Dr. Lidia Borrell-Damian

Director, Research and Innovation

European University Association

Latvian Presidency conference

– Smart Specialization Strategies: NewApproaches for Partnerships among Education,

Research and Industry in Regions

Riga, 12 February 2015

Smart Specialisation Strategy as a Facilitator for Human Resource Capacity

Building

…2…

The European University Association

• EUA acts as an independent stakeholder for Europe’s Universities.

• Based in Brussels as a non-governmental membership organisation.

• EUA membership represents 34 European Rectors Conferences (Governing Council) and over 850 individual research-based higher education institutions across 46 countries.

• Dual-fold role:

I. Providing a forum for debate and mutual-learning though conferences and workshops, projects and specific services for the membership, and

II. Bringing empirical evidence from universities experiences and activities across their missions to inform the policy-making process in developing new instruments that help their strategic development and enhance their preformance in addressing social, economic and civil society needs and goals.

…3…

Universities are essential stakeholders in building an European Research Area (ERA)

Embedded in cities and regions, they enable social andeconomic development

Implement diverse missions in education and research

Educate knowledge workers and researchers

Able to foster interdisciplinary research skills and expertise

Are focal points for dialogue and knowledge exchange withsociety

Build international cooperation upon institutional historicaland cultural links, strengths and capacities

…4…

A partnership approach to achieve ERA

• Memorandum of Understanding (MoU) signed on 17 July 2012 -

EARTO, EUA, LERU, NORDFORSK - together with a Joint Statement

(including also Science Europe)

• Priority areas in 2013:

I) doctoral training, research careers and mobility, and gender

strategies

II) Cross-border cooperation/smart specialisation strategies

III) Open Access to scientific publications

• Survey on doctoral training, research careers and mobility

addressed to EUA membership in 2013

224 universities (30% EUA individual full members)

• MoU extended to 2014

• ERA Partnership currently under review…5…

Discussions at European level on universities in Smart Specialisation Strategies involving EUA

Fruitful Partnership with DG Regio – JRC/IPTS and the Smart Specialisation Platform:

EUA-Regio/JRC Workshop: First time university community and regional authorities community discussed the role of universities in S3, Seville, 22-23 February 2013

Open Days: Special session on “Higher Education Institutions and Smart Specialisation”, Brussels, 9 October 2013

Commissioner Hahn addressed EUA Council, Brussels, January 2014

High-level event on “Mobilising Europe's Universities for Smart specialisation”, 20 June 2014, Brussels

…6…

…7…

Mobilising Universities for Smart Specialisation

2014 Joint Statement of the EC-S3 Platform and EUA (*)

High-level S3 Event (20 June 2014): Universities addressed jointly by the Director Generals for Research & Innovation, Education, Regional Policy, and Joint Research Centre – Commitment from all sides to support universities in having a central role in the development and implementation of S3.

Called for universities “to act as strategic institutions pulling together all their know-how to create bigger economic and social impacts”.

Close regional-university partnerships are the key to successful implementation of S3 and are based on a common regional vision through mutual trust and understanding. Successful partnerships are built upon several vital principles, including Trust, Time, and Talent.

Case studies show that S3 are produced by the specific profile and opportunities of regions, including the unique contribution of universities through several activities (e.g. analysis of regional dynamics to identify priorities for investment, engagement with civil society, industry student placements, attracting and retaining talent, internationalisation, etc.).

(*) Statement issued after a high-level conference on “Mobilising Europe’s Universities for Smart Specialisation” (20 June 2014)http://s3platform.jrc.ec.europa.eu/documents/10157/412938/Joint%20Statement%20S3%20Universities.pdf …7…

…8…

Mobilising Universities for Smart Specialisation

EU and national funding programmes should help create partnerships by becoming more flexible and simplified, allowing them to work in synergy to create critical mass. Moreover, synergies between ESIF and H2020 Funds are an important step, although many potential problems remain and continued advisory support to the EC will be required from universities and other stakeholders.

Policies and governments need to be more integrated if universities are to successfully integrate their activities in pursuit of S3.

S3 builds on the strengths of a region but requires also an outward looking approach, analysing how innovations can meet local, national and global demands. Universities can link regions to the outside world (e.g. through academic exchanges and transnational regional development initiatives) to learn from other successful partnerships for S3 and help building networks.

Partnerships between regions and their local universities, together with other stakeholders, need to be built into the new policy framework to help achieving greater impact in the region’s economic and social development.

…8…

EUA engagement with its membership in S3

EUA Council: 36 National Rectors Conferences

Research Policy Working Group: 21 National Rectors Conferences

S3 Subgroup: 17 National Rectors Conferences

…9…

University Country

University of Graz Austria

Institute of Chemical Technology, Prague Czech Republic

Masaryk University Czech Republic

Aarhus University Denmark

University of TartuEstonia

University of Eastern Finland Finland

University of Vaasa Finland

Institut National Polytechnique de Toulouse France

University of SiegenGermany

The National University of Ireland, MaynoothIreland

University of Warsaw Poland

Minho University Portugal

The Technical University of Košice Slovakia

University of Cantabria Spain

University of Coventry United Kingdom

The role of universities in Smart Specialisation Strategies

Some Case Studies

…10…

Key Issues for Universities

RIS3 are an opportunity to strengthen the role of universities for the benefit of society. Key issues include:

How to establish and/or improve the involvement of universities as an equal stakeholder in defining and implementing RIS3.

Alignment of approaches to RIS3, i.e. regional strategies versus national strategies.

Regional policies must preserve excellence in research: balance excellence and relevance.

New initiatives, such as the new centres of excellence, yes but preserving resources for existing universities.

Smart Specialisation to contribute to build research and innovation capacity throughout Europe (internal European brain drain, brain gain).

…11…

Example 1: South Moravia Region(1)

• RIS since 2001: from business incubation to human capital development

• Excellence in science, education, competitive industrial tissue – main objectives

• Development of flagship programmes: proof of concept, attraction of researchers, priority domains

• Masaryk University member of Steering Committee of RIS; also in Working Groups

• Outcomes 2002-2014 : 500 jobs + attracted € 3M venture capital

• Main structure: CEITEC

• Main outcome: Well-educated People !

(1) Conference on “Mobilising Europe's Universities for Smart Specialisation”, jointly

organised by the S3 Platform, European Commission and EUA, Brussels, 20th June

2014. …12…

Example 2: Ostrobothnia Region(1)

• Smart Specialisation: managing partners expectations and identification of gaps

• Connection University of Vaasa - City of Vaasa -Region

• Students to labour market - focus

• Innovation ecosystem: Company driven

Addressing gaps

Universities catching up but “not enough”

• Survey outcomes: Biggest gap is in research Universities expected to contrbute more

Bussiness seeking more and better partnerships

• New initiative in RIS3: Teaming Call

Interdisciplinary topics in line with regional strenghts (e.g. IT)…13…

Example 3: Norte Region (I) (1)

• “Grounded innovation”: Combination of demand / push / feasibility / international reachout/capacity building /structural change

& PUBLIC POLICY!

• 8 Priority domains: maritime, life sciences, etc. Advanced Manufacturing Technologies: Value chain!

• Governance model: platforms of dialogue

& REGIONAL OBSERVATORY

• Universities on board: 3 public institutions in the region

• Smart Cooperation within and accross regions (18 regions in Europe interconnecting S3)

…14…

Example 3: Norte Region (II)(1)

• University of Minho: Applying lessons learned

• “To grow… to win the future” / “economy of creativity”

• Dual approach: Internationalisation and regional development

• Innovation ecosystem: from R&D to competitive critical mass of business and innovation actors

• Good progress but not enough

• Universities developing structures to respond to RIS3 joint agendas main objectives

…15…

Example 4: North Rhine-Westphalia Region (1)

• Heterogeneous cooperation

• Far-forward look: The world in 2050

• Moving beyond theoretical approaches

• RIS3 promising instrument if properly managed

• R&D investments decreasing in EU

• Systems of Innovation: good models but… reality !!

• University of Siegen: Inclussive involvement, competition, revision

• Relevance of universities BUT participation at the strategy definition is esential to take ownership for significant change

• Univ can be very powerful in building partnerships… in proper environments!

• Networks of regions: how useful?…16…

Example 4: North Rhine-Westphalia Region (II) (1)

• Innovation: effective if cooperation networks complement with expertise

• Networks: key to bring to reality the RIS concept

• Motivational structures for universities: need to change

• Heterogeneus platforms: Research and Development Centers – joint university-business ventures

• Coherent interaction

• S3 concept great but bringing it to operation is difficult:

ENDURING COMMITMENT OF STAKEHOLDERS

…17…

• Support from governing bodies: local, national, European – adequate funding, policies, facilitate involvement, assist

connection between education and economy sectors

• Valuing universities for ‘what they are’ – long term perspective, appropriate indicactors to assess progress

• Encouraging structural change to move forward – in consultation, technically and ethically

• Supporting long-term, sustainable partnerships betwen universities and authorities

Governing Bodies approaches to Universities

for succesful development of RIS3

…18…

Collaborative doctoral education

Selected Outcomes of the DOC-CAREERS II project on

Collaborative Doctoral Education

…20…

Participants involved in Workshops and in-depth Case Studies

32 higher education institutions

34 companies

23 organisations in the field of higher education

13 countries

Main messages – highlights:

Building trustful relationships and planning the collaborative doctoral scheme

Academic and industrial co-supervision

Interdisciplinary dialogue

Intersectoral mobility and employment perspectives of doctoral holders

Regional and Policy dimensions

DOC-CAREERS II Contributing Organisations

• Ghent University, Belgium

• Hanken School of Economics, Finland

• University Pierre and Marie Curie, France

• Ingolstadt University of Applied Research, Germany

• University of Paderborn, Germany

• National University of Ireland, Galway, Ireland

• University College Cork, Ireland

• University College Dublin, Ireland

• Polytechnic University of Marche, Italy

• Polytechnic University of Milan, Italy

• University of Camerino, Italy

• University of Chieti-Pescara, Italy

• University of Ferrara, Italy

• University of Perugia, Italy

• Klaipeda University, Lithuania …21…

• Lithuanian University of Agriculture, Lithuania

• Lithuanian University of Health Sciences, Lithuania

• Mikolas Romeris University, Lithuania

• Siauliai University, Lithuania

• Vilnius Gediminas Technical University, Lithuania

• Pompeu Fabra University, Spain

• University Rovira i Virgili, Spain

• Umeå University, Sweden

• Swiss Federal Institute of Technology Zurich (ETH), Switzerland

• Bangor University, United Kingdom

• Newcastle University, United Kingdom

• University College London, United Kingdom

• University of Ulster, United Kingdom

Higher Education Institutions

Dublin Institute of Technology, Ireland (HOST 1)

École Polytechnique Fédérale de Lausanne, Switzerland (HOST 2)

Kaunas University of Technology, Lithuania (HOST 3)

Norwegian University of Science and Technology Trondheim, Norway (HOST 4)

Università di Camerino, Italy (HOST 5)

DOC-CAREERS II Contributing Organisations Companies

Alcatel Lucent, Belgium Applied Maths. Belgium Solvay S.A. Research and Technology,

Belgium GlaxoSmithKline Biologicals, Belgium Jansen Pharmaceutica, Belgium OCAS, Belgium Umicore, Belgium Genes Diffusion, France Schlumberger, France Biotalentum, Hungary Biotalentum, Hungary Intel, Ireland

Advanced Technologie Biomagnetics.r.l., Italy

Aptuit, Italy Finmeccanica, Italy Finmeccanica, Italy

Goldenplast s.p.a., Italy

iGuzzini Illuminazione s.p.a., Italy

SINERGO s.r.l., Italy

Comfort Heat UAB, Lithuania

Lithuanian Energy Institute, Lithuania

UAB “Naujasis Nevezis”, Lithuania

DNV, Norway

Farsund Aluminium Casting, Norway

NTE, Norway

Ortivio, Norway

Scandinavian Business Seating, Norway

SINTEF, Norway

Skretting, Norway

Statoil, Norway

Domsjö Fabriker AB, Sweden

Oryx Simulations AB, Sweden

Debiotech SA, Switzerland

Other organisations

EURODOC, Belgium European Commission, DG Education

and Culture, Marie Curie Actions Unit, Belgium

European Commission, DG Research, Belgium

European Industrial Research Management Association, Belgium

European University Association, Belgium

Dublin City Council, Ireland Health Service Executive, Ireland Higher Education Authority, Ireland Irish Universities Association, Ireland

Confindustria Young Entrepreneurs, Italy

Council for Industrial Development, Marche region, Italy

Italian Ministry of Education University and Research, Italy

Ministry of Education and Science, Lithuania

Association of Doctoral Organisations in Norway, Norway

NIFU STEP – Studies in Innovation, Research and Education, Norway

Nordic Institute for Studies in Innovation, Education and Research, Norway

Research Council of Norway, Norway

The Association of Norwegian Research Institutes, Norway

The Norwegian Association of Higher Education Institutions, Norway

Fundación Universidad-Empresa, Spain

…22…

Univ and Ind as Partners for research

activity, Human Resources training and

entrepreneurship

University as a supplier of

knowledge and Human Resources

Shorter term Longer term

Delimited contracts

for a specific

project

Short term

internships for

students

Short term

secondments for

academics within

the firm and the

opposite

Joint training

programmes:

“Chairs”

Joint

laboratories

Doctoral

Schemes/

Programmes

Special events

organized with

secondary or

primary schools

University-Industry Collaborations

COLLABORATION TIME FRAME

…23…Source: EUA DOC-CAREERS Project

…24……24…

Conditions for

Collaborative

Doctoral

Projects

Share:

• Value on research

• Trust

• Long-term approach

Pre-conditions

Collaborative Doctoral Project

• Funding: Public/Private

• Partners Commitment –

Joint Supervision

• Efficient Management

• Good performance –

Thesis examination

Conditions

Doctoral Candidate

CompanyUniversity

Doctorate Holder

with Collaborative

Experience

Common Research

Ground

Source: EUA

DOC-CAREERS Project

Main messages – highlights (I)

• Building trustful relationships and planning the collaborative doctoral scheme

Understand each partner’s needs and expectations

Establish clear and realistic expectations

Ensure regular contact between all the parties involved –academic supervisor, industrial supervisor, doctoral candidate

Develop comprehensive agreements before the start of the collaborative scheme (rights and obligations of each party, general rules for the collaboration, financial provisions and IPR)

“It is important that universities and companies planning a cooperation ensure that all important aspects of the cooperation are discussed before the project commences. This is often more complicated and time consuming than expected, and the importance of this process should not be underestimated” (University partner in collaborative thesis)

…25…

Main messages – highlights (II)

Academic and industrial co-supervision

Although the academic supervisor is ultimately responsible for ensuring the doctoral research project is of appropriate academic quality to earn a doctorate degree, the industrial supervisor is an integral part of the collaborative scheme;

The company supervisor should have a doctorate degree him/herself or, alternatively, should be aware of what doctoral research entails.

Interdisciplinary research

Interdisciplinary training and research that cross-cut different knowledge areas – SET (Science, Engineering and Technology), BML(Biotechnology, Medical and Life Sciences) and ESSH (Economics, Social Sciences

and Humanities) – are essential features in collaborative doctoral schemes.

…26…

Main messages – highlights (III)

• Intersectoral mobility and employment perspectives of doctoral holders All stakeholders agreed that doctoral holders from collaborative

schemes are more employable in the business sector than doctoral holders from traditional programmes, mainly because of:

The ability to be “bilingual”, bridging the academic and industrial sectors

The development of transferable skills

“For companies this scheme is very tempting as they are working with the candidate for several years, get to know him/her, get first-hand information and will eventually find their next co-worker” (University)

“It is easier to come to work in industrial field later. They get company experiences and they get to know industrial solutions” (Company)

“ I think non-academic sectors value those who have a head for business and can implement the research applicable to their company” ; “Every day is training, going to the office, talking to colleagues, meeting customers or production personnel” (Doctoral candidates) …27…

Main messages – highlights (IV)

• The regional dimension: All case studies in DOC-CAREERS II had a

strong local base. While all consistently met the characteristics of the seven main components of collaborative doctoral research (identified in DOC-CAREERS) in all regions in which the programmes operated, the collaborative doctoral agreements were possible only because of a deep understanding of the regional industry dynamics and local/regional/national legal issues.

• The policy dimension: It was clear that the regions fostering their

competitiveness through innovation from university R&D do value collaborative doctoral programmes and the skills that doctoral candidates acquire through the process. These regions establish policies that support research collaborations and commit resources through local/regional public programmes and encourage the participation of local SMEs. These regions encourage also applications for funding from European and worldwide competitive calls and push for mobilising private funding.

…28…

DOC-CAREERS and DOC-CAREERS II

Linkages to policy development

…29…

Examples relating to Horizon 2020 and ERA:

Development of the Memorandum of Understanding between EUA and the

European Commission, 17th July 2012

EUA position on the EC consultation document on the “ERA Framework”,

30th November 2011

Examples relating to European researchers’ education and careers

• Consultation processes towards the pilot industrial doctoral programme

within Marie Curie Actions in FP7 and the re-design of the new Marie

Sklodowska Curie scheme in the Horizon 2020 framework programme

• Contribution to several working groups from the ERA Steering Group on

Human Resources and Mobility, organised by DG Research (e.g. Charter &

Code, Researchers Training, Innovative Doctoral Education, Open

Recruitment)

• Accountability

Doctoral education is monitored on several levels, often without coordination from the monitoring bodies

Risk of ’over-assessment’

Internal procedures are largely in place

• Enhancement

Universities are in the process of developing an integrated quality culture in doctoral education

Career advice services increasingly provided in doctoral schools

Good examples of ways to engage staff and external partners

…30…

Final remarks

EUA Annual Conference 2015

European Universities in Research and Innovation -People, Policies and Partnerships

Antwerp, Belgium16-17 April 2015

The conference will be organised along three main axes:

• the role of universities in educating and training researchers (the “People” dimension)

• the increase in partnerships with other universities, research institutions and businesses to better respond to societal demands (the “Partnerships” dimension)

• how policy frameworks create the conditions for regional transformation and foster innovation and competitiveness (the “Policies” dimension)

•Another session on “University Research: for the Benefit of Society” will look at the role of and benefits of science for society. This will include a series of poster presentations which will enable researchers from European universities present contributions in the form of scientific discoveries that have had a concrete impact on society.

…31…

Thank you for your attention!

www.eua.be