Potential of professional network communities in project-based learning

This article explores the characteristics and potential of networked professional communities as a specific and increasingly influential actor in university-based project activity. These communities are seen as key contributors to the development of students’ project and entrepreneurial competencies and as unique agents in the construction of a “space of consensus†— a prerequisite for innovation in educational and cross-sector ecosystems. The conceptual framework of the study is grounded in the Triple Helix and Quadruple Helix models, as well as in the theoretical approaches to professional communities and consensus-building environments. The empirical base comprises a qualitative analysis of nine case studies illustrating various formats of collaboration between Russian universities and professional network communities. The cases were selected using criteria aligned with the Quadruple Helix logic and indicators of community agency. The study demonstrates that the central value of network communities lies in their ability to act as mediators between universities and external innovation ecosystems. They foster knowledge exchange by connecting professionals from diverse industries and functional roles, facilitate rapid and informal access to expert and mentoring support, and provide alternative channels for involving students in real-world project and entrepreneurial practices. Based on the case analysis, three models of university–community collaboration are identified:A university-based model, where the space of consensus is built upon previously accumulated trust;A network-integrated model, where the university becomes part of an externally governed structure, formalizing consensus and reducing reliance on trust;3. A supportive model, in which the university assists its own project teams and communities in engaging with professional networks while gradually building trust capital. The findings suggest that structural differences between universities and network communities often create interaction barriers, but these can be addressed through the intentional transformation of communicative, organizational, infrastructural, and value-context dimensions of cooperation. The study’s originality lies in the conceptualization of networked professional communities as a unique subject and strategic resource in project-based learning. The authors propose a set of institutional measures to support the formation of consensus spaces within university-centered innovation ecosystems. These include the development of digital networking platforms, support for structurally and value-aligned student project teams and communities, and mechanisms to enhance communication and trust-building. This article is intended for researchers of educational innovation, university administrators, program designers in technological entrepreneurship, and representatives of professional communities.