Educational and research dimensions of the Barents Region

Associate Professor, Ph.D., Anatoli Bourmistrov and

Head of International Office Tine Viveka WesterbergBodø University College

Norway

Petrozavodsk, February 21st 2006

WP3 history

• Headed by Rector Professor Frode Mellemvik, Bodø University College (Professor Ingvild Broch, University of Tromsø)

• The other members are:– Professor Esa Niemi, Oulu University– Professor Alexander Fedorov, Petrosavodzk State Pedagogical University– Professor Peter Sköld, Umeå University

Tasks, results and milestones

• generate new co-operation projects related to research and higher education in the Barents region.

• to make suggestions on how to improve the education and research co-operation situation in the Barents region for selected areas, including undertaking a SWOT analysis.

• to present at least 5 new research projects.

• Milestones:– Mapping– Contact– Dialogue– Contact– Implementation

SWOT analysis

Strengths• Barents area has a long historical background of East-West

border crossing trade and relations• Attitude towards the Barents co-operation is very positive • The situation within education and research in all country in the

Barents region are quite similar, thus it is natural that institutions are doing things together

• The Barents region is Europe’s richest region in natural resources (oil, gas, minerals, forest).

• The Barents region has good educational institutions network, especially if it compared to the density of population

• There are competent people living in the region.

SWOT analysis

Weaknesses• There are several networks in the Barents region (e.g. The Arctic, the

Arctic region of the Nordic countries and so on). There is not real distribution of work between these networks

• There is not a sustainable way to have funding for the co-operation activities. Each funding source has its own focus and this focus tends to change.

• Lack of transportation infrastructure in the region.• Lack of a common understanding of the education systems, a

transparency in the systems and a meeting ground for administrative staff in Higher Education and Research institutions.

• Co-operation in Barents region is often on bilateral basis

SWOT analysis

Opportunities • The focus of the High North in Russia, the Scandinavian countries, the

USA and Europe. The optimism based on the oil and gas exploration and exploitation gives increased opportunities for higher education and research cooperation.

• The Bologna process will to some extent harmonize the educational systems in the Barents region. This will offer a new ground for everyday co-operation in higher education

• There are some experiences of common distance education programmes and projects in the Barents region. In the future using ICT in education will offer more and more possibilities for co-operation

• There are some specific aspects in the Barents region (e.g. energy, environment, climate, industry etc.) which can offer unique research subjects.

SWOT analysis

Threats• More and more people, especially young ones are moving to

the southern parts of the Barents countries. That will lead to the reduction of educational and research institutions in the Barents region

• In the enlarged EU there is a threat that the Northern dimension will play a less important role in the policy making for regions in the EU. And no focus means no funding.

Projects under WP3

• Family Welfare in the Barents Region• Energy in a New Time• Barents Research School in Basic Biomedical Science• Indigenous Identities• Virtual learning database in Barents region• International web-based training course on globalisation

challenges• Changing Identities in the Barents region- Youth, Ethnicity,

Gender and Region in a Historical and Contemporary Perspective

• From Bologna to Barents

PROPOSAL FOR FUTHER WORK (1)

• Research and education based on a Balanced view– The Barents 2010 strategy:“… to generate economic growth and social development by a

knowledge driven and sustainable exploitation of the Region’s natural resources and to make the Barents Region competitive on the world market”

– What role can education and research (institutions) play in implementing this strategy?

– A need for a Balanced view?• Barents 2010 as an “enterprise”• When linking “strategy” to “actions”, what dimensions of actions are

important?• How to translate “strategy” to operations?

PROPOSAL FOR FUTHER WORK (2)

Vision and strategy

Financial perspectiveGoals Measures

Internal business perspectiveGoals Measures

Customer perspectiveGoals Measures

Innovation and learningperspective

Goals Measures Can we continue to improve and create value?

What must we excel at?

How do customers see us?

How do we look to shareholders?

PROPOSAL FOR FUTHER WORK (3)

• Barents 2010 Education and Research Dimension: “Customer” Perspective– Who are important “customers” of E&R institutions in the Barents

2010 framework?• Authorities (needs for human capital and political/administrative

decision-making)• Enterprises (needs for human capital and input for investment/operation

decisions)• Students (needs for attractive jobs and a future in the region)

– What is important?• Attractiveness• High quality• Relevance• Uniqueness

PROPOSAL FOR FUTHER WORK (4)

• Barents 2010 Education and Research Dimension: Perspective of “Internal Processes”– What E&R institutions in the Barents region must excel at and how?

• Attractive learning/research environment– Prevention of youth outflow– Programs relevant for future jobs in the region: close cooperation with

enterprises and authorities– Focusing on use of all learning technology available

• Combining strengths of E&R institutions: Networks of Excellence– Strength: building around strong research environment/faculty– Research based education programs– Interdisciplinary focus into the practice

• Building upon the principles of the Bologna declaration– Joint-degree programs in cooperation by more then 3 E&R institutions– Increasing mobility, e.g. study tours, module-based programs, summer schools– English language courses for both international but also “local” students– Operational focus: ECTS-system, transparency, etc.

PROPOSAL FOR FUTHER WORK (5)

• Barents 2010 Education and Research Dimension: Perspective of “Internal Processes” (cont.)

• A need for better effort coordination– Too many (parallel) initiatives without coordination (Artic Council, Artic Forum,

BEAR, Calotte Council, Northern Research Forum, University of the Artic, etc.)– A need for one main coordinator of research and education issues in the

Barents Region– E.g. the Barents Institute

• Organizing for research and education– To secure relevance, research activities should be linked to needs of SPs– Mapping needs and coordination of work with E&R institutions

• A need for one stable meeting place– Too many conferences (different priorities, high cost of travel)– One annual conference on both general but also specific issues in research and

education related to the needs of the Barents Region

PROPOSAL FOR FUTHER WORK (6)

• Barents 2010 Education and Research Dimension: Perspective of “Learning and Growth”– How will E&R institutions/networks sustain their ability to change

and improve in order to implement the strategy of Barents 2010?• A need for making more research and education programs in respect to

research and education activities– What education programs to develop in the future? How?– How to improve coordination and actions in the network of E&R institutions?– International researcher education in the Barents Region: what are

opportunities and challenges?

• A need for special sector program in education and research in the framework of Barents 2010

– Focus on needs of other sector programs– Focus on needs of education and research in the long-term perspective

PROPOSAL FOR FUTHER WORK (7)• Barents 2010 Education and Research Dimension:

“Financial” perspective– Who are important stakeholders for E&R institutions in the Barents

Region?• Authorities (state/regional financing of E&R institutions)• Tax payers/citizens of countries (in the Barents region)

– Present situation: low research spending per capita – a need for more earmarked funds!

• Authorities: – Take responsibility by providing more financial resources– A need for new funds/grants earmarked towards needs of the Barents Regions– Allocated to E&R institutions in the Barents Regions (“we know the North

better then others!”)– Interdisciplinary research funds/grants– Funds for all relevant type of education activities (including short-term

exchange)

PROPOSAL FOR FUTHER WORK (8)• Example: How WP3 (Education and Research Sector

program) can provide input to WP2 (Oil and Gas Sector program)?– Possible research topics:

• How to achieve sustainable regional development through value creation related to exploration of oil and gas resources?

– Organizing for expectations: Economic models of regional and industrial development

– Business and societal development projects: securing profitable operations, technological excellence, protection of the environment and interests of indigenous people

– International and geopolitical issues

• How to make O&G industry more competitive?– Achieving cost reduction by introducing new organizational, technological,

managerial innovations– Transferring weaknesses of SMEs in the supply industry to an advantage

through networking and “co-opetition”– Improving risks management in the oil and gas industry

PROPOSAL FOR FUTHER WORK (9)• Example: How WP3 (Education and Research Sector

program) can provide input to WP2 (Oil and Gas Sector program)? (cont.)– Education programs:

• Short-term course programs– Providing knowledge about differences and their handling :

» differences in cultures and business environments and its consequences for enterprises operations

» positive/negative experience of operating in Norway/Russia» ways of cooperation across cultures and countries: venture, alliance or

consortium

• Mini-programs– Corporate programs– A set of short-term courses as a part of longer degree program

• Joint-degree programs– Student networking through a semester stay at different locations– Example: Master of Science in Energy Management (BUC (Bodø) – MGIMO

(Moscow))

PROPOSAL FOR FUTHER WORK (10)• Next steps:

• One united actor for coordination: a permanent secretariat• Organizing for work at Sector Program on Education and Research

– Central organization with representatives from 4 countries– Secretariat and guidelines– Establishing tight contacts between WP3 and other Sector Programs: What are

your needs?– Many projects:

» Minimum 3 countries involved and with at least 3 active E&R institutions– Funding:

» Through cooperation with Sector Programs» Special funding

• A meeting place: an annual conference – Fixed timing– 2 days:

» To discuss general issues» To have specific focus and time for meetings

– Also top politicians and enterprise executives– Publications