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Facing New Expectations—Integrating Third Mission Activities into the University

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The Academic Profession in Europe: New Tasks and New Challenges

Abstract

Universities around the world have been called to (re)consider their role in society, to evaluate their mission, their relationship with various internal and external stakeholders, as well as their contribution to democratic and sustainable society. Universities are increasingly expected to be more socially accountable, to collaborate more and therefore contribute more to different public and private domains of the society. In other words, universities are impelled to assume their ‘third mission’ and to engage in various forms of interactions with local, regional, national and international business and social partners. The university pillars of teaching and research are therefore undergoing significant pressure and change. Academics are not only expected to achieve excellence in their teaching and research, but to achieve it in a way that is measurable, efficient, effective and highly relevant for the contemporary knowledge-economy and society at large. At the same time, universities have been criticized for tailoring their curricula and research as well as extending their activities by the market’s needs, thus leaving behind the civic responsibility. Authors place the issue of extending teaching and research within the wider discussion on the ‘third mission’ that thoroughly explores how universities interact with the public domain. The issues of university civic mission, education for socially responsible and active citizens, as well as the education for sustainable development, are discussed as potential answers to the pressures universities and academics are faced with on their way to become more accountable for complexity and needs of the society.

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Notes

  1. 1.

    Besides the latest and, as Lindberg (2010) pointed out, extremely relevant for universities all over the world—The Bonn Declaration (2009) adopted at the UNESCO World Conference on Education for Sustainable Development, then the most influential, the UNESCO World Conference on Higher Education in 1998 and The UNESCO World Declaration on Higher Education for the Twenty-first Century: Vision and Action, some of the most relevant documents related to the contemporary role of universities and academics are: The UN Millennium Declaration and the United Nations Millennium Developmental Goals; Kyoto protocol; Education for All; Food for All; the UN Decade of Education for Sustainable Development 2005–2014; High-level Group Report on the Alliance of Civilizations, etc. Additional selection of international declarations also emphasising the role of universities and higher education in society (in the field of environmental protection, sustainable development and cultural understanding) offer the following relevant documents: The Stockholm Declaration, Sweden (1972); The Talloires Declaration, France (1990); The Halifax Declaration, Canada (1991); The Rio Declaration, Brazil (1992); Agenda 21 (1992); The Swansea Declaration, Wales (1993); the Copernicus Charter (1993); The Barbados Declaration (1994); Learning: The Treasure Within, UNESCO (1996); The Thessaloniki Declaration (1997); The Earth Charter (2000); The Luneburg Declaration, Germany (2001); Alliance of Civilization (2005); and Communiqué of the 34th session on the UNESCO General Conference (2007).

  2. 2.

    According to a comparative research conducted in eight EU member states “EUYOUPART—Political Participation of Young People in Europe: Development of indicators for Comparative Research in the European Union” 63 % of youth does not show any interest for the public sphere. The research was conducted in Italy, Austria, Germany, France, Great Britain, Slovakia, Finland and Estonia between 2003 and 2005 on the population of youth from 15 to 25 years of age. The Austrian Institute for Social Research and Analysis conducted the research. More information available at: http://www.sora.at/de/start.asp?b=14.

  3. 3.

    The international comparative analysis on the academic profession reveals that the time spent on service activities by university professors varied according to country from 6 to 12 % (Teichler 1996).

  4. 4.

    Parker and Jary (1995) warn about how the current changes have transformed universities in McUniversity—widely available and standardized service.

  5. 5.

    Jongbloed et al. (2008) reminded on the OECD-CHERI edition The University and the Community: The Problems of Changing Relationships from 1982, where universities were called upon to assume a public service function, i.e. make a contribution to solve major problems the local community and society at large were faced with, and participate directly in the process of social change. They continue by stressing the relevance of this 27 years old call in today’s discussions on the role of the university.

  6. 6.

    Jongbloed et al. (2008) point out the university mission overload stating how contemporary universities suffer from an acute case of mission confusion.

  7. 7.

    The integration of sustainability within higher education implies a shift from transmissive learning to learning through discovery; from teacher-centered approach to learner-centered approach; from individual learning to collaborative learning; from learning dominated by theory to praxis-oriented learning which links theory and experience; from a focus on accumulating knowledge and a content orientation to a focus on self-regulative learning and real issue orientations; the emphasis on cognitive objectives only to cognitive, affective and skill-related objective; from institutional staff-based teaching/learning to learning with and from outsiders; from low-level cognitive learning to higher-level cognitive learning (Van de Bor et al. 2000, in Sterling 2004).

  8. 8.

    For detailed and interesting observations on the issue, read Graham, G. (2002). Universities: the recovery of an idea. Charlottesville: Imprint Academic.

  9. 9.

    According to Laredo (2007), a pilot study conducted by OECD at the end of the 1990s demonstrated that nearly all OECD countries have developed specific policies to nurture the creation of firms and promote their development: science or technology parks, incubators, incentives for academic staff to engage in commercial activities, etc.

  10. 10.

    Faced with financing challenges, mostly because of the lack of state investments, universities are forced to find models of sustainability, making the tuition costs and public-private partnerships to rise (OECD 2004). Buchbinder (1993) warns about the financial reality and the surroundings in which universities operate, and shows a trend of survival by adjusting to the political economy characterized by global competition, contract business and efficiency.

  11. 11.

    For further details see: Göransson et al. 2009.

  12. 12.

    For further details see: Göransson et al. 2009.

  13. 13.

    A recommendation was given to expand the concept of “environment” (“environmental protection”) to the concept of “sustainable development”.

  14. 14.

    The key lessons that have been learned about education for sustainable development: “Education for sustainable development is an emerging but dynamic concept that encompasses a new vision of education that seeks to empower people of all ages to assume responsibility for creating a sustainable future. Basic education provides the foundation for all future education and is a contribution to sustainable development in its own right. There is a need to refocus many existing education policies, programmes and practices so that they build the concepts, skills, motivation and commitment needed for sustainable development. Education is the key to rural transformation and is essential to ensuring the economic, cultural and ecological vitality of rural areas and communities. Lifelong learning, including adult and community education, appropriate technical and vocational education, higher education and teacher education are all vital ingredients of capacity building for a sustainable future” (UNESCO 2002, pp. 5–6).

  15. 15.

    From UNECE Strategy for Education for Sustainable Development: “Education, in addition to being a human right, is a prerequisite for achieving sustainable development and an essential tool for good governance, informed decision-making and the promotion of democracy. Therefore, education for sustainable development can help translate our vision into reality. Education for sustainable development develops and strengthens the capacity of individuals, groups, communities, organizations and countries to make judgments and choices in favor of sustainable development. It can promote a shift in people’s mindsets and in so doing enable them to make our world safer, healthier and more prosperous, thereby improving the quality of life. Education for sustainable development can provide critical reflection and greater awareness and empowerment so that new visions and concepts can be explored and new methods and tools developed” (UNECE Strategy for Education for Sustainable Development 2005, p. 1).

  16. 16.

    The published HES literature has focused on sustainability education; curriculum development; physical operations; HES policy analysis; assessment methodologies for HES initiatives; the development of theory; developing key competencies and learning outcomes (see Wright 2007 who provides extensive literature on these topics).

  17. 17.

    Svanstrom et al. (2008) discussed the commonalities that can be found in learning outcomes for education for sustainable development in the context of the Tbilisi and Barcelona declarations. The commonalities include systemic or holistic thinking, the integration of different perspectives, skills such as critical thinking, change agent abilities and communication, and finally different attitudes and values.

  18. 18.

    The Copernicus Declaration contains an action plan, which sums up the role of universities in ten principles: (1) institutional commitment; (2) environmental ethics; (3) education of university employees; (4) programmes in environmental education; (5) interdisciplinarity; (6) dissemination of knowledge; (7) networking; (8) partnerships; (9) continuing education programmes; (10) technology transfer.

  19. 19.

    Very interesting analysis on the implementation of the Copernicus declaration in Aalborg University was written by Christensen et al. (2009), which stated that when seen from a present perspective, it seems that this policy was never really implemented. The reason for this is probably twofold: (1) the university never made sure that the proper policies and management system were in place to secure the involvement of all interested parties and communication only took place internally in the committee. (2) Environmentalism has been on the decline in Danish society for some years adding to the fact that it has been difficult to keep up the spirits in such activities (p. 16).

  20. 20.

    This Declaration calls for the universities to allocate a fundamental status to sustainable development within their strategies and activities, promoting creative development and implementing comprehensive and integrated sustainable actions in relation to learning and teaching, research, and both internal and external societal responsibility. Furthermore, universities should cooperate with other higher education institutions and communities (Glavič and Lukman 2007, p. 104).

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  1. Department of Education, University of Rijeka, Rijeka, Croatia

    Bojana Ćulum, Nena Rončević & Jasminka Ledić

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  1. Bojana Ćulum
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  1. University of Kassel, Moenchebergstr. 17, Kassel, 34109, Germany

    Barbara M. Kehm

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    Ulrich Teichler

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Ćulum, B., Rončević, N., Ledić, J. (2013). Facing New Expectations—Integrating Third Mission Activities into the University. In: Kehm, B., Teichler, U. (eds) The Academic Profession in Europe: New Tasks and New Challenges. The Changing Academy – The Changing Academic Profession in International Comparative Perspective, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4614-5_9

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