UBF Draft

INTRODUCTION
OPENING SESSION
Input Paper for the
Thematic University-Business Forum in Berlin
University-Business Cooperation:
Driving Competitiveness, Employability and Prosperity
20 – 21 November 2014, Berlin
INTRODUCTION
The European Commission established the EU Forum for University-Business Dialogue to advance and facilitate interactions
between the academic and business world. The University-Business Forum provides face-to-face opportunities for discussion,
networking, mutual learning and the illustration of good examples for cooperation between business and higher education.1
The University-Business Forum is part of wider efforts to support the Modernisation of Higher Education in Europe2 and has
a key role in supporting the implementation of Europe 2020. Europe 2020 has a clear message: to stay competitive, Europe
must invest in people, their ability to innovate and to adapt to change. Universities are centred at the heart of the knowledge
triangle of research, education and innovation, which are drivers of the knowledge economy. Higher education, in cooperation
with business, can help deliver the skills necessary to compete and the environment to enable innovation. In addition to regular
high-level forums in Brussels, DG Education and Culture organises thematic University-Business Forums in Member States.
These events explore issues which are high both on national and European political agendas.
This Thematic University-Business Forum entitled ‘Driving Competitiveness, Employability and Prosperity’ is co-organised in
partnership with the German Rector’ Conference (HRK) and Confederation of German Employers‘ Associations (BDA).
The Thematic Forum features a mix of keynotes, panel discussions and presentations of inspirational examples. The opening
session and panel discussions set the scene for the Forum and introduce the overarching theme of university-business collaboration from different viewpoints. Discussions and presentations from internationally recognised researchers and academics further to representatives of businesses – associations, small and large companies – focus on four main themes during the parallel
sessions of the Forum:
1.
2.
3.
4.
Dual Study Programmes – Combining Academic and Professional Learning
Adapting Higher Education to Lifelong Learning
The Impact of University-Business Cooperation
Higher Education and Entrepreneurship
The Thematic University-Business Forum in Berlin also provides the opportunity to explore the HEInnovate self-assessment tool
(www.heinnovate.eu) through a workshop, which takes place in the afternoon during the second day of the Forum.
OPENING SESSION
University-Business Cooperation: Partnerships for Competitiveness, Employability and Prosperity
For “Smart, sustainable and inclusive” growth, Europe needs: (More) well - educated graduates with the
right types of knowledge and skills to draw more effectively on the innovation potential of higher education
institutions and their staff. Source: EC presentation on Higher Education in Europe 2020
4
1 Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions:
A new partnership for the modernisation of universities: the EU Forum for University Business Dialogue: Brussels, COM (2009), 158 final.
2 Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions of
20 September 2011 – Supporting growth and jobs – an agenda for the modernisation of Europe‘s higher education systems [COM(2011) 567].
PANEL DISCUSSION
The Europe 2020 strategy is about delivering growth that is: smart, sustainable and inclusive, with a strong emphasis on job
creation and poverty reduction. It highlights Education and Training as a policy area on which progress towards the Europe
2020 goals depends. This is reflected in the education-related headline targets of EU2020 (early school leavers and tertiary
education completion) and two flagship initiatives3 Youth on the Move and An Agenda for New Skills and Jobs.
The Opening Session of the Forum explores the role of higher education in addressing these challenges. The statements highlight how the different stakeholders can work together to deliver social and economic impact, foster innovation and competitiveness and the role of higher education in the Knowledge Triangle. Four high level representatives share their views on these
topics during the opening session: a representative of the European Commission; Mr Ingo Kramer, President, Confederation
of German Employers’ Associations and Professor Horst Hippler, President, German Rectors’ Conference and Professor Dr
Johanna Wanka, the Federal Minister of Education and Research of Germany. Therefore the Opening Session combines the
perspectives of policymakers, businesses and higher education institutions.
PANEL DISCUSSION
The higher education systems in Europe have seen significant changes during the past 15 years. The launch of the Bologna
process in 1999 transformed the tertiary education system. Countries have adjusted and modified the structure of their higher
education systems, developed new quality assurance systems and put in place mobility instruments and mechanisms. While
the primary role of higher education institutions remains the same i.e. training and educating highly skilled graduates, the
institutions’ remit has constantly broadened. Nowadays research and the third mission of higher education institutions i.e.
creating useful knowledge and transferring it to the broader economy and society are highly acknowledged as integral parts
of the institutions’ mission.
No single institution on their own can address such a broad range of issues, therefore building multi-disciplinary collaborations
and engaging a range of different stakeholders is a major priority. Higher education institutions have been developing relations
among each other and with industrial, societal, public partners to foster knowledge transfer through collaborative research,
educational activities and networking. There are a large number of European and international Higher education institution
networks, some with a thematic focus. Knowledge sharing with business partners goes beyond providing tailor made technological solutions to individual companies, it encompasses the role of Higher education institutions in generating knowledge for
the benefit of the broader society.
The Panel discussion focuses on these topics, through engaging five panellists with different backgrounds. Mr Jan-Martin
Wiarda, journalist, moderates the debate which seeks input from Dr Gerhard F. Braun, Vice-President, Confederation of
German Employers’ Associations and Member of the Advisory Board Karl Otto Braun Gruppe; Professor Eva Quante-Brandt,
Vice-President, The Standing Conference of the Ministers for Education and Cultural Affairs of the German Länder, Senator of
Education and Science in the State of Bremen; Professor Wolfgang A. Herrmann, President, Technical University Munich;
Professor Maria Helena Nazaré, President, European University Association and Mr Mário Tarouca, Director of Public
Affairs JADE European Confederation of Junior Enterprises.
Key questions for the panel:
•
•
•
•
•
What is the specific contribution that your organisation can make for mainstreaming University-Business Cooperation?
What are the main challenges still faced by higher education institutions and what the main challenges for businesses?
How have the roles and mutual expectations of both sides evolved over time?
What could be the contributions of students in the modernisation process of higher education?
How can national and EU policies better support the changing needs of higher education institutions and their external
partners?
3 ‘Youth on the move’ and ‘An agenda for new skills and jobs’.
5
A
Session A: Dual Study Programmes – Combining Academic and Professional Learning
In dual study programmes a course of study is combined with practical training or work experience with an employer.4 In these
programmes participants alternate between phases of academic and integrated practical training, with the curriculum closely
connected to a respective occupation.
Dual study programmes aim to produce a more effective match between the competences of graduates and the requirements
of employers. They are seen as an example of successful co-operation between academia and industry. Germany has a long
tradition of vocational education and training schemes that combine theory and practice. This approach has been applied
progressively to academic disciplines. There are several different models of dual programmes:5
• Dual programmes with training components: a combination of a course of study with training in a recognised occupation.
Participants obtain both an academic degree and a vocational qualification. A precondition for participation is a general
university entrance qualification and a contract of employment.
• Dual programmes with employment component: primarily targeted at those individuals ‘who have already done
vocational or professional training and/or already have a number of years of professional experience’.6 These programmes
offer further professional development through the combination of study courses with relevant professional experience.
A precondition for participation is a general university entrance qualification and a contract between the institution, the
student and the employer. The contract describes the main terms of the studies, for example the amount of time the
student spends in the classroom and at the place of work.
• Dual programmes with a work experience component: combination of a course of study with extended practical phases
with an employer. Participants obtain an academic degree. A precondition for participation is a general university entrance
qualification.
Up to now, comparable dual study programmes have only been implemented in a few European Member States outside of
Germany. Examples include Austria7 and the Netherlands which offer dual Bachelor’s and Master’s degrees. In other countries
such as France, England, Ireland and Sweden practical elements are integrated into the course of study, mainly in the form of
internships and part-time study courses.8
However, dual study courses are gaining popularity. A number of Member States are now looking at this model with interest,
recognising that it enables a strong interaction and dialogue between the education sector and the marketplace. Therefore
dual study programmes offer benefits to all: Higher education institutions, businesses and the students as well.
They support the employability of the graduates as well as the competitiveness of the employers. Employers can chose and
select the most appropriately skilled applicants, who already have some experience of the businesses’ operational procedures
through their participation in dual study courses. At the same time programme participants have the opportunity to learn on
the job, to gain insight into future work environments, and to develop work-based social skills.9
6
5 See Higher-Education Compass:
http://www.hochschulkompass.de/en/degree-programmes/all-about-studying-in-germany/forms-of-study/dual-work-study-programmes.html (20.08.2014).
6 ibid.
7 See e.g. the Bachelor and Master program in ‘Production Technology and Organization” at the University of Applied Sciences FH Joanneum in Graz:
http://www.fh-joanneum.at/aw/home/Studienangebot_Uebersicht/department_engineering/~cyz/pto/?lan=en (21.08.2014).
8 See Bode, A./Müller, K./Heinze, D. (2012): Duale Studiengänge: Vergleichbare Bildungsangebote in Europa. Technische Universität Darmstadt, pp. 2-3.
Online: http://www.dualesstudium-hessen.de/uploads/tx_sbdownloader/Europaueberblick_Duales_Studium.pdf (20.08.2014).
9 See e.g. a presentation from the international company SIEMENS (2014) about their dual study programs and about their motivation to engage in such programs:
https://eu.daad.de/medien/eu/veranstaltungen/ASEM/pr%C3%A4sentation_christian_hoffelder.pdf.
SESSION A
In particular, the session highlights:
• Perspectives and trends regarding the quality assurance of dual study programmes based on experiences of the German
education system
• The experiences with dual study programmes, including the need for changing perception at higher education institutions
and expanding on successful initiatives in the Italian and French higher education
• The role and need for staff development through dual study programmes from a company’s perspective
The first workshop of the session focuses on bachelor level education and covers topics of quality assurance and the results
and pay-off effects of collaborative approaches. Experiences with dual study concepts are presented from both company and
university perspectives. Dr Sabine Behrenbeck, the German Council of Science and Humanities, focuses her presentation on
quality assurance and recent trends in dual study programmes. Dr Vittorio Franzellin from the Free University of Bolzano,
presents the results and pay-off effects of collaborative efforts and Ms Filiz Albrecht from MANN+HUMMEL GmbH, introduces
the company’s approach to dual education.
The second workshop centres on education beyond undergraduate studies from different universities. Professor UlfDaniel Ehlers, Baden-Wuerttemberg Cooperative State University explores the ways to expand successful approaches to Master programmes, while Ms Anne Steydli and Ms Nathalie Hillenweck, from Strasbourg University, present their experience
with occupational integration and changing perceptions of university. The workshop also highlights European experiences.
Mr Ebrahim Mohamed, the Education Lead for the Climate-KIC UK co-location10 presents the educational activities of the
Knowledge and Innovation Community (KIC) with a focus on the changing needs and nature of graduate education.
Key questions for the Forum:
• What are the main benefits of close cooperation in dual study programmes from the perspectives of universities and
companies and regions?
• What are the main internal and external challenges in the organisation and operation of such dual study programmes?
• What are the impacts of these changes on the different target groups (university as a institution, companies and
students)?
• What must be taken into account in the preparation of teaching staff, both in universities and within companies?
• Which elements are key or critical to enable the transfer of such models to other institutions or other countries?
• What must be taken into account when transferring these kinds of dual study programmes to other education levels
(e.g. Master’s degrees)?
10 Climate KIC is one of the first three Knowledge and Innovation Communities of the European Institute of Innovation and Technology. For further reading please see:
http://www.climate-kic.org/ and http://eit.europa.eu.
7
B
Session B: Adapting Higher Education to Lifelong Learning
Today the European workforce faces unprecedented challenges: increasingly competitive globalisation, demographic imbalances, economic uncertainty, and the rise of new technologies. It is therefore crucial that Europe encourages its citizens to
develop new skills and acquire new knowledge on a continuous basis. To address the changing needs of businesses and the
labour market, universities are rethinking their educational offer, increasingly introducing lifelong learning.
Lifelong learning (LLL) was made the core principle of EU education and training policymaking in 1997 in the Treaty of Amsterdam, an amendment to the Maastricht Treaty (1992). The Memorandum on Lifelong Learning,11 issued in 2000, provided
an EU definition of lifelong learning: it includes ‘all learning activity undertaken throughout life, with the aim of improving
knowledge, skills and competencies within a personal, civic, social and/or employment-related perspective’.
Lifelong learning remains a high-level policy priority and is reflected as such in various EU strategies. The Education and Training 2020 (ET 2020) strategy set ‘Making lifelong learning and mobility a reality’ as one of its key strategic objectives. It demands
for ‘a lifelong approach to learning and for education and training systems that are more responsive to change and more open
to the wider world’.12
Addressing this increasing demand, a shift has occurred in the EU’s education and training strategies for lifelong learning.
The initial inclusive life-wide definition has become more focused over time, with more emphasis placed on employability,
(occupational) skills development, and (upward) labour mobility, thus emphasising the role of higher education. Collaboration
and continuous discussion are prerequisites to tailoring and targeting the higher education institutions’ educational offer to
the needs of the businesses. The European Universities’ Charter on Lifelong Learning13 also emphasises the need for higher
education institutions to change and states important commitments in providing opportunities for lifelong learning.
However, it is not only higher education institutions that need to change. Businesses also need to become more receptive to the
notion of lifelong learning being provided by higher education institutions. As such, businesses have an important role to play
in shaping new educational offers, which in return help them maintain a highly skilled workforce and tackle the challenges of
increasingly competitive markets.
Lifelong learning is already present as a stated goal for many higher education institutions. Implementing lifelong learning
implies a shift away from the traditional programmes offered by education institutions. It requires an increasingly diverse
range of traditional and modern learning opportunities that are more process and outcome oriented. As a consequence, the activities undertaken in higher education institutions vary considerably, as do the results. The ET 2020 framework, as highlighted
above encourages higher education institutions to reform and to increase efficiency and quality. Other necessary conditions for
effective engagement in LLL are for example14:
• The adoption of a more student centred learning paradigm of education and professional development of the teaching
staff to give them the ability to educate a much more diverse student population
• The adaption of study programmes to attract returning adult learners and the inclusion of LLL in the quality culture
• The recognition of prior learning and the promotion of flexible and creative learning environments, including the provision
of guidance and counselling
• The development of partnerships (with educational providers on other educational levels, employers, trade unions, etc.)
on regional, national, international level to provide relevant programmes
When discussing lifelong learning, everyone should bear in mind that at the heart of the lifelong learning concept is the idea
of enabling and encouraging people ‘to learn how to learn’.15
11
12
13
14
8
See Commission of the European Communities (2000): A Memorandum for Lifelong Learning. European Communities. Brussels: Directorate General Education and Culture.
Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (ET 2020).
European University Association: The European Universities’ Charter on Lifelong Learning, 2008.
See European University Association (2008): European Universities’ Charter on Lifelong Learning, online:
http://www.aucen.ac.at/fileadmin/user_upload/p_aucen/European_Universities__Charter_on_Lifelong_learning.pdf (20.08.2014).
15 FLLLEX Consortium (2012): Towards an institutional strategy for Lifelong Learning in Higher Professional Education, FLLLEX project Results and Recommendations.
SESSION B
The session highlights, in particular:
• The need for universities to adapt to the challenges of incorporating lifelong learning in their activities and strategies
• University-business collaboration as a driving force for lifelong learning-related activities
• The challenges and barriers of extending the LLL offer in higher education institutions
The first workshop in the session explores how can lifelong learning-related activities be better embedded in the higher education institutions, and what types of challenges does it pose for the institutions. The business perspective with a focus on
qualification planning is presented by
Mr Christof Beutgen, Head of Employee Development Policies at Deutsche Bahn AG/DB Group. Dr Walburga Freitag a
researcher at the German Centre for Research on Higher Education and Science Studies explores whether lifelong learning is
a mission of HEIs and highlights the recent changes and developments in Germany. Professor Kirsti Miettinen, the former
Director of Aalto University Professional Development and the president of the University Continuing Education Network in
Finland (UCEF), presents the strategy of Aalto University to embed lifelong learning in the university.
The second workshop showcases a range of approaches, which demonstrate the need for strategy and commitment as well as
the barriers and limitations higher education institutions have to overcome to increase their contribution to lifelong learning.
This workshop merits from the contribution of Professor Salah Maouche, Vice president in charge of academic affairs at the
Université de Lille 1 (FR), who highlights the main drivers and key challenges of implementing a lifelong learning strategy at
the university. Mr Bernd Mentzel, Head of Berufsfamilienakademie Technical Development at Volkswagen AG presents the
lessons learnt from university-business knowledge exchange through the example of AutoUni, a Volkswagen Group institution
of further education. Professor Uwe Wilkesmann, Director of the Zentrum für HochschulBildung of Dortmund explores the
reasons behind having low levels of lifelong learning–related activities at German universities.
Key questions for the Forum:
• What are the main obstacles or challenges in the implementation of lifelong learning at universities?
• What kind of university support is needed by companies, regions and university management to support lifelong learning
at higher education institutions?
• Which factors could enable universities and companies to undertake more in relation to lifelong learning for employees?
• How can employers encourage their employees to participate in lifelong learning?
• How can partnerships jointly develop relevant study programmes?
9
C
Session C: The Impact of University-Business Cooperation
Cooperation between universities and businesses takes many forms and embraces a diverse set of research, education and third
mission-related activities. It includes for example transnational collaboration facilities aligned with the needs and opportunities of the region; one-stop advisory services for small and medium-sized enterprises (SMEs) that pool together the expertise
of all higher education institutions and research organisations in the region. Other examples include professional development
programmes; an increased focus on mobility between HE and industry to transfer knowledge and innovation to SMEs and other
organisations (such as Knowledge Transfer Partnerships in England), or graduate retention and talent attraction policies that
are aligned with the regional priorities.16
The forms of university-business cooperation and the methods adopted for collaborative activities are numerous. The impacts
and the cooperation should not be interpreted too narrowly. Effects of cooperation can be tangible and intangible, immediate
or long-term as well as direct or indirect. The regional context is also crucial to consider if university-business cooperation is
to deliver impact.17 The main outputs of higher education, namely the graduates, have a primary impact on the businesses in
the locality of the universities18 and this relationship is mutually beneficial. Universities are most significantly impacted by
businesses operating in their direct regional environment.19
This session of the Thematic Forum explores what types of impacts and benefits university-business cooperation delivers to all
those parties engaged. In particular, the session discusses:
• The two-way process of impact generation through university-business cooperation from the perspective of regional
economies and regional development, smart specialisation and sector-based clusters
• The methods and approaches used to capture the benefit and impact of university-business collaboration
Universities play a key role in smart specialisation. A significant number of universities are actively involved in the development
of Smart Specialisation Strategies with their regions. Many of these strategies are drafted bottom-up and collaboratively in
order to ensure that the talent of the higher education institutions (existing and potential) are capitalised on for the benefit of
the region. Smart Specialisation Strategies are important for several reasons. They set out the strategic framework for the EU
Structural and Investment Funds in the 2014-2020 Programming Period, identify and build on the core industrial and academic
strengths and address weaknesses within a specific region.
However, the regional context is only one of many in which university-business cooperation can take shape. In particular several EU funded projects try to foster and implement interregional and international cooperation between universities and
businesses. The first workshop in the session showcases a UK example, through the presentation of Mr Kevin Richardson from
the Higher Education Funding Council for England (HEFCE). Mr Richardson’s contribution highlights the role of higher education
institutions in smart specialisation. In addition, the European Real Life Learning Lab Alliances (EURL3A) project is to be presented by Ms Elianne Demollin-Schneiders from the Zuyd University of Applied Sciences Heerlen. The project funded through the
Knowledge Alliances Initiative of DG Education and Culture, is to create structured cooperation ventures between universities
and businesses with a strong focus on curriculum development and more efficient post-curriculum career developments. The
final presentation in the workshop from Dr Rolf Strittmatter, from ZukunftsAgentur Brandenburg explains the top-down approach implemented in a German life sciences cluster around Brandenburg and Berlin.
10
16 See also: European Commission (2014). The role of Universities and Research Organisations as drivers for Smart Specialisation at regional level.
17 See also e.g. Armstrong & Taylor, 2000; European Commission (2011). Connecting Universities to Regional Growth: A Practical Guide, and Hewitt-Dundas, N. (2013).
The role of proximity in university-business cooperation for innovation. The Journal of Technology Transfer, 38(2), 93-115 and
Cardiff University, Newcastle University and Imperial Consultants: Measuring the Impact of University Business Cooperation, a study for DG EAC, 2014.
18 Rutten, Roel, Frans Boekema, Elsa Kuijpers (eds.) (2003). Economic Geography of Higher Education: Knowledge infrastructures and learning regions, Routledge.
19 Trippl, Michaela, Gunther Maier (2007). Knowledge Spillover Agents and Regional Development, SRE-Discussion 2007/01.
SESSION C
From a methodological point of view, capturing and demonstrating the benefits of university-business cooperation has always
been challenging. Benefits are a measure of all significant effects of specific university-business cooperation, positive or negative, expected or unforeseen, affecting both universities and businesses. This implies that the broader consequences of the
specific cooperation such as economic, social, political, technical or environmental effects also have to be taken into account at
all levels (locally, regionally, at the national / international levels). The second workshop of the session addresses the array of
benefits and showcase models for their measurement.
This is done by focussing on the respective methods to analyse the impacts of HEIs in economic terms. One good example of
such a method is the “input-output model”, that can be used to measure the economic impacts of universities. This looks at university expenditures, and their knock-on impacts on the economy. It also allows for drawing conclusions on additional impacts
achieved e.g. on international students and visitors, or on the contribution to GDP generation. Economic analysis of the impacts
enables the differentiation between regions, types of universities, and types of education. Such an approach was adopted by
Schubert et al. (2012), and the Stifterverband (2013) to name but a few. Dr Pascal Hetze, Head of the Programme of Analyses
and Innovation Policy at the Stifterverband für die Deutsche Wissenschaft presents their approach to economic analysis of
measuring the impact of HEI. Dr Cristobal González, Department of Financial Economics, University of Valencia, highlights
how a university can respond to the regional business and societal needs, while Mr Markus Lecke, Head of Education Policy at
Deutsche Telekom showcases the company’s HEI cooperation strategy, and its added value to the company - highlighting the
impacts and benefits of university-business cooperation from the business side of cooperation.
Key questions for the Forum:
• The role of different stakeholders in the innovation ecosystem depends on the issues being addressed in a given
ecosystem. Should universities be the lead stakeholders in an innovation ecosystem, irrespective of the current focus in the
development of this ecosystem?
• Is there a need for universities to adapt their education offer in line with the regional priorities?
• Where they exist, what are proven measures and approaches that assess outcomes and impact of university-business
cooperation?
• How can universities and companies change their measurements to better capture the impacts of university-business c
ooperation?
• Are university-business partnerships accompanied by research organisations that analyse and evaluate the effectiveness
and efficiency of cooperation in strategic alliances?
11
D
Session D: Higher Education and Entrepreneurship
The European Parliament defines ‘entrepreneurship and a sense of initiative’ as one of the eight key competences for lifelong
learning.20 Entrepreneurship has a potential impact at a number of levels: individual, institutional, economic and, more broadly, social. Higher education is the ideal environment in which to develop and foster entrepreneurial qualities and skills and to
help develop potential entrepreneurs and enterprising individuals bring about significant changes.
Universities across Europe take an active position in the debate on higher education and entrepreneurship and acknowledge
significant changes are needed. These changes apply to their roles vis-à-vis external partners, their governance processes, and
their course offers. Some institutions are already well ahead in their approach, but for many others, the challenges are still
substantial.
The session explores:
• What is the common understanding of the role of higher education institutions in fostering entrepreneurship?
What are the main expectations?
• Universities and their partnerships. What does the notion of entrepreneurship imply for university-ecosystem relations?
• Universities and their internal human capital. What does the notion of entrepreneurship imply for staff and for students?
And how can an entrepreneurial spirit be created among university’s staff and students?
The first workshop of the session discusses the role of higher education institutions in stimulating entrepreneurship within and
throughout higher education and its relations with the ecosystem. They are considered crucial and they come in many forms.
They include e.g. mobility of academic staff and experts, short-term on-site or virtual trainings, workshops; conference participation; organisation of joint summer schools; dissemination and exploitation of the research outcomes.21
The workshop is moderated by Mr Christian Tauch from the German Rectors’ Conference and benefits from the contributions
of Professor Margareta Norell Bergendahl, Vice-President of the Royal Institute of Technology Stockholm, who highlights
how can a university develop entrepreneurial skills by engaging with societal challenges. Mr Lucas León, akvolution GmbH, a
recent winner of ACES22 explains from a business perspective, how can higher education support the entrepreneurial venture;
while Professor Christine Volkmann, from the University of Wuppertal provides an overview of the findings of a recent
study they carried out for DG Education and Culture on ‘Supporting the Entrepreneurial Potential of Higher Education’.
The second workshop discusses the need for entrepreneurial universities, and the journey internal stakeholders and the whole
institution need to take to become more entrepreneurial. This includes discussions on the characteristics of university staff and
students, motivations and (the lack of) incentive systems to answer the question: how can institutes create an entrepreneurial
spirit among researcher, teaching staff, and students? Examples presented during the workshop showcase how universities
can overcome some of these issues, for example, become more open to recruiting staff that have entrepreneurial attitudes,
behaviour and experience; or by applying unconventional incentives for existing staff members.
12
20 Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning
[Official Journal L 394 of 30.12.2006].
21 For more details, see: European Commission (2014). The role of Universities and Research Organisations as drivers for Smart Specialisation at regional level.
22 ACES – the Academic Enterprise Awards – launched in 2008, are pan-European awards for spin-outs of European universities and public research institutes. Further information:
http://www.sciencebusiness.net/Events/InnovationConnection/About.aspx.
SESSION D
Another challenge concerns the entrepreneurial journey that students and staff go through and the role universities can have
in that respect. This journey requires that universities are aware of the value of developing entrepreneurial skills amongst
their students and staff members. Key entrepreneurship competencies include knowledge, attitudes (e.g. a sense of initiative,
risk propensity, the need for achievement, self-efficacy) and skills, such as creativity, analysis, motivation, networking and
adaptability.23 There are many examples of how this can be done. Mentoring for example is an effective learning tool for this
purpose. Students should be offered opportunities to participate in entrepreneurial programmes or activities, and to engage
more interactively with the external environment in entrepreneurial opportunities. However, fostering these activities require
substantial engagement from the universities and therefore support from the institutional management.
Mr Henning Dettleff, from the Foundation for International Business Administration Accreditation, moderates the second
workshop of the session. In the workshop, Professor Tim Bedford, Professor of Risk and Decision Analysis and Associate
Deputy Principal for Knowledge Exchange at Strathclyde University presents the journey a university can take to build an entrepreneurial ecosystem through the example of Strathclyde University, the Entrepreneurial University of the year 2013. Mr
Gabor Bojár, founder and chairman of the Board at Graphisoft SE and AIT Aquincum Institute of Technology highlights the
need for entrepreneurial organisations and people, while Professor Frank Gielen, Director of the Incubation & Entrepreneurship team of iMinds at Ghent University focuses his presentation on the ways higher education institutions and students can be
supported in their entrepreneurial journey.
Key questions for the Forum:
• How can the shift in higher education institutions towards becoming more entrepreneurial be supported by
University-Business Cooperation?
• What roles can and should the different university stakeholders (management, teachers, researchers, other academic staff )
in the higher education institutions to become more entrepreneurial?
• What are the best practice examples of promoting entrepreneurship and entrepreneurial skills among the students?
• Is an “entrepreneurial university” keener to cooperate with companies? If so, why and how?
• How can higher education institutions and the students be supported in their entrepreneurial journeys?
23 See also: European Commission (2012). Effects and impact of entrepreneurship programmes in higher education.
13
CLOSING SESSION
CLOSING SESSION
Higher education institutions are multi-faceted organisations that are expected to contribute to local and regional development through the smart specialisation agendas while competing and attracting talent on a global scale and being internationally present. They have to face the new demand arising from a changing student body requiring the modernisation of
teaching and learning methods (such as dual study programmes), integration of lifelong learning activities in their portfolio
while achieving significant socio-economic impact. The final session of the Forum entails discussions and reflections on these
challenges to find a way to look forward and make the next steps ahead.
The sessions starts with a debriefing on the workshops of the previous day, which is followed by a keynote speech delivered
by Professor Birgitta Wolff, Otto-von Guericke University Magdeburg and former Minister for Science and Economy of the Land
Saxony-Anhalt. In her keynote speech Professor Wolff addresses the importance of taking joint responsibility of politics and
economy to promote science and higher education.
The closing panel discussion, also moderated by Mr Jan-Martin Wiarda provides a platform addressing challenges and exploring opportunities for university business collaboration for increased impact. The panel discussion engages Ms Elisabeth
Gehrke, Chairperson of the European Students’ Union, Professor Stefano Paleari, Rector, University of Bergamo and President
of the Conference of Italian University Rectors, Professor Wolfgang Plischke, former Member of the Board of Management
Bayer AG, Mr Xavier Prats Monné, Director General of DG Education and Culture, European Commission and Professor Micha Teuscher, Rector, Neubrandenburg University of Applied Sciences; Vice-President, German Rectors‘ Conference.
Key questions for the panel:
• What are the key areas for immediate action on which University-Business Cooperation should be focusing?
• What are the most important long-term socio-economic impact areas that university-business collaboration can/should
deliver?
• What can be done in the future (e.g. support and policy measures) to facilitate the engagement of different stakeholders
and to enhance the value of university-business cooperation?
• At which level should such measures be implemented (regional/national/European)? How could synergies be generated?
14
HEInnovate
HEInnovate
The University-Business Forum in March 2011 culminated in the formulation of the recommendation to have a closer look at
the underlying concept and characteristics of the entrepreneurial university and to come forward with a guiding framework
that would be available to Higher Education Institutions (HEIs) as a concrete tool for learning and inspiration. The European
Commission, DG Education and Culture took forward this recommendation and invested in the development of HEInnovate
(https://heinnovate.eu) an online self-assessment tool for Higher Education Institutions who wish to become more entrepreneurial. HEInnovate was developed by DG EAC in collaboration with the OECD LEED Forum and a group of six independent
experts. HEInnovate was officially launched on the 18th November 2013, and it has been constantly evolving and developing
since, taking into account the feedback of its user community.
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