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Measuring Third Stream Activities

  • April 2002
Authors:
Jordi Molas at Universitat Politècnica de València
Jordi Molas
Ammon J Salter at University of Bath
Ammon J Salter
Pari Patel at University of Sussex
Pari Patel
Alister Scott
Alister Scott
Alister Scott
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... The extant literature on the subject points to the idea that the third role of universities has a strong social focus. Therefore, proponents of the social dimension of the third mission argue that, in addition to contributing to economic growth, universities should pay equal attention to improving quality of life and contributing to society's development (Krčmářová, 2011) as well as improving the quality of public services (Molas-Gallart et al., 2002). The social third mission hinges on the promotion of entrepreneurial skills, social innovation, social welfare, and human capital development (Campagnucci & Spigarelli, 2020;Martin & Pyles, 2013,). ...
... 78). Molas-Gallart et al. (2002, p. 2) associated the third mission with the "generation, use, application and exploitation of knowledge and other university capabilities outside the academic environments." Finally, Ray (1999 as cited in Mugabi, 2014, p. 15) defined the third mission as: ...
... Consensus has not emerged, and may not emerge, regarding the activities of universities that may be encapsulated in the third mission. Molas-Gallart et al. (2002), in a report to the Russell Group of Universities in the United Kingdom, developed a conceptual framework that can nuance understanding of the third mission as well guide the effort to assign specific activities to the different indisputable roles of universities. The framework affirms that third mission activities are based on capabilities (what universities have), such as knowledge and facilities, and activities (what universities do). ...
The Third Mission of Universities on the African Continent: Conceptualisation and Operationalisation
Article
Full-text available
  • Apr 2022
Objective: The purpose of the study was to explore the conceptualization of the third mission in African higher education and the activities that universities are required to engage in and/or are engaging in to fulfil the third role. Method: The interpretive lens underpinned the study. Data were collected from the documents of the African Union Commission (AUC), in which the third mission is both implicit and explicit. We used content analysis as a data analysis technique. Results: The AUC conceptualizes the third mission as a role of universities, as a social role, as forging partnerships, and as being mutually beneficial to society and the university. Universities in Africa are implementing and/or required to implement 11 third mission activities aimed at bridging the gap between them and society. Almost all third mission activities are anchored to the classical missions of teaching and research associated with higher education institutions. Conclusions: We concluded that: (a) the third mission is built on the classical missions of universities; (b) the distinction between the classical missions and the third mission is that the first mission (teaching) involves the dissemination of knowledge through academic education while the second mission (research) hinges on the generation of academic knowledge, but the third mission involves both in a non-academic context; and (c) the third mission is a multidimensional concept. Implication for Theory and Practice: The study adds to the limited literature on the third mission of universities from a supranational perspective. Second, it extends the conceptual framework of Molas-Gallart and colleagues for understanding the third mission that is based on the experience of advanced higher education systems by supplementing it with four themes from Africa. Finally, it provides information the AUC may use to revise the instrument for evaluating the performance of universities on the third mission.
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... Starfsemi þar sem unnið er á beinan hátt með aðilum utan háskólasamfélagsins, sem gjarnan er kennd við "þriðja hlutverk" háskóla (e. third mission), hefur hingað til verið mun minna metin í háskólasamfélaginu (Jain, George og Maltarich, 2009;Mejlgaard og Ryan, 2017). Molas-Gallart, Salter, Patel, Scott og Duran (2002) skilgreina þriðja hlutverkið sem samskipti milli háskóla og annarra hluta samfélagsins (e. "interactions between universities and the rest of society", bls. iii). ...
... Mikilvaegt er að fá heildaryfirsýn yfir þátttöku fraeðafólks á öllum sviðum háskólasamfélagsins í starfsemi sem tengist þriðja hlutverkinu. Með því faest betri skilningur á þátttöku háskólafólks almennt, hvort munur sé merkjanlegur milli fraeðasviða og deilda og hvort ákveðna aðgreiningu sé að finna á formlegri og óformlegri eða "dulinni" starfsemi eftir sérhaefingu háskóla (Molas-Gallart, Salter, Patel, Scott og Duran, 2002). ...
The Third Mission of Universities in Icelandic Society: An Analysis of its Extent and Emphasis
Article
Full-text available
  • Jun 2022
The objective of our research is to analyse the extent of third mission engagement in Iceland, the main collaboration partners of academics, and barriers to collaboration. Hereby, we develop and modify scales regarding third mission activities (TM) of academics, and regarding academics’ perceptions of barriers to collaboration. For the research, a survey was sent out to the total population of 674 permanently employed academics at the University of Iceland in early 2021. Findings reveal that academics mostly collaborate within their own department and with foreign universities, but the least collaboration is with Icelandic or foreign companies. Most academics are positive towards increasing collaboration but tend to lack the time or opportunities. Overall, participation in TM is not very high, and on our innovation measure it is very low. Most common activities relate to lectures, public debates or talks to non-academic organisations. Women are more likely to take part in educational activities, and men in innovation activities. When analysing TM by academic position, professors score higher in all activities except educational activities. Academics at the School of Humanities are least likely to take part in any activities linked to TM. Teaching is the main perceived barrier to increasing collaboration, and we observe a gender difference where women perceive teaching and commercialisation activities as higher barriers than men. For non-professors teaching is a higher barrier than for professors. Academics belonging to the School of Humanities regard external factors in their environment as higher barriers to collaborate than do academics in other schools.
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... However, to do so, it is crucial to conceptualise TM first, as for the operationalisation to be valid and reliable. For this study, we follow the definition of Molas-Gallart et al. (2002) who define TM as the "interactions between universities and the rest of society" (p. iv), whereby TM activities are mainly driven by the "generation, use, application and exploitation of knowledge and other university capabilities outside academic environments" (p. ...
Assessing Academics’ Third Mission Engagement by Individual and Organisational Predictors
Article
Full-text available
  • Dec 2022
In recent years, the coming of the entrepreneurial university has brought about a third role in academia, which involves greater visible exchange of academics with society and industry. In this paper, the authors investigate to what extent individual and organisational factors influence the propensity of academics to engage in different types of Third Mission (TM) activities. This study is based on a large-scale survey of academics in Iceland regarding engagement in socio-economic activities. The results indicate that “soft” activities such as community activities and external teaching and training can be better predicted by individual factors, while hard activities such as applied contract research and commercialisation can be better predicted by organisational factors. Overall, academics are most likely to participate in community-related activities. Hereby, academics from the STEM and health disciplines, with work experience outside of academia and who are open to new experiences are more likely to be engaged in applied contract research and commercialisation. Academics belonging to disciplines other than STEM and health sciences and those that on an average publish more peer-reviewed articles are more likely to disseminate their knowledge to a wider audience outside of academia through public science communication. Gender, rank, and teaching do not affect TM participation, but openness, performance, or discipline do.
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... Una simile consapevolezza rispetto al ruolo proattivo delle università in diversi ambiti e scale del cambiamento sociale è maturata all'interno di un palinsesto di forte mutamento organizzativo, che ha modi cato il quadro e le stesse motivazioni dei rapporti tra atenei e mondo esterno (Emanuel, 2019). Sulla spinta di queste trasformazioni si è assistito, anche in Italia, a un deciso sviluppo della terza missione, ovvero di quell'insieme di attività che, af ancando la didattica e la ricerca, generano, utilizzano e applicano la conoscenza e altre capacità universitarie al di fuori degli ambienti strettamente accademici (Molas-Gallart et al., 2002). Il tipico modo in cui questo contributo tende a concretizzarsi riguarda forme di trasferimento tecnologico e costruzione di partenariati nalizzati alla produzione di ricadute economiche dirette e indi-rette (Trencher et al., 2014a;Rinaldi, Cavicchi, Robinson, 2020). ...
Bazzoli, N., De Donatis, M., Lello, E., Martelli, F., Viganò, E., Piacentini, P. (2022). Il Cammino del Duca: un itinerario in costruzione tra università e territorio. In Luisa Spagnoli (a cura di), Itinerari per la rigenerazione territoriale tra sviluppi reticolari e sostenibili.Milano: Franco Angeli, pp. 134-142.
Chapter
Full-text available
  • Dec 2022
Negli ultimi anni, le università italiane hanno conosciuto una crescente integrazione con i loro contesti di riferimento svolgendo un ruolo di fondamentale importanza nei processi di sviluppo urbano e regionale (Amato et al. 2006, Bagnasco 2004, Lazzeroni 2014). Questa accresciuta relazione con il territorio si inscrive dentro a trasformazioni di ampia portata e viene esercitata attraverso forme di collaborazione e di scambio con attori pubblici e privati nel tentativo di rispondere alle istanze che emergono dal livello locale (Emanuel 2019). I rapporti tra atenei e territori appaiono particolarmente rilevanti nelle periferie regionali, dato il loro potenziale generativo in termini di innovazione e attenuazione degli squilibri (Lazzeroni 2019). Nelle aree marginali simili collaborazioni tendono a conoscere una certa inclinazione in favore dello sviluppo turistico, ad esempio, mediante la condivisione di conoscenze e strumenti utili a definire progetti di valorizzazione delle specificità dei territori. Questo contributo intende sottolineare il ruolo promotore e trainante che può essere svolto dalle università nella realizzazione di itinerari “lenti”, evidenziando il metodo di costruzione e gli strumenti che l’Ateneo di Urbino sta proponendo, a partire da ottobre 2020, in collaborazione con le Sezioni CAI-Montefeltro e CAI-Gubbio, per la realizzazione del “Cammino del Duca”. Un Cammino che attraversa l’appennino umbro-marchigiano, configurandosi come un progetto di turismo sostenibile, coerente con la SNAI e funzionale alle missioni dell’Ateneo. La realizzazione del Cammino è accompagnata da approfondimenti teorici ed empirici relativi a: i) l’analisi del contesto per l’individuazione dei principali trend socio-economici negli ultimi anni; ii) lo studio delle relazioni tra perifericità territoriale, domande di riconoscimento (Carrosio 2020) e dinamiche di consenso/dissenso verso progetti volti alla sostenibilità ambientale; iii) la definizione/applicazione di un modello di valutazione dell’impatto economico e sociale del Cammino mediante indagini qualitative (focus group e interviste semi-strutturate a testimoni privilegiati) e quantitative (rilevazioni condotte tramite questionario). A tali attività si somma la sperimentazione del tracciato attraverso iniziative organizzate dall’Ateneo con l’obiettivo di raccogliere indicazioni dai partecipanti, che includono anche momenti di trasmissione di conoscenze scientifiche e di interlocuzione con le comunità locali, in un processo di “costruzione itinerante” che possa favorire la condivisione nonché l’individuazione di siti, risorse e narrazioni da valorizzare nel Cammino stesso.
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... At the turn of the twentieth and twenty-first centuries, the OECD was very active in identifying and developing partnerships between industry and science, thereby stimulating the deepest commercial spirit of Third Mission activities (Molas-Gallart et al., 2002). In 2002, the OECD sponsored a research project on academic spin-off development. ...
University’s “Third Mission” Assessment Through Outcome-Based Dynamic Performance Management
Chapter
  • Jan 2022
HEIs are currently undergoing major challenges as their role in society changes constantly. To adequately take on these challenges and benefit from possible opportunities related to such a changing role, innovative and more comprehensive approaches to University management are required (Bianchi & Caperchione, 2022). As previously described, managing academic institutions in the contemporary global context is a complex task that requires adopting effective PM mechanisms to fulfill the basic missions (i.e., Education and Research) such organizations exist for. In this regard, the previous chapters focused on a micro viewpoint aimed to explore and discuss how PM tools can comply with the organizational features of HEIs. They also investigated the role played by SD modeling in offering methodological support to design, implement, and use such tools through a DPM perspective (Bianchi, 2016; Cosenz, 2014). Research on University management has traditionally adopted an internally focused viewpoint to explore and experiment how PM tools in HEIs enable academic decision-makers to frame and assess value generation processes related to Education, Research, and their underlying administrative operations. In this way, they facilitate the pursuit of strategies and action plans oriented to primarily improve the organizational performance of Universities (Broadbent, 2007; Cave et al., 1997; Angiola et al., 2018; Miller, 2007; Bianchi & Cosenz, 2013; Cosenz, 2014; Guthrie & Neumann, 2007). This chapter is an enhanced and extended version of Cosenz (2022).
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... At the turn of the twentieth and twenty-first centuries, the OECD was very active in identifying and developing partnerships between industry and science, thereby stimulating the deepest commercial spirit of Third Mission activities (Molas-Gallart et al., 2002). In 2002, the OECD sponsored a research project on academic spin-off development. ...
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... Increasingly, Higher Education Institutions (HEIs) are expected to interact responsibly with society and meet societal challenges (Molas-Gallart et al., 2002). Not only is research required to demonstrate the societal relevance and its value to society (Bornmann, 2013), but also in teaching a rise can be observed in interaction with societal actors related to real-world challenges and contexts instead of purely theorybased teaching. ...
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University and knowledge transfer: transfer in communication. Letter
Article
  • Nov 2022
What is the function of the University in our days is one of the questions that those of us who dedicate ourselves to it should ask ourselves. The transfer of knowledge emerges as the third mission of the academy that must promote change and social development in the society. This paper aims to analyze the meaning of transfer in Social Sciences and, more specifically, in Communication Sciences, based on the experience of the 2018 transfer six-year call, and what happens in other disciplines. The contributions of the university community in terms of transfer remain in a distant position with respect to other countries of the Spanish environment. Only approximately 1% of international patents come from Spanish research. This gap between the two spheres highlights the need to encourage the transfer of knowledge as the third helix of an interactive and dynamic university model in dialogue with institutions and social agents.
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