ASSESSING THIRD MISSION IMPLEMENTATION IN HIGHER EDUCATION INSTITUTIONS: METHODOLOGICAL FRAMEWORK AND A SYSTEM OF INDICATORS

Abstract

The expanding interaction of higher education institutions (HEIs) with business, public authorities, local communities and other external stakeholders increases the need to assess third mission implementation; in Ukraine this need is reinforced by the tasks HEIs face during the war and future recovery. The article aims to substantiate the methodological framework for assessing third mission implementation in HEIs and to propose a system of indicators together with a methodology for its application. The study draws on the analysis of academic publications and legal documents, a comparative analysis of international frameworks and national assessment systems, systematisation and generalisation, and methods of indicator structuring. Criteria for attributing activities to the third mission are proposed, allowing it to be distinguished from internal teaching and research activities. Theoretical and methodological approaches as well as national assessment and reporting systems are compared in terms of their scope, data types and applicability in Ukraine. Principles for designing a system of indicators are formulated, and seven substantive dimensions are identified: institutional and strategic framework; knowledge, technology and innovation transfer; academic entrepreneurship and commercialisation; continuing education and lifelong learning; social and civic engagement; regional development and cooperation with communities; contribution to recovery and sustainable development. The proposed methodology covers data collection and verification, normalisation, aggregation of results by dimension and their interpretation. The main output of the assessment is an institutional profile across the seven dimensions, which makes it possible to identify strong and underdeveloped areas of third mission implementation.