Third Mission of Higher Education Institutions (HEIs) in Poland in the Context of Their Role in Regional Development

The article concerns the role of HEIs in regional development, with particular emphasis on the concept of the third mission. The aim of the article is to answer the question whether HEIs, while formulating and carrying out their missions and strategies, are oriented to support the process of regional development. The research problem was analyzed in accordance with the principle of methodological triangulation, based on literature review and the results of the author’s own study: the content analysis of the missions and strategies of HEIs, and a survey conducted among rectors of HEIs. The article discusses the concept of the third mission of HEIs as the view reflecting the growing importance of their activities for the benefit of regional communities. The analysis of HEIs` missions and strategies shows that regional orientation in these documents is articulated in a positive way. The results of the content analysis correspond to the survey results, which show that the activities in the field of third mission are distinctive in the management concepts at the level of HEIs’ missions and development strategies.

Download Full-text

Universities’ third mission and the entrepreneurial university and the challenges they bring to higher education institutions

Journal of Enterprising Communities People and Places in the Global Economy ◽

10.1108/jec-01-2017-0006 ◽

2017 ◽

Vol 11 (03) ◽

pp. 354-372 ◽

Cited By ~ 16

Author(s):

Arthur Rubens ◽

Francesca Spigarelli ◽

Alessio Cavicchi ◽

Chiara Rinaldi

Keyword(s):

Higher Education ◽

Economic Development ◽

Higher Education Institutions ◽

Entrepreneurial University ◽

University Administrators ◽

Third Mission ◽

Content Type ◽

The Third ◽

Changing Role

Purpose Over the past few decades, higher education institutions (HEIs) have become key players in regional economic development and knowledge transfer, which has led to a third mission for HEIs and the entrepreneurial university. The purpose of this paper is to assess the challenges of HEIs in fulfilling the third mission for economic development and the changing role of being an entrepreneurial university, and the changes that need to be implemented to fulfill this new mission. Design/methodology/approach The authors have drawn on current literature to examine academic entrepreneurism and the entrepreneurial university, and how universities are fulfilling their third mission. Findings The findings from our review of the literature demonstrated the varied economic and social benefit of universities conducting external third mission/entrepreneurial activities in the community, as well as how the changing role and expectations of universities to become more entrepreneurial, has not only changed the expectations and role of university administrators, faculty and staff but also the business community which they serve. The review also showed the varied challenges for universities in fulfilling the third mission of economic development. Research limitations/implications Although ample literature and cases about universities’ third mission of economic development and the new entrepreneurial university (especially with research universities) were available, literature or research was limited on the specific challenges and obstacles faced by administrators, faculty and departments in fulfilling this mission, and few studies recommended changes that needed to be implemented in HEIs to support this new mission. Practical/implications The paper supports the potential role that HEIs play in implementing economic development in their communities or region. The paper also highlights some of the necessary resources and policy changes that policymakers and university administrators need to implement to reward and recognize faculty in conducting outreach activities as part of the university’s third mission. Originality/value The findings from this study highlight the challenges and barriers for faculty, staff and HEIs in fulfilling the third mission and becoming an entrepreneurial university.

Download Full-text

A társadalmi felelősségvállalás jelenléte a magyar állami egyetemek szervezeti dokumentumaiban

Educatio ◽

10.1556/2063.30.2021.1.10 ◽

2021 ◽

Vol 30 (1) ◽

pp. 125-134

Author(s):

Zsolt Dános

Keyword(s):

Higher Education ◽

Corporate Social Responsibility ◽

Content Analysis ◽

Social Responsibility ◽

Third Mission ◽

The Third ◽

Corporate Social ◽

The University ◽

Institutional Websites

Összefoglaló. A tanulmány a magyarországi állami felsőoktatási intézmények honlapjain elérhető szervezeti dokumentumokban tartalomelemzés segítségével keresi az alig két évtizedes múltra visszatekintő egyetemi társadalmi felelősségvállalás jelenlétét. A fogalom, amely az egyetem modern szerepeinek értelmezését tágítja, a vállalati társadalmi felelősségvállalás nyomán tűnt fel, összekapcsolódva a harmadik misszió jelenségével. Emellett az írás kategóriákat kíván felállítani arra vonatkozólag, hogy az egyetemi társadalmi felelősségvállalás hogyan jelenik meg és milyen tudatosságot képvisel az intézmények felelősségvállalásában. A tanulmány mindehhez bemutatja azokat a kereteket, amelyekben az egyetemi társadalmi felelősségvállalás fogalma kialakult. Summary. The study uses the method of content analysis in the organizational documents available on the institutional websites of Hungarian higher education to look for the presence of university social responsibility, which dates back only two decades. The concept emerged in the wake of corporate social responsibility in connection with the phenomenon of the third mission and seeks to broaden the interpretation of the modern roles of the university, but it has hardly been researched in the Hungarian research. Besides, the writing seeks to establish categories of how university social responsibility manifests itself and what awareness the institution represents in responsibility. For all this, the study presents the framework in which the concept of university social responsibility has been developed.

Download Full-text

INNOVATIONS IN POLICY OF TEACHING AT THE UNIVERSITIES IN THE CONTEXT OF ACADEMIC REVOLUTIONS

The Journal of V. N. Karazin Kharkov National University. Issues of Political Science ◽

10.26565/2220-8089-2020-38-16 ◽

2020 ◽

Keyword(s):

Higher Education ◽

Developed Countries ◽

University Education ◽

University Teaching ◽

The European Union ◽

The Third ◽

Educational Processes ◽

The Usa ◽

The Developed Countries

Categories of the academic revolutions and innovations in a perspective of educational policy at the higher school are considered. Special attention is paid to the development of innovations in training at the foreign and Ukrainian universities, since X1X of a century up to now. It is noted that agricultural, industrial, global, demographic and other revolutions created basis for the academic revolutions which resulted from transformations of society and caused innovations in higher education systems. The contribution of the academic revolutions in strengthening of role of the universities in society is confirmed. The major innovations in training stimulated university teaching throughout all academic revolutionary periods (after 1867, 1945, 1983) in developed industrial and developing countries, such as the USA, some states of the European Union and Ukraine. Emergence of innovations in policy of teaching at the universities during the first academic revolution, their modification during the second one, and new turns in transformation of innovations during the third academic revolution is investigated. Introduction of innovations in teaching differed in intensity and scale during the academic revolutions. On examples of teaching it is shown how political and ideological processes in society influenced functioning of the universities. An attempt to compare educational processes during three revolutions and to reveal the most innovational period was made. It is proved that innovations in training were implanted in three academic revolutions, the third one turned out to be the most innovative. The major innovations in policy of teaching were connected with the development of scientific and technical knowledge that contributed to the emergence of the information society. The developed countries offered the introduction of policy of cooperation in the higher education that made impact on innovations in university education. The Coronavirus pandemic of 2019/20 demonstrated the need to use various forms of Internet communications (Zoom, Google Classroom, Moodle, Whereby, etc.) to switch to new opportunities to teach students in higher education institutions around the world at the beginning of the XXI century.

Download Full-text

The Role of Annual Reports in Ensuring Accountability

Advances in Electronic Government, Digital Divide, and Regional Development - Handbook of Research on Modernization and Accountability in Public Sector Management ◽

10.4018/978-1-5225-3731-1.ch021 ◽

2018 ◽

pp. 446-469

Author(s):

Tolga Demirbas

Keyword(s):

Content Analysis ◽

Regional Development ◽

Public Management ◽

Specific Region ◽

Annual Reports ◽

The Public ◽

Great Pressure ◽

New Type ◽

Development Agencies

Regional development agencies (RDAs) are governance-based institutions that aim to help a specific region to socioeconomically develop by ensuring cooperation among the public sector, the private sector, and nongovernmental organizations within that specific geographical region. In Turkey, which was not able to eliminate the regional differences via centralized policies, development agencies (DAs) were established as “the new-type organizations of public management” in the early 2000s. Taking part in regional development that is a vital area and not having a usual organization have increased the expectations from these agencies. Today, there is a great pressure on DAs concerning their accountability. The best way to understand the level of accountability of DAs that have an approximately 10-year history is to analyze the annual reports they have to announce to the public. This chapter carries out a content analysis on disclosure items in the annual reports of 25 DAs in Turkey and examines their level of accountability to their stakeholders.

Download Full-text