The Third Mission of Universities: The Entrepreneurial University

Vefago, Yuri Borba; Trierweiller, Andréa Cristina; Paula, Luciano Barcellos de

doi:10.14488/bjopm.2020.042

Cited by 11 publications

(5 citation statements)

References 9 publications

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“…Over time, HEIs began to become not only institutions for teaching (first mission) and researching, but also for transferring its results to the market (third mission), assuming a role as protagonists in economic, social, and cultural development (Audy, 2017; Schmitz et al, 2017; Vefago et al, 2020) [5,27] .This third complementary mission is revealed through the generation, use, application, and valorization of knowledge with external stakeholders and society to gain a leading role in economic growth and regional development (Nsanzumuhire & Groot, 2020;Secundo et al, 2017) [21,24] . Involving a huge number of activities, the third mission is connected with a variety of activities, including not only (applied) research, development, and innovation, but also engagement with society that goes beyond the two traditional missions of education and research of HEIs (Laredo, 2007;Piirainen et al, 2016) [19,22] .…”

Section: Literaturementioning

confidence: 99%

Higher education and third mission’ dynamics: DEMOLA case study

Lima¹,

Dieguez²,

Conceição³

2022

IJMRGE

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The third mission appears as a bridge between Higher Education Institutions and their environment, becoming a key element for solving current problems that hopelessly need a dynamic response in real time. Through the transfer of knowledge and technology, Higher Education Institutions stimulate industry and society, becoming a key agent in the approach to innovation and entrepreneurship, as a facilitator for sustainability development. This study aims to understand the benefits of Higher Education Institutions Third Mission dynamics as a stimulating factor in the globalisation of the economy and the evolution of the community, the global development of industry and the evolution of society. It uses a case study of the 1st Batch of the DEMOLA Project, developed in the 1st semester of 2021, at the Polytechnic Institute of Cávado and Ave, Portugal. Results seem to show that co-creation projects develop a big set of the needed 21st skills among all participants as well as enhance the interaction between HEI and its stakeholders, based on competitiveness and sustainable development.

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Section: Literaturementioning

confidence: 99%

Higher education and third mission’ dynamics: DEMOLA case study

Lima¹,

Dieguez²,

Conceição³

2022

IJMRGE

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“…To live or be in an ivory tower is not to know about or prefer to avoid the regular and disagreeable matters that show up in ordinary people's lives. It is quite handy to find examples of universities being portrayed as ivory towers, implying that the university is characterised via isolation from society and of being engaged in inappropriate activities [1]. Academics sitting in ivory towers have no understanding of what is important or relevant for ordinary people.…”

Section: The Concept Of Ivory Towermentioning

confidence: 99%

From ivory tower to entrepreneurial university: Agenda for sustainable job creation among university graduates in Uganda

Oyugi

2020

EduLearn

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This paper stresses the importance of entrepreneurial university towards improving sustainable job creation and improvement in Uganda. The dilemmas the country is facing ranges from excessive poverty, graduate unemployment; over dependence on overseas items and technology; as well as low economic growth and development. These dilemmas are partly triggered by using improper education system especially at the university level. Many people argue that university education in Uganda is principally for its very own sake – to impart knowledge and a love of getting to know with greater paper qualifications. University training is for academic superiority disconnected from day-to-day realities, a closed environment in which information and intellect is the sanctuary of the self-selecting, privileged few – no grasp of what is vital for ordinary people. Yet the fact of university schooling is about helping humans grow in their lives by supporting them to live better life. This paper hence contends that change of universities in Uganda, from ivory tower to entrepreneurial universities, will prepare the students with the conduct, states of mind and attitudes with which to be self-reliant and contribute to job creation and advancement. The paper starts by highlighting the concept of university as an ivory tower. The objectives and framework for designing entrepreneurial university is presented next. The paper suggests that university programmes at all levels of instruction ought to be made significant to the community so as to supply the youth with the required entrepreneurial aptitude.

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“…The new role called its ‘third mission’, is entrepreneurship (Etzkowitz, 1983). HEI is now expected to take responsibility of creating, transferring (Guerrero et al, 2016b; Welter et al, 2015) or commercializing knowledge that is most relevant for industry and community by strengthening its ties with industry and Government (Abu-Rumman, 2019; Vefago et al, 2020). Knowledge creators need not always be the knowledge users (Acs et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurial Engagement of Faculty in Higher Educational Institutions: A Review of Literature 2011–2023

Sahu,

Pawar,

Gaur

et al. 2023

Paradigm: A Management Research Journal

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The article provides a systematic literature review on faculty entrepreneurial engagement from 2011 onwards. Faculty entrepreneurial engagement means faculty participation in all different activities that lead to fulfilling Higher Educational Institution’s all three missions—teaching, research and entrepreneurship. The article consolidated research on the concept of faculty entrepreneurial engagement, its scope, determinants and prominent antecedents. Research results suggest that faculty entrepreneurial engagement has two dimensions—faculty can be academic entrepreneur or entrepreneurial academic—two forms of engagement, formal and informal. Their effective participation is influenced by array of individual, organizational and institutional factors. Faculty participation is often stimulated by entrepreneurial eco-system built and motivation provided by organizations which is the scope of future research.

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The Third Mission of Universities: The Entrepreneurial University

Cited by 11 publications

References 9 publications

Higher education and third mission’ dynamics: DEMOLA case study

Higher education and third mission’ dynamics: DEMOLA case study

From ivory tower to entrepreneurial university: Agenda for sustainable job creation among university graduates in Uganda

Entrepreneurial Engagement of Faculty in Higher Educational Institutions: A Review of Literature 2011–2023

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