The Sextuple Helix: Driving a University with Clear and Transformative Purpose
Keywords:
Higher Education, Academic Management, Sextuple Helix, Educational Innovation
Abstract
This article reviews and expands Pasteur’s quadrant model (Stokes, 1997) and the helicoidal models (triple, quadruple, and quintuple helix) to reflect contemporary and future trends of universities' participation in a purpose-driven society. The overall goal is to propose the concept of the sextuple helix as an extension of Pasteur's Quadrant to guide universities in scientific production under mode 4, with purpose as the central element. Using a methodological approach based on the principle of necessary displacement for levels of knowledge, the study explores how universities can transform into agents of social, economic, environmental, and scientific innovation. The results highlight the importance of aligning the university mission with a clear purpose, strengthening strategic partnerships, promoting interdisciplinarity, and fostering entrepreneurship with social impact. It is concluded that the sextuple helix offers a robust and adaptable framework, allowing universities to effectively respond to contemporary global challenges, positioning themselves as drivers of social transformation and promoters of sustainable and inclusive development.
References
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Nicolescu, B. (2002). Educação e transdisciplinaridade ll. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000129707.
Nicolescu, B. (2008). Transdisciplinarity: Theory and practice. Hampton Press.
Nowotny, H., Scott, P., & Gibbons, M. (2001). Re-thinking science: Knowledge and the public in an age of uncertainty. Polity Press.
ONU. (2014). Pact for the future. Nova Iorque. https://www.un.org/en/summit-of-the-future.
ONU. (2016). Transforming Our World: the 2030 Agenda for Sustainable Development. Nova Iorque.
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Pattnaik, P. N. , & Pandey, S. C. (2014). University spinoffs: what, why, and how?. Technology Innovation Management Review , 4(12), pp. 44-50. http://doi.org/10.22215/timreview/857
Popper, K. (1959). The logic of scientific discovery. Routledge.
Raworth, K. (2017). Doughnut economics: Seven ways to think like a 21st-century economist. Chelsea Green Publishing.
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Sachs, J. D. (2015). The age of sustainable development. Columbia University Press.
Santos, B. de S. (2007). The rise of the global left: The world social forum and beyond. Zed Books.
Santos, B. de S. (2014). Seria esse: Santos, B. S. (2014). O direito dos oprimidos. Cortez
Santos, B. de S. (2016). Epistemologies of the South: Justice against epistemicide. Routledge.
Santos, B. de S. (2018). The end of the cognitive empire: The coming of age of epistemologies of the South. Duke University Press.
Scharmer, C. O. (2016). Theory U: Leading from the future as it emerges (2nd ed.). Berrett-Koehler Publishers.
Schön, D. (1983). The reflective practitioner: how professional think in action. Basic Books.
Sen, A. (1999). Development as freedom. Oxford University Press.
Senge, P. M. (2012). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. Crown Business.
Sinek, S. (2009). Start with Why: How Great Leaders Inspire Everyone to Take Action. Portfolio.
Stilgoe J., Owen R. & Macnaghten P. (2013). Developing a framework for responsible innovation. Research Policy, 42 (9), pp. 1568–1580. http://dx.doi.org/10.1016/j.respol.2013.05.008.
Stokes, D. (1997). Pasteur’s quadrant: Basic science and technological innovation. Brookings Institution Press.
Taleb, N. N. (2020). Antifragile: Things that gain from disorder. Penguin Books.
Tapscott, D., & Tapscott, A. (2016). Blockchain revolution: How the technology behind bitcoin and other cryptocurrencies is changing the world. Penguin.
Toffler, A. (1970). Future shock (2nd. ed.) Random House.
Toffler, A. (1984). The third wave. Bantam Books.
Toffler, A. (1990). Powershift: Knowledge, wealth, and violence at the edge of the 21st century. Bantam Books.
Unión de Universidades de América Latina y el Caribe - UDUAL. (2022). Conferência Mundial de Ensino Superior 2022 (WHEC2022), Reformular os ideais e as práticas do Ensino Superior para garantir o desenvolvimento sustentável do planeta e da humanidade. https://udualc.org/wp-content/uploads/2022/03/UDUAL_Posicionamiento_PT_WHEC2022.pdf
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UNESCO. (2015). Declaração de Incheon: Educação 2030: rumo a uma educação de qualidade inclusiva e equitativa e à educação ao longo da vida para todos. Incheon, República da Coreia, 2015. https://unesdoc.unesco.org/ark:/48223/pf0000233137_por.
UNESCO. (2017). Education for sustainable development goals: Learning objectives. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000247444.
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Published
2025-06-30
How to Cite
Jardim, E., Altmann, I. F., Bortolaso, I. V., Fossatti, P., & Polido, Éder. (2025). The Sextuple Helix: Driving a University with Clear and Transformative Purpose. Higher Education and Society Journal (ESS), 37(1), 296-327. https://doi.org/10.54674/ess.v37i1.963
Section
General section articles
Copyright (c) 2025 Ery Jardim, Idio Fridolino Altmann, Ingridi Vargas Bortolaso, Paulo Fossatti, Éder Polido
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