Making the Knowledge Triangle a Reality. Markku Markkula Aalto University & EU Committee of the Regions Brussels, DG EAC, 8 March 2012

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1 Making the Knowledge Triangle a Reality Markku Markkula Aalto University & EU Committee of the Regions Brussels, DG EAC, 8 March 2012

2 Towards Systemic and Continuous Interaction ERAC Opinion June 2011: on the Common Strategic Framework for research, technological development and innovation stated that where appropriate, European research and innovation policy should reach out to education and training, thus invigorating the knowledge triangle through concrete policy measures and synergies between education policy and the CSF for research and innovation. Practical actions are needed time to speed up..

3 Critical Success Factors for the Transformation Process We at universities need to take action: Network centric working culture focusing especially on desired attitude and mindset change Targeted orchestration of major transformation operations Creating new collaborative value creation methods, processes and models Planning and implementing the activities with strong mental, physical and virtual architectural dimensions to create innovation ecosystems Making strategic choices to start potential breakthrough mega level initiatives focusing on joint research topics to create new solutions.

4 Recommendations for Modernising Universities a. The role of universities is crucial operating within their regional innovation ecosystems while being connected to global networks at the same time, and making the complex inter-linkages more understandable and visible. b. The quality and joy of research, learning and working will enhance remarkably, when the university activities are increasingly based on the real life & real case -approach building bridges to innovation and societal impact. c. The effectiveness and efficiency of the university community will grow, when its operations are based on the implementation of the Knowledge Triangle principles and practices.

5 What Does the Conceptualising the Triangle Mean in Practice To increase synergy, each of the three basic missions (research, education and innovation) has different key content areas and methodological development needs to focus on. For example, the role of research in the KT context is especially to produce more foresight knowledge to be used in education and in innovation. To increase synergy, there is a need to define and establish three different concepts for platforms and processes to help the implementation of the KT concepts.

6 Conceptualise Platforms and Processes Special need to focus on: A. Value creation based on better use of intangible assets B. New processes and methods for university-industry collaboration C. Systemic change and societal innovations Innovation Benefits are evident: For students For teaching staff For researchers For working life professionals Orchestration Research Education Platform for Blended Learning

7 CSI Lessons Learnt: Special Focus on A. Value creation based on better use of intangible assets more communication and more dialogue over different borders modernisation of the Triple Helix model new learning environment by learning and working together towards learning organizations, bringing together theory and practice

8 CSI Lessons Learnt: Special Focus on B. New processes and methods for university industry collaboration supportive structures and funding for innovations bring together students and companies and create an interdisciplinary culture new ideas are generated in the boundaries of different sectors and domains entrepreneurial mindset high ambition, motivation, positivity and risk taking

9 CSI Lessons Learnt: Special Focus on C. Systemic change: focus especially on societal innovations universities form a natural network for solving grand societal challenges in societal innovations there is always a structural or systemic dimension advanced leadership and managerial competences are needed in orchestrating interdisciplinary, intersectoral and intercultural communities bottom up and user centred thinking boosts innovations and enables the dissemination and implementation of innovations

10 Markkula, M., Pirttivaara, M. & Miikki, L., Developed by using ideas of Lester & Sotarauta, Tekes report 2007 Innovation, Universities, and the Competitiveness of Regions Dynamic Interaction between University and Industry to Produce Added Value Inventing the Future Joint Arenas for Collaboration, and Co-creation; Access to Global Resources and Talent Other Impacts Lifelong Learning Aalto Factory Park Mega-Endeavours Competence Development Aalto Research and Innovation Areas Aalto Living Labs Learning by RDI Collaborative Knowledge Creation Aalto Working Culture Development Processes Scientific Knowledge Competent People Industry and other Organizations Society: Innovations and Well-being (Products, Processes, Services ) Produces Educates Knowledge Faculty and other Staff Other Impacts Students

11 New Pioneering Developments towards Knowledge Triangle: Case Aalto University Joint Arenas for Collaboration, and Cocreation; Access to Global Resources and Talent Aalto Factory Park Mega-Endeavours Aalto Living Labs

12 Experiences: Aalto University

13 Have a look at: Mindset is the Key EU Calls for Transformation: Europe needs pioneering regions, as pathfinders and rapid prototypes. Helsinki Region has forerunner instruments in use: Aalto Design Factory Aalto Venture Garage Aalto Camp for Societal Innovation and many more Markku Markkula CoR & Aalto University

14 Open-ended research initiatives Also physical design tools Symbiosis of the state-of-the-art conceptual thinking and crossdisciplinary hands-on doing For students, teachers, researchers and industry partners to interact Workshops, coaching, courses, under the same roof projects and research collaboration

15 Venture Garage The actual place where Android Aalto, Startup Sauna etc are happening On Otaniemi hitech hub campus Coaches include founders of Angry Birds and MySQL Very exciting place and concept In the middle of a campus of 32,000 hitech professionals and scholars from 110 countries

16 Creating New Concepts in the Knowledge Triangle Interfaces inside the University: Example EIT ICT Labs Source: Marko Turpeinen EIT & Aalto University

17 Synergy & Collaboration with student led entrepreneurial activities at Aalto Campus Independent, privately funded student and post-graduate led community initiative Activities to encourage high-tech, high-growth and scalable entrepreneurship Support for interdisciplinary and international co-operation in design and development Location for several courses, research projects and start-up companies 700 m 2 co-working space and seed accelerator for hackers and start-ups. EIT ICT Labs Helsinki supports networking of similar activities in other Nodes in EU The best business ideas from the EIT ICT Labs Summer Schools and Camps invited to join the start-up activities at the Venture Garage Collaborative Premises for each other to support joint events and networking

18 Implementing the Knowledge Triangle Needs to Be Based on a Systemic Change Process Present state analysis Re-engineering Execution Impacts Phase 1 Strategic expectations and commitment of the University management Phase 2 Present state analysis Phase 3 Defining the target state Phase 4 Defining the processes, roles, resources etc. Phase 5 Operational validation of the new processes Phase 6 Executing the new processes Phase 7 Evaluating the success of the change Teaching and learning evaluation Needs of change Existing KT practices and enablers Defining the benefits, costs, expected improvements,... Implementation actions Holistic Execution Measurement of results The systemic renewal in Aalto is based on the Teaching and Education Evaluation (Aalto University 2011)

19 Implementing the Knowledge Triangle Principles Means, as well: motivating university students to effective and target oriented studies by developing teaching methods and support systems, such as student s personal study plan, multidisciplinary study teams and virtual learning environments; targeting more development activities on curriculum and learning environment initiatives, especially for the first-year studies which are essential to learning-to-learn; Increasing ICT-assisted teaching and learning by developing new forms and methods of pedagogical education for all university teachers to equip them with skills and competencies as facilitators of learning; taking advantage of situations in which studies are focused in solving real life cases and many study teams include also professionals to apply lessons from the classroom to their work environment. They also include projects that require students to work across traditional boundaries; Teaching and Education Evaluation, Aalto University 2011

20 Aalto University & City of Espoo: January 2012, Contract on Applying the Knowledge Triangle on City Development Present state analysis Re-engineering Execution Impacts Phase 1 Strategic expectations and commitment of the University management Phase 2 Present state analysis Phase 3 Defining the target state Phase 4 Defining the processes, roles, resources etc. Phase 5 Operational validation of the new processes Phase 6 Executing the new processes Phase 7 Evaluating the success of the change Enablers for change Knowledge cocreation culture Digitalized service processes Smart Space: Ba & Flow Innovation ecosystem platforms Knowledge management practices Real life cases: learning by doing & from research to business practice Commitment to systemic change: Orchestration of all operations Integrating working in virtual reality and real life

21 Making the Knowledge Triangle a reality A few examples from the EUGENE network, line D MARKKU MARKKULA, AALTO UNIVERSITY ELLEN SJOER, DELFT UNIVERSITY OF TECHNOLOGY

22 EUGENE & ACSI Conceptualizing KT &

23 What is the Knowledge Triangle ( KT ) Innovation / Engagement Platform & processes for foresight and knowledge co-creation solutions Research / Discovery Orchestration : finding the appropriate balance Platform & processes for learning by RDI Platform & processes for new solutions within the work and work community Education / Learning

24 KT -> in practice How does the KT work in practice and what are drivers and barriers in the cooperation between universities and enterprises? Regular students University researchers / teachers Managers and engineers of SMEs (CEE students)

25 Regular students Ongoing Research (a.o.): Knowledge Market (with MIT) -> orchestration tools Techno-entrepreneurs of the future / KARIM project Many issues: To what extent students think they are capable to contribute to innovation? What do we expect from our students? What factors influence the intention to become self employed among students? How do start-up teams evolve during growth stages and what is the role of the entrepreneurial scientist?

26 University researchers Case Netherlands (Learn RDM project) Case Denmark (Via Nord project) The university structure, culture and processes don't support the KT implementation from seeing new opportunities to doing consultancy without payment What would be the place of fundamental research after the application of the KT concept?

27 University teachers act as an initiator and facilitator of innovation For CEE - pedagogical shift: From show how valuable and useful content X can be to -> what is needed in learning processes in authentic assignments using new media

28 Managers and engineers in SMEs - potential for regional economic growth and job creation Issues in CEE: Alignment of business goals with learning objectives -> negotiating learning objectives is a must have Learning is seen as an individual activity, instead of a cooperative undertaking with some external partners Communication with the academic world is perceived as not simple

29 Conclusion Implementing KT is no longer optional Easier said than done: actors in the innovation ecosystem must continuously adapt to rapid changes KT is incorporated in new initiatives -> new institution plan TU Delft (roadmap 2020) new way of working -> new role of a technical university Nice to be part of it! -> Fruitful discussions Please use our research results and best practices

30 Dream team: student projects (Roadmap 2020 TU Delft)

31

32 Science Port Holland - Technopolis

33 Markku Markkula Ellen Sjoer THANK YOU!

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