Third mission internationalization in times of travel restrictions through digital transformation: The role of dynamic capabilities and effectual practices

Abstract

Higher education institutions (HEIs) nowadays shall generate human, knowledge and entrepreneurial capital; hence, incorporating a third mission and becoming more entrepreneurial. The process of developing a third mission requires HEIs to pursue governance, education and ecosystem entrepreneurial pathways by applying dynamic capabilities to sense, seize and transform themselves through leadership and establishment of shared vision. Key drivers for the future development of entrepreneurial HEIs are internationalization, digitalization and co-creation with ecosystem actors. However, the ongoing world pandemic and the extensive restrictions on mobility affect HEIs’ internationalization strategy development and implementation. At the same time, it ignites a chase for novel digital formats that shall deliver HEIs’ three missions effectively and sustainably. The present case study illustrates how the adoption of dynamic capabilities and effectual principles enabled the timely transformation of a traditional student mobility project into a novel digital format. The new format was co-created through quadruple-helix interactions (i.e. university, industry, government and civil society interactions) to provide bachelor students with a unique action-learning experience and partner institutions with a low-barrier open innovation industry-university collaboration format. Public and non-governmental organizations provided innovation challenges that were tackled by international interdisciplinary student teams, in a virtual module that is part of their regular curriculum. These teams were supported by a multi-disciplinary team of educators and external partners from industry. The results from the first pilot, which included forty-one students from eight countries and three partner organizations, demonstrate that the original goal of the project – to internationalize the HEI’s third mission – was effectively achieved, as all stakeholders involved perceived added value through their engagement. Furthermore, the teaching provided promoted students’ entrepreneurial mindset and global citizenship. Thus, this case exemplifies how the application of current theories and frameworks on third mission advancement supports HEIs’ management practice, demonstrating the importance of employing dynamic capabilities and effectual practices.