materials [33] and training university representatives during the pilot launch of the “Service Learning” program in one hundred universities, together with colleagues from other departments of the Higher School of Economics and the Association of Volunteer Centers.
Another important event is the first All-Russian Forum on the universities’ third mission, which was held from late May to early June 2023 in Yaroslavl. [34]
Among other things, the Forum resulted in the establishment of a network of third mission specialists to exchange information between dedicated university staff and organizations interested in developing systemic partnership with the higher learning institutions.
What do the forms and ways of realizing the third mission in universities depend on?
First of all, they depend on the university’s staff and leadership. For example, to function as a think tank, a university needs staff with practice-oriented analytical expertise. Further, it is crucial that this activity receives systematic support from the university’s leadership.
How does the presence of a position towards the third mission change the university’s strategy and role for every staff member and student?
It offers students and staff opportunities for engagement in new areas, such as volunteer work, which is also part of the third mission. For the students, it provides a chance to collaborate on real-world projects, build valuable connections with the staff of partner organizations, such as NGOs or social enterprises.
The case can be particularly exciting when the partner company is a prospective future employer, engaging the students in joint volunteer projects that bridge the realms of university and corporate volunteering.
In such cases, participation in these projects serves as a valuable opportunity to cultivate informal connections with prospective colleagues in their future careers and gain firsthand insights into the intricacies of their professions.
Overall, engagement in university projects equips individuals with managerial skills and work experience that can prove valuable for graduates in the future. Besides, it is genuinely interesting. There is a marked difference between completing formal educational assignments, often devoid of real-world impact, and actively contributing to projects that genuinely address significant social challenges.
One notable example is the Faculty of Creative Industries at NRU HSE making social advertising videos as part of its NGO media accelerator project. [35] Guided by film and animation professionals, students create viral videos based on briefs provided by NGOs and selected through a competitive process. This format is not only effective but also holds potential appeal for other universities.
Do third mission projects help to develop social entrepreneurship?
Absolutely. Let me give you some more examples within the framework of applied project-based learning. One notable instance is the Russian national competition for NGOs titled “Tell the World,” organized by NRU HSE in collaboration with the Agency for Social Investments and Innovations. [36]
In this competition, NGOs and social enterprises serve as clients for student projects focused on developing marketing and communication strategies, product promotion strategies for social enterprises, market analysis, and the creation of brand guidelines to improve recognition for those organizations. A compelling catalog has been prepared to showcase the outcomes of these student projects. [37]
Over the course of three years, more than one hundred projects have been selected through this competition. They encompass a wide range of intriguing initiatives, from the implementation of augmented reality technology for a city museum in Sverdlovsk Region to devising marketing strategies for the promotion of products made by social enterprises that employ individuals with disabilities.
Social entrepreneurship can also be fostered through the format of creative or tourist clusters, which I mentioned earlier.
Can businesses partner with universities in fulfilling their third mission?
I would like to compare the concept of a university’s third mission with that of corporate social responsibility (CSR) in business.
CSR projects play a significant role in addressing socially relevant issues in cities and regions, while also aligning with the sustainability and development priorities of the business itself. For example, engaging with the communities where businesses are located can help mitigate potential risks. If city residents trust a company, they are more likely to view any issues that may arise at the company with understanding and support.
Creating an enabling urban environment, including aspects related to environment, social initiatives, and cultural development, is undeniably crucial for attracting and retaining talent. In this regard, companies involved in CSR initiatives could serve as valuable partners for universities in realizing their third mission. This partnership could encompass initiating student projects, supporting the university’s role as a think tank, and collaborating on activities with NGOs and social entrepreneurs.
And what are the opportunities the third mission offers to the university staff?
Within universities, there are structural units that seek external funding opportunities. By implementing various third mission projects, these units can establish their reputation among potential clients for conducting various activities such as research, analytics, and more. Eventually they can start providing services for commercial projects commissioned by companies or government bodies at the regional and city levels.
The Ural Federal University (UrFU) has an interesting example to share. In 2022, it launched a grant competition for university employees. The contests was funded with the university’s own funds, and its aim was to assist NGOs in developing projects eligible for funding through grant competitions offered by the Presidential Grants Fund and the Presidential Cultural Initiatives Contest. [38] The university can act as a partner with NGOs in implementing the winning projects.
The NGOs can also be interested in partnering with a university, including its role as a source of professional development for their employees. For instance, NGO leaders and specialists may choose to work with students in the capacity of lecturers or research associates at a university, often on a part-time basis.
The NGOs can also be interested in partnering with a university, including its role as a source of professional development for their employees — to work with students in the capacity of lecturers or research associates at a university.
Lastly,
