Entrepreneurial universities a European guiding framework

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1 Entrepreneurial universities a European guiding framework Universidad de Cantabria 28 th February 2013 Presentation from Technopolis Rebecca Allinson

2 The end result of the guiding framework Leadership and Governance 10 Measuring the impact of the Entrepreneurial University The Entrepreneurial University as an internationalised institution Organisational Capacity, People and Incentives Entrepreneurship development in teaching and learning University business/external relationships for knowledge exchange Pathways for entrepreneurs Web-access: entrepreneurialuniversities.eu 2

3 Overview of the presentation Introduction/Background to the study Method taken introduction of the expert panel Methodological issues: What is an entrepreneurial university? Benchmarking or self reflection? Who is it for? How can something be devised that will work across 27 MSs? Presentation of the current version of the framework 3

4 University Business Forum The University Business Forum was set up in 2008 provide a platform for a structured dialogue between the stakeholders allow for exchange, discussion, sharing of good practice and mutual learning Annual forums as well as thematic forums Covering new skills, entrepreneurship, curriculum development, lifelong learning 4

5 The March 2011 UBF Workshop session on universities as the engines of innovation This workshop discussed how universities can become engines of innovation and building entrepreneurial universities? What are the main factors that enable a university to become more entrepreneurial, including the change of mindsets within the universities, business orientation, openness, risk-taking attitude and flexibility in responding to economic and social challenges? 5

6 Conclusions and recommendations from the workshop Entrepreneurial universities vary across countries but are highly embedded in business ecosystems. Important aspects to explore include leadership - entrepreneurial universities, strategy, long term relationships, academic motivation etc. Therefore it formulated the recommendation to have a closer look at underlying concepts and characteristics of an Entrepreneurial Universities and to come forward with a guiding framework that would be available to universities as a concrete tool for learning and inspiration. It should provide for a comprehensive and broad approach to "entrepreneurial universities" 6

7 From recommendation to action This recommendation was taken up by DG EAC who commissioned this piece of work to investigate and pilot the idea of a guiding framework It was envisaged the guiding framework would be made available as an online tool where institutions, faculties and departments can review and assess a number of different areas of their institution in light of the broader entrepreneurial agenda 7

8 Complexity of European landscape of HE key facts 4,000 undergraduate and postgraduate institutions Wide variety of institutional forms, governance and funding Almost 20 million students 4.5 million graduates (2009) In 2010, 26 % of the population in the EU-27 had had a higher education qualification EU 2020 target to raise this proportion to 40% EU 2020 target to raise R&D/innovation spend to 3% of GDP HE seen as central to EU innovation & global competitiveness Bologna Process promotes harmonisation/modernisation of EU 8

9 A wide range of issues to consider Philosophical idea of a university and what it means is changing the definition of a HEI? The squeeze on public funding Challenges are more focused on employability and the student Demand is therefore increasing for new skills for employability/entrepreneurship The challenges of internationalisation and globalisation New models of engagement with other stakeholders (as well as local and regional environments) Pressure of measuring impact Pressure on academic career structures/rewards and recognition 5 9

10 The expert panel Name Institutions/Affiliation Country Professor Bart Clarysse Imperial College London Business School Chair of Entrepreneurship BE/UK Dr Helmut Schonenberger UnternehmerTUM Centre for Innovation and Business Creation at TUM - CEO DE Dr David Urbano Universitat Autònoma de Barcelona Professor of Entrepreneurship Director of the Entrepreneurship Postgraduate (UAB) ES Professor Paul Hannon Director of Research and Education National Centre for Entrepreneurship in Education UK Professor Marek Kwiek University of Poznań Founder Center for Public Policy Studies UNESCO Chair in Institutional Research and Higher Education Policy PL Professor Magnus Klofsten University of Linköping Professor and founding director of the Centre for Innovation and Entrepreneurship (CIE) SE 10

11 Overview of the study steps Literature review Document existing definitions, concepts and framework Organisation and drafting for first framework First expert meeting Revised framework online Use framework OECD input Piloting with institutions Analysis/refinement framework Questionnaire/fee dback Second expert meeting / Validation Draft final framework Case material Final framework and launch 11

12 First set of key issues arising - Definitions of the entrepreneurial university A complex and challenging start to the work to help find aspects of an entrepreneurial university In the literature: Many different kinds of definitions of entrepreneurial universities many oriented around the third mission activities The literature spans a number of disciplines research, education, new public management, technology transfer, economics etc There are many existing models There are some very well designed concepts but still little evidence of their importance relative to each other The concepts are not formulated in a consistent manner, nor are they generally categorised 12

13 Definitions of an entrepreneurial university? There are recurring central factors: The centrality of the stakeholder Autonomy, steering core, funding system, culture Entrepreneurship education and incentive systems Relations with the regional / national environment Internationalisation Knowledge transfer activities Non consistent use of the words entrepreneurial, intrapreneurial, enterprising, entrepreneurship Many types of activities in a university which can be considered entrepreneurial but are not labelled as such 13

14 Examples of models and definitions Burton Clark model (2004) 5 point scale for its 20 concepts Five key enabling factors: strengthened steering core, expanded development periphery, diversified funding base, stimulated academic heartland, an integrated entrepreneurial culture EUEREK framework (FP6 project) European Universities for Entrepreneurship examine changing role of universities external and internal factors contributing to the change. Towards the entrepreneurial university - Gibb (2006) - three models fully integrated and embedded, the intermediate university led model, the external support model 14

15 Factors identified in the literature for exploration The organisation and governance The people The external environment and relationships Also the Framework Conditions and contextual issues State regulation on autonomy IPR Funding models National funding programmes Collected all these factors together for the first expert group meeting. 15

16 Assumptions built into the guiding framework This guiding framework is for European Institutions who are interested in becoming more entrepreneurial It does not set out to define the "entrepreneurial university" but rather to enable universities to assess themselves The tool provides a number of parameters not all of them are necessarily of interest to all universities The aim is to enable institutions to identify their own situation, and to identify potential areas for action taking into account their local and national environments The results of the tool are highly subjective - this is a self assessment exercise. It is therefore assessed by an individual or a group of individuals. Differing opinions can be interesting and explored as part of the process 16

17 Assumptions built into the guiding framework The guiding framework can be used as part of a wider process of reflection it is a tool, not a solution. The results derived from the use of the Guiding Framework belong to the university and are for their own personal/institutional use. The online version asks users to register and results are only available to the registered users. The users can access and use the online guiding framework as many times as a they want, either to provide a baseline against which future developments can be measured, or to allow several people to enter data for comparative purposes. 17

18 Sample for the pilot exercise Selection of pilot institutions: The scientific orientation of the HEI Quantitative indicators e.g. number of staff per student Models of education and geographic coverage The age of the university: old and new Research and / or teaching focused universities Ranking of the universities: mid range / top range Public / private universities Based on the sampling frame we selected 137 HEIs: 128 public and 9 private institutions HEIs included in the pilot cover all 27 EU MSs 18

19 Sample for the pilot exercise Type of institutions in the sample (total: 137) Mainly Technical Mainly Arts and Humanities Business Schools Highly specialised Schools Age of institutions in the sample (total: 137) Comprehensive Age range Number in range Before (28%) (20%) (40%) (12%) 19

20 Initial observations There is broad support for a guiding framework The expressions of parameters and statements cover most areas which are considered important for institutions It is difficult to score expressions which include both staff and student related activities Weighting would not be a useful addition to a subjective online tool It needed more than one staff member to fill out the guiding framework Self-assessment is the right approach for institutions using this guiding framework 20

21 EC/Expert group joined forces with the OECD LEED - move towards a common guiding framework OECD LEED working on university entrepreneurship support Skills for entrepreneurship project focusing on entrepreneurship education and start up support Looking at university practices in entrepreneurship Case study reviews in various participating countries Diagnostic report for the country Study missions in universities OECD developed a supporting framework for assessment purposes Similarities: Common content and statements Difference: Level of granularity; OECD tool is for comparison purposes (Universities can receive learning modules for areas with low scores) 21

22 University Entrepreneurship Support Conceptual framework 22

23 First pilot version 1. Leadership 2. Knowledge exchange and impact 3. Stakeholder engagement 4. Internationalisation 5. Entrepreneurial learning First draft final version INSTITUTIONAL CONTEXT 1. Strategy and governance 2. Resources and infrastructure 3. Recruitment, human resource development and incentives ENTREPRENEURIAL CHALLENGES AND OUTCOMES 4. Entrepreneurship teaching support 5. Graduate start-up support 6. University-business relations/external linkages for knowledge exchange 7. The entrepreneurial university as a dynamic, proactive organisation Final version 1. Leadership and Governance 2. Organisational Capacity, People and Incentives 3. Entrepreneurship development in teaching and learning 4. Pathways for entrepreneurs 5. University business/external relationships for knowledge exchange 6. The Entrepreneurial University as an internationalised institution 7. Measuring the impact of the Entrepreneurial University 23

24 1. Leadership and Governance This section of the Guiding Framework explores those factors which relate to the leadership and governance of a university. In order to develop an entrepreneurial culture in an institution, strong leadership and good governance are crucial. Many universities include the words "enterprise" and "entrepreneurship" in their mission statements but this needs to be more than a reference. This section highlights some of the important factors a university may consider in order to strengthen their entrepreneurial agenda. 24

25 1. Leadership and Governance 1. Entrepreneurship is a major part of the university strategy. 2. There is commitment at a high level to implementing the entrepreneurial strategy. 3. The university has a model for coordinating and integrating entrepreneurial activities at all levels across the university. 4. The faculties and units have autonomy to act. 5. The university is a driving force for entrepreneurship development in the wider regional, social and community environment. 25

26 2. Organisational Capacity, People and Incentives Universities can be constrained by their own organisational structures and approaches, making it more difficult to carry out the types of entrepreneurial activities which support their strategic objectives. This section highlights some of the key areas a university may look at if it wishes to minimise the organisational constraints to fulfilling its entrepreneurial agenda. This includes the financial strategy, attracting and retaining the right people and incentivising entrepreneurial behaviour in individuals. 26

27 2. Organisational Capacity, People and Incentives 1. The university s entrepreneurial objectives are supported by a wide variety of funding sources/investment, including investment by external stakeholders. 2. The university has a sustainable financial strategy in place to support entrepreneurial development. 3. There are mechanisms in place for breaking down traditional boundaries and fostering new relationships - bringing internal stakeholders together (staff and students) and building synergies between them. 4. The university is open to recruiting and engaging with individuals who have entrepreneurial attitudes, behaviours and experience. 5. The university invests in staff development to support its entrepreneurial agenda. 6. There are clear incentives and rewards for staff who actively support the university s entrepreneurial agenda. 7. The university gives status and recognition to other stakeholders who contribute to the university s entrepreneurial agenda. 27

28 3. Entrepreneurial development in teaching and learning Universities are expanding their entrepreneurship and entrepreneurial education offer to the institution as a whole, including all staff and students. This section of the framework highlights a number of areas in which entrepreneurial development can take place, reflecting the need for the organisational structure to support entrepreneurial development as well as provide the right tools to deliver education and training opportunities both internally and via the external environment. 28

29 3. Entrepreneurial development in teaching and learning 1. The university is structured in such a way that it stimulates and supports the development of entrepreneurial mindsets and skills. 2. Staff take an entrepreneurial approach to teaching in all departments, promoting diversity and innovation in teaching and learning. 3. Entrepreneurial behaviour is supported throughout the university experience; from creating awareness and stimulating ideas through to development and implementation. 4. The university validates entrepreneurship learning outcomes. 5. Collaborating and engaging with external stakeholders is a key component of teaching and learning development in an Entrepreneurial University. 6. Research results are integrated into entrepreneurship 29 education and training.

30 4. Pathways for entrepreneurs The decision to commit to entrepreneurship is not a single act but a process. For universities to be entrepreneurial they need to support the pathways taken by would-be entrepreneurs (staff and students) from ideas to market growth or into employment. This is not just a process internal to the university but one where a pluralistic approach in necessary providing access to internal and external opportunities and expertise. This section of the framework gives statements for universities who wish to support "intrapreneurs" in their career development or enterprising individuals on their pathway to becoming an entrepreneur. 30

31 4. Pathways for entrepreneurs 1. The university raises awareness of the value/importance of developing entrepreneurial abilities amongst staff and students. 2. The university actively encourages individuals to become entrepreneurial. 3. The university provides opportunities to experience entrepreneurship. 4. The university provides support for individuals and groups to move from entrepreneurial ideas to action. 5. Mentoring by academic and industry personnel is available. 6.The university facilitates access to private financing for its potential entrepreneurs 7. The university provides access to business incubation facilities. 31

32 5. University business/external relationships for knowledge exchange Active involvement of a range of stakeholders has been shown to be a contributing factor in successful Entrepreneurial Universities. Building and sustaining relationships with key partners and collaborators is essential in achieving the full potential of a university, in entrepreneurship, in research, teaching and in other third mission activities. There are several components to the external environment including relationships with the public sector, regions, businesses, alumni, professional bodies etc. The motivation for this commitment is to create value for the university and society. 32

33 5. University business/external relationships for knowledge exchange 1. The university is committed to collaboration and knowledge exchange with industry, society and the public sector. 2. The university demonstrates active involvement in partnerships and relationships with a wide range of stakeholders. 3. The university has strong links with incubators, science parks and other external initiatives, creating opportunities for dynamic knowledge exchange. 4. The university provides opportunities for staff and students to take part in entrepreneurial activities with business/the external environment. 5. The university specifically supports staff and student mobility between academia and the external environment. 6. The university links research, education and industry (wider community) activities together to affect the whole knowledge 33 ecosystem.

34 6. The Entrepreneurial University as an internationalised institution An international perspective at all levels has been identified as one of the characteristics of an Entrepreneurial University. As internationalisation is increasingly integrated into strategic processes, it becomes essential for universities to be able to make informed decisions on institutional direction, as well as assess and enhance performance according to different objectives over a wide range of international activities. It is not possible for a university to be entrepreneurial without being international but the university can be international without being entrepreneurial. This section of the Guiding Framework provides a number of statements which reflect the influence of the international environment on the entrepreneurial aspects of teaching, research, talent development, new opportunities and culture. 34

35 6. The Entrepreneurial University as an internationalised institution 1. Internationalisation is a key part of the university s entrepreneurial strategy. 2. The university explicitly supports the international mobility of its staff and students (including PhD students). 3. The university seeks and attracts international and entrepreneurial staff (including teaching, research and PhDs) 4. The university demonstrates internationalisation in its approach to teaching. 5. The university, its departments and faculties actively participate in international networks. 35

36 7. Measuring the impact of the Entrepreneurial University Underlying the drive to create a more entrepreneurial university is the need to understand the impact of the changes which are made. There are many different types of impact a university may seek ranging from the local to the global. The impacts affect internal stakeholders (students/graduates, staff) and also external stakeholders (local businesses, organisations and whole communities). Impact measurement in universities is underdeveloped. The majority of the measurements found in the literature relate to spin-offs, IP and research outcomes rather than graduate entrepreneurship, retaining talent, local economic development or the impacts of the broader entrepreneurial strategy. Therefore this section identifies the areas where a university might want to measure rather than what to measure. 36

37 7. Measuring the impact of the Entrepreneurial University 1. The university assesses the impact of its entrepreneurial strategy and the strategy is responsive to change. 2. The university assesses the level of engagement in entrepreneurial teaching and learning across the institution. 3. The university regularly assesses the impact of entrepreneurship teaching and learning. 4. The university carries out regular monitoring and evaluation of the universities knowledge exchange activities. 5. The university carries out regular monitoring and evaluation of the impact of start-up support. 37

38 Thank you For any more information contact Rebecca Allinson - Technopolis Web-access: entrepreneurialuniversities.eu technopolis group has offices in Amsterdam, Ankara, Brighton, Brussels, Frankfurt/Main, Paris, Stockholm, Tallinn and Vienna 38

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