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.
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. Todays 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.
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.
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 projects 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 projects 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 accelerators 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.