Third Mission Of Universities Research Articles

Embedding the Third Mission of universities in humanitarian crisis response: Profiling the role of the University of Duhok in addressing health needs of internally displaced people and refugees

This article attempts to contribute to the debates on the role of the higher education sector in addressing the immediate and long-term challenges incurred as a result of humanitarian crises. The focal point of consideration is profiling the role of the University of Duhok, Iraq, in addressing health needs of internally displaced people and refugees. The article demonstrates the nexus between the so-called Third Mission and the range of responses the University provides to support the health needs of displaced populations in Duhok Governorate. It is argued that the higher education sector has to be recognised and positioned as a key stakeholder in the process of humanitarian relief and local recovery.

Implementation of EU Practice on the University’s Third Mission a participate project: the case of University of Genoa and Dragomanov State University

Abstract The University is a key player in regional development. The third mission of universities is defined as the activities of universities aimed at solving social and economic problems, including those related to realising sustainable development goals. The manuscript aim is to describe the impact of the Erasmus+ project activities on the University aims reset, especially in the crisis period The third mission of the Dragomanov Ukrainian State University could be considered as the Faculty of Special and Inclusive Education is gearing up to launch a social-oriented initiatives aimed at enlightening the general public about the intricacies of social interaction with individuals experiencing persistent or functional disorders of psychophysical development. These vulnerable groups include individuals with special educational needs, encompassing those with disabilities, internally displaced persons, participants in military operations, and their families, all of whom will benefit from comprehensive psychological assistance and ongoing support.

Global Citizen Consciousness and Artificial Intelligence: South Korea’s Approach to Fulfilling the Third Mission of Universities

Shifting from mere knowledge dissemination to embracing convergence and digital technologies, exploring innovative educational formats, fostering industrial-academic partnerships among universities, and equipping graduates with a global mindset — how do South Korean universities envision their third mission? In response to a request by the Positive Changes Journal, Elena Kim has compiled an overview of trends emerging from the IX Forum of Rectors of Leading Universities in Russia and the Republic of Korea.

Universities and Social Entrepreneurs: A Mutually Beneficial Alliance?

Across the globe, the collaboration between universities and social enterprises isn’t a novelty. Universities and social entrepreneurs have gained the ability to forge partnerships through diverse initiatives like internships, specialized courses, mentorships, and collaborative research. But what makes this relationship tick, and what should both parties expect? Delving into the third mission of universities, we can glean insights from the experiences of graduates and associates of the Impact Hub Moscow community.

INSTITUTIONAL STRATEGY OF SOCIAL ENTREPRENEURSHIP DEVELOPMENT IN HIGHER EDUCATION

The purpose of the paper is to study the institutional strategies of higher education institutions for the development of social entrepreneurship and the existing formal structures aimed at supporting this activity, as well as to outline the directions of university activities implemented according to the strategies. Methodology. The research is based on the collection and analysis of data from the official websites of 10 universities from different countries of Europe and America, which either clearly state efforts to develop social entrepreneurship, or have entrepreneurship development together with a focus on the third mission of the university. The empirical data are combined with the outlines of modern scientific research of Ukrainian and foreign scientists on the topics of social entrepreneurship and the third mission of universities. The results of the study show that universities around the world are paying more and more attention to the importance of their third mission and see themselves at the heart of community development in all its diversity of needs and activities. At the same time, very few define the development of social entrepreneurship as one of their objectives, and most work on entrepreneurship development in general, pointing to the importance of directing university education and research towards tackling social challenges. Practical implications. As many universities already have administrative support and a range of activities for the development of entrepreneurship education and youth start-ups, together with a focus on the third mission of universities, a favourable environment is being created to introduce the development of social entrepreneurship as one of the strategic goals of modern higher education institutions under the conditions of modern global issues. Value/оriginality. The study was carried out as part of a young researchers' project on the development of social entrepreneurship centres at Ukrainian universities for the post-war development of the country.

The third mission of the university in the context of war and post-war recovery

In the conditions of the war of russia against Ukraine, which began on February 24, 2022, Ukrainian universities are playing roles that were not characteristic of them in peacetime. To the greatest extent, this concerns the university’s third mission, serving society and responding to its urgent needs. The purpose of this study is to identify and characterize new meaningful directions for implementing the third mission of the university in the conditions of war and post-war reconstruction. The study uses quantitative and qualitative bibliometric analysis combining various methods, in particular, quantitative and dynamic analysis of publications and citations, keyword analysis, cluster analysis and content analysis of publications.The study’s results proved the lack of conceptual studies devoted to the role of universities in the war and post-war reconstruction. The main clusters of implementing the third mission of universities and the existing and potential areas of activity of Ukraine’s universities during the war and post-war reconstruction that belong to them were determined. In conclusion, it is substantiated that a new dimension of the mission of universities is being formed, which is at the stage of its formation and needs time for the necessary transformations. Depending on the consequences of the war in Ukraine, it can be a separate cluster of the third mission of universities, and the selection of a new fourth mission of universities, dedicated to peacebuilding and the role of the university during the war and post-war recovery. AcknowledgmentYuriy Petrushenko gratefully acknowledges support from the Kirkland Research Program. The researchwas supported by the Ministry of Education and Science of Ukraine (No. 0121U109553).

The Third Mission of Universities: Enhancing Societal Impact Through Professional Qualifications

The Third Mission of Universities: Enhancing Societal Impact Through Professional Qualifications

Providing evidence of the impact of university research

This research note aims to aid university researchers in connecting with the notion of impact, a crucial element in achieving the third mission of universities. To make an impact is essentially a question of making a difference and influencing someone or something. Funding bodies, governments and taxpayers seek value for their investments in research, particularly value for money, whether academia likes it or not. Therefore, for universities, the impact is no longer merely a question of the number of scientific publications, building a community of interest around a subject or counting patents. Instead, impact now emphasises value delivery to stakeholders; innovative research is required to achieve this. This note surveys the literature on research impact and presents guidelines for how to conceptualise and provide evidence of the impact of research. Links between outputs, outcomes and impacts and how they are applied to communicating the evidence of overall research impact are clarified. Finally, we identify policy implications for the value-for-money perspective currently emphasised by funding bodies.

Strengthening the university third mission through building community capabilities alongside university capabilities

Abstract Growing concern about widening inequalities and a deepening sustainability crisis has prompted new directions and conceptions of the third mission of universities. This paper contributes by drawing attention to the capabilities required to enable mutually-beneficial engagement with community-based partners in resource-poor local settings to not only co-produce scholarly outputs but also co-produce development outcomes. Based on in-depth case study research of three resource-poor communities in South Africa, we identify a set of capabilities that communities need to possess to seek out and engage with suitable partners and to co-learn through their engagement activities. We propose a new framework, a community ‘dynamic interactive capabilities’ (von Tunzelmann and Wang, 2003) framework, extending the concept from firms and universities to local community settings. The framework prompts a fresh way of thinking about the third mission, whereby universities orient their engaged teaching and research activities in ways co-evolved with the capabilities of community partners.

The Third Mission of Universities on the African Continent: Conceptualisation and Operationalisation

Objective: The purpose of the study was to explore the conceptualization of the third mission in African higher education and the activities that universities are required to engage in and/or are engaging in to fulfil the third role. Method: The interpretive lens underpinned the study. Data were collected from the documents of the African Union Commission (AUC), in which the third mission is both implicit and explicit. We used content analysis as a data analysis technique. Results: The AUC conceptualizes the third mission as a role of universities, as a social role, as forging partnerships, and as being mutually beneficial to society and the university. Universities in Africa are implementing and/or required to implement 11 third mission activities aimed at bridging the gap between them and society. Almost all third mission activities are anchored to the classical missions of teaching and research associated with higher education institutions. Conclusions: We concluded that: (a) the third mission is built on the classical missions of universities; (b) the distinction between the classical missions and the third mission is that the first mission (teaching) involves the dissemination of knowledge through academic education while the second mission (research) hinges on the generation of academic knowledge, but the third mission involves both in a non-academic context; and (c) the third mission is a multidimensional concept. Implication for Theory and Practice: The study adds to the limited literature on the third mission of universities from a supranational perspective. Second, it extends the conceptual framework of Molas-Gallart and colleagues for understanding the third mission that is based on the experience of advanced higher education systems by supplementing it with four themes from Africa. Finally, it provides information the AUC may use to revise the instrument for evaluating the performance of universities on the third mission.

The Third Mission of Universities on the African Continent: Conceptualisation and Operationalisation

Objective: The purpose of the study was to explore the conceptualization of the third mission in African higher education and the activities that universities are required to engage in and/or are engaging in to fulfil the third role. Method: The interpretive lens underpinned the study. Data were collected from the documents of the African Union Commission (AUC), in which the third mission is both implicit and explicit. We used content analysis as a data analysis technique. Results: The AUC conceptualizes the third mission as a role of universities, as a social role, as forging partnerships, and as being mutually beneficial to society and the university. Universities in Africa are implementing and/or required to implement 11 third mission activities aimed at bridging the gap between them and society. Almost all third mission activities are anchored to the classical missions of teaching and research associated with higher education institutions. Conclusions: We concluded that: (a) the third mission is built on the classical missions of universities; (b) the distinction between the classical missions and the third mission is that the first mission (teaching) involves the dissemination of knowledge through academic education while the second mission (research) hinges on the generation of academic knowledge, but the third mission involves both in a non-academic context; and (c) the third mission is a multidimensional concept. Implication for Theory and Practice: The study adds to the limited literature on the third mission of universities from a supranational perspective. Second, it extends the conceptual framework of Molas-Gallart and colleagues for understanding the third mission that is based on the experience of advanced higher education systems by supplementing it with four themes from Africa. Finally, it provides information the AUC may use to revise the instrument for evaluating the performance of universities on the third mission.

Analysis of the “Third mission of universities” in the aspect of educational risks of digital divide

The article analyses the “Third mission of universities”, which is understood as a set of socially significant functions aimed at the individual and society development in a local (regional) focus. The relevance of the study is caused by the digital divide – a social phenomenon that manifests itself in the uneven development and digital technologies use by the population, depending on territorial and socio-demographic characteristics. Digital divide in the context of Russian reality is viewed as one of the types of educational risk, especially in relation to socially vulnerable population segments. It has been noted that universities can become “conductors” of digital transformations, they can contribute to the inclusion of people from “risk groups” into the digital society. The results of the study using the method of qualitative and quantitative documents analysis – Internet sites of Russian universities, their legal and regulatory documentation addressing the “third mission” have allowed us to conclude that Russian universities are focused on online education, massive open educational courses and training in digital professions. This circumstance is confirmed by the ratings analysis “Three University Missions” (MosIUR) in 2020–2021. Educational programs aimed at mastering digital professions for socially vulnerable population groups are becoming widespread – they cover people of retirement and pre-retirement age, the unemployed, mothers with “small” children. Such programs provide for a budgetary financing system and co-financing. However, the regional factor that affects the digitalisation level of the population, as well as its material well-being, is not taken into account. Hence, it has been concluded that it is necessary to expand the citizens list eligible for preferential training in digital professions. They should include poor people, small settlements residents in the periphery, crisis regions.

Engaging for the love of place? The role of place attachment in academics’ regional engagement efforts

ABSTRACT The third mission of universities is often conceived as a regional one, encompassing contributions to regional development and engagement with regional actors. Yet, universities are increasingly global institutions with internationally mobile faculty. This raises the question of how the embeddedness of academics in their regions shapes engagement at the regional scale. Using survey data of 625 faculty members at seven universities, we investigate the role of place attachment and informal social networks in shaping academics’ regional engagement efforts. The findings indicate that academics with a strong sense of local attachment and extensive social networks engage more with local partners.

The university and the common

Policy discourses about the third mission of universities in the knowledge economy have placed the question regarding the relation between university and society again high on the agenda. The aim of this article is to reconsider the university’s third mission, in the widest sense of its relations with society, and to do so through the lens of the common. The starting point of this reconsideration is the story of the Palestinian experimental university Campus in Camps and their practices of studying the camp, giving way to a series of social and spatial transformations within the camp and its neighbouring area. The relation between university and society comes forward not as given or institutionally settled but as enacted within practices, more particularly within practices of study.

Editorial

This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences includes work by authors from Austria, Denmark, the United Kingdom, Taiwan, Brazil and Sweden. The five articles cover a diverse range of topics: the third mission of universities, doctoral supervision, internationalisation of higher education, neoliberal think tanks in higher education, and an innovation in the teaching of political thought.

Türkiye'deki Araştırma Üniversitelerinin Üçüncü Misyonlarının Değerlendirilmesi

This study aims to evaluate the efficiency performance of third mission activities of research universities in Turkey regarding their social dimension, which has become prominent in recent years. Data Envelopment Analysis was used to evaluate the efficiency of the third mission of universities for 2019. The findings show that the number of relatively efficient research universities is only four out of sixteen, and the overall mean score of universities is 0.422. Thus, in total, universities are inefficient regarding their third mission activities as of 2019. Besides, in order to get reasonable results, a Tobit model was applied to examine the extent to which exogenous factors influence the third mission efficiencies of research universities in Turkey. The results indicate that only the foundation year has a significantly positive impact on university efficiency; in other words, the possibility of third mission efficiency is greater for the older ones, which were founded before 1981. The university ranking was used as a proxy for external factors affecting both the research mission and the third mission of research universities. No significant linkage between the performance of the third mission activities conducted within the scope of social dimension and the research mission of research universities is determined for Turkey.

Новации наставничества в стратегии повышения качества кадровой обеспеченности минерально-сырьевой базы России

In contemporary Russian practices, mentoring is a multifaceted innovative 'human resource technology' aimed at developing professional skills and corporate competencies, as well as systematic and targeted participation in professional development of employees who have insufficient work experience or have difficulties in mastering new technologies and work techniques. Today, the institution of mentoring is an open industrial, educational and social space where the mentor transfers not only readymade ways to solve production problems, but also teaches how to use available intellectual and material resources. Although the mentoring process in its traditional sense does not require large financial investments, most business entities, industrial enterprises and companies are more actively using training, coaching techniques and various forms of internships, which are valuable forms of professional development of employees, but, as our research has shown, they do not have the potential that the targeted on-the-job mentoring possesses. With all the variety of forms and programmes of mentoring activities, there is a clear lack of innovative ideas aimed at improving its efficiency, which fully applies to the mentoring of students who take their work placements during vocational education, which is the subject of the research presented in this article. The literature and research studies do not fully analyse the potential of the third mission of universities regarding the issue of targeted mentoring aimed at more proactive and advanced applied training of graduates, capable of responding to "the great challenges". The article highlights the mentoring models used in foreign companies, which are similar to the types of mentoring technologies successfully implemented by Russian enterprises.

ТРЕТЬЯ МИССИЯ УНИВЕРСИТЕТОВ В РАЗРЕЗЕ УСТОЙЧИВОГО РАЗВИТИЯ ЦИФРОВОГО ОБЩЕСТВА: ГЕНДЕРНЫЕ АСПЕКТЫ

The article analyzes the gender aspects of sustainable development, notes the high relevance of inclusion and gender diversity in this process. It mentions that companies that have implemented these principles in their practice achieve better economic efficiency. Based on a review of modern research and statistical data (UNESCO, OECD, McKinsey, Crowe), on the one hand, a conclusion can be drawn that the gender gap in higher education in developed countries is gradually closing. On the other, there is a gender segregation of professions, especially in STEM sciences, the digital sector and IT. In Russia, the proportion of women in the field of higher education is quite high, but among the scientific personnel of the highest qualification (professors), it is only 35%. Under the third mission of universities, we mean the activities of universities, directly or indirectly aimed at solving social and economic issues, including those related to the implementation of sustainable development goals. To that end the author summarizes that it is necessary to promote programs that support inclusion and gender diversity in higher education through programs of the corporate social responsibility and support. Universities are “guides” of sustainable development at the local level.

The embedding of universities in innovation ecosystems: The case of marine research at the University of Bergen

ABSTRACT While historically the core missions of universities have been research and teaching, it has become increasingly recognised that universities have become significant sources of knowledge and capabilities. This third mission is cementing the role of universities as suppliers of qualified labour and generators of knowledge and technologies that promote innovation in a variety of innovation ecosystems. The main goal of the paper is to illustrate an approach that captures the various contributions of universities to their innovation ecosystems. Often territorially bounded, such links provide insights into the characteristics and geography of the various linkage for a university. With the case of the University of Bergen and its role within the marine innovation ecosystem of Western Norway, this ‘ecosystem fingerprint’, can be seen as a useful means to clarify the third mission of universities through the linkages and interdependencies with various actors. The authors demonstrate that a university can act both as a global pipeline provider and take active part in the local buzz, providing this concept with new empirical insight. The authors conclude that the university is highly embedded in both the marine innovation ecosystem and the knowledge ecosystem, but with linkages extended to interconnected business ecosystems.

ANALYSIS OF STAKEHOLDER INTERACTION PATTERNS IN IMPLEMENTING THE THIRD MISSION OF UNIVERSITIES AS AN ELEMENT OF LEADERSHIP STRATEGY DEVELOPMENT

Modern Ukrainian universities are at the stage of integration changes caused by forming a single European educational space. The processes of society humanization, which are actively taking place in the modern world, require the creation of conditions to form a developed and educated society. These conditions are created in universities, which fulfill three missions: providing quality education, conducting research, and promoting the development of the socio-economic sphere of society. The article deals with the study of external stakeholders and the peculiarities of their interaction with educational institutions during the implementation of the third mission of universities. The study shows that analyzing external stakeholders and their properties allows them to interact effectively. Based on this analysis, it is possible to form effective models of interaction between the university and external stakeholders in the implementation of the third mission. The paper describes the key external stakeholder of universities in the implementation of the third mission - the state. The article presents the main external stakeholders of universities, which are organizations of various forms of ownership. Given the urgency of the third mission, the peculiarities and characteristics of the researched external stakeholders of universities are analyzed. The studied stakeholders of universities are widespread in the Ukrainian practice of interaction of educational institutions with them. The study presents effective patterns of interaction between universities and external stakeholders in the third mission. The process of managing the relationship between educational institutions and external stakeholders in implementing the third mission is described. The proposed article considers the leadership qualities of university leaders with different management levels, which contribute to the formation of effective ways of interacting with external stakeholders. Emphasis is placed on the need for universities to communicate effectively with external stakeholders to understand their needs to meet them accurately.