Facing New Expectations—Integrating Third Mission Activities into the University

Opportunities and challenges of Higher Education institutions in Europe: An analysis from a business model perspective

“…The paradigm of the third mission or third task has asked the university to engage with the wider society on all scales (local–global)—to contribute to social and economic development (Etzkowitz, ). The increasing pressure led some authors to speak about a mission overload (Culum, Roncevic, & Ledic, ). At the same time, it has been pointed out that the meaning of this ‘third mission’ remains ‘unclear’ (Vorley & Nelles, , p. 285).…”

“…• Little adaptation of programmes and curricula to recruiters' needs and job expectations • Myopic publish-or-perish research strategies leading to purely academic publications without consideration of other stakeholders university to engage with the wider society on all scales (local-global)-to contribute to social and economic development (Etzkowitz, 2008). The increasing pressure led some authors to speak about a mission overload (Culum, Roncevic, & Ledic, 2013). At the same time, it has been pointed out that the meaning of this 'third mission' remains 'unclear' (Vorley & Nelles, 2009, p. 285).…”

Who benefits from HEIs engagement? An analysis of priority stakeholders and activity profiles of HEIs in the United Kingdom

“…But the managerial challenge for HEIs is even wider, since they should also consider the scope of their relationships with their external communities: local, regional, national or international (e.g. Culum, Roncevic, and Ledic 2013). Consequently, it is impossible for HEIs to equally know, understand and address the (frequently conflictual) needs of all stakeholders, and they must prioritise some of these stakeholders as particularly important ones on which to focus their attention and engagement efforts (Mainardes et al 2013).…”

Understanding universities and entrepreneurship education: towards a comprehensive future research agenda

“…The higher education modernisation process of the last thirty years has sought to sensitise universities to societal stakeholders (Jenniskens 1997;De Boer et al, 2007). This has led to a situation where universities face increasing numbers of demands, at a time when they have to make strategic choices, leading to a situation termed 'mission overload' (Ćulum, Rončević and Ledić 2013;Damme 2009;Enders and Boer 2009). This has forced them to become strategically selective and to focusing efforts exclusively on activities contributing to core goals.…”