Abstract:

The two traditional missions of each university are teaching and research. The third mission encompasses a wide range of activities involving the generation, use, application and exploitation of knowledge and other university capabilities outside academic environments (Tuunainen, 2005). Those activities are divided into three dimensions: Technology transfer and innovation; Continual education; Social engagement. In Italy, the public awareness of the importance of the so-called third mission has grown over time. Within the research assessment exercise 2004-2010, the National agency for the evaluation of the university and research system, introduced eight indicators aimed at assessing third mission activities of three types of institutions, including universities.More recently, the Agency published a Handbook for the evaluation of universities’ third mission, which includes a wider set of activities and indicators. As a fact, and each university is called to define its own set of strategies and plans in this field. Continuing education and social engagement alongside technology transfer & innovation are therefore envisaged to play a growing role in reducing the gap between education and employment, to relate “science and society”, by encouraging dialogue between the parties, through territorial valorisation and consolidation of the “network” of subjects operating in that area. A core element of the so-called third missions is continuing education. At this regard, it is important to consider the wider scenario concerning the labour market reform process aimed at reducing the high unemployment rate and, in particular, the youth unemployment rate, through a structural revision of public employment services and a simplification of the types of labour contracts. A growing formal role is acknowledged also to universities in the field education and employment, in line with occupability demands of both students and adult learners and employers. As the economic crises deepens more and more, the investment return into research in public organizations such as universities and institutes, through commercialization of research results and cooperation with industry, has become more significant. The cooperation between university and business world has not been developed to a satisfying level. It is necessary that researchers and students are educated and motivated to be engaged in third mission dimensions’ implementation , in order to build a critical mass for changes. There is a defragmentation of trainings supply by the faculties, thus establishment of integrative approach at university level and development of trainings directed to the needs of target groups (enterprises, young people, researchers, etc.) is necessary. Since the creativity lies in the core of innovation, the development of creativity and entrepreneurial spirit of the young population as early as in the school stage (elementary and secondary schools) is crucial for establishment of innovation community. IF4TM case study (Istitutional Framework for Third Mission of Universities in Serbia) that present short term and long term impact (creative and entrepreneurial students skills improved, university staff and students improved their knowledge on IP management, marketing strategy and entrepreneurship, open innovation concept introduced,introduction of metrics for monitoring of impact of third mission activities) rappresent an interesting international project best practise.

Keywords:

Universities, Third Mission, Entrepreneurship Continuing Education, Social Engagement, Technology Transfer, Innovation, Case Study.