contributing individual pieces to a larger puzzle.
Engaging with Industry and Academia
The discussion following our presentation was particularly enriching. Attendees from both academia and business raised thought-provoking questions that highlighted both the opportunities and challenges ahead.
One key discussion centered on how this transformation affects teaching, not just research. We offered TU/e's Innovation Space as a prime example of applying "outside-in" logic—bringing practical and societal challenges from the external world directly into the university curriculum. This creates a dynamic learning environment where students engage with real-world problems from day one.
The inevitable question about the "Not-Invented-Here" syndrome sparked a valuable conversation about cultural change. We emphasized that making this transformation happen requires both top-management support and cultivating a culture where people embrace this collaborative way of thinking and working. This cultural shift is reflected in how we recognize and reward academic contributions, moving beyond traditional metrics to value societal impact and ecosystem engagement.
Local Roots, Global Connections
A fascinating paradox emerged in our discussions about the role of local ecosystems. While it's crucial for universities to be deeply embedded in their regional innovation ecosystems—creating tangible local impact—this doesn't mean abandoning global connections. Instead, we need to master what might seem contradictory: being simultaneously hyper-local and globally connected.
I emphasized the importance of maintaining excellence in research that's respected globally while creating meaningful local impact. Moreover, we need to connect different regional ecosystems—what I call the "ecosystem of ecosystems." This multi-level approach ensures that innovations developed in one region can benefit others, while local solutions can address global challenges.
From Research to Action: The COOPERATE Project
Our work isn't just theoretical. Through initiatives like the COOPERATE project—COOrdinating and Piloting actions towards ERA-hubs as inTer- and intra-regional Ecosystems for knowledge production—we're putting these ideas into practice. This €1.5 million Horizon Europe project, which we lead from TU/e, is testing how regional innovation ecosystems can better connect and collaborate across Europe, creating the infrastructure for the Fourth Generation University model.
The COOPERATE project goes beyond analysis to provide practical tools for transformation. We've developed a comprehensive self-assessment tool that allows universities and research organizations to evaluate their current position, which can be put in the context of their journey toward becoming Fourth Generation institutions. This diagnostic instrument helps identify strengths, gaps, and opportunities for development across multiple dimensions of ecosystem engagement.
Complementing the assessment tool, we've created a practical toolbox filled with proven methods, frameworks, and instruments that institutions can adapt to their specific contexts. This includes templates for stakeholder mapping, collaboration agreements, and impact measurement frameworks.
Video of our COOPERATE project (see YouTube channel)
Through COOPERATE, we're not just studying innovation ecosystems; we're actively building the capacity for institutions across Europe to become effective ecosystem orchestrators, which can help turn the Fourth Generation University from concept into reality.
Building Momentum
The 4GU concept is gaining traction globally. Elsevier's recent report on the Fourth Generation University (available for download here) provides additional validation and analysis of this transformation. Events like "Universities 4.0: The new powerhouses for regional innovation and global impact" demonstrate that this isn't just a local phenomenon but a global movement.
The Fourth Generation University represents a strategic priority for TU/e, as we aim to play a leading role in this transformation both within the Brainport region and on the global stage. In our recent Boardwalk video series, Rector Magnificus Silvia Lenaerts articulates this commitment, demonstrating through concrete examples like the PULS/e Lab how we're already embodying 4GU principles. I also had the honor of appearing in the video to discuss these concepts—my two minutes of fame! 😅 It's deeply rewarding to contribute to this institutional transformation, working alongside colleagues who share this vision for a more open and collaborative future of academia.
Video of TU/e Boardwalk about the Fourth Generation University (from YouTube)
Yet we must acknowledge that becoming a Fourth Generation University is very much a work in progress. The transformation requires more than strategic declarations—it demands fundamental shifts in leadership approaches and organizational culture, which inevitably take time to cultivate and embed. We're simultaneously implementing these changes while conducting research to better understand them, creating a dynamic interplay between practice and theory. This dual role as both practitioners and researchers of the 4GU model makes the journey particularly compelling, as each insight from our research informs our institutional practice, and each practical experience enriches our academic understanding. The path forward requires patience, persistence, and a willingness to learn from both successes and setbacks as we navigate this ongoing transformation.
International Recognition: From Eindhoven to Finland
The reach of the Fourth Generation University concept continues to expand internationally. Recently, the 4GU framework was featured in a European Commission Policy Support Facility report on improving R&D collaboration between research organizations and the private sector in Finland. The expert panel specifically highlighted the 4GU model in their recommendations of the final report. This recognition at the European policy level underscores the relevance of the 4GU framework for transforming university-industry collaboration across different national contexts.
Building a Global Community of Practice
To spread this vision and connect universities worldwide that are embracing this transformation, a new community platform has been launched at 4thgenuniversity.com. This initiative serves as a central hub for institutions, researchers, policymakers, and practitioners interested in the Fourth Generation University model.
The vision behind it to to create a platform that offers multiple resources for those on the transformation journey. This may include case studies from universities at different stages of becoming 4GUs, showcasing both successes and challenges, or webinars and virtual workshops to bring together thought leaders and practitioners to share experiences and discuss emerging practices. The site can also host a repository of research papers, policy briefs, and practical guides that institutions can use to inform their own transformation strategies—all while we are collectively learning about this phenomenon while it's being shaped.
Perhaps most importantly, the community facilitates connections between like-minded institutions and individuals. Through discussion forums and working groups, members can find partners for collaborative projects, exchange best practices, and collectively address common challenges. This community can potentially turn into a global community of practice, recognizing that the path to becoming a Fourth Generation University will vary significantly depending on institutional history, national context, and regional ecosystem characteristics. By bringing together diverse perspectives and experiences, the platform could accelerate collective learning and help ensure that the 4GU model evolves to meet the needs of different contexts while maintaining its core principles of openness, collaboration, and societal engagement.
Looking Forward
The presentation at High Tech Campus Eindhoven reinforced my conviction that we're at a critical juncture in the evolution of universities. The challenges we face—from climate change to social inequality to technological disruption—require new forms of organization and collaboration. The Fourth Generation University isn't just an academic concept; it's a blueprint for how knowledge institutions can become catalysts for the systemic transformation our world urgently needs.
Working with colleagues and PhD students, we're continuing to deepen our understanding of this transformation while actively participating in making it happen. The goal is ambitious but clear: create positive impact both locally and globally by transforming how universities engage with society.
As Maarten's blog post nearly a decade ago showed, ideas need time to mature and find their moment. That moment for the Fourth Generation University is now. The question isn't whether universities will transform, but how quickly and effectively they can become the open innovation hubs our society needs.
This blog post reflects on a presentation given by Marcel Bogers and Maarten Steinbuch at the Campus² Tech Talks at High Tech Campus Eindhoven on October 21, 2025.
Marcel Bogers is a Full Professor of Open & Collaborative Innovation at the Eindhoven University of Technology and a Research Fellow at the University of California, Berkeley.
He speaks, writes, and advises on how organizations can create and capture value through openness and collaboration.
Blog posts written with some help of AI! 🙂
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