Позитивные изменения. Том 3, № 3 (2023). Positive changes. Volume 3, Issue 3 (2023)
Шрифт:
Юлия Вяткина
Редактор журнала «Позитивные изменения»
“The University Is a Development Institution That Can Become a Driver for Territorial Development.” Interview with Artem Shadrin
Yulia Vyatkina
DOI 10.55140/2782–5817–2023–3–3–4-14
In many countries of the world, development institutions play a crucial role in implementing the social and economic policy of the state. They are tasked with fostering economic growth, facilitating modernization of the economy, and addressing urgent social issues. Outside the financial realm, however, universities play the key role of development institutions by providing invaluable expertise to government bodies, businesses, NGOs, social entrepreneurs, and local communities alike. To delve into today’s potential of universities and their evolving role as development institutions, we sat down with Artem Shadrin, Director of the Institute of Socio-Economic Design at the National Research University Higher School of Economics.
Artem Shadrin
How would you define the universities’ third mission? Why is it relevant to the universities? The third mission of a university encompasses activities aimed at fostering socio-economic development in cities and regions, as well as within specific sectors of the economy and the social sphere. It involves the integration of technological, social, and managerial innovations to drive progress.
The third mission is a natural complement to the university’s two primary missions: education and research. It plays a pivotal role in accelerating development within the regions where universities are located.
So, what are the key aspects of the third mission of universities, in your opinion?
Within the scope of the “Third Mission of the University” project, [23] which is led by the Institute of Socio-Economic Design at the National Research University Higher School of Economics and supported by the Vladimir Potanin Foundation, we have identified three primary focus areas.
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Project website: https://3mission.ru/.
The first focus involves positioning the university as an analytical hub, or think tank. This role entails universities actively participating in the formulation of social and economic development strategies cities and regions. It also encompasses creating and nurturing of territorial clusters, whether they are innovation-driven or creativity-oriented. Additionally, this aspect of the third mission involves conducting practice-oriented research and development activities.
Acting in this capacity, universities serve as highly effective communication platforms for stakeholders ranging from government bodies and businesses to NGOs and the media. They facilitate the formation of a shared vision for identifying and addressing developmental objectives, and formulating relevant scenarios. [24]
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Ryazantseva, N. V., Borel, A. E. & Pashchenko, F. S. (2020). A research work report. Higher education institutions as regional think tanks. Retrieved from:(accessed: 11.09.2023).
From this point of view, it is no coincidence that the Agency for Strategic Initiatives guided the establishment of the respective infrastructure in about four dozen Russian universities – the so-called “boiling points”. [25] These allow hosting a wide range of external events, from conferences and roundtable discussions to strategic planning and project sessions, by actively engaging faculty and students in the execution of these events. [26]
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Leader ID. (2023). About the Boiling Point Network. Retrieved from:(accessed: 11.09.2023).
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Boiling point. (2023). Boiling Points Handbook. Retrieved from:(accessed: 11.09.2023).
The second aspect is a partnership between the university and socially oriented non-governmental organizations in the implementation of joint projects and initiatives. Such organizations possess a deep understanding of the social issues affecting cities and regions, coupled with a strong motivation to address these challenges. Universities, in turn, bring to the table the latest advances in social and human sciences, cutting-edge practices in utilizing digital technologies, and provide valuable assistance in garnering necessary public support for these initiatives.
Finally, the third aspect centers around the integration of applied project-based learning mechanisms within university curricula. This approach complements traditional lecture and seminar formats. Under this model, students actively engage in practice-oriented projects that immerse them deeper in their chosen professions and create additional stimuli to obtain specialized professional competencies. Simultaneously, these projects develop essential soft skills, such as teamwork, time management, taking responsibility, and achieving tangible results.
This applied project-based learning format is gaining popularity in many engineering disciplines and, more recently, in various social science fields. [27] These projects give students an opportunity to earn a significant share of their academic credits, with the results being counted towards coursework and even final thesis requirements.
This practice lends substantial value to the students’ professional development, enabling them to independently or collaboratively implement socially or technologically significant projects using the knowledge and skills they have acquired.
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The materials of the Russian National Best Practices in Project-Based Learning Contest for 2022 are available here: https://nark.ru/news/bc/konkurs-luchshih-praktik-2022/.
Crucially, student project teams under the guidance of university professors have access to cutting-edge technologies, methodologies, and problem-solving approaches, along with the necessary time resources. In my opinion, this is what enables NGOs and social enterprises to gain a significant advantage by acting as the “social customers” of these projects.
One of the most prominent examples is the use of digital technologies in the promotional efforts of NGOs and social enterprises within the broader public sphere. Today’s students possess a unique advantage when it comes to navigating social media platforms, and for students majoring in media communications, this falls right within their realm of future professional expertise. This is one area in which students are often way more effective than most NGO staff.
Starting September, the service learning format has been piloted at a hundred universities. NGOs and social enterprises now have the opportunity to present their project assignments directly to universities or through the website of the Association of Volunteer Centers at Dobro.ru. [28]
Are these three directions the same in the foreign universities, or do they have something that Russian higher learning institutions do not have? Both foreign and Russian universities largely pursue similar objectives within the context of the third mission. For example, a prevalent area within the third mission involves contributing to the resolution of socially significant challenges through the integration of modern technology solutions. These projects can be projects in areas like environment or developing assistive technologies for the handicapped, to name a few. Projects like this can be found in both foreign and Russian universities.
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Dobro.ru. (2023). Service Learning. Retrieved from:(accessed: 11.09.2023).