Purpose Over the past few decades, higher education institutions (HEIs) have become key players in regional economic development and knowledge transfer, which has led to a third mission for HEIs and the entrepreneurial university. The purpose of this paper is to assess the challenges of HEIs in fulfilling the third mission for economic development and the changing role of being an entrepreneurial university, and the changes that need to be implemented to fulfill this new mission. Design/methodology/approach The authors have drawn on current literature to examine academic entrepreneurism and the entrepreneurial university, and how universities are fulfilling their third mission. Findings The findings from our review of the literature demonstrated the varied economic and social benefit of universities conducting external third mission/entrepreneurial activities in the community, as well as how the changing role and expectations of universities to become more entrepreneurial, has not only changed the expectations and role of university administrators, faculty and staff but also the business community which they serve. The review also showed the varied challenges for universities in fulfilling the third mission of economic development. Research limitations/implications Although ample literature and cases about universities’ third mission of economic development and the new entrepreneurial university (especially with research universities) were available, literature or research was limited on the specific challenges and obstacles faced by administrators, faculty and departments in fulfilling this mission, and few studies recommended changes that needed to be implemented in HEIs to support this new mission. Practical/implications The paper supports the potential role that HEIs play in implementing economic development in their communities or region. The paper also highlights some of the necessary resources and policy changes that policymakers and university administrators need to implement to reward and recognize faculty in conducting outreach activities as part of the university’s third mission. Originality/value The findings from this study highlight the challenges and barriers for faculty, staff and HEIs in fulfilling the third mission and becoming an entrepreneurial university.

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Purpose – The paper analyses the emerging role of Social Sciences and Humanities (SSH) universities in\ud contemporary society via third- and fourth-mission activities. In particular, the paper investigates the\ud potential contributions that SSH universities can offer in developing and enhancing capacities, supporting the\ud changing conception of innovation coherently through a Smart Specialisation Strategy (S3) approach.\ud Design/methodology/approach – The case study presents multiple third- and fourth-mission activities\ud carried out by the University of Macerata (Italy). The activities are framed according to the roles universities\ud could have in supporting S3.\ud Findings – Within third- and fourth-mission activities, SSH universities can play different and broader roles\ud (generative, absorptive, collaborative and leadership), which could support regions in designing and\ud implementing S3.\ud Practical implications – The paper shows the important contributions that SSH universities can make in\ud their regions, both to support S3 and enhance the transition to sustainable development.\ud Social implications – The article emphasises SSH universities’ multiple contributions to sustainable\ud development and to innovation in the knowledge society/economy framework.\ud Originality/value – This case study captures SSH universities’ contributions to S3 and the wider\ud innovation paradigm, by highlighting their transformational effect on regional economies.\ud Keywords Higher education, Entrepreneurship, Sustainability, Regional development,\ud Smart specialisation, Third and fourth mission\ud Paper type Case stud

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This paper explores how small and medium enterprises (SMEs) operating in Northern Italy and Slovenia used their innovative potential to expand business across the border while their home markets suffered from the great recession that started in 2007. The background of the study is an analysis of the antecedents to export performance and internationalization, which specifically asked whether innovating incrementally or innovating radically contributes to export performance in foreign markets and how this ultimately interacts with strategic considerations and the propensity to take risks, during times of economic risks. The findings of the study showed that export performance is positively influenced by incremental innovation and risk preference, and that there is a relationship between innovation and export performance. These findings contribute to the question whether classical internationalization theories such as the Uppsala Internationalization Model and the Innovation-related Model, can be applied in contingency situations of economic crisis.

The authors suggest that public health instructors employ a variety of teaching methods and evaluative opportunities when class composition is initially assessed as having diverse learning styles. This "instructional pluralism' is necessary to facilitate learning, maximize participation, and permit multiple pathways for students to demonstrate educational performance.