Public Relations Review 31 (2005) 437–439

Community relations for German universities�

Thomas Pleil∗

Darmstadt University of Applied Sciences, Max-Planck-Str. 2, 64807 Dieburg, Germany

Received 4 August 2004; received in revised form 7 March 2005; accepted 1 May 2005

While US und Australian universities typically practice community relations systematically and oftenwith their own staffs, in most European countries and especially in Germany a sound practical or academicdiscussion of community relations of universities did not even start until recently.

Community relations are communications and relationship management with local publics (Brun-ing/Ledingham 1999). Relations with the community could include “health and welfare, education,government, culture, recreation and other areas” (Baskin/Aronoff 1988, 229). Fuderholz detected thatsuccessful international communication of regions and cities started at home—with the communicationwithin the community (Fuderholz 2003, 78). In other words: organizations planning international publicrelations activities should start their efforts at home—first internally, second locally, then nationally andinternationally.

But do community relations fit together with the duties of German universities? The German acton universities (Hochschulrahmengesetz, HRG) defines the development and care for arts and scienceas the main duties of universities. Research, education and studies are instruments of practicing this(HRG, 1999,§2.1). The voice of German universities, the German Rectors’ Conference, also envisions animportant role of universities for cultural life and for the region. HRK emphasizes the role of universitiesfor regional structural policy, the role of universities as an employer (HRK, 1995) and the importance ofservices like healthcare, the transfer of science or advanced training. Also the conference of Germany’sministries of education sees one role of universities in building profiles and supporting competitiveness ofregions (Kultusministerkonferenz, 2002, 7). The European Commission has similar directives (EuropeanCommission, 2003, 25). This seems to indicate that universities should play new roles in their regionsgoing beyond building science parks or improving business spin-offs.

� Readers interested to read the full version of this paper may contact the author.∗ Tel.: +49 6071/82-9272.E-mail address:pleil@fh-darmstadt.de.

0363-8111/$ – see front matter © 2005 Elsevier Inc. All rights reserved.doi:10.1016/j.pubrev.2005.05.004

438 T. Pleil / Public Relations Review 31 (2005) 437–439

While the economic transmission between universities and regional networks are well explored, otherfactors like service and cultural exchange between universities and their regions, at least in Germany, arerather vague. A sound discussion of the regional role of universities in Germany has not taken place yetwithin the scientific and political communities. In contrast to that are the political intentions of the Finnishgovernment. Its development plan for Finnish universities for 1999–2004 published emphasizes amongother challenges the role of universities in safeguarding regional effectiveness (Ministry of EducationFinland 2003, 8).

On the other hand, many universities naturally play a strong local role in their towns. Like companies,they can bring advantages and disadvantages to their neighbourhoods. In addition, for a long time there hasoften been special conflicts between universities and their neighbourhood: “Town versus gown conflictsare common” (Baskin/Aronoff 1988, 220) in the relationship between universities and their community.

Today, in the US, community relations of universities are much more than communication but alsostrategic partnership building. Foundations such as Kellogg and Fannie Mae often support these partner-ships (Maurrassee, 2001, 131). Similar programs do not exist in Germany. But what could universitiesand their members do? The US Department of Housing and Urban Development (HUD) gives someexamples:

“Faculty members and students can offer their neighbours talent, expertise, and problem-solving skillsthat are relevant to many facets of community life.” (HUD, 2003, 2)

German and European universities traditionally have many projects and some communication activitieslinking them with the neighbourhood. For example, usually libraries are public; universities organizecultural events or science festivals, and universities together with public institutions invest in scienceparks or start-ups that also help regional development. But many of these activities do not seem to beplanned, practiced and communicated systematically. For example, as of July 2004 no German universityhas maintained a website addressed specifically to their communities. There also seems to be no interestin activating a community spirit among students and employees.

Nevertheless, community relations are an important basis for regional networking. Co-operationsbetween universities, regional business and administration could be eased if the community was rec-ognized as a strategic partner. It should be obvious that community relations are not a one-way street.Mutual communication can support the regional marketing and fund raising of a university. Partnershipswith the community can give students practical experience, social understanding, and the opportunity toapply their science.

But many European university public relations officers have problems in carrying out communityrelations. They traditionally have not enough staff and budget even for the basics of public relations(Tonnemacher, 1998, Barthenheier, 1996) and many of them therefore will have problems to start withcommunity relations programs. Further problems are caused by the heterogeneous nature of universities.

In 1994 the US Department of Housing and Urban Development’s established the Office of UniversityPartnerships (OUP,www.oup.org), an office having the clear assignment to help to improve partnershipsbetween institutions of higher education and their communities through grant programs, conferences, andrelated research. OUP has several goals, such as promoting universities’ activities in local revitalizationprojects, encouraging scholars to work on community development policy, and creating support forinnovative teaching, research, and service partnerships between universities and communities.

European universities could be strong pillars of regional development. No other organization has asmore highly qualified stuff than universities, and they are familiar with the to interchange of internationalknowledge. What is missing are stronger strategies to make this useful for regional development. An

T. Pleil / Public Relations Review 31 (2005) 437–439 439

European institution similar to the OUP could be the necessary catalyst. It could do research on thequestions mentioned above. And it could help to reinforce community relations of European universitiesby raising awareness, consulting, and grant programs.

We assume that research and the development of new knowledge is one kind of profit for society. Andwell-educated alumni with good prospects for their careers are another kind of profit for society. Butwe assume, too, that beside these classical worldviews, there could be further profits. One is the supportof universities for regional development. This means not only economic prosperity but also social andcultural life—and in the end these factors may influence the international competitive position of a region(European Commission, 2003) and will ease public understanding of science and higher education.