A comparative study on conceptualisation, institutionalisation and evaluation of Universities’ Third Mission in Europe

Cardi, Alma and Derrick, Gemma (2025) A comparative study on conceptualisation, institutionalisation and evaluation of Universities’ Third Mission in Europe. PhD thesis, Lancaster University.

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Abstract

Besides the traditional missions of teaching and research, universities also develop activities with a focus on the interaction with the civic, economic, and social actors, which are usually defined as universities’ Third Mission. Recognizing the importance of such fruitful interaction some countries launched processes to institutionalise and evaluate Third Mission. In recent years, the Third Mission has skyrocketed to the top of policy and academic agendas to the point that the importance of developing a joint strategy at the European level has arisen and is actively discussed. This growing emphasis reflects the need for a more cohesive approach that transcends national boundaries, ensuring that universities across Europe can effectively contribute to societal challenges, innovation, and economic development. Such coordination would align with other policies fostering greater collaboration and the overall impact of the Third Mission on a European scale. A comparative research approach is essential for identifying differences and understanding how distinct national contexts influence the implementation of the Third Mission. This thesis examines the Third Mission in Sweden, Germany, Italy and Portugal. Acknowledging that its conceptualization, institutionalization, and evaluation differ across national contexts, despite European common policy foundations and shared goals, this thesis delves into the factors that determine how traditions, cultural values, economic conditions, and regional needs shape the unique ways universities approach the Third Mission. It also identifies critical barriers, such as fragmented policies, unequal access to resources, and inconsistencies in evaluation mechanisms. It explores and compares the pivotal role of evaluation in driving institutional practices and aligning universities with national priorities, for example contributing to the institutionalization of the Third Mission itself. This research employs a mixed methods approach, utilizing the combination of four country case studies and 67 interviews with a diverse range of stakeholders at national and international levels to gather data. The analysis, carried out through a mix of techniques inspired to Grounded Theory, employs a multidimensional approach by interweaving the correlations between the mega (European), macro (national/federal), meta (regional), meso (institutional), and micro (individual) levels. The rich data collection and articulated multilevel and multidimensional analysis allow this thesis to contribute to the understanding of the universities' evolving roles by offering an in-depth representation of the Third Mission in its complexity. By presenting specific examples of how contextual factors condition the outcomes of common policy initiatives, this research contributes to scholarly discussions surrounding changes in the European higher education systems. It emphasises the need to consider the intertwined and variegated relationships between national and European contexts to understand and contextualize the evolution of universities' Third Mission in Europe. Key words: Third Mission, institutionalisation, evaluation, impact, public engagement, higher education, case-study, comparative analysis, qualitative research.