Universities Third Mission:

Transcription

1 Universities Third Mission: Knowledge Exchange Transfer Attila Pausits Rectorska Konferenca, Republike Slovenije 29 marec 2012 Maribor Centre for Educational Management and Higher Education Development

2 Outline Third mission and knowledge exchange E3M project Discussion

3 THIRD MISSION diffuse and hard-to-characterise emerged in the 1980s out of a growing dissatisfaction with linear models of innovation (Kline & Rosenberg, 1986; Laredo, 2007; Etzkow itz, 2008) not a separate mission, but rather a way of doing, or a mind-set for accomplishing the first two (Teaching and Research) every institution should have an active Third Mission portfolio interactive knowledge production

4 THIRD MISSION DIMENSIONS Contracted research Collaborative research projects Non-academic organizations Licensing Patents Business incubators Consultancy Shared laboratories Cooperation International Facilities cooperation Volunteering Community service projects Social Engagement Technology Transfer & Innovation Start-ups Political participation Companies Spin-offs Mobility of people Technology parks Sharing of space Membership of Access to libraries Community boards Cultural events Senior populations Sponsorship Seminars Sponsoring of education Grants Life Long Learning Educational activities Programs Business opportunities Continuing Education Fee management Teaching e-learning 4

5 KNOWLEDGE EXCHANGE Know ledge exchange is at the heart of university business, and its better management is vital for better university management Know ledge exchange is very simply defined w here universities create and circulate know ledge, involving other partners in those creation and circulation processes. Know ledge exchange is not something new, because universities have never been the only sources of know ledge in society. Foundational principle of universities: w ithout know ledge exchange, researchers become solipsistic, self-referential and ultimately w eaker, w hilst teaching quickly becomes out-of-date is not something exclusively associated w ith universities commercial transactions (focus on commercialisation activities) is not exclusively a new process: it has not become valuable exclusively to deal w ith modern challenges

6 VALUE FOR UNIVERSITIES Intrinsic value, w hich is to say that know ledge exchange improves the quality of those know ledge creation processes. Extrinsic value, namely that the know ledge exchange activity helps universities as institutions to access resources that w ould not otherw ise be accessible and w hich helps w ith the longer-term institutional sustainability. Narrative value, w hich allow s universities to demonstrate that they are doing particular things that other stakeholders value, particularly in the context of increasing demands for impact by users.

7 Examples of knowledge exchange

8 Markets of HEIs stakeholders vocational training and continuing education market labour market product higher education institutions education customer product prospective students current workforces customer enterprises, governmental bodies, other institutions research results product knowledge market stakeholders (Hansen 1999)

9 Areas of institutional changes strategic goals, mission curriculum and teaching methods human resources internal organisational and management structure quality and evaluation student services and welfare resource allocation mechanisms within the institution relationships with the environment the culture of the organisation

10 INTERPRETATION AND IMPLEMENTATION THE Higher Education Institution?

11 KNOWLEDGE CREATION Mode 1 knowledge production Disciplinary, homogenous, hierarchical, stable Mode 2 knowledge production Transdisciplinary, heterogeneous, transient Mode 3 knowledge exchange and delivery (Gibbons at. al 2003) Third Mission, E-learning, problem-based learning, from teaching to learning Mode 1 academic communities spoke to society Mode 2 society speaks back Mode 3 active interaction (social networks)

12 HEI INFLUANCE AND CONTROL

13 OBJECTIVES E3M PROJECT To create European standard indicators to measure the effectiveness of third mission provision To create a ranking methodology to benchmark European Third Mission Services providers of HEI To create good practices for institutional dialogue in a European Area of higher education framework w w w.e3mproject.eu 13

14 PARTNERS Coordinator

15 THE DIMENSIONS OF THE THIRD MISSION Continuing Education Technology Transfer & Innovation Social Engagement 15

16 CONTINUING EDUCATION CE is included in the mission of the HEI CE is included in the policy and/or the strategy of the HEI Existence of an institutional plan for CE in the HEI Existence of quality assurance procedure for CE activities Total number of CE programmes active in that year for implementation Number of CE programmes delivered which have a major award under higher education system Number of partnership with public and private business CE programmes delivered in that year Percentage of international CE programmes delivered in that year Percentage of funded CE training projects delivered in that year Total number of the ECTS credits of the delivered CE programmes Number of ECTS credits enrolled Number of registrations in CE programmes in that year Percentage of CE ECTS enrolled referred to the total ECTS enrolled Percentage of qualifications issued referred to total CE registrations Students satisfaction Key stakeholder satisfaction Completion rate for all programmes (in average) Percentage of CE programmes with external accreditations

17 TECHNOLOGY TRANSFER & INNOVATION TTI is included in the mission of the HEI TTI is included in the policy and/or strategy of the HEI Existence of an institutional action plan for TTI in the HEI Number of licences, options and assignments (active and executed, exclusive and nonexclusive) to start-ups or spin-offs and existing companies Total budget coming from revenues from commercialisation of HEI knowledge Number of start-ups and spin-offs established Number of creative commons and social innovation projects that HEI employees are involved Number of R&D sponsored agreements, contracts and collaborative projects with nonacademic partners Percentage of HEI budget coming from income of R&D sponsored contracts and collaborative projects with non-academic partners Number of consultancy contracts Percentage of postgraduate students and postdoctoral researchers directly funded or cofunded by public and private businesses

18 TECHNOLOGY TRANSFER & INNOVATION Number of created (co-funded) or shared laboratories and buildings Number of companies participating in continuous professional development courses (CPD) Number of HEI employees with temporary positions outside of academia Number of non-academic employees with temporary positions at HEIS Number of postgraduate thesis or projects with non-academic co-supervisors Number of joint publications with non-academic authors Number of academic staff participating in professional bodies, networks, organizations and boards Number of external organizations or individuals participating at advisory, steering, validation, review boards to HEIS, institutes, centres or taught programmes Number of prestigious innovation prizes awarded by business and public sector associations or funding agencies (national and international)

19 SOCIAL ENGAGEMENT SE is included in the mission of the HEI SE is included in the policy and/or strategy of the HEI Existence of an institutional action plan for SE in the HEI Budgetary assignment to SE Percentage of academics involved in volunteering advisory activities Number of events open to community/public Number of research initiatives with direct impact on the community Number/cost of staff/student hours made available to deliver services and facilities to community Number of people attending/using facilities Number of projects related to educational outreach Number of faculty staff and students involved in educational outreach activity Percentage of HEI budget used for educational outreach Number of community participants in educational outreach activity Number of activities specifically targeting disadvantaged students /community groups Number of community representative on he boards or committees Amount of grants/donations/contracts arising from engaged partnerships

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21 What do we need to improve knowledge exchange at universities? What can we do? What are the mayor challenges at the system level in Slovenia? What do we need from the government/policy makers? How should our institutions respond to the winds of change? What are the individual responses to these changes? How can we involve more people at our insitutions to do more for third mission/knowledge exchange?

22 Success

23 An old lesson to remember: there is not a single formula What may work in one case may not be the best solution in another case

24 THE WAY AHEAD. The development of an institutional strategy w hich co-ordinates activity w ithin the institution to best position itself for future change Developing institutional expertise in understanding the environment and as w ell as institutional capacity for know ledge exchange. Identifying a set of tangible outcomes to be delivered through the strategy w hich w ill configure the institution to be most successful into the future. Ensuring that the activity does not itself become pigeonholed as a thirdstream activity besides teaching and research, but changes the w ay that these tw o core activities create social connectivity.

25 Master in Research and Innovation in Higher Education Erasmus Mundus Programme 4 Semester, 120 ECTS Krems, Tampere, Beijing Normal, Osnabrück 80 Scholarships for the next 5 years Research and management track Goals Promote and enforce the benefits of the current changes in the know ledge triangle (innovation, research and higher education system). Educate innovation, research and higher education experts w ho are prepared for the future challenges Prepare students for the challenges by linking know ledge on systems and tools w ith a global comparative perspective. Improvement of research and innovation of HEIs through professional management.

26 Contact Attila Pausits Head of the Center for Educational Management and Higher Education Development Tel.:+43/

27 CHALLENGES political drivers rhetorical messages are messy, vague, imprecise, sometimes contradictory and highly fluid (interpretation) Management structures, techniques and procedures Strategies are abstract and require that those developing them develop simplifications. takes place through human relationships, w hich are complex and context - dependent activities. challenge of co-ordinating human behaviour in a single institution across many activities w ith very different contexts. Know ledge processes are fundamentally social processes

28 Drivers Know ledge exchange is w idespread across w hat universities do, but is not necessarily the most urgent concern for universities. The university sector has evolved in the last thirty years to become a central pillar of contemporary education policy, and as a result experiences grow ing pressure to increase societal contributions. There has been a change in the importance of know ledge in society and a shift in the w ay know ledge has produced w hich has influenced expectations upon universities. Much pressure on universities to be more engaged and undertake more know ledge exchange is coming from quarters w hich do not necessarily have a realistic understanding of university know ledge exchange.

29 Starting points The different levels at w hich know ledge exchange is embedded w ithin a university, from the high-level, abstract and general, to the micro-scale of the regular activities and challenges of the university community, and the different interests universities have in know ledge exchange, from the intrinsic, through the extrinsic, to the narrative. The different interests of the parties involved in particular know ledge exchange activities, and the relationship to the kinds of know ledge exchange activities, and the kinds of dependencies w hich the university can address through know ledge exchange, levering its ow n resources, legitimacy and know ledge to secure its institutional survival. The congruence of the interests of those involved in particular know ledge exchange activities, and the relevance of those activities for the type of know ledge exchange: the example w as taken of urban science, involving longterm strategic interests, therefore requiring a strategic coupling of partners to high-level ideas as w ell as to the more immediate realisation of private profits.