Higher education institutions (HEI) possess a wealth of knowledge, research expertise, and human resources that can contribute to innovative and evidence-based problem-solving approaches. They provide a nurturing environment for learning, critical thinking, and creativity, fostering a culture of inquiry and exploration. Higher education institutions have a crucial role in addressing societal needs, such as sustainable development, social inequality, healthcare disparities, environmental preservation, and economic empowerment, among others. By engaging with social entrepreneurship practices/approaches, universities can extend their outreach beyond traditional academic boundaries (I.e. research and education) and channel their resources towards practical applications of knowledge that directly benefit communities and address pressing social issues. Social entrepreneurship could serve as a potent vehicle to amplify and advance the third mission of universities by fostering innovative solutions that address societal challenges and foster community engagement.
The concept of HEIs' third mission, encompassing contributions to regional development and community service, has gained increasing attention. While the third mission overlaps with traditional teaching and research missions, it includes activities like training, contract research, consultancies, and technology transfer, among others, that meet specific stakeholder needs beyond the typical purview of HEIs. Universities are forging partnerships at local and regional levels, engaging with industry and communities by fostering entrepreneurial activities through science parks and business ventures, as examples. The third mission comprises both commercial exploitation and community service, intertwined with teaching and research activities. The overall emphasis is on establishing mutually beneficial relationships and partnerships rather than one-sided outreach, empowering actors to bridge gaps more collaboratively and inclusively.
On one hand, the recognition of a knowledge gap between society and higher education institutions (HEIs) as knowledge producers have highlighted the importance of nurturing an entrepreneurial spirit and fostering engagement with both business and social spheres. These demands arise from both within and outside the scientific and academic community. The changing modes of knowledge production refer to shifts in how knowledge is created, disseminated, and applied. This includes moving away from traditional, linear models of technology transfer towards more collaborative and externally connected approaches. The emphasis is on greater interaction between universities and society, including businesses and other stakeholders, to address real-world challenges and foster innovation. The changing modes of knowledge production emphasize greater external connectedness and collaboration between universities and society. In this context, social entrepreneurship could act as a powerful catalyst to enhance the Third Mission of Universities to forge a mutually beneficial partnership between higher education and creating societal impact.
On the other hand, there is a growing recognition of large-scale societal problems, such as climate change, resource scarcity, urban sustainability, and democratic security, which require coordinated efforts from multiple stakeholders, especially HEIs.
Consequently, Social entrepreneurship has emerged as a potential solution, where different actors can create innovative social solutions to tackle these problems. European policy-makers have emphasized the importance of social entrepreneurship, calling for greater involvement of universities in this field because they recognize the significant potential of universities as key drivers of social innovation and change. By actively engaging universities in social entrepreneurship initiatives, policy-makers aim to leverage the institutions' expertise, research capabilities, and community networks to address complex societal challenges. However, a clear connection between social entrepreneurship and the core missions of universities is yet to be fully established, raising pertinent questions about how HEIs can holistically embrace social entrepreneurship and meaningfully contribute to solving social challenges in partnership with other stakeholders.
The path towards achieving sustainable social transformation is not straightforward or linear. Social entrepreneurs face various obstacles, including political, economic, cultural, and socio-technical challenges. To overcome these hurdles, they mobilize different stakeholders, empower individuals involved, and collaborate with public, private, and non-governmental organizations with the necessary expertise. Universities, with their knowledge and human resources, are recognized as institutions that can act as agents of change in societal transformation. Universities can leverage their research capabilities, academic expertise, and community engagement to provide valuable support and guidance to social entrepreneurs, helping them develop innovative and effective solutions to complex social issues.
However, the current discourse reveals a significant oversight regarding how universities can proactively support and foster collaboration with diverse actors to substantially enhance social entrepreneurship initiatives and achieve a profound and meaningful impact in addressing pressing societal challenges. It is imperative for universities to take the lead in forging even stronger partnerships and purposefully integrating social entrepreneurship into their core mission, as it is suggested in the Orientation and Strategy Dimension in the ACEEU framework which specifies how Universities show institutional commitment, set shared measurable goals, and engage in financial planning to foster entrepreneurship and engagement within their overall organizational strategy. By doing so, universities can decisively position themselves as catalysts for sustainable and inclusive social change, leveraging their extensive knowledge, resources, and networks to effect transformative solutions and foster lasting positive effects within their communities and beyond.
It is crucial to explore the formalisation of social entrepreneurship within higher education contexts and examine how universities can support social entrepreneurs in effecting meaningful changes within social systems, utilising their abundant and highly qualified human resources. This aligns perfectly with ACEEU's Accreditation standards for Third Mission Activities and influence within the ecosystem, as it delves into how a university's strategies and practices foster extensive collaboration with external partners and stakeholders, elevating the university's role as an influential stakeholder in the regional ecosystem. By fostering the use of social entrepreneurship in higher education, universities can unlock their potential as partners in solving complex societal issues and achieving sustainable social transformation. This collaboration seeks to create a powerful synergy, combining the entrepreneurial spirit and innovative mindset of social entrepreneurs with the academic rigour and community-oriented approach of higher education institutions, ultimately leading to more effective and impactful solutions for the benefit of society.
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