In both Russian and foreign practice, universities often serve as the central organizations within these clusters. For instance, the D. Mendeleev University of Chemical Technology is the central organization of the “Green Moscow” interdisciplinary cluster,[29] with the status of an innovative science and technology center. The university has also established an advanced engineering school as part of the cluster.
The Russian Ministry of Education and Science is actively promoting the creation of scientific and educational centers within several universities. These initiatives showcase the diversity of formats through which universities can harness their potential for regional development, with diverse contribution to socio-economic growth.
Three years ago, the Institute of Socio-Economic Design at NRU HSE launched a project to develop the universities’ third mission. What has the team achieved so far? How has the third mission evolved since?
We started with an analysis of the best practices both in Russia and abroad. Expert seminars were conducted to discuss the possibility of replicating these practices. Next, we trialed the integration of the third mission mechanisms in ten pilot universities. The result was a set of methodological recommendations,[30] university internal regulations,[31] and model “roadmaps” for each of the three main directions within the third mission activities. These were posted on the project’s website, 3mission.ru.
We are currently completing phase three, which is to scale the practice to as many universities as possible.
First, we launched an accelerator to support university projects, to help the third mission projects become a reality. The accelerator materials are available on the project’s website, which aims to assist all interested universities in launching project initiatives within the third mission.[32]
Among the initiatives developed, which are presented on the accelerator’s website, is a project to support orphans and children without parental care, prepared by the Ural Federal University, projects to promote domestic tourism and creative industries, developed by teams from Murmansk and Petrozavodsk State Universities, and a number of others.
The team is currently working on a video course about the third mission. The course will describe the stages of organizing work within each of the three mission areas and will showcase interesting case studies from leading universities.
Second, taking into account the project results, we were actively engaged in developing methodological 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.
29
The D. Mendeleev University of Chemical Technology of Russia. (2023). The “Green Moscow” interdisciplinary industrial cluster. Retrieved from: https://www.muctr.ru/university/departments/cpirtk/klaster/. (accessed: 11.09.2023).
30
National Research University Higher School Of Economics. (2022). Building and upscaling the implementation practice of the university’s third mission. Methodological materials and model documents. Retrieved from: https://clck.ru/35A7hi. (accessed: 11.09.2023).
31
National Research University Higher School Of Economics. (2022). Appendices to the methodological materials on building and upscaling the implementation practice of the university’s third mission. Retrieved from: https://clck.ru/35eN4L. (accessed: 11.09.2023).
33
Methodological recommendations for the implementation of the “Service Learning” module in higher education organizations in the Russian Federation. (2023). Retrieved from: https://clck.ru/35JVAE. (accessed: 11.09.2023).
34
The program, speakers, video from the forum “The Third Mission of the University: development problems and prospects” can be found here: https://3mission.ru/conf2023.
35
National Research University Higher School of Economics (2022). LIME Accelerator. Retrieved from: https://lime.hse.ru/limeaks. (accessed: 11.09.2023).
36
ANO ASII. (2023). Tell the World. III All-Russian Contest of Assignments for Socially Oriented NGOs and Social Enterprises. Retrieved from: https://int-vol.ru/povedaimiru. (accessed: 11.09.2023).
37
Anistratenko, O. B., Gaete Sepulveda, M. A., Maljova, U. I. & Sidlina, L. Z. Catalog of student projects developed by project participants for the development of intellectual volunteering. Retrieved from: https://int-vol.ru/#rec448505169. (accessed: 11.09.2023).