References
- Annoni, P.–Dijkstra, L. (2019). The EU Regional Competitiveness Index 2019. Luxembourg: EC. https://doi.org/10.27776/046835.
- Balázs, L.–Rajcsányi-Molnár, M.–András, I.–Sitku, K. (2021). Social Responsibility and Community Engagement at a Hungarian Regional University. The Journal of Higher Education Theory and Practice 21(1): 53–62.
- Baranyai, N. (2016). Social and Economic Transition in Dunaújváros and its Region. In: Szirmai, V (ed.), “Artificial Towns” in the 21st Century: Social Polarization in the New Town Regions of East-Central Europe. Budapest: Hungarian Academy of Sciences, 165–196.
- Benneworth, P.–Ćulum, B.–Farnell, T.–Kaiser, F.–Seeber, M.–Šćukanec, N.–Vossensteyn, H.–Westerheijden, D. (2018). Mapping and Critical Synthesis of Current State-of-the-Art on Community Engagement in Higher Education. Zagreb: Institute for the Development of Education.
- Bowen, F.–Newenham-Kahindi, A.–Herremans, I. (2010). When Suits Meets Roots: The Antecedents and Consequences of Community Engagement Strategy. Journal of Business Ethics 95(2): 297–318.
- Carayannis, E. G.–Campbell, D. F. J. (2012). Mode 3 Knowledge Production in Quadruple Helix Innovation Systems: Twenty-First-Century Democracy, Innovation and Entrepreneurship for Development. New York: Springer Verlag. https://doi.org/10.1007/978-1-4614-2062-0.
- Carayannis, E. G.–Grigoroudis, E.–Campbell, D. F. J.–Meissner, D.–Stamati, D. (2018). The Ecosystem as Helix: An Exploratory Theory-Building Study of Regional Co-opetitive Entrepreneurial Ecosystems as Quadruple/Quintuple Helix Innovation Models. R&D Management 48(1): 148–162. https://doi.org/10.1111/radm.12300.
- Clark, B. R. (1998). Creating Entrepreneurial Universities: Organization Pathways of Transformation. Bingley: Emerald.
- Compagnucci, L.–Spigarelli, F. (2020). The Third Mission of the University: A Systematic Literature Review on Potentials and Constraints. Technological Forecasting and Social Change 48(12). https://doi.org/10.1016/j.techfore.2020.120284.
- Dunaújváros (2014). Dunaújváros Integrált Városfejlesztési Stratégiája. <https://dunaujvaros.hu/integralt_varosfejlesztesi_strategia> [Accessed on: 26 March 2022].
- Dunaújvárosi Egyetem (2022). A Dunaújvárosi Egyetem Intézményfejlesztési Terve: 2021–2026. <https://www.uniduna.hu/ervenyes-szabalyzatok-due/intezmenyfejlesztesi-terv/765-a-duna%C3%BAjv%C3%A1rosi-egyetem-int%C3%A9zm%C3%A9nyfejleszt%C3%A9si-terve-2021-2026/file> [Accessed on: 26 March 2022].
- Duque, L. C. (2014). A Framework for Analysing Higher Education Performance: Students’ Satisfaction, Perceived Learning Outcomes, and Dropout Intentions. Total Quality Management 25(1): 1–21.
- Etzkowitz, H.–Leydesdorff, L. (1998). A Triple Helix of University—Industry— Government Relations: Introduction. Industry and Higher Education 12(4): 197–201. https://doi.org/10.1177/095042229801200402.
- European Commission. (2016). Europe for Citizens Programme: I was Citizen of Stalin Town. <https://ec.europa.eu/programmes/europe-for-citizens/projects/efc-project-details-page/?nodeRef=workspace://SpacesStore/edce64c6-8d73-455e-93b6-71334433b45b> [Accessed at 26 March 2022].
- European Commission, Directorate-General for Internal Market, Industry, Entrepreneurship and SMEs. (2021). Regional Innovation Scoreboard 2021, Luxembourg: Publications Office. https://data.europa.eu/doi/10.2873/674111.
- Farnell, T. (2020). Community Engagement in Higher Education: Trends, Practices and Policies. NESET Report. Luxembourg: Publications Office. https://doi.org/10.2766/071482.
- Farnell, T.–Benneworth, P.–Ćulum Ilić, B.–Seeber, M.–Šćukanec Schmidt, N. (2020). TEFCE Toolbox: An Institutional Self-Reference Framework for Community Engagement in Higher Education. Zagreb: Institute for the Development of Education, 77.
- Farnell, T.–Šćukanec, N. (2018). Mapping Existing Tools for Assessing Community Engagement in Higher Education. In: Benneworth, P.–Ćulum, B.–Farnell, T.– Kaiser, F.–Seeber, M.–Šćukanec, N.–Vossensteyn, H.–Westerheijden, D., Mapping and Critical Synthesis of Current State-of-the-Art on Community Engagement in Higher Education. Zagreb: Institute for the Development of Education, 101–136.
- Frondizi, R.–Fantauzzi, C.–Colasanti, N.–Fiorani, G. (2019). The Evaluation of Universities’ Third Mission and Intellectual Capital: Theoretical Analysis and Application to Italy. Sustainability 11(3455): 1–23. https://doi.org/10.3390/su11123455.
- Gál, Z. (2013). The Regional Engagement of Mid-Range Universities in Central & Eastern Europe: Sustainable University Strategies in the Era of Post-mass Education. In: Tarrósy, I.–Milford, S. (eds.), Challenges for the European Union in the Next Decade: A View from the Danube Region. Pécs: Publikon Books, 131–151.
- Gál, Z. (2016). Egyetem és város. Educatio 25(2): 220–233.
- Gál, Z.–Páger, B. (2017). The Changing Role of Universities and the Innovation Performance of Regions in Central and Eastern Europe. In: Lux, G.–Horváth, Gy. (eds.), The Routledge Handbook to Regional Development in Central and Eastern Europe. New York (NY), USA, London, UK: Routledge, 225–239.
- Gál, Z.–Ptáček, P. (2019). The Role of Mid-Range Universities in Knowledge Transfer and Regional Development: The Case of Five Central European Regions. In: Varga, A.–Erdős, K. (eds.), Handbook of Universities and Regional Development. Cheltenham, UK: Edward Elgar Publishing, 279–300.
- Goddard, J. (2018). The Civic University and the City. In: Heffernan, M.–Suarsana, L.–Meusburger, P. (eds.), Geographies of the University: Knowledge and Space 12. Cham: Springer, 355–375. https://www.doi.org/10.1007/978-3-319-75593-9_1.
- Goldstein, H.–Radinger-Peer, V.–Sedlacek, S. (2019). The Pathways and Challenges of University Engagement: Comparative Case Studies. In: Varga, A.–Erdős, K. (eds.), Handbook of Universities and Regional Development. Cheltenham, UK: Edward Elgar Publishing, 251–278.
- Hrubos, I. (2013). A felsőoktatási intézmények misszióinak átalakulása, bővülése. In: Hrubos, I.–Luda, Sz.–Török, I. (eds.), Intézményi menedzsment a felsőoktatásban 3. Budapest: Budapesti Corvinus Egyetem, 34–44.
- Jongbloed, B.–Enders, J.–Salerno, C. (2008). Higher Education and Its Communities: Interconnections, Interdependencies and a Research Agenda. Higher Education 56(3): 303–324.
- Kempton, L. (2019). Wishful Thinking? Towards a More Realistic Role for Universities in Regional Innovation Policy. European Planning Studies 27(11): 2248–2265. https://doi.org/10.1080/09654313.2019.1628183.
- Király, G.–Dén-Nagy, I.–Géring, Zs.–Nagy, B. (2014). Kevert módszertani megközelítések. Elméleti és módszertani alapok. Kultúra és Közösség 5(2): 95–104.
- Kováts, G.–Temesi, J. (eds.). (2018). A magyar felsőoktatás egy évtizede 2008–2017. NFKK Kötetek 2. Budapest: Budapesti Covinus Egyetem Nemzetközi Felsőoktatási Kutatások Központja, 25–38.
- Kozma, T. (2012). Oktatáspolitika. Elektronikus jegyzet. <https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxva3RhdGFzcG9saXRpa2F8Z3g6NGJlODU2NTNiMGE4M2Q1Nw> [Accessed on: 26 March 2022]. (2017). Reziliens Közösségek−Reziliens Társadalom? Educatio 26(4): 517–527. (2019). A Társadalmi Innováció Értelmezései. Kultúra és Közösség 10(1): 5–11. https://www.doi.org/10.35402/kek.2019.1.1.
- Kozma, T. et al. (2015). Tanuló régiók Magyarországon: az elmélettől a valóságig. Debrecen: CHERD.
- Kozma, T.–Márkus, E. (eds.). (2019). Learning Communities and Social Innovations. Debrecen: CHERD.
- Kwiek, M. (2012). Universities, Regional Development and Economic Competitiveness: The Polish Case. In: Pinheiro, R.–Benneworth, P.–Jones, G. A. (eds.), Universities and Regional Development: A Critical Assessment of Tensions and Contradictions. Abingdon–New York: Routledge, 69–86.
- Leydesdorff, L. (2013). The Triple Helix of University–Industry–Government Relations. In: Carayannis, E. G.–Campbell, D. F. J. (eds.), Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship. New York, NY: Springer, 1844–1851. https://doi.org/10.1007/978-1-4614-3858-8.
- Maassen, P.–Andreadakis, Z.–Gulbrandsen, M.–Stensaker, B. (2019). The Place of Universities in Society. Hamburg: Körber Stiftung.
- Polónyi, I. (2008). Oktatás, Oktatáspolitika, Oktatásgazdaságtan. Budapest: Új Mandátum Könyvkiadó. <https://www.academia.edu/9989063/Pol%C3%B3nyi_I_Oktat%C3%A1s_oktat%C3%A1spolitika_oktat%C3%A1sgazdas%C3%A1g?auto=download> [Accessed on: 26 March 2022].
- Pukánszky, B.–Németh, A. (1996). Neveléstörténet. Budapest: Nemzeti Tankönyvkiadó Zrt. Retrieved on: 8 January 2020, from: <https://mek.oszk.hu/01800/01893/html/12.htm>.
- Pusztai, G.–Hatos, A.–Ceglédi, T. (eds.). (2012). Third Mission of Higher Education in a Cross-Border Region. Debrecen: CHERD.
- Reichert, S. (2019). EUA Study: The Role of Universities in Regional Innovation Ecosystems. Brussels: EUA.
- Reisinger, A.–Dános, Zs. (2015). Egyetemi felelősségvállalás három magyar egyetem esetében. Tér–Gazdaság–Ember: a Széchenyi István Egyetem Kautz Gyula Gazdaságtudományi Karának tudományos folyóirata 1(3): 117–133.
- Sitku, K. (2019a). Society 5.0 and the Third Mission of the University of Dunaújváros: Experiences and Challenges. In: András, I.–Rajcsányi-Molnár, M. (eds.), East-West Cohesion III: Strategical Study Volumes. Szabadka: Cikos Group, 263–275.
- Sitku, K. (2019b). Vidéki egyetemek harmadik missziós tevékenysége: a társadalmi tudás megosztáshatásai. Iskolakultúra 29(8): 17–35. https://doi.org/10.14232/ISKKULT.2019.8.17.
- Sitku, K. (2020). Students in University Third Mission: Unexploited Possibilities for Student Satisfaction and Retention? In: András, I.–Rajcsányi-Molnár, M. (eds.), East-West Cohesion IV: Strategical Study Volumes. Szabadka: Cikos Group, 118–128.
- Sitku, K. (2021a). City and University for Local Social Sustainability. In: Fodorné, dr. Tóth, K. (ed.), Tanulás–tudás–innováció a felsőoktatásban – reflektorfényben az innováció. Pécs: MELLearN, 235–249.
- Sitku, K. (2021b). Service Learning: University Practice from a New Perspective. In: Kozma, T.–Márkus, E.–Boros, J. (eds.), Community Building and Social Innovation. Debrecen: CHERD, 47–64.
- Sitku, K. (2021c). Egyetemi harmadik misszió – társadalmi innováció – szolgálati tanulás. In: Juhász, E.–Kozma, T.–Tóth, P. (eds.), Társadalmi innováció és tanulás a digitális korban. Budapest: HERA, 417–428.
- Sitku, K. (2022). Egy tanuló közösséget formáló eszköz: a TEFCE Toolbox In: Kattein, R.–Pornói, J.–Mrázik, J.–Pogátsnik, M. (eds.), Tanuló társadalom: oktatáskutatás járvány idején. Budapest: HERA, 426–436.
- Sitku, K. (2023a [forthcoming]). Managing the Societal Dimension of University Functions: A Critical Analysis of Three Self-Assessment Tools for University Stakeholder Relations. In: Kanczné Nagy, K.−Kattein-Pornói, R. –Tóth, P. (eds.), Oktatás egy változó világban: kutatás, innováció, fejlesztés. Budapest: HERA.
- Sitku, K. (2023b [forthcoming]). UASiMAP Self-Assessment Report: University of Dunaújváros, Hungary. In: EURASHE UASiMAP (project-closing publication).
- Tijssen, R.–Edwards, J.–Jonkers, K. (2021). Regional Innovation Impact of Univer sities. Cheltenham–Northampton: Edward Elgar Publishing. https://doi.org/10.4337/9781839100536.
- Tödtling, F.–Trippl, M.–Desch, V. (2021). New Directions for RIS Studies and Policies in the Face of Grand Societal Challenges. GEIST – Geography of Innovation and Sustainability Transitions 2021(1): 1–19.
- Transylvania University of Braşov (2021). Annual Report 2021. <https://www.unitbv.ro/documente/about/Raport_2021_ENg.pdf> [Accessed on: 26 October 2022].
- Trencher, G.–Yarime, M.–McKormick, K. B.–Doll, C. N. H.–Kraines, S. B. (2014). Beyond the Third Mission: Exploring the Emerging University Function of Co-creation for Sustainability. Science and Public Policy 41(2): 151–179.