Third Mission at Austrian Universities of Applied Sciences and the Translational Role of Hybrid Middle Managers

2020 ◽  
pp. 250-269
Keyword(s):  
Applied Sciences ◽  
Middle Managers ◽  
Third Mission ◽  
Universities Of Applied Sciences

scholarly journals Third Mission Activities at Austrian Universities of Applied Sciences: Results from an Expert Survey

Publications ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 57
Author(s):  
Martina Gaisch ◽  
Daniela Noemeyer ◽  
Regina Aichinger
Keyword(s):  
Applied Sciences ◽  
Third Mission ◽  
Regional Innovation ◽  
Strategic Positioning ◽  
Third Stream ◽  
Wide Range ◽  
Universities Of Applied Sciences ◽  
Mode 2 ◽  
Regional Engagement ◽  
Traditional Roles

This article looks at third mission activities as an integral part of universities of applied sciences (UAS) and sheds light on the wide portfolio of third stream initiatives at the Austrian applied higher education sector. In a pilot study, this research explores how the sector (consisting of 21 UAS) perceives its role as an enabler for prosperity, innovation and knowledge transfer in the local areas. In addition, we sought to identify the wide range of potential rationales behind regional engagement, attempted to differentiate between concepts that primarily target the traditional roles of universities (teaching and research) and seek to integrate third mission elements (Entrepreneurial University, Triple Helix, Mode 2) with an eye on economic gains and those that foreground additional responsibilities at the tertiary level for societal purposes. In this sense, we sought to carve out to what extent institutions also engage in third mission activities predominantly for non-economic reasons (Engaged University, Regional Innovation Systems, Sustainable University). Such a differentiation may have the potential to outline the paradigms for third mission activities in a more systematic and structured way. In addition, this analysis may allow Austrian UAS to make more informed decisions along the lines of third-stream initiatives that are based on their strategic positioning and profile.

Mapping the Role of European Universities of Applied Sciences as Entrepreneurial Hubs of Regional Development

2022 ◽  
pp. 42-71
Author(s):  
Jan Beseda ◽  
Michaela Šmídová ◽  
Vaidotas Viliūnas ◽  
Sean O'Reilly
Keyword(s):  
Applied Sciences ◽  
Regional Development ◽  
Relevant Literature ◽  
Self Reflection ◽  
Self Evaluation ◽  
European Universities ◽  
Universities Of Applied Sciences ◽  
Practical Experiences ◽  
Regional Engagement

The chapter focuses on mapping and analysing regional engagement of universities of applied sciences through an institutional self-reflection tool which is developed within the international project UASiMAP and which aims to be useful at institutional level as well as to highlight the important role of this specific area of HE activities. The tool should serve not only for immediate self-evaluation but also to inform institutional improvement and dynamics. The authors define UAS as a specific entrepreneurial hub for regional development and propose a multidimensional model for reflection of the UAS role in regional development. Opportunities, challenges, and limits of the model´s individual dimensions are discussed in two ways: firstly, as reflections of relevant literature and, secondly, using the practical experiences of project partners from different European countries as arguments for the proposed dimension(s). A strategy for assessing progress using the proposed model and criteria for indicators are presented and discussed.

Civic and Social Engagement of Higher Education

Education ◽  
2019 ◽  
Author(s):  
Ana Godonoga ◽  
Cláudia S. Sarrico
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Social Engagement ◽  
Secondary School Student ◽  
Third Mission ◽  
Student Body ◽  
Learning And Teaching ◽  
The Social ◽  
Universities Of Applied Sciences ◽  
University Colleges

The mission of higher education goes beyond the functions of education and research. Civic and social engagement—often described as the “third mission” (i.e., an additional mission to the two core missions of education and research)—has always been there to different extents, especially for institutions explicitly invested with that mission, such as technical universities, university colleges, polytechnics, and universities of applied sciences. In addition, universities have historically played a role in training staff for state bureaucracies and professionals for the world of industry and services, and as such they have been agents of state-building, promoters of national culture, and engines of economic development. Nonetheless, the importance of this third mission has become more pressing in today’s increasingly divided societies. Higher education through civic and social engagement moves away from the perceived notion of the ivory tower to engage with the wider world, thus helping bring together the haves and the have nots, the insiders and the outsiders. The concept of civic and social engagement is multifaceted—comprising everything that higher education does but that is not strictly in the domain of learning and teaching and research and scholarship (hence “third mission”), and it has evolved over time to integrate different dimensions. Moreover, civic and social engagement is not at all separate from education and research, but rather interacts with those missions to extend the work of higher education beyond its walls. It reaches beyond academia and the traditional straight-from-secondary-school student body to engage more people through continuing education and lifelong learning. It goes beyond knowledge creation and concerns with scientific impact, to the transfer, exchange, and co-creation of knowledge and technology to and with society to effect societal impact. Civic and social engagement of higher education contributes to the economic, social, cultural, and environmental development of societies, through different channels of interaction between higher education and industry, between government and the social sector, at different territorial levels—from the city or municipality, to the region, state, or province, to the national and supranational level.

scholarly journals Between despair and joy – emotions in learning

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Maria Christina Ekström ◽  
Eija Raatikainen ◽  
Annica Isacsson
Keyword(s):  
Applied Sciences ◽  
Qualitative Data ◽  
Emotional Experience ◽  
Negative Emotions ◽  
Learning Context ◽  
Statistical Population ◽  
Content Type ◽  
Universities Of Applied Sciences ◽  
The Future

PurposeThe aim of the study was to research higher education students' meaningful emotions when studying and develop a model for understanding and verbalising the role of emotions. The model will facilitate the awareness of the role of emotions when learning.Design/methodology/approachThe qualitative data consist of 45 narratives, gathered within three Finnish Universities of Applied Sciences in the Finnish metropolitan area. Emotions and their role in different encounters within a learning setting were analysed. The approach was narrative, and content analysis was used to analyse the data. The survey was shared through a link that was visible in the intranet of the students. The questionnaire was open for three weeks in spring 2018. It consisted of five open-ended questions that aimed at helping students in sharing their story which included different emotional experiences in the learning context. The questions were partly inspired by the Critical Incident Technique (CIT).FindingsThe results of the research show that most of the stories related to negative emotions. Most of the stories also described how the situation was resolved because our questions prompted respondents to write about that. The stories also described how students progressed with their studies. Some students considered the emotional experience to be “a lesson learned” for the future. Students also described how they had learned something about themselves and their reactions.Research limitations/implicationsWe collected the qualitative data within different fields and levels of study (Master and Bachelor). The statistical population consisted of approximately 35,000 enrolled students in the three Universities of Applied Sciences (hereafter UAS). The survey generated 45 answers. As the data were qualitative, we consider the richness of the accounts to be sufficient to answer our research questions.Practical implicationsWe have concentrated mainly on students' verbalized emotions, but we are aware of the fact that emotions are born in interaction with other students, systems, contexts, with teachers and with the organizational culture in our universities. No man is an island; so, in other words emotions cannot be taken out of the context. Connecting all the verbalized emotions and the interpretations and combination of them (seven ways of talking about emotions) we created an educational practice “chart” called “Emotional Footprint”, using the concept as introduced by Levine (2015). This practice chart aims at visualizing that emotions should be understood in all possible learning contexts. It is about individuals understanding themselves, understanding others and using emotions as energizers.Originality/valueIt is important to support emotional expression and improve emotional competence during life-long learning. An uncertain future, described as volatile, uncertain, complex and ambiguity need more people, who have a strong understanding of emotions and how these enhance and prohibit. With this model for expressing, verbalizing emotions that is easy to transfer to other contexts in the future professional life of students, we also want to emphasize how our universities can learn to turn negative emotions into constructive energy as well as boost authentic, positive emotions. We have to be aware of the emotional spectrum in order to create a learning experience of high quality. Our emotional footprint as professionals of learning is central. It is part of our societal responsibility.

Information Environments of Middle Managers in Higher Education

2009 ◽  
pp. 436-442
Author(s):  
Juha Kettunen ◽  
Jouni Hautala ◽  
Mauri Kantola
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Information Systems ◽  
Middle Managers ◽  
Education Institution ◽  
Education Management ◽  
Innovation Research ◽  
University Of Applied Sciences ◽  
Limited Scope

The importance of middle managers is frequently noted in the context of strategic management and other key decisions (Floyd & Wooldridge, 1996; Gold, 1998; Kettunen, 2002). The role of the middle managers can, however, be much greater because they are responsible with other creative individuals for the innovations of their subunits. They assume the responsibility for developing many information systems to serve the processes of the organisation. There has been some criticism of the limited scope of information system innovation research (Lyytinen & Rose, 2003a, 2003b). The purpose of this article is to show that the information systems of an education institution can be classified according to the information environments (IEs) and other characteristics such as the organisational levels. The analysis reveals the creative class of a higher education institution (HEI) which assumes responsibility for developing the information systems in cooperation with the other units of the institution and networks. The empirical case of this article illustrates the information environments and information systems of the Turku University of Applied Sciences (TUAS). It is argued that technology and behaviour are not dichotomous in an information environment; they are inseparable. The analysis helps education management to develop the institution’s information systems in an innovative way.

scholarly journals VALIDATION IN ART TEACHER AND PROFESSIONAL TEACHER EDUCATION CURRICULA IN FINLAND

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Joona Saari ◽  
Timo Halttunen ◽  
Sanna Brauer ◽  
Marjaana Mäkelä
Keyword(s):  
Applied Sciences ◽  
Teacher Education ◽  
Critical Discourse Analysis ◽  
Quality Model ◽  
Art Teacher ◽  
Prior Learning ◽  
Universities Of Applied Sciences ◽  
Formal And Informal Learning ◽  
Professional Teacher

<p>Intention and opportunity for validation of competences acquired in different contexts are considered influential to meet the incremental changes in the world of work. Positioned in the universities of applied sciences delivering art and professional teacher education in Finland, we study emergence of validation of prior learning in the intended, or planned, curricula. The Nordic Quality Model for Validation was employed as the empirical frame of reference. Data were collected from the institutions’ open websites. The critical discourse analysis revealed differences in curricular discourses between and across the institutions. Texts with more indicators of validation were found within larger providers of professional teacher education, whereas those were more scarce in texts from smaller institutions. Validation texts are shorter in length and more fragmented in art teacher curricula. Despite its centrality in educational policy, validation remains in the margins of art and professional teacher education curricula. It is unlikely that the intended curricula facilitate teacher trainers’ efforts to form a shared repertoire of a community of practice in validation of non-formal and informal learning. We suggest further study on the enacted and experienced curricula to examine the role of validation in art teacher and professional teacher education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

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