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The Third Mission  and  Societal Entrepreneurship Erik Wallin Associate Professor, Lund University Managing Director, CITY Conversity AB Presentation at The International Conference on  Community Engagement and Service: The Third Mission of Universities Vancouver, May 2009
Who am I – as a professional? ,[object Object],[object Object],[object Object],[object Object],[object Object],Social networking via LinkedIn as a professional within the “education industry”.  LinkedIn to  Dinerwa
Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Towards a revival of the academic tradition?
The University and the Third Mission ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Time for re-thinking the future role of universities Is learning for societal innovation and competent citizenship possible within the current frame-of-reference?
Education and lifelong learning ,[object Object],[object Object],[object Object],[object Object],In a globalized and personalized world:  Lifelong learning: “OK, so this is my lifetime on planet Earth”
Three learning traditions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The Conversity ®  concept for lifelong learning Competence as an integrated composition of knowledge, skills and attitudes
The dominant design of education Periods in Life Year 2007 Year 1900 Childhood Playground University campus Senior residential area Workplace Time & History Space & Geography Year 2000 Low integration of learning in time and space
Education process re-engineering Towards life-long and life-wide learning ,[object Object],Part of Day Periods in Life ,[object Object],[object Object]
New architectures for learning Learner Centric In global virtual space Teacher centric In local physical places From To
Our approach Third mission as societal entrepreneurship The key competences for lifelong learning has low degree of fit to our present faculties and professions Lifelong learning The dialectics between  Theory of Facts  and  Theatre of Fictions  allows education to be a creative industry Post-modernity Big problems are excellent  drivers for new business  and new innovations, including  radical innovations Entrepreneurship Dynamic and  complex socio-technical systems  with feed-back and feed-forward loops on different systems levels where central to both learning and innovation is  change Systems science The  long view  of inter-generational transfer of cultural heritage, accumulated wealth and taken-for-granted commons and institutions Historic Framing third mission for societal entrepreneurship  Feature
The metaphoric trope :  Being  in the World, Common Sense, Theocracy,  Natural habitats, Natural rhythms, Natural matters The metonymic trope:   Living  in Estates, Common Property, Aristocracy, Cities, Local clocks, Artificial matters The synecdoche trope :  Working  in Organizations, Common Systems, Democracy,  Nation states, Standard time, Fabricated matters The ironic trope:  Playing  as actors within given frameworks. The Tragedy of the Physical Commons meet  the Comedy of The Digital Commons, with mixed reality more understandable as Theatre Plays than as expected outcomes of Theory, Time for Ricorso Degree of artificiality  Historic era (logarithmic scale) The Civilization process  (after Giambattista Vico)
The metaphoric trope:  Being  in the World, Common Sense, Theocracy,  Natural habitats, Natural rhythms, Natural matters The metonymic trope:  Living  in Estates, Common Property, Aristocracy, Cities, Local clocks, Artificial matters The synecdoche trope:  Working  in Organizations, Common Systems, Democracy,  Nation states, Standard time, Fabricated matters The ironic trope:  Learning  in Living Labs and CoP-s, Common Futures,  Ideocracy ,  Glocal transit halls, Virtual presence, Digital matters, A growing market for the Creative Industry Degree of artificiality  Historic era (logarithmic scale) The Ironic trope - the big challenge for the creative industry!
The 3rd industrial epoch 1800 1850 1900 1950 2000 2050 Year Growth Now 1st 2nd 3rd Zone of  conflicts
Entrepreneurship  -  making dreams come through ,[object Object],[object Object],[object Object],Societal entrepreneurship To work “in-between” and “outside” current established organizational frames and initiate Hegelian  Aufhebungs  with  de-learning  practices 1 2 3
Triple Helix alliances  -  innovation by   additive blending of interests ,[object Object],[object Object],[object Object],Industrial and regional clusters Attracting a critical mass of creative people that build trustful business relations in an environment open for innovation
LearnActs - the minimal learning experience Industrial standards for interoperability among learning systems: Towards “Learning-as-a-Service”
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Performing LearnActs Knowledge creation on different knowledge levels with technology enhanced educational facilities
The Habitorium – an example Casework for learners in eBusiness management ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Experimentarium   – an example Collaborative learning of LearnAct design
The Conversity ®    - a model for societal entrepreneurship
The Conversity of Busyland  - a city state for Busy Citizens to increase future readiness
Act/ ReAct Do/ ReDo Frame/ ReFrame Consider/ ReConsider Mind/ ReMind  1 :  Right/Wrong  2 :  Good/Bad  3 :  Should/Could  4 :  Sense/NoSense Train  Skills  to Know How Gain  Knowledge  to Know What Adopt  Attitude  to Know Why  Open Mind to Know Who  Deep learning processes   - a quadruple loop learning model to generate change
Act/ ReAct Do/ ReDo Frame/ ReFrame Consider/ ReConsider Mind/ ReMind  1 :  Right/ Wrong  2 :  Good/ Bad  3 :  Should/ Could  4 :  Sense/ NoSense Mind-shift Epoch-shift Generation-shift Fashion-shift Feed forward loops   - learning possible futures by creating them
Global communities of practice:  Collaborative learning : mass-collaborative virtual communities, professional associations, UN-actors, suppliers of infrastructures for a learning civilization Regional industrial clusters:  Sustainable growth : Academic, Industrial, Governmental and other partners involved in Triple-Helix alliances that fit Genre-de-Vie  Local community:  Place management : Households, SME-s, Local civic associations with a shared common interest to add value to a specific place.   Degree of context dependency Degree of tangible and controlled artifacts Matters of relevance for the Glocal citizen:  Daily life:  Observations at grass root level, local Believe-it-or-Not stories, theory and facts, theatre and fiction Busyland:   Future concern : Citizens engaged in the co-creation of their future daily life by global and local collaboration in blended virtual and physical places Towards a lifelong learning civilization

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Vancouver May 2009 Wallin Ppt

  • 1. The Third Mission and Societal Entrepreneurship Erik Wallin Associate Professor, Lund University Managing Director, CITY Conversity AB Presentation at The International Conference on Community Engagement and Service: The Third Mission of Universities Vancouver, May 2009
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7. The dominant design of education Periods in Life Year 2007 Year 1900 Childhood Playground University campus Senior residential area Workplace Time & History Space & Geography Year 2000 Low integration of learning in time and space
  • 8.
  • 9. New architectures for learning Learner Centric In global virtual space Teacher centric In local physical places From To
  • 10. Our approach Third mission as societal entrepreneurship The key competences for lifelong learning has low degree of fit to our present faculties and professions Lifelong learning The dialectics between Theory of Facts and Theatre of Fictions allows education to be a creative industry Post-modernity Big problems are excellent drivers for new business and new innovations, including radical innovations Entrepreneurship Dynamic and complex socio-technical systems with feed-back and feed-forward loops on different systems levels where central to both learning and innovation is change Systems science The long view of inter-generational transfer of cultural heritage, accumulated wealth and taken-for-granted commons and institutions Historic Framing third mission for societal entrepreneurship Feature
  • 11. The metaphoric trope : Being in the World, Common Sense, Theocracy, Natural habitats, Natural rhythms, Natural matters The metonymic trope: Living in Estates, Common Property, Aristocracy, Cities, Local clocks, Artificial matters The synecdoche trope : Working in Organizations, Common Systems, Democracy, Nation states, Standard time, Fabricated matters The ironic trope: Playing as actors within given frameworks. The Tragedy of the Physical Commons meet the Comedy of The Digital Commons, with mixed reality more understandable as Theatre Plays than as expected outcomes of Theory, Time for Ricorso Degree of artificiality Historic era (logarithmic scale) The Civilization process (after Giambattista Vico)
  • 12. The metaphoric trope: Being in the World, Common Sense, Theocracy, Natural habitats, Natural rhythms, Natural matters The metonymic trope: Living in Estates, Common Property, Aristocracy, Cities, Local clocks, Artificial matters The synecdoche trope: Working in Organizations, Common Systems, Democracy, Nation states, Standard time, Fabricated matters The ironic trope: Learning in Living Labs and CoP-s, Common Futures, Ideocracy , Glocal transit halls, Virtual presence, Digital matters, A growing market for the Creative Industry Degree of artificiality Historic era (logarithmic scale) The Ironic trope - the big challenge for the creative industry!
  • 13. The 3rd industrial epoch 1800 1850 1900 1950 2000 2050 Year Growth Now 1st 2nd 3rd Zone of conflicts
  • 14.
  • 15.
  • 16. LearnActs - the minimal learning experience Industrial standards for interoperability among learning systems: Towards “Learning-as-a-Service”
  • 17.
  • 18.
  • 19. The Experimentarium – an example Collaborative learning of LearnAct design
  • 20. The Conversity ® - a model for societal entrepreneurship
  • 21. The Conversity of Busyland - a city state for Busy Citizens to increase future readiness
  • 22. Act/ ReAct Do/ ReDo Frame/ ReFrame Consider/ ReConsider Mind/ ReMind  1 : Right/Wrong  2 : Good/Bad  3 : Should/Could  4 : Sense/NoSense Train Skills to Know How Gain Knowledge to Know What Adopt Attitude to Know Why Open Mind to Know Who Deep learning processes - a quadruple loop learning model to generate change
  • 23. Act/ ReAct Do/ ReDo Frame/ ReFrame Consider/ ReConsider Mind/ ReMind  1 : Right/ Wrong  2 : Good/ Bad  3 : Should/ Could  4 : Sense/ NoSense Mind-shift Epoch-shift Generation-shift Fashion-shift Feed forward loops - learning possible futures by creating them
  • 24. Global communities of practice: Collaborative learning : mass-collaborative virtual communities, professional associations, UN-actors, suppliers of infrastructures for a learning civilization Regional industrial clusters: Sustainable growth : Academic, Industrial, Governmental and other partners involved in Triple-Helix alliances that fit Genre-de-Vie Local community: Place management : Households, SME-s, Local civic associations with a shared common interest to add value to a specific place. Degree of context dependency Degree of tangible and controlled artifacts Matters of relevance for the Glocal citizen: Daily life: Observations at grass root level, local Believe-it-or-Not stories, theory and facts, theatre and fiction Busyland: Future concern : Citizens engaged in the co-creation of their future daily life by global and local collaboration in blended virtual and physical places Towards a lifelong learning civilization