HIPPO STUDY DG Education And Culture Study On The Cooperation Between HEIs And Public And Private Organisations In Europe. Valorisatie 9/26/2013

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1 Valorisatie Hoe goed doen we het in Nederland en doet het HBO het anders dan universiteiten? Peter van der Sijde Todd Davey HIPPO STUDY DG Education And Culture Study On The Cooperation Between HEIs And Public And Private Organisations In Europe De Europese Studie 1

2 Valorisatie(1) Wat is valorisatie (1)? Valorisatie(2) Wat is valorisatie (2)? Kennis omzetten in (economische en sociale) waarde voor jezelf, de markt waarop je opereert en de samenleving waar je deel van uit maakt 2

3 Knowledge circulation UBC ECOSYSTEM MODEL 1 Indirect outcomes Economic development Contribution to society generally 2 Direct outcomes Outcomes Contribution to students, academics, HEIs and business 3 University- Business Cooperation types Collaboration in R&D Academic mobility Student mobility Commercialisation of R&D results Curriculum development & delivery Lifelong learning Entrepreneurship Governance 4 Influencing factors Benefits Drivers & Barriers Situational Factors 5 Supporting mechanisms Strategies Structures & approaches Activities Framework Conditions 6 Key stakeholders Mngt. HEIs KTPs ACAD Business Government EU Nat. Local 3

4 Knowledge circulation > Micro Meso Macro Profiting from knowledge circulation: the gains from university industry interaction P.C. van der Sijde(2012) Valorisatie Waar gaat het in alle discussies om? of en hoe we het doen 4

5 Stellingen 1. Universiteiten doen het beter dan HBOs 2.Het Nederlandse HBOs valoriseert beter dan Nederlandse universiteiten 3. Valorisatie doen we om er als instelling voor hoger onderwijs beter van te worden Valorisatiestrategieen(1) De valorisatiestrategieen (samenwerking universiteit bedrijf) Universiteit& HBO 5

6 Valorisatiestrategieen(2) Disseminatie van kennisen popularisering van wetenschap Facility and data sharing kenniscirculatie lectoren Valorisatiestrategieen(3) Lifelonglearning; curriculumontwikkeling en uitvoering 6

7 TOTAAL UBC: EUROPA HEIs ACAD collaboration in research and development 5,0 6,4 mobility of students 4,3 6,3 lifelong learning 5,8 curriculum development and delivery 3,8 5,8 entrepreneurship 3,3 5,7 HEI representatives commercialisation of research and development results (knowledge transfer) 5,4 Academics governance 2,9 5,2 mobility of academics 2,9 4,7 n=5732 Scale: 1-4 = low ; >4-7 = medium ; >7-10 = high Types ofubc v Uni type (EU) ACAD Collaboration In R&D Mobility of Students Commercialisation of R&D Results (Knowledge Transfer) Curriculum Development and Delivery Lifelong Learning Entrepreneurship Governance! Technical Universities outperformed universities in each type of UBC UASs outperformed universities in most types of UBC Technical university (Polytechnic) University of applied sciences University Mobility of Academics n=2136 None Low Medium High 7

8 TOTAAL UBC: EUROPA (factored groups) TOTAAL UBC: EUROPA (factored groups) NL HEIs collaboration in R&D 6,0 7,1 commercialisation of R&D results mobility of students entrepreneurship 4,9 6,4 6,4 6,1 6,2 5,7 lifelong learning 5,7 5,2 governance 4,4 5,5 mobility of academics curriculum development and delivery 5,4 5,2 5,6 Universiteiten HBO Verschil tussen management & staf! 8

9 TOTAAL UBC: EUROPA (factored groups) NL ACAD collaboration in R&D mobility of students commercialisation of R&D results lifelong learning curriculum development and delivery entrepreneurship mobility of academics governance 3,3 3,5 2,9 2,9 2,8 3,2 4,1 4,2 3,9 3,7 4,1 4,9 5,4 5,0 Universiteiten HBO TOTAAL UBC: EUROPA (factored groups) HEIs ACAD collaboration in R&D commercialisation of R&D results mobility of students entrepreneurship lifelong learning governance mobility of academics curriculum development and delivery 5,5 4,4 4,9 7,1 6,0 6,4 6,1 6,2 5,7 5,7 5,2 5,4 5,2 5,6 6,4 Univer HBO collaboration in R&D mobility of students commercialisation of R&D results lifelong learning curriculum development and delivery entrepreneurship mobility of academics governance 3,3 3,5 2,9 2,9 3,7 4,1 2,8 3,2 4,1 5,0 4,2 3,9 4,9 5,4 Univ HBO Verschil tussen management & staf! 9

10 DRIVERS Drivers of University- Business cooperation 19 Drivers ofubc NL 10

11 Drivers (factored groups) Relationship drivers Existence of mutual trust, Existence of mutual commitment, Having a shared goal, Understanding of common interest by different stakeholders (e.g. universities; business; individuals; students), Prior relation with the business partner, Cooperation as effective means to address societal challenges and issues. Netherlands ACAD HBO 6.7 Uni 6.4 HEI HBO 6.6 Uni 7.4 Europe ACAD HBO 6.9 Uni 6.6 HEI HBO 6.9 Uni 6.9 Business drivers Employment by business of HEI staff and students, Interest of business in accessing scientific knowledge, Possibility to access funding / financial resources for working with business, Short geographical distance of the HEI from the business partner Flexibility of business partner, Access to business-sector research and development facilities Commercial orientation of the HEI. Netherlands ACAD HBO 5.6 Uni 5.6 HEI HBO 5.8 Uni 6.2 Europe ACAD HBO 5.6 Uni 5.8 HEI HBO 5.9 Uni 6.1 DRIVERS: Nederland v Europe Relartionships drive UBC in NL from the academic AND HEI perspective Nederland Europa Most important drivers for Dutch academics 1. Existence of mutual trust (7.3) 2. Prior relation with the business partner (6.9) 3. Having a shared goal (6.7) Most important drivers for European academics 1. Existence of mutual trust (7.4) 2. Having a shared goal (7.0) 3. Existence of mutual commitment (7.0) Most important drivers for Dutch HEIs 1. Existence of mutual trust (7.3) 2. Having a shared goal (7.3) 3. Understanding of common interest by different stakeholders (7.1) Most important drivers for European HEIs 1. Existence of mutual trust (7.5) 2. Existence of mutual commitment (7.1) 3. Having a shared goal (7.1) 11

12 BARRIERS Barriers to University- Business cooperation 23 BARRIERES NL v EU Usability of results Netherlands Europe The focus on producing practical results by business, The need for business to have confidentiality of research results, Business fear that their knowledge will be disclosed. Funding barriers Lack of external funding for University-Business cooperation, Lack of financial resources of the business, Lack of HEI funding for UBC, The current financial crises. Relational barriers! Business lack awareness of HEI research activities / offerings, The limited absorption capacity of SMEs to take on internships or projects, Differing time horizons between HEI and business, Differing motivation / values between HEI and business, Universities lack awareness of opportunities arising from UB-cooperation, Bureaucracy within or external to the HEI, Limited ability of business to absorb research findings, Differing mode of communication and language between HEI and business, A lack of contact people with scientific knowledge within business, Difficulty in finding the appropriate collaboration partner, No appropriate initial contact person within either the HEI or business. ACAD HBO 5.4 Uni 5.9 HEI HBO 5.0 No significant differences for HBO v universities Uni 6.1 Netherlands ACAD HBO 6.1 Uni 6.3 HEI HBO 6.4 Uni 7.0 Netherlands ACAD HBO 5.5 Uni 6.0 HEI HBO 5.7 Uni 6.2 ACAD HBO 5.8 Uni 6.2 HEI HBO 5.8 Uni 6.2 Europe ACAD HBO 6.4 Uni 6.6 HEI HBO 6.5 Uni 7.0 Europe ACAD HBO 6.0 Uni 6.5 HEI HBO 5.9 Uni

13 BARRIERS: Main barriers per segment Culture difference and bureaucracy biggest academic barriers Lack of funding is the primary barrier for HEIs Nederland Most important barriers for Dutch academics 1. Differing time horizons between university and business (6.6) 2. Bureaucracy within or external to the university (6.4) 3. Lack of financial resources of the business (6.4) Most important barriers for Dutch HEIs 1. Lack of external funding for UBC (7.2) 2. Differing time horizons between university and business (6.9) 3. Lack of financial resources of the business (6.8) Europa Most important barriers for European academics 1. Bureaucracy within or external to the HEI (7.3) 2. Lack of HEI funding for UBC (6.9) 3. Lack of external funding for UBC( 6.7) Most important barriers for European HEIs 1. Lack of HEI funding for UBC (7.0) 2. Lack of financial resources of the business (6.9) 3. Lack of external funding for UBC (6.9) STRATEGIES 26 13

14 STRATEGIE NL v EU ACAD HEIs Implementation and motivation strategies are well developed Documented strategies need more development in NL Documented (Paper) strategies A top-level management committed to University-Business cooperation, A documented mission / vision embracing University-Business cooperation, A strategy for University-Business cooperation, The internal promotion of UBC The external promotion of UBC Netherlands ACAD HBO 5.8 Uni 6.5 HEI HBO 6.6 Uni 6.9 Europe ACAD HBO 5.5 Uni 5.3 HEI HBO 6.8 Uni 6.8 Implementation and motivation strategies Netherlands Europe The dedication of resources (inc. funding) to support University-Business cooperation, The provision of incentives for academics to encourage University-Business cooperation, ACAD HEI HBO Uni HBO The inclusion of cooperation with business as part of the assessment of work performance for academics. Uni 5.7 ACAD HBO 4.2 Uni 3.9 HEI HBO 5.4 Uni 5.4 Perceived benefits EU Perceptions of high benefits & incentives are motivators of UBC 1 Students 2 Business 3 HEI 4 Academics Academics recognise benefits for different stakeholders however to a lower extent the personal benefits they receive from UBC. 1 Students 2 Business 3 HEI 4 Society HEIs rated the highest benefits for students, followed by business then the ability of UBC to contribute to the mission of the HEI in third place with the lowest benefits perceived for society. Finding: The higher the perceived personal benefits of UBC, the higher the extent of UBC carried out 28 14

15 SUMMARY OF FINDINGS 1. Valorisation requies a broader understanding of UBC 2. There are 10 types of UBC (more than just patents, licenses and spin-outs) 3. There are 3 stakeholder levels that benefit from UBC 4. UBC is not well developed in EU or NL 5. Culture difference, funding and bureaucracy (academics) biggest academic barriers 6. Relartionships drive UBC in NL from the academic AND HEI perspective 7. Documented strategies need more development in NL 8. Perceptions of high personal benefits & incentives are motivators of UBC CONTACT Peter van der Sijde Todd Davey 15

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