scholarly journals Stakeholder approach to the implementation of the ‘third mission’ of universities

Baltic Region ◽  
2019 ◽  
Vol 11 (4) ◽  
pp. 114-135
Author(s):  
Andrey P. Klemeshev ◽  
Elena V. Kudryashova ◽  
Sergey E. Sorokin
Keyword(s):  
Stakeholder Participation ◽  
Third Mission ◽  
Educational Management ◽  
National Education ◽  
The Third ◽  
Significant Area ◽  
Mutual Relations ◽  
Stakeholder Interactions ◽  
International Experts ◽  
Russian Universities

The implementation of the ‘third mission’ by universities is a significant area of research that has been explored by many Russian and international experts. The ‘third mission’ means engaging with society. Alongside education and research, it is an important factor in the successful development of a contemporary university. In this article, we explore how stakeholder theory, which is successfully employed in the management of large organisations, may be applied for the development of mechanisms for effective implementation of the ‘third mission’ by universities. We identify the main problems in organising stakeholder interactions at Russian universities and analyse possible strategies to improve the situation. We use the examples of Polish, Swedish, and Russian universities to illustrate the practical aspects of interactions at different levels between universities and stakeholders., forms, and methods in the field. Further, we propose a classification of key stakeholders of universities, describe their mutual relations, interests, and resources available to them as well as reflect on stakeholder participation models in educational management. Our findings may contribute to better management at Russian educational institutions and benefit national education authorities.

scholarly journals The role of university botanic gardens in implementing the third mission

2021 ◽  
Vol 296 ◽  
pp. 03002
Author(s):  
Tatyana Chernysheva
Keyword(s):  
Public Spaces ◽  
Educational Policies ◽  
Urban Residents ◽  
Botanic Gardens ◽  
Third Mission ◽  
Botanic Garden ◽  
The Third ◽  
The University ◽  
Russian Universities

The paper reveals a new dimension of implementing the third mission of a university - through the activities rolled-out by Russian universities in their botanic gardens. For urban residents, botanic gardens, in addition to their main functions, are gradually becoming a place for integrating different population groups, from schoolchildren to pensioners. These public spaces conduct active educational policies aimed at many segments of a broader university community, taking into account the experience of regional environmental organizations and international Associations of Botanic Gardens. The author argues that the ecological vector is a priority for productive communication of a university with regional and global audiences at the site of its Botanic Garden, which becomes a measure of the university entering upon the way of sustainable development

scholarly journals Measures taken by Russian universities to perform the sustainable development goals in the framework of the third mission

2021 ◽  
Vol 296 ◽  
pp. 08003
Author(s):  
Tatyana Chernysheva
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Social Changes ◽  
Third Mission ◽  
The Sustainable Development ◽  
The Third ◽  
Development Goals ◽  
Ecological Culture ◽  
Environmentally Sound ◽  
Russian Universities

The paper describes the measures taken by Russian universities to implement the Sustainable Development Goals proclaimed by the United Nations in 2015. These goals are in line with the Third Mission activities of a modern university. The core argument is that an environmentally sound interaction should be formed in the depths of educational ecosystems, resulting in an ecological culture. It is advisable to start the transition to a new type of development at universities, since only in this case Russian technologies will eventually meet the environmental requirements. The paper considers the initiatives of the leading Russian universities to introduce economic and social changes aimed at satisfying the needs not only of the living, but also of the future generations [1].

scholarly journals “New Regionalization”: Modernization of Russian Universities and Experience of Germany

2019 ◽  
Vol 28 (6) ◽  
pp. 86-96 ◽  
Author(s):  
T. A. Balmasova
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Civil Society ◽  
Social Development ◽  
The State ◽  
Third Mission ◽  
Regional Context ◽  
The Third ◽  
Socio Economic Development ◽  
Russian Universities

The importance of the supporting universities in each region is quite high, because the main purpose of creating them is to provide an efficient cooperation between the region and the system of higher education. Through the supporting universities it is possible to solve the most pressing problems facing not only regions but also the state as a whole. The interaction between higher education and regions is associated with the strengthening of the “third mission” of universities, the implementation of which makes university a key «player» in the economic and social development of a region and introduces significant changes in the university’s relations with its partners: industry, business, government, civil society institutions. The first section of the article focuses on the identification of the main parameters of the regional activities of Russian universities as active participants in the socio-economic development of region. The second section systematizes the experience of German universities on the implementation of the «third mission» in the regional context.

scholarly journals Spin-offs of the Third Mission and social innovation: the case study of the research–training–intervention project of Geodata Ltd

2016 ◽  
Vol 8 (2) ◽  
pp. 19-25
Author(s):  
Ezio Del Gottardo ◽  
Salvatore Patera
Keyword(s):  
Social Innovation ◽  
Research Training ◽  
Participatory Culture ◽  
Training Intervention ◽  
Third Mission ◽  
Empowerment Evaluation ◽  
The Third ◽  
First Results ◽  
The University ◽  
Start Ups

Abstract As a result of enactment of Law 297/1999, many Italian universities could improve the opportunities in applied research, activating spin-offs and start-ups in conformity with those regulations. This is a new challenge in the universities’ mission: universities are capable (and therefore they are asked) to generate not only new knowledge and competent professional profiles, but also to make a new effort in implementing the “third mission” for promoting social innovation. Considering this background, we present a research project - a training intervention named “Participatory culture, personal branding and organisational wellness” - by Espéro Pvt, a spin-off of the University of Salento, for Geodata Engineering Ltd., located in Turin, Italy. Presented below are the theoretical framework (learning organisation, empowerment evaluation and organisational wellness) and the methodology, as well as the first results.

scholarly journals supervisi pendidikan

2019 ◽  
Author(s):  
Mita sofia
Keyword(s):  
Implementation Process ◽  
School Principal ◽  
Educational Management ◽  
National Education ◽  
Individual Supervision ◽  
Supervision Process ◽  
Expert Team ◽  
Three Stages ◽  
Management Expert

Abstract — The supervision process is a series of activities carried out when conducting supervision. According to the Educational Management Expert Team (2004: 53) in general the supervision implementation process is carried out through three stages, namely planning, implementation and evaluation. Regulation of the Minister of National Education number 41 of 2007 regulates supervision learning process that includes monitoring and supervision. Based on these regulations the follow-up activities of academic supervision can be done by the school principal by providing examples, discussion, training, and consultation. The principal can choose the alternative follow-up activities mentioned above according to the analysis of the results of the academic supervision of the components mentioned above.Educational supervision can be carried out with individual supervision techniques and group supervision techniques. In the current situation, not all supervision techniques that are described below can be implemented by supervisors, but as material readings need to be offered as rasep can be chosen by each supervisor to be used in accordance with the existing circumstances.

Positive Effects of the Innovative Start-Up on University Spin-Offs

2018 ◽  
pp. 289-307
Author(s):  
Michela Piccarozzi ◽  
Cecilia Silvestri ◽  
Alessandra Stefanoni
Keyword(s):  
Third Mission ◽  
University Policy ◽  
Optimal Development ◽  
Positive Effects ◽  
The Third ◽  
Start Up ◽  
The Creation ◽  
The University ◽  
Start Ups ◽  
Regulatory Intervention

The third mission of the university has developed over the years, becoming a key aspect of university policy. The spin-offs are increasingly prosperous and innovative. Over the last decade University spin-offs in Italy have developed, but there are many difficulties that hinder the creation and success of such initiatives. A recent regulatory intervention, however, has created the conditions to overcome these difficulties by introducing the theme of innovative start-ups. Through the analysis of this issue we want to emphasize if these start-ups can contribute to the optimal development of spin-offs.

Understanding School Fees in Relation to both Access and Quality

2021 ◽  
pp. 103-122
Author(s):  
Sarah Kabay
Keyword(s):  
Education Policy ◽  
Controlled Trial ◽  
Secondary Analysis ◽  
Sub Saharan Africa ◽  
National Education ◽  
The Third ◽  
National Education Policy ◽  
Research Questions ◽  
Sub Saharan ◽  
Access And Quality

Between 1990 and 2007, sixteen different countries in sub-Saharan Africa used national education policy to formally abolish school fees. Implementing its Universal Primary Education Policy in 1997, Uganda was the third country in sub-Saharan Africa to do so. School fee abolition is typically understood along a single dimension: access. Any cost associated with attending school is seen as discouraging access; conversely, efforts to reduce costs are seen as improving access. Little to no research has investigated the connection to quality. In this chapter, analyzing a school savings program presents the opportunity to investigate how an intervention that encouraged the payment of school fees relates to both access and quality. Secondary analysis of a randomized controlled trial and research questions on mediation and moderation are used to explore this issue.

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