Позитивные изменения. Том 3, № 3 (2023). Positive changes. Volume 3, Issue 3 (2023)
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While Russia rightfully boasts its universities that rank near the top of the global scale in many aspects, the extent to which the third mission mechanisms are implemented in different Russian universities varies by several orders of magnitude. This split is clearly greater than the overall gap between leading Russian and foreign universities in this regard.
You mentioned the universities having the capacity to act as think tanks. How is this achieved in practice? Many of the strongest universities are contracted by government authorities, major corporations, development institutions, and charitable foundations to do research, analytical work, and provide consulting services. They also collaborate partner with non-governmental organizations (NGOs) in implementing grant projects. Some of these initiatives are conducted pro bono or as part of government assignments.
At the federal level, institutions like the Higher School of Economics, the Russian Academy of National Economy and Public Administration, Moscow State University, and the Finance Academy traditionally serve as leading expert organizations for the presidential administration, the government, and various federal ministries.
Some regional universities are also actively involved in analytical activities, such as Ural Federal University, Far Eastern Federal University, etc.
They serve as hubs attracting high-level experts and analysts with experience in both business and public service. Consequently, the practice of engaging universities in the development of conceptual documents for cities and regions is gaining traction.
What other contributions can universities make to the socio-economic development of their regions as part of their third mission?
In addition to acting as think tanks, one other notable approach is the cluster model, where universities can play an enhanced role in driving technological advancements in their regions. These clusters bring together businesses, research institutions, educational organizations, and development institutions.
In both Russian and foreign practice, universities often serve as the central organizations within these clusters. For instance, the D. Mendeleev University of Chemical Technology is the central organization of the “Green Moscow” interdisciplinary cluster, [29] with the status of an innovative science and technology center. The university has also established an advanced engineering school as part of the cluster.
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The D. Mendeleev University of Chemical Technology of Russia. (2023). The “Green Moscow” interdisciplinary industrial cluster. Retrieved from:(accessed: 11.09.2023).
The Russian Ministry of Education and Science is actively promoting the creation of scientific and educational centers within several universities. These initiatives showcase the diversity of formats through which universities can harness their potential for regional development, with diverse contribution to socio-economic growth.
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.
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National Research University Higher School Of Economics. (2022). Building and upscaling the implementation practice of the university’s third mission. Methodological materials and model documents. Retrieved from:(accessed: 11.09.2023).
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National Research University Higher School Of Economics. (2022). Appendices to the methodological materials on building and upscaling the implementation practice of the university’s third mission. Retrieved from:(accessed: 11.09.2023).
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.
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Accelerator website, program and materials: https://start.3mission.ru.
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.
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Methodological recommendations for the implementation of the “Service Learning” module in higher education organizations in the Russian Federation. (2023). Retrieved from:(accessed: 11.09.2023).
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?
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The program, speakers, video from the forum “The Third Mission of the University: development problems and prospects” can be found here: https://3mission.ru/conf2023.
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.