Higher Education Institutions (HEIs) have been going through far-reaching processes of transformation in terms of their missions in teaching, research, and societal impact. Contrary to their previous understanding and mission, Austrian universities are now increasingly required to contribute evidence from research and teaching to meet social challenges and to cooperate with community partners (Resch et al. 2020). As a form of research-practice transfer activities, campus-community partnerships (CCPs) contribute to organizational innovative practice by involving civil society partner organizations in higher education (Rameder et al. 2019). This requires educational leadership on multiple levels, but especially within higher education management (Fassi et al., 2020). Against this background, the questions arise to which degree these partnerships have been institutionalized and supported by educational leaders so far and who takes the lead for their initiation and maintenance. These questions are discussed on the basis of a recent empirical study (2024) with educational leaders in Austria, namely higher education management (rectorate, vice-rectorate). The study was performed as a quantitative, cross-sectoral, online survey with a target group, which is hard to reach due to time restraints and other high-profile management responsibilities. The findings with n=30 educational leaders reveal the level of awareness of participants for CCPs and the level of their implementation and support from a management level. The results are analysed in a cross-sectoral manner – throughout the four different types of higher education institutions in Austria. CCPs have, in principle, the potential for broader participation in social transformation processes in times of uncertainty; however, the establishment of CCPs, but also preparation and implementation of partnerships usually require a lot of resources. Cooperation between HEIs and community partners has so far been linked primarily to educators’ interest or commitment. In this respect, support services must be designed in a way that a culture of participation is sustainably promoted and institutionally anchored.

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