Universities as Change Agents in the Hydrogen Transition? A Case Study in Germany and Australia

Abstract

This study examines the role of universities in hydrogen projects regarding the social acceptance and legitimation of the hydrogen transition. Attention is paid to their contribution to socio-cultural sustainability through education and knowledge transfer. The study is based on the assumption that technological innovation alone is not sufficient to ensure acceptance of hydrogen technologies. Instead, universities play a central role in fostering acceptance for hydrogen projects by acting as knowledge brokers, legitimacy providers, boundary organizations/moderators, and regional anchor institutions. Education is considered as a core element of socio-cultural sustainability because it supports capacity building, skills development, and long-term acceptance.

The findings draw on data from the “HydroExchange” project conducted by the University of Koblenz and the University of Western Australia. The empirical material includes interviews, project documentation, and network analyses. The analysis reveals that universities most often act as knowledge brokers and co-creators of legitimacy. Moderator roles are less common but important for trust-building. Education and transfer activities strengthen regional anchoring and can be reinforced through participatory formats. Accordingly, this study examines how universities contribute to the hydrogen transition through their roles as knowledge brokers, legitimacy providers, moderators, and regional anchor institutions.

Keywords: hydrogen transition; universities; third mission; social acceptance; network analysis