Education Newsletter #7 An account of the Business Plan Strategy, -Process and -Content

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1 Copenhagen 18th August 2015 Education Newsletter #7 An account of the Business Plan Strategy, -Process and -Content Status The EIT Health Education Committee spent a very busy month of July to finalize the CAMPUS portfolio. Multiple TCs and a very productive face-to-face meeting in Amsterdam 20 th July 2015 allowed the Committee to unanimously decide and submit the strategic agenda text as well as the Annexes and KPI s on July 28 th This newsletter will provide insights into the process, strategic considerations and ultimately the content that has been submitted by the Education Committee and subsequently gone into the draft Business Plan 2016 (BP). The development of the CAMPUS portfolio has been carried out by the EIT Health Education Committee in conjunction with the IMT in the period between February and August 2015 under the Leadership of Interim Director Ulla Wewer supported by Kresten Dørup and Suresh Kumar all from the University of Copenhagen. Guiding principles behind the CAMPUS portfolio Education is intrinsically different from innovation projects. It involves long term planning, detailed crossborder coordination and small building blocks that will eventually turn into a fully developed portfolio. KIC education needs to be visionary, flexible and feasible at the same time. The Education Committee has been guided by: 1. The EIT Handbook for Education and it s requirements for robust I&E education, cross-border and sectorial mobility as well as learning by doing (generic quality criteria) 2. The KPIs stated in the InnoLife application which have constantly pushed for tangible deliveries already in 2016 (feasibility and impact). 3. The content agenda of EIT Health as described in the application, since this is what defines the unique characteristics of our KIC (content). With these aspects in mind, the Committee has worked to implement The STELLAR approach to meet the needs of Masters and PhD students, post-doctoral researchers, health professionals and executives to foster a vibrant entrepreneurial and innovative culture in Europe. The STELLAR approach is designed to deliver novel education to foster creativity and entrepreneurial spirit. STELLAR will span short and intensive courses, boot camps, workshops, MOOCs and blended modules, executive education, summer schools and eventually full MSc and PhD programmes. 1

2 SPARK EMBRACE LEAD LEAP AMPLIFY D SPARK: Short, intensive, activity based courses, summer schools and workshops that will add market understanding in health and ageing and I&E skills. TRANSFORM: Entrepreneurship Lab and Innovation Fellowships are intensive, activity based learning concepts using real healthcare problems to develop creative skills and competencies to craft marketable solutions. EMBRACE embeds business education in current and new MSc and PhD programmes by combining research and innovation in collaboration with industry. LEAD combines business schools with Europe s leading ageing centers to provide decision makers with knowledge of new trends in health and ageing. LEAP will use digital learning and MOOCs serving as a gateway for wider public engagement and outreach. AMPLIFY will establish alumni networks that match new innovators with successful entrepreneurs and new projects to amplify the impact. REWARD The InnoLife Prize for excellence of student driven projects. Figure 1. Graphic of the STELLAR approach applied across EIT Health Campus The Vision The vision is to make the EIT Health Campus a brand for excellence in education, which will support students, professionals, executives and citizens in the transformation of health and healthcare. It will build on the knowledge base of top European universities, global companies and public organizations to offer EIT Health-branded education to accelerate health innovation and entrepreneurship across Europe. Our educational programmes will address the key societal challenges of EIT Health promoting healthy living, supporting active ageing and improving healthcare and establish a cadre of change agents with the necessary knowledge, skills and connections to lead radical transformation. Within EIT Health, The CAMPUS will take an integrating role across all EIT Health areas (Business creation and Innovation Projects). The process towards the CAMPUS portfolio To achieve results within a very short time span, the Education Committee decided on a funneling process, which relied on collaboration and leadership instead of competition. This process was communicated widely already in February and take into consideration the experience of existing KICs. CAMPUS Development Process Step-by-step 1 Establishing the EIT Health Education Committee In February the EIT Health Education Committee was established with equal representation from all CLCs and InnoStars. The CLC appointed representatives in the Committee had a mandate to liaise with the interim director and the secretariat to draft the portfolio. The Committee has remained the core group ever since with monthly physical meetings and regular TC s. The Committee has been led by the Interim Director. 2 Casting a wide net the Expressions of interest (EOI) EIT Health has an amazing circle of partners. To engage the partners and to learn more about the strong programs available the Education Committee performed an exercise in which all partners were encouraged to submit an expression of interest relating to specific parts of the STELLAR approach. More than 250 EOIs were collected and sorted. 3 Mapping, Mixing and Connecting Under the auspices of 4 dedicated segment leaders, a number of workshops were conducted, in which 2

3 interested partners were invited to further scope and develop the ideas put forward in the EOIs. 1. Segment: Academic Education 2. Segment: Executive and professional education and training 3. Segment: Flagship programmes (Fellowship programs and Entrepreneurship Lab) 4. MOOCs and digital learning Workshop attendance was strong and valuable connections were established. 4 Drafting the blueprint By late June 2015 the Committee had developed draft blueprints of the portfolio. To benefit from further inputs from partners, all blueprints were sent in a broad hearing in all CLCs and InnoStars during the first two weeks of July. 5 Striking the right balance When designing the final portfolio, it became evident that a number of further strategic choices had to be made to secure the overall balance. Most notably: The balance between the development of entirely new and innovative programmes, integration of innovative elements in already existing programmes and scaling of successful programmes to new CLCs and new audiences. Development of novel learning modules with potential to deliver KPIs within a reasonable timeframe Reimbursement proportional to the expected new modules and programs Integration of existing educational modules to be adapted and incorporated to EIT Health Reimbursement proportional to the expected output (KPI) and added value to learners Scaling of fully functional learning modules with a known impact on the KPIs Reimbursement-per-deliveredstudent The balance between defined programs that are able to kick off soon, open programmes that will be assigned by a later call process and programmes that is outlined but will rely on a future development process. 3

4 Defined Programmes ready to deliver KPI's in 2016 Partners and budget are mentioned in the BP Open Defined in scope and budget Open for more/new partners Open calls will be made to find partners Outlined Develpment or scaling processes have been outlined Some budget has been allocated Partners not defined in the BP 6 Deciding the portfolio Taking into consideration the guiding principles and the balance aspects described above, the Education Committee took a unanimous decision to submit to the IMT the strategic document as well as the annexes now included in the draft business plan. If adopted by the IMT and ultimately the SB in September, the portfolio will create a firm basis for EIT Health to begin the delivery of high quality educational features to European students as well as a step by step process to develop unique multiple CLC/InnoStars-offerings. It is highly important to stress, that the program is made as inclusive as possible, meaning that many new partners will have ample opportunity join one or more activities as the CAMPUS unfolds in the years to come. Table 1. Step by step-process and selection of the CAMPUS portfolio 2016 Main components of the CAMPUS portfolio To accelerate innovation in Europe a wide range of people with diverse (professional) backgrounds have to be educated on translating the mission of healthy living and active ageing into new services and products. Immersion in entrepreneurship is about inspiring talented individuals, adapting the mind-set, acquiring skills and knowledge to generate creative ideas, and taking the initiative to turn ideas into actions. To this end, we are establishing EIT Health Campus, a virtual marketplace where learners can find and access a wide range of educational activities combining technical knowhow and best pedagogic practices. The Campus will inspire, educate, train and impart necessary skills and knowledge through a wide range of educational offers from short, online quizzes directed at citizens through to full EIT-accredited Masters and PhD programmes for graduate students. Our strategic aim is to provide a portfolio of educational offers for this wide range of learners, an ambitious goal that will not be achieved overnight. In the short term (2016 and 2017) we will deliver the key additional elements to enabling relevant graduate programmes in our top universities to offer EIT labelled options producing entrepreneurial graduates from 2016 onwards (establishing our Graduate School). We will introduce novel executive and professional education to address the societal challenges (our Executive School), we will launch our flagship innovation fellowships and network of entrepreneurship labs, and invest in MOOCs and digital learning. 4

5 In the medium term ( ) we will launch a number of new collaborative EIT Health graduate and professional programmes that have been co-designed with universities, companies, public partners, students and citizens. In the long term ( ) we will have a balanced offer of sustainable educational activities available to meet the needs of all stakeholders. The whole package, implemented at scale, would deliver an entrepreneurial workforce and population able to transform health and healthcare across Europe. Campus feeds potential ideas to accelerator through its summer schools, various case competitions as well as the Innovation Fellowships. In addition, Entrepreneurship Labs will work with projects to explore the business potential and market feasibility of the outputs as products or services through existing channels or as new spinoffs/startups. For information on any specific courses and activities as well as the activity specific budget, we refer to the CAMPUS segment-text from the business plan and to the draft BP in its entirety. The Campus business model While developing and implementing the portfolio, EIT Health Campus will support EIT Health Projects with appropriate educational elements, and integrate with the EIT Health Accelerator. All EIT Health Projects will include some form of educational activity that will be supported by the Campus. By offering a carefully selected number of complementary learning-by doing modules (or nuggets according to the terminology of the EIT Education Panel), the marketplace for learning offers an attractive spectrum of innovative and content driven entrepreneurial education both with or without ECTS. The malleability of the separate learning modules/ nuggets allows cross organizational collaboration and stimulates international and cross KIC mobility with an emphasis on access and outreach. As such, EIT Health Campus provides an alternative for specialized but fragmented and often mutually exclusive traditional offerings. To keep relevance for a wide array of students and professionals, and to allow flexibility, the marketplace will be agile and constantly update its portfolio according to demands and innovation of the field. A portfolio of learning modules/ nuggets will be attractive and accessible to learners who wish to plan their own education trajectory, building up credits which may lead to an EIT Health certified diploma, or for others to become part of an EIT Health labelled degree. EIT Health Education will use accreditation to guarantee the highest quality learning-environment, i.e. install a process in which certification of an institutional offering or a personal competency is presented. CAMPUS will have the credentials to certify these institutions and individuals against established standards. These standards are based on both generic EIT labels and specific content EIT Health criteria. The accreditation process will be transparent, and swift. At the core of EIT Health Education financial scheme lays the concept of paying for results. The KAVA money will be spent for investments and to reimburse partners for what they have contributed to tangible results as well as the KPIs; that is CAMPUS and ACCELERATOR KPIs, as well as the positive contribution of students in innovation projects. The core concept is that investors of learning modules benefit if, and only if, EIT Health benefits. The investments and reimbursements can fall in three categories as illustrated in figure 2. Development of novel learning modules with the potential to deliver KPIs within a reasonable timeframe. The development costs can be reimbursed proportional to the expected output measured in numbers, and added value to learners. Integration of existing educational programs to be adapted and incorporated within the EIT 5

6 Health framework. The costs for the additional elements can be reimbursed proportional to the expected output of numbers of, and added value to learners. Scaling of fully functional learning modules with a known impact on the KPIs. Reimbursement is given in a pay per-delivered-kpi scheme. Any given learning module can follow a trajectory from Development to Scaling, from Integration to Scaling or start directly from Scaling. Over time the investments of CAMPUS in Development and Integration versus reimbursement for scaling will be optimized according to the number and quality of the learning modules. The optimum depends on the needs for type and volume of institutional offerings on the one hand, and the projected number of specific learners on the other. In this way opportunities for new learning modules can be created whereas proven effective learning modules can be further scaled up. We believe this model will benefit the overall sustainability of the CAMPUS. Figure 2. Graphic of the three types of activities eligible for KAVA reimbursement (in blue) as well as the portfolio of certified learning modules /nuggets that together constitute the CAMPUS offerings. EIT Health Campus provides a framework for the delivery of novel learning modules/nuggets from across our partnership, implementing an accreditation process to ensure quality, and a financial model to ensure sustainability. The virtual nature of the marketplace precludes that geography, time, organizational background or institutional embedding are actual constraints. On the contrary, diversity between full and associate partners of all CLCs and InnoStars will be an asset. Delivery and KPIs The delivered KPIs will amount to the number in table 2 below. The numbers are for the most parts slightly below the figures mentioned in the application. This is mainly due to the budget cut which has reduced the KAVA funding allocated for the CAMPUS to roughly 6 million Euros. That being said, the Education Committee still believes, that the scope and speed of the CAMPUS implementation will have a considerable impact on the EIT Health results in

7 Table 2. Education KPI s delivered in 2016 by the CAMPUS with contributions from the ACCELERATOR KPIs Seg 1 Seg 2 Seg 3 Seg 4 Accelerator (Launchlab) ACA EXEC FLAG MOOC Numbers delivered by KIC in 2016 Number of new graduates (trained) Number of professionals and executives trained Number of applications for Campus Activities in Number of exchanges realized between industry / public sector Ulla Wewer, Interim Director of Education and academia On behalf of the EIT Health Education Number of (geographic) exchanges students or academia-industry Number of enrolments and completions open courses (MOOCs) Campus contribution to Business Creation through IDEAS / Next steps At this point in time the CAMPUS will shift gears from pure development to a much stronger focus on implementation.cross boarder education means tedious planning, coordination and reporting which is why successful implementation of the CAMPUS plans asks for a strong organization. The backbone will be an excellent Education Director with a skilled team and dedicated people at the CLCs/InnoStars. In the Business Plan, some funds have been set aside for this organization (mainly related to activities), but both at the KIC LE level and at the CLCs vigilance is needed to keep momentum and to be able to deliver by January 1 st The Education Committee has begun to source commitment from CLCs to take upon them a coordinating role in the implementation of the CAMPUS segments at least until a new Education Director have had time to design the organization. The goal is to have this puzzle completed before the Business Plan is submitted to the Supervisory Board. The EIT Health Education Committee has tentatively planned a meeting on October 5 th 2015 to discuss implementation and hopefully to welcome the new Education Director. However, the Interim Education Committee and the Interim Director is not explicitly mandated to fully undertake CAMPUS implementation, and a permanent setup is a priority. Best regards Ulla Wewer / On behalf of the EIT Health Education Committee 7