adapting higher education to economic growth challenges: heinnovate in europe
TRANSCRIPT
Adapting Higher Education to Economic Growth Challenges: HEInnovate in Europe
László Horváthknowledge- and technology transfer expert
Semmelweis University, Innovation Directorate
Erasmus+ International Days: Private Higher Education in Changing EHEA LandscapeKodolányi János University
11-13th November 2015
Adapting Higher Education to Economic Growth Challenges: HEInnovate in Europe
• Challenges and opportunities for Higher Education in the 21st century
• Contribution to the knowledge economy
• Competitiveness
• Student needs and expectations• Learning organization: faculty
learning communities and scholarship of teaching and learning
• Innovative and entrepreneurial univeristy
• Concept of the diagnostic tool• Key characteristics of an
entrepreneurial Higher Education Institution
• Case study examples
ECONOMIC GROWTH CHALLENGES
Complex Complicated
SimpleChaotic
Best practice
Good practiceEmergent practice
Novel practice
sense – categorize – respond
sense – analyze – respond probe – sense - respond
act – sense – respond
The relationship between cause and effect is obvious to all
The relationship between cause and effect requires analysis or some other form of investigation
The relationship between cause and effect can only be perceived in retrospect
No relationship between cause and effect at the system level
Challenges and opportunities for Higher Education in the 21st century
Enhancing social mobility
Funding, finding new resources
Pressure for differentiation, market niche
Private partnership and
competition
Universities as engines of
growth
Research impact
Innovation across disciplinary boundaries
Responding to open access
Big and linked data
New business/SME
partnership
Local / regional / community social
enterprise development
Global competition / partnership /
curriculum
Student ownership / evaluation
Enhancing student
experience
Engaging social media
MOOCs and new internet learning
technologies
Enterprise and entrepreneurship
education
Enhancing student
employability
Exploring new employment
gateways
Contribution to the knowledge economy
Contribution to the knowledge economy
Swed
en
Denmark
Norway
Canad
a
Australia
Irelan
dTai
wan
Belgium
Austria
Estonia
Spain
Singa
poreIsr
ael
Hungary
Korea Rep
Malta
Slova
k Rep
ublic
Cypru
sLat
via
Croati
a
Barbad
os
Bahrai
n
Bulgaria
OmanSer
bia0.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
8.00
9.00
10.00
Knowledge Economy Index (2012)
Competitive HEI is• able to compete in the international knowledge
market• able to gain position and stand its ground on the long
run, which means that– it is successful in the competition for students– it is able to sustain and sustainably grow its market share
and profitability– it is able to sustain and strengthen its position in
international research and innovation– it is an attractive choice for international research and
cooperation
Evolutionary competitionFirst generation Second generation Third generation
Objective Education Education, researchEducation,
research, know-how exploitation
Role Defending the truth Discovering nature Creating value
Method Scholastic Modern science, monodisciplinarity
Modern science, interdisciplinarity
Creating Professionals Professionals, scientists
Professionals, scientists,
entrepreneursOrientation Universal National Global
Language Latin National languages English
Organization Nationes, faculties colleges Faculties University institutes
Management Chancellor (part-time) academics
Professional management
Competitiveness of knowledge
In order to operate and be competitive HEIs must take on a new mission: to ensure the
competitiveness of knowledge
ADAPTIVE HIGHER EDUCATION
Responding to challenges• Knowledge economy poses different expectations on higher education
institutions emphasize different functions to adapt• Decreasing funds, massification labor market needs, applicable
knowledge• Quality management, performance management
new mission: ensuring knowledge competitiveness• Education as a service
challenge: understand the needs and expectations of customers and satisfy them• Growing expectations: accountability, accreditation, brand management,
rankings• Multiple stakeholders
• Competitive higher education• Student satisfaction is an important quality aspect – SERVQUAL
(expectations and perceived satisfaction) • Gap model of service quality in higher education
Research on student expectations and satisfactionLeader survey (N=117)• SZIE (27)• BCE (26)• ELTE (19)• DE (10) …
• Rector (2)• Vice-rector (8)• Dean (8)• Vice-dean (34)• Head of Institute (19)• Head of Department (38)• etc. (8)
• Years in the given leadership role (mean): 7,54 years
Student survey(N=327)
• ELTE (161)• SZIE (37)• BME (36)• BCE (16)• SZTE (15) …
• 68,8% female | 31,2% male• 23,4% graduated | 74,3% still learning• 33% humanities | 16,5% economics | 9,2% teacher
education …• 81,7% state-funded/state-scolarship | 18,3% fee-
paying/self-funded• 89,3% full-time | 10,7% part-time• 79,2% without student loan• 39,4% participated in talent development
Perception of higher education leaders
service6% course
1%
graduates72%
learning7%
other15%
Output
state11%
employer24%
student42%
society14%
other9%
Client
Student role Rector Vice-rector Dean Vice-
deanHead of
Inst.Head of
Dep.
Commodity(α=0,603)
Manager(α=0,626)
Consumer(α=0,473)
Student expectationsStudent expectations• Partnership• Growth• Quality of teaching and learning• Labor market relevance• Support system• Comfort• Flexibility
Principal component analysis (varimax):• KMO=0,771 (p<0,001)• 7 principal components: 60%
partnership growth quality relevance support comfort flexibility
state-funded fee-paying
ROI
Funding(1-self; 0-state)
r = - 0,112*
p = 0,044
Cluster 1 Consumer
Cluster 2 Commodity
Cluster 3 Manager
Cluster 4 Consumer
Student expectation, satisfaction and leaders perception
Expectations S_E S_S Gap 5
Competent teachers who can clearly
communicate complex ideas.
3,82 2,91 0,91
Flexibility in offered courses.
3,40 2,42 0,98
To be prepared for the labor market
3,65 2,29 1,36
Timely accurate and precise information
3,78 2,41 1,37
Expectations L_P S_E Gap 1Improve my analytical
skills2,71 3,36 -0,65
Improve my ability to work in teams
2,45 3,02 -0,57
To be preapared for life long learning
2,59 3,05 -0,47
Improve my communication skills
2,88 3,34 -0,46
Available and extensive library
2,72 3,15 -0,43
1 2 3 4
Important needs comfort, flexibility relevance, flexibility quality, relevance quality, support, flexibility
Not important needs relevance, support quality, support flexibility, partnership relevance
Obligations Complete tasks on time; don’t be late from class -
Obtain educational materials; complete tasks on time; inform teachers
activity in the learning process; obtain
educational materials
Not obligedPrepare for every class; activity in the learning
processeverything Respect office hours
Don’t be late from class; complete tasks on time;
inform teachers
Discipline humanities, law, teacher education
humanities, economics, agricultural
economics, engineering medical, natural sciences
humanities, social sciences
Funding fee-paying fee-paying state-funded state-fundedGraduates graduated still learning still learning graduatedFull-time/part-time part-time full-time part-time part-timeStudent loan typical typical mixed not typicalGender female male mixed male
Talent management typical not typical not typical typical
Metaphor consumer commodity manager consumerROI low moderately low moderately high high
Suggestions Higher education leaders should reconsider the role of students alongside
the manager metaphor Reverse the psychological contracts of fee-paying students: demand
accountability for quality, take responsibility for their investment Treat the service quality gaps based on the Gap-model
Encourage market research Improve bottom-up communication Improve relationship focus Improve service
Higher education leaders should identify students along the clusters and develop differentiated strategies to enhance quality based (but not exclusively) on their needs
Learning organization - input
Leadership
Organizational culture
Human resources and competences• Distributed leadership
• Strategic and systems thinking
• Support of learning
• Vision, mission, structure supporting learning
• Openness, empowerment• Stimulating and safe
environment
• Flexibility, proactivity• Incrising capacity for
achieving goals• Ongoing experimentation• Raising quality of output,
decresing cost of input
Learning organization - process
Knowledge-information actions• collecting, creating,
managing, sharing and exploiting internal and external knowledge
• Application in decision making
• switching between contexts of knowledge creation
• Bridging the barriers of experiencing
• Renewing processes• Reflexion
Learning-development actions• Action learning• Identifying learning needs,
process analysis, development and linking with innovation goals
• Identifying supportive organizational characteristics
• Equality, empowerment• Willingness, commitment for
(self)development• Collaborative learning, learning
to learn together• Support embedded in
organizational culture structure, coordination
• Workplace learning
Change-adaptation actions
• Continuous, conscious change and its acceptance
• Continuous, conscious adaptation to changing internal and external factors
• Change and adaptation capacity embedded in organizational culture and structure
Innovative and entrepreneurial univeristy• Etzkowitz (1983): „Universities that are considering new
sources of funds like patents, research funded by contracts and entry into a partnership with private enterprises”
• Kirby (2002): „Have the ability to innovate, recognize and create opportunities, work in teams, take risks and respond to challenges”
• Jacob, Lundqvist, Hellsmark (2003): „Is based both on commercialisation (custom made further education courses, consultancy services and extension activities) and commoditization (patents, licensing or student owned start-ups)”
HEINNOVATE
Concept of the diagnostic tool• A self-assessment tool for higher education institutions who wish to explore
their entrepreneurial / innovative potential
• The simple purpose of helping higher education institutions identify their current situation and potential areas for action
• Seven broad areas, under which are the statements for self-assessment
What is an entrepreneurial and innovative HEI?
The entrepreneurial HEI is (A. Gibb 2013):• Designed to empower students and staff to
demonstrate enterprise, innovation and creativity in teaching, research and the third mission
• Its activities are directed to enhance learning, knowledge production and exchange in a highly complex and changing societal environment
• As an organisation, it is dedicated to create public value via processes of open engagement
Who is HEInnovate for? • Open to all HEIs (Universities, University
Colleges, Polytechnics, etc)
• Free of charge
• Intentionally open and flexible so you can choose how to organise and use the results
• You can register on HEInnovate as an individual or as a group
• It is available at : https://heinnovate.eu
What does it do? • Allows individuals to assess their HEIs in a systematic
way
• Diagnose areas of strengths and weaknesses across seven areas, 45 different statements
• Opens up discussion and debate associated with the entrepreneurial / innovative nature of your institution
• Compares and contrasts evolution over time
• Access to high quality learning materials
What happens to the results in a group?
If you are part of a group, HEInnovate displays your results compared to the group average
The group results are displayed for the group administrator in a chart that can be downloaded
Leadership and Governance
1. Entrepreneurship is a major part of the HEI’s strategy.
2. There is commitment at a high level to implementing the entrepreneurial agenda.
3. There is a model in place for coordinating and integrating entrepreneurial activities across the HEI.
4. The HEI encourages and supports faculties and units to act entrepreneurially.
5. The HEI is a driving force for entrepreneurship and innovation in regional, social and community development.
Organisational Capacity: Funding, People and Incentives
1. Entrepreneurial objectives are supported by a wide range of sustainable funding and investment sources.
2. The HEI has the capacity and culture to build new relationships and synergies across the institution.
3. The HEI is open to engaging and recruiting individuals with entrepreneurial attitudes, behaviour and experience.
4. The HEI invests in staff development to support its entrepreneurial agenda.
5. Incentives and rewards are given to staff who actively support the entrepreneurial agenda.
Entrepreneurial Teaching and Learning
1. The HEI provides diverse formal learning opportunities to develop entrepreneurial mindsets and skills.
2. The HEI provides diverse informal learning opportunities and experiences to stimulate the development of entrepreneurial mindsets and skills.
3. The HEI validates entrepreneurial learning outcomes which drives the design and execution of the entrepreneurial curriculum.
4. The HEI co-designs and delivers the curriculum with external stakeholders.
5. Results of entrepreneurship research are integrated into the entrepreneurial education offer.
Preparing and Supporting Entrepreneurs
1. The HEI increases awareness of the value of entrepreneurship and stimulates the entrepreneurial intentions of students, graduates and staff to start-up a business or venture.2. The HEI supports its students, graduates and staff to move from idea generation to business creation. 3. Training is offered to assist students, graduates and staff in starting, running and growing a business.4. Mentoring and other forms of personal development are offered by experienced individuals from academia or industry. 5. The HEI facilitates access to financing for its entrepreneurs.6. The HEI offers or facilitates access to business incubation.
Knowledge Exchange and Collaboration
1. The HEI is committed to collaboration and knowledge exchange with industry, the public sector and society.
2. The HEI demonstrates active involvement in partnerships and relationships with a wide range of stakeholders.
3. The HEI has strong links with incubators, science parks and other external initiatives.
4. The HEI provides opportunities for staff and students to take part in innovative activities with business / the external environment.
5. The HEI integrates research, education and industry (wider community) activities to exploit new knowledge.
The Internationalised Institution
1. Internationalisation is an integral part of the HEI’s entrepreneurial agenda.
2. The HEI explicitly supports the international mobility of its staff and students.
3. The HEI seeks and attracts international and entrepreneurial staff.
4. International perspectives are reflected in the HEI’s approach to teaching.
5. The international dimension is reflected in the HEI’s approach to research.
Measuring Impact
1. The HEI regularly assesses the impact of its entrepreneurial agenda.
2. The HEI regularly assesses how its personnel and resources support its entrepreneurial agenda.
3. The HEI regularly assesses entrepreneurial teaching and learning across the institution.
4. The HEI regularly assesses the impact of start-up support.
5. The HEI regularly assesses knowledge exchange and collaboration.
6. The HEI regularly assesses the institution's international activities in relation to its entrepreneurial agenda.
Case study examples - (Katholieke Universiteit Leuven)
Autonomy of professor in the conduct of their activities
Key parameter: The faculties and units have autonomy to act
The structure of Katholieke Universiteit Leuven (KUL) is multi-layered and divided into different areas: Educational policy, Research policy, and several Faculties. The research management structure consists of the Research Policy Council, in charge of preparing the research policy; and the Research Council charged with advising and stimulating actions. The Research Council is also responsible for evaluating the proposals from KUL researchers who apply for funding from the University Research Fund.
Each faculty has its own board and develops its own strategy. There is no formal hierarchical structure, with each professor free to design his or her own research agenda.
Case study examples - (Katholieke Universiteit Leuven)
Governance of the technology transfer process
Key parameter: The university has a model for coordinating and integrating entrepreneurial activities at all levelsThe Technology Transfer Office of K.U. Leuven – Leuven Research and Development (LRD) - was established in 1972. Over the years, it has progressively shifted towards a decentralised and diffuse approach to university business cooperation, embedded in all the University‘s units and structures. It relies on interdisciplinary research divisions and on the progressive inclusion of technology transfer goals in researchers‘ culture. Furthermore, LRD‘s activities are not limited to the University, but widely implemented in coherence with the regional context. This shift has accompanied KUL development from a traditional towards an entrepreneurial university model that refers to the increasing tendency to run the university as a quasibusiness
Case study examples - (Corvinus University Budapest)
Entrepreneurship education at Corvinus University of Budapest
Key parameter: Staff take an entrepreneurial approach to teaching in all departments, promoting diversity and innovation in teaching and learningEntrepreneurship education consists of a broad range of activities and courses at Corvinus University of Budapest. Courses include small business management, business planning and also finances, and courses are also available on international entrepreneurship.
The entrepreneurship related subjects are not just entrepreneurship oriented in their subject but also in the methods of teaching. Furthermore, the courses incorporate international experiences gained from collaborative programmes with foreign universities including the Penn State University or the CEMS (Global Alliance for Management Education) Programme.
Professors of the university also contribute and organise many additional, extra-curricular activities and programmes, for example in he Interuniversitas Spin-off Club comprising a series of various events
Case study examples - (Slovak University of Technology )Developing study programmes of relevance for industry
Key parameter: Engagement of external stakeholders is a key component of teaching and learning development in an Entrepreneurial UniversitySlovak University of Technology has, in collaboration with the University of Vienna and the Automotive Cluster Vienna Region (ACVR), set up a 2-year Professional MBA programme for the Automotive Industry. This programme is aimed at training managers for the automotive and components supply industries. Its establishment was supported by the European programme of cross-border cooperation Slovakia/ Austria. The lecturers include not only academics, but also professionals working in the sector across Europe. The educational process includes visits at automotive firms in both of the countries. All courses are run in English, which allows an international student base.
Case study examples - (Babeş-Bolyai University, Romania)The Babeş-Bolyai University’s international agreements and partnerships
Key parameter: The institution and its departments actively participate in international networksThe Babeş-Bolyai University has extensive international relations that are coordinated by the Centre for International Cooperation, which is led by the Vice-Rector in charge of international relations. The university has inter-university agreements and partnerships with more than 200 higher education institutes from 36 countries across six continents. Furthermore, individual departments have additional contacts with foreign universities. The University has numerous joint degrees at different levels with partner universities. The international relations of the University are reported even to be stronger and more efficient in some cases than domestic relations. The Centre for International Cooperation develops, facilitates and coordinates the University‘s international relations especially the activities based on bilateral agreement, trans-European and trans-Atlantic programmes. Furthermore the Centre provides support to foreign students, teaching staff and student mobility, information exchange and it also contributes to promoting the University‘s educational programmes abroad.
Thank you for your attention
László Horváthknowledge- and technology transfer expert
Semmelweis University, Innovation Directorate