Revisiting the Third Mission of Universities: Toward a Renewed Categorization of University Activities?

Larédo, Philippe

doi:10.1057/palgrave.hep.8300169

Cited by 478 publications

(324 citation statements)

References 21 publications

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“…A funding allocation system was eventually adopted which made it an explicit requirement for universities to collect Third Stream activity data. 4 These incentives came in addition to funding opportunities managed by local governments and (until 2010) by regional development agencies (RDAs) as part of knowledge exchange initiatives and regeneration strategies which combined to give the third mission of universities a strong territorial dimension expressed in most universities' mission statements (Chatterton and Goddard 2000;Laredo 2007). …”

Section: Policy Contextmentioning

confidence: 99%

Rethinking the ‘third mission’: UK universities and regional engagement in challenging times

Lebeau

Cochrane

2015

European Journal of Higher Education

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(2015). Rethinking the 'third mission': UK universities and regional engagement in challenging times. European Journal of Higher Education, 5(3) pp. 250-263. Abstract: Drawing on the experiences and statements of two universities, this article sets out to relate current trends and discourses of engagement of UK higher education institutions with their regional environment in the context of major policy shifts in higher education and in regional governance. The "third mission" is considered as an aspect of what universities do in place and in relation to other place-based agencies. In this process of exploration, we attempt to identify adjustment behaviours and discourses in contrasting regional contexts and to relate them to the unequal power of universities and to their structural embeddedness in a local socio-economic and policy fabric.

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Section: Policy Contextmentioning

confidence: 99%

Rethinking the ‘third mission’: UK universities and regional engagement in challenging times

Lebeau

Cochrane

2015

European Journal of Higher Education

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“…A different perspective was proposed by Laredo (2007). He suggested shifting the discourse from three institutional missions of universities to three functions, namely (i) the tertiary education of large numbers of students, (ii) professionally specialized higher-education and research, and (iii) academic training and research output.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In a knowledge-based economy, variation is just as important on the demand side as it is on the supply side (Laredo, 2007). Before one focuses on success stories about "building bridges," the rich varieties on both banks of the river can be made visible for different audiences so that more options for innovations can be explored.…”

Section: Introductionmentioning

confidence: 99%

Disclosure of university research to third parties: A non-market perspective on an Italian university

Venditti

Reale

Leydesdorff

2013

Science and Public Policy

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Nations, universities, and regional governments commit resources to promote the dissemination of scientific and technical knowledge. One focuses on knowledge-based innovations and the economic function of the university in terms of technology transfer, intellectual property, university-industry-government relations, etc. Faculties other than engineering or applied sciences, however, may not be able to recognize opportunities in this "linear model" of technology transfer. We elaborate a non-market perspective on the third mission in terms of disclosure of the knowledge and areas of expertise available for disclosure to other audiences at a provincial university. The use of ICT can enhance communication between actors on the supply and demand sides. Using an idea originally developed in the context of the Dutch science shops, the university staff was questionnaired about keywords and areas of expertise with the specific purpose of disclosing this information to audiences other than academic colleagues. The results were brought online in a thesaurus-like structure that enables users to access the university at the level of individual email address. This model stimulates variation on both the supply and demand side of the innovation process, and strengthens the accessibility and embeddedness of the knowledge base in a regional economy.

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“…The debated causes of the divide include the concentration of research and the actual cost-effectiveness of the division of labour at the individual and institution levels [Clark, 1997;Maassen, Stensaker, 2011;Pinheiro et al, 2014]. Secondly, the link between research and innovation has been explored through studies of research collaboration [Sonnenwald, 2007;Bozeman, Boardman, 2014], university-industry interactions [Mansfield, 1998;Scott et al, 2001;Perkmann, Walsh, 2007;Perkmann et al, 2013], modes of knowledge production [Gibbons et al, 1994], the triple helix [Etzkowitz, Leydesdorff, 2000], the entrepreneurial university [Clark, 1998], the third mission of universities [Laredo, 2007;Pinheiro et al, 2015] and the position of universities in innovation systems [Fagerberg, Verspagen, 2009;Jacobsson, Perez Vico, 2010]. Many such studies describe the productive complementarity [Gulbrandsen, Smeby, 2005;D'Este, Perkmann, 2011;Wigren-Kristoferson et al, 2011;Fogelberg, Lundqvist, 2012], and underline the embeddedness of innovation in research [Etzkowitz, Leydesdorff, 2000;Pinheiro et al, 2015].…”

Section: Master Classmentioning

confidence: 99%

Knowledge Triangle Configurations at Three Swedish Universities

Vico

Serger²,

Wise³

et al. 2017

Foresight and STI Governance

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T he concept of a knowledge triangle, i.e., the principle of strengthening the linkages between research, education and innovation, has emerged as a result of policymakers' expectations that universities assume a broader societal responsibility. Yet, little is known about how these tasks and their interactions are orchestrated at universities. We explore concept of how the knowledge triangle is manifested in the organisation and strategy of three different Swedish universities, and how these manifestations are shaped by the policy landscape. The article highlights the fact that although the knowledge triangle remains a priority, explicit national policies are lacking, with the responsibility of integration falling upon universities themselves. We observe great diversity in how Кeywords: knowledge triangle; university management; third mission; societal collaboration; research utilisation. the principles of the knowledge triangle are orchestrated at the universities, e.g., through individuals' interpretations and attitudes, and through management strategies and incentive schemes. However, the three tasks have largely been handled separately, with weak coordination and generally limited ambition demonstrated by university management teams to forge new combinations of remits. At the individual and group levels, we observe weak task articulation, although some role models serve as inspiration. Tensions emerge as the responsibilities of operationalising the knowledge triangle falls on individuals who sometimes lack the appropriate mandate and resources. These findings raise questions for further research and implications for policy and university management.

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Revisiting the Third Mission of Universities: Toward a Renewed Categorization of University Activities?

Cited by 478 publications

References 21 publications

Rethinking the ‘third mission’: UK universities and regional engagement in challenging times

Rethinking the ‘third mission’: UK universities and regional engagement in challenging times

Disclosure of university research to third parties: A non-market perspective on an Italian university

Knowledge Triangle Configurations at Three Swedish Universities

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