Позитивные изменения. Том 3, № 3 (2023). Positive changes. Volume 3, Issue 3 (2023)

Three years ago, the Institute of Socio-Economic Design at NRU HSE launched a project to develop the universities’ third mission. What has the team achieved so far? How has the third mission evolved since?

We started with an analysis of the best practices both in Russia and abroad. Expert seminars were conducted to discuss the possibility of replicating these practices. Next, we trialed the integration of the third mission mechanisms in ten pilot universities. The result was a set of methodological recommendations,[30] university internal regulations,[31] and model “roadmaps” for each of the three main directions within the third mission activities. These were posted on the project’s website, 3mission.ru.

We are currently completing phase three, which is to scale the practice to as many universities as possible.

First, we launched an accelerator to support university projects, to help the third mission projects become a reality. The accelerator materials are available on the project’s website, which aims to assist all interested universities in launching project initiatives within the third mission.[32]

Among the initiatives developed, which are presented on the accelerator’s website, is a project to support orphans and children without parental care, prepared by the Ural Federal University, projects to promote domestic tourism and creative industries, developed by teams from Murmansk and Petrozavodsk State Universities, and a number of others.

The team is currently working on a video course about the third mission. The course will describe the stages of organizing work within each of the three mission areas and will showcase interesting case studies from leading universities.

Second, taking into account the project results, we were actively engaged in developing methodological materials[33] and training university representatives during the pilot launch of the “Service Learning” program in one hundred universities, together with colleagues from other departments of the Higher School of Economics and the Association of Volunteer Centers.

Another important event is the first All-Russian Forum on the universities’ third mission, which was held from late May to early June 2023 in Yaroslavl.[34]

Among other things, the Forum resulted in the establishment of a network of third mission specialists to exchange information between dedicated university staff and organizations interested in developing systemic partnership with the higher learning institutions.

What do the forms and ways of realizing the third mission in universities depend on?

First of all, they depend on the university’s staff and leadership. For example, to function as a think tank, a university needs staff with practice-oriented analytical expertise. Further, it is crucial that this activity receives systematic support from the university’s leadership.

How does the presence of a position towards the third mission change the university’s strategy and role for every staff member and student?

It offers students and staff opportunities for engagement in new areas, such as volunteer work, which is also part of the third mission. For the students, it provides a chance to collaborate on real-world projects, build valuable connections with the staff of partner organizations, such as NGOs or social enterprises.

The case can be particularly exciting when the partner company is a prospective future employer, engaging the students in joint volunteer projects that bridge the realms of university and corporate volunteering.

In such cases, participation in these projects serves as a valuable opportunity to cultivate informal connections with prospective colleagues in their future careers and gain firsthand insights into the intricacies of their professions.

Overall, engagement in university projects equips individuals with managerial skills and work experience that can prove valuable for graduates in the future. Besides, it is genuinely interesting. There is a marked difference between completing formal educational assignments, often devoid of real-world impact, and actively contributing to projects that genuinely address significant social challenges.

One notable example is the Faculty of Creative Industries at NRU HSE making social advertising videos as part of its NGO media accelerator project.[35] Guided by film and animation professionals, students create viral videos based on briefs provided by NGOs and selected through a competitive process. This format is not only effective but also holds potential appeal for other universities.