university-business relationships as a driver of … · university-business relationships as a...

University-Business relationships as a driver of

Knowledge-Society Europe

92% of HEIs and 63% of academics are involved in some form of student mobility

The extent of student mobility is related to the wider topic of university-business cooperation

Student mobility is but 1of 8 types of university-business cooperation types.

INENTER CONFERENCECluj Napoca, Romania18th April, 2012

Todd DaveyVictoria Galan Muros

HIPPO STUDY Largest study into European university-business cooperation (UBC)…

6,280 responses from rectors and academics.

STATE OF EUROPEAN UBCWORKSHOP Current practice in student mobility

About the projectMethodFindingsRecommendationsAbout us

WorkshopFormat

Workshop questions

Q1. Which are the main stakeholder groups in student mobility and how do they benefit from it?

Q2. Which are situational factors affecting student mobility (faculties, country, type of university)?

Q3. Which are the primary barriers to and drivers of student mobility?

Q4. Which support mechanisms have you experienced to be successful for student mobility?

Q5. How can these issues be addressed? and by whom?

4

ABOUT THE STUDY: Hippo

Study on the cooperation between HEIs and public and private organisations in Europe (HIPPO)

DG Education and Culture,European Commission

May 2010 to August 2011 (15.5 months)

4 project partnersCoventry University

Red OTRI Universidades

Cracow University of Economics

Free University Amsterdam

It aims to give a clear picture of the extent of UBC in Europe and to get a better understanding of how greater UBC can be fostered

Sub-objectives

1. To chart the current situationregarding UBC in Europe,

2. To describe the factors that facilitate or inhibit UBC,

3. To identify and describe 30 examples of good practice in European UBC.

4

METHOD: Countries involved

PARTICIPATING COUNTRIES

Countries that are existing, or candidate members, of the European Union or are partly committed to the EU economy and regulations as member of the European Economic Area (EEA) were targets of the study.

Involved in study

5

2. Qualitativeresearch

3. Quantitative research

1. Secondary information search

METHOD: Multi‐Method– Literature,– Published reports (national and EU level), – Books,– Journals.

– Survey translated into 22 languages,– Sent to all European HEIs (3551HEIs), – 33 countries,– Survey sample = 6,280,– Representative sample achieved.

11 expert interviews

4. Qualitativeworkshop 12 experts in UBC met in Brussels

5. Case studies 30 good practice European UBC case studies

Perceptionsof UBC developmentof Academics& HEI reps

6

ACADEMICS

4,123 academics responded to the major study

Method: Sample

HEI REPRESENTATIVES

2,157 from HEI Mngt. responded to the major study

6,280 total responses

Largest study ever into European university-business cooperation (UBC)

7

8

• Business• Rector / University management• Teacher / lecturer• Student• Supporting intermediary • Government

Q. What is your role in student mobility?

RESULTS10 key findings5 discussion questions

10

What is the contribution (outcomes and impacts) of UBC?

FINDING 1: Knowledge society

11

UBC is crucial for creating a knowledge society

1. Creating the knowledge society (indirect)

DEF Refers to the indirect outcomes experiencedby society generally from University-Business Cooperation

The indirect social contribution of UBC includes:

• creates jobs and stimulates economic growth,

• increases living standards, productivity and social cohesion.

2. Outcomes for HEIs, academics & business (direct)

DEF Refers to the direct outcomes experienced at an HEI / business from University-Business Cooperation specifically in regard to:

I. teaching,

II. research and

III. knowledge transfer

DIRECT outcomesINDIRECT outcomes

HEIs Academics BusinessBenefits for

society

• improving future job prospects of students,

• improving the research conductedwithin the HEI,

• improving transfer of knowledge and technology to society

• increasing third-party money

• more relevent research and teaching content

• better / greater opportunities to fund projects

• more publishingopportunities

• drives local business through product and service development,

• drives necessary skills and knowledge

• drives future income

• creates jobs and stimulates economic growth,

• increases living standards, productivity and social cohesion.

12

FINDING 1: Knowledge society

UBC is seen as a crucial activity in the development of knowledge societies

Finding

13

14

What is the contribution (outcomes and impacts) of student mobility?

…and for which stakeholders?

15

What is the nature of the UBC environment?

FINDING 2: The UBC ecosystem

The UBC ecosystem is complex and integrated.

European UBC is influenced by a large number of factors including:

1. Influencing factorsI. Situational factors

II. Barriers and drivers

III. Perceived benefits

2. Mechanisms that support UBC (The ‘4 Pillars’)

3. Key stakeholders

16

The UBC ecosystem is complex and integrated…

All variables and their interrelations must be considered and developed simultaneously with a long term focus.

Finding

17

How extensive is student mobility with academics and HEIs in Europe?

18

Approximately half of the academicsundertake a low or no amount of student mobility

37%

n=4123

Med-high SM

LowSM

45%

NoSM

18%

Academic SM in Europe

Finding 3: SM ACAD

1of every 4 HEIs undertake no or a low amount of of student mobility

ACAD

n=2157

HEI SM in Europe

Med-high SM

LowSM

NoSM

71%

21%

8%

FINDING 3: SM HEIs

Approximately half of academics and a quarter of HEIs undertake low or no UBC in student mobility

As such, there is a lot of potential development

Finding

How extensive is UBC in European HEIs?

22

23

FINDING 4: 8 Types of UBC

23

UBC is more than the student mobility.

There are eight different ways in which HEIs and business cooperate

1. Collaboration in research and development (R&D),

2. Mobility of academics, 3. Mobility of students, 4. Commercialisation of R&D Findings, 5. Curriculum development and delivery, 6. Lifelong learning (LLL), 7. Entrepreneurship, 8. Governance.

ACADFINDING 4: Types of UBC

2.9

2.9

3.3

3.8

4.0

4.0

4.3

5.0

1 2 3 4 5 6 7 8 9 10

Mobility of academics

Governance

Entrepreneurship

Curriculum development and delivery

Lifelong learning

Commercialisation of R&D results

Mobility of students

Collaboration in R&D

n=3460 Low Medium HighNot at all

ACAD

HEIsFINDING 4: Types of UBC

4.7

5.2

5.7

5.8

5.8

6.0

6.3

6.4

1 2 3 4 5 6 7 8 9 10


Governance

Entrepreneurship


Lifelong learning




n=1753

HEIs

Low Medium HighNot at all

HEIs

collaboration in research and development

mobility of students

entrepreneurship

curriculum development and delivery

lifelong learning

commercialisation of research and developmentresults (knowledge transfer)

governance

mobility of academics

1 2 3 4 5 6 7 8 9 10

High U-B cooperation

Medium U-B cooperation

Low U-B cooperation

Mean

Please indicate to what extent your HEI cooperates with business in respect to…

There are 3 clusters of HEIs… and also the same applies for academics

UBC

UBC

UBC

n=1753Low Medium HighNot at all



Entrepreneurship


Lifelong learning


Governance


FINDING 4: Types of UBC

Non-contract cooperation

R&D-related cooperation

1. Collaboration in research and development,

2. Commercialisation of research and development results,

5. Curriculum development and delivery,

6. Lifelong learning,7. Entrepreneurship,8. Governance.

Focus for the 8 Types of cooperationThe 8 Types can be structured into* three themes:1. R&D-related

cooperation,2. Cooperation in mobility,3. Non-contract

cooperation.

Cooperation in mobility

3. Mobility of academics,4. Mobility of students,

Extent of cooperation



HEIsACAD

ACAD 3.6 (Low)

HEI 5.6 (Medium)

ACAD 3.6 (Low)

HEI 5.5 (Medium)

ACAD 4.5 (Low)

HEI 5.9 (Medium)

* A factor analysis was performed to determine this


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HEIsACAD

4% 4%

8% 8%

13%

11%

14%

16%

10%

12%

27%

10%11%

6%

11%

7%8%

10%

5% 4%

1 2 3 4 5 6 7 8 9 10

HEIs

Academics

Academics27.2% of academics declare that they do not participate in student mobility to business at all

Mobility of students % of ACAD

Not at all 27.2%Low 27.6%Medium 26.2%High 19.0%

Mobility of students % of HEI

Not at all 4.1%Low 20.7%Medium 37.8%High 37.3%

HEIs75.1% of HEIs rate at a medium or high level of student mobility.

n=5829



Student mobility is one of the eight types of UBC… and it is the second most developed type of UBC

Student mobility is related to all types of UBC especially to academic mobility

Finding

30

Why do some academics and HEIs engage in UBC and not others?

Influencing factors help to explain this:a) Situational factors

(e.g. age, faculty, years in business, etc.)

b) Barriersc) Driversd) Perceived benefits

All ‘situational factors’ .. play a role in influencing the extent of UBC

Gender Age

Years workingin the HEI

Years working in

business The type of HEI they work for

Country

FINDING 5: Situational factors

Faculty31

Influencing factors

4 Supporting mechanisms

5

Key stakeholders6

3University-Business Cooperation (UBC)

Knowledge society

Outcomesfor HEIs,

academics, business

2 1

Influencing factors

4

BenefitsDrivers & Barriers

SituationalFactors

ACADFINDING 5: Example

Years in business Total UBC

Student Mobility

None 3.4 3.5

>0 - 2 3.9 4.3

3 – 5 4.2 4.76 – 9 4.4 4.910 - 19 4.5 5.120 + years 4.5 5.1

Scale: 1 = none, >1 - 4 = low ; >4 - 7 = medium ; >7 - 10 = high

Student mobility is significantly lower for those academics with no experience in business.

Beyond 5 years there is little further benefit to UBC achieved through further years in business.

CountryCollaboration

in R&DMobility of academics


Commerciali-sation of R&D

Findings


Lifelong learning

Entrepreneur-ship Governance Total UBC

Austria 6.7 3.8 5.1 5.5 5.0 5.4 4.5 4.4 5.0Belgium 6.3 4.5 5.9 5.6 5.5 5.4 5.6 4.5 5.4Bulgaria 5.4 5.4 6.0 4.8 5.7 6.4 5.6 5.5 5.8Czech Republic 6.1 5.0 5.8 5.0 6.3 6.3 4.0 3.9 5.3Denmark 6.3 4.8 6.7 5.4 5.8 6.3 6.0 4.7 5.8Estonia 5.1 4.1 5.2 4.7 6.9 6.4 4.9 4.0 5.1Finland 7.4 5.3 7.0 5.4 5.9 6.6 6.0 5.0 6.2France 6.8 4.0 6.8 5.2 6.3 6.2 6.0 5.9 5.9Germany 7.2 4.6 6.7 5.9 4.9 5.3 5.6 4.7 5.6Hungary 6.4 4.6 5.4 4.7 6.1 6.2 4.8 5.1 5.6Ireland 7.9 5.1 7.2 7.7 7.3 7.1 7.6 6.8 6.9Italy 5.8 4.8 6.0 5.0 5.9 5.5 5.1 4.7 5.3Latvia 6.4 5.9 7.2 4.4 6.7 6.8 5.6 6.0 6.4Lithuania 4.9 5.9 7.2 4.4 6.7 6.8 5.5 5.6 6.0Netherlands 6.4 4.6 6.1 5.4 5.2 5.4 5.9 4.8 5.4Norway 6.5 4.0 5.3 4.7 4.5 4.7 4.6 3.9 4.7Poland 4.9 4.4 5.5 4.0 5.1 5.2 5.0 4.7 4.9Portugal 6.0 4.8 6.8 4.8 6.0 6.4 6.1 5.1 5.8Romania 6.8 6.3 7.2 5.5 6.9 7.0 6.5 6.4 6.6Slovakia 5.1 4.8 5.4 4.4 4.9 5.5 3.9 4.3 4.6Spain 6.9 4.9 6.6 6.1 5.7 6.4 6.3 5.5 6.1Sweden 7.0 4.4 5.4 6.2 5.5 5.8 6.1 5.0 5.7Turkey 5.6 5.0 5.4 4.5 4.6 5.3 5.7 5.4 5.2United Kingdom 7.6 5.4 6.5 7.4 6.9 6.5 7.2 6.3 6.6

HEIFINDING 5: Country

Scale: 1 = No UBC, >1 - 4 = low ; >4 - 7 = medium ; >7 - 10 = high

GermanyEuropean leaders in UBC1. Collaboration in R&D2. Mobility of students3. Commercialisation of R&D

Below average extent of UBC1. Curriculum development &

Delivery2. Lifelong learning3. Governance

Situational factors help to explain and understandUBC and studentmobility

...but only a few of them have practical implications

Finding

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ACADFINDING 5: Profile SM

PROFILE OF ACADEMIC WITH HIGH COOPERATION IN STUDENT MOBILITY:• Men• Between 40 and 50 years• Between 10 and 19 years of experience

working in HEIs• More than 5 years of experience working in

business• Working in a Polytechnic University• In the area of Technology and Engineering • Located in France / Denmark / Germany

36

Which are situational factors affecting student mobility (faculties, country, type of university, etc.)?

37





Scale: 1 = No importance, - 10 = high importance 38

Lack of funding and excess of bureaucracy at all levels are the highest barriers to UBC… but removal of barriers does not create UBC

Finding: All academics and HEI representatives see the same barriers to UBC

FINDING 6: UBC Barriers

Most important barriers for academics

Most important barriers for HEIs

1. Bureaucracy within or external to the HEI (7.3)

2. Lack of HEI funding for UBC (6.9)

3. Lack of external funding for UBC (6.9)


2. Lack of financial resources of the business (6.9)

3. Business lack awareness of HEI activities (6.9)

Influencing factors


5

Key stakeholders6


Knowledge society

Outcomesfor HEIs,

academics, business

2 1

Influencing factors

4


SituationalFactors

Lack of funding and excess of bureaucracy at all levels (HEI, national, European) are the highest barriers to UBC

… but removal of barriers does not create UBC

Finding

39

40





41

Personal relationships drive UBC. It’s a people game! Existence of mutual trust and commitment are the most important drivers of UBC for both academics and HEIs.

FINDING 7: UBC Drivers

Most important drivers for academics

1. Existence of mutual trust (7.4)

2. Existence of mutual commitment (7.0)

3. Having a shared goal (7.0)

Most important drivers for HEIs




Scale: 1 = No importance, - 10 = high importance

Influencing factors


5

Key stakeholders6


Knowledge society

Outcomesfor HEIs,

academics, business

2 1

Influencing factors

4


SituationalFactors

Personal relationships drive UBC. It’s a people game!

Existence of mutual trust and commitmment are the most important drivers of UBC for both academics and HEIs.

Those academics or HEIs perceiving higher drivers for UBC are more engaged in UBC than those perceiving low drivers for UBC

Finding

42

43

Which are the primary barriers to, and drivers of, student mobility?

44

Barriers Drivers

Most important drivers for academics




Most important drivers for HEIs




Scale: 1 = No importance, - 10 = high importance

Most important barriers for academics

Most important barriers for HEIs

1. Bureaucracy within or external to the HEI (7.3)

2. Lack of HEI funding for UBC (6.9)



2. Lack of financial resources of the business (6.9)

3. Business lack awareness of HEI activities (6.9)

Q3Which are the primary barriers to and

drivers of student mobility?

Barriers

45





FINDING 8: Perceived benefits

Academics recognise the high degree of benefits from successful UBC for different stakeholders…

however to a lower extent the personal benefits they receive from UBC.

ACAD

1 Students

2 Business

3 HEI

4 Personal

46

Influencing factors


5

Key stakeholders6


Knowledge society

Outcomesfor HEIs,

academics, business

2 1

Influencing factors

4


SituationalFactors

FINDING 8: Perceived benefits ACADPlease indicate the extent to which you agree or disagree with the following statements.

4.4

5.2

5.9

6.6

6.6

7.3

7.6

7.8

8.0

1 2 3 4 5 6 7 8 9 10


UB activities improve employability of future graduates

UB activities improve the learning experience of students

UB activities improve the performance of business

Successful UBC is an excellent way of getting funding

Successful UBC increasesmy reputation in my field of research

Successful UBC is vital to achieving the mission of the university

Successful UBC is vital to my research

UB activities improves my standing within the university

UB activities increase my chancesof promotion

Personal benefits for academicsBenefits for students, business or the HEI

47

n=2394


HEIs rated the highest benefits for students, followed by business…

then the ability of UBC to contribute to the mission of the HEI with the lowest benefits perceived for society.

HEIs

1 Students

2 Business

3 HEI

4 Society

48

Influencing factors


5

Key stakeholders6


Knowledge society

Outcomesfor HEIs,

academics, business

2 1

Influencing factors

4


SituationalFactors


6.6

7.3

7.3

7.6

7.7

7.7

8.5

1 2 3 4 5 6 7 8 9 10

UBC creates a range of beneficial social andrecreational benefits

UBC increases local GDP and disposable income

UBC creates local employment

UBC improves regional productivity

UBC is vital to achieving the mission of the university

UBC has beneficial effects on the local industry

UBC increases skills and graduate development

49

n=313

Please indicate the extent to which you agree or disagree with the following statements.

HEIs

UBC increases skills and graduate development

UBC has beneficial effects on the local industry

UBC is vital to achieving the mission of the HEI

UBC improves regional productivity

UBC creates local employment

UBC increases local GDP and disposable income

UBC creates a range of beneficial social and recreational benefits


Personal benefits for HEIsBenefits for students, business or society

Perceptions of highbenefits & incentives drive UBC

The perception of self‐benefit is a major factor in UBC.

The higher the perceived benefits, the higher the extent of UBC carried out.

Finding

50

If influencing factors are only part of the explanation for UBC activity, what else can help to explain European UBC?

The existence of supporting mechanisms for UBC1. Strategies2. Structures and approaches3. Operational activities, and 4. Framework conditions

51

52

Thinking about strategies used within your HEI, how developed are the following points?

5.0

5.4

5.7

6.3

6.6

6.8

6.9

7.3

1 2 3 4 5 6 7 8 9 10

A top-level management committed to UBC

A documented mission / vision embracing UBC

A strategy for UBC

The internal promotion of UBC

The external promotion of UBC

The dedication of resources (inc. funding) to support UBC

The provision of incentives for academics to encourage UBC

The inclusion of ‘cooperation with business’ as part of the assessment of work

performance for academics.

FINDING 9: Strategies dev.

n=834

HEIs


HEIs

Thinking about structures and approaches used within your HEI, how developed are the following points?

4.1

4.1

5.2

5.4

5.4

5.6

5.9

6.0

6.2

1 2 3 4 5 6 7 8 9 10

Career offices within the HEI

An alumni network

The presence of business people on the HEI board

Board member or vice rector positions for UBC

The practice of recruiting industry professionals into the knowledge transfer area

Agencies (internal) within the HEI dedicated to UBC

Incubators for the development of new business

The presence of academics on company boards

Agencies external to the HEI dedicated to UBC

FINDING 9: Structures dev. HEIs


HEIs

53

Thinking about operational activities used within your HEI, how developed are the following points?

4.8

5.4

5.4

5.5

5.7

6.3

6.5

1 2 3 4 5 6 7 8 9 10

Collaboration activities facilitating student interaction with business

Entrepreneurship education offered to students

Workshops, information sessions and forums for UBC targeting academics

Networking sessions or meetings for academics to meet people from business

The featuring of UBC prominently on the HEI’s website

Collaboration activities facilitating academics interaction with business

Entrepreneurship education offered to academics.

FINDING 9: Activities dev. HEIs


HEIs

4.8

5.4

5.8

1 2 3 4 5 6 7 8 9 10

Laws / regulations positively supporting UBC

(excl. creation of new companies)

Laws / regulations positively supporting the

creation of new companies

Personnel mobility laws / regulations allowing movement of staff between HEI and business.

FINDING 9: Framework dev. HEIs

n=621

Thinking about the environment that your HEI operates in, how developed are the following points?


HEIs

55

RESULT 9: Mechanisms HEIs

38%

29% 30%

0%

5%

10%

15%

20%

25%

30%

35%

40%

Central contactperson

Central agency Programme orinitiative

Presence of supporting mechanisms for mobility of students within the HEI

n=382

Central contact person is the most developed mechanism. Those HEIs with a central contact person, central agency or programme / initiative have a significantly higher development of mobility of students in comparison to those that do not have them

The creation and development of supporting mechanisms are critical for UBC

The UBC supporting mechanisms that are easier to implement, are much more developed than those that are more difficult to implement

Finding

57

58

Which supporting mechanisms have you experienced to be successful for student mobility?

Supporting mechanisms for UBC:1. Strategies2. Structures and approaches3. Operational activities, and 4. Framework conditions

How do the previous findings interrelate and how reliable are they in explaining European UBC?

59

BenefitsSituational

Factors

Analysis takes place in this direction

E E

Drivers Barriers

E EG GGG

D D DD

Factor level

Action level

Resultlevel

2. Structures & approaches

3. Activities1. Strategies4. Framework

Conditions

BusinessHEIs

Mngt. ACADKTPs

Government

EU Nat. Local

University-Business Cooperation

Collaborationin R&D

Curriculumdevelopment

&delivery

Commercial-isation of

R&D resultsGovernance

Studentmobility

Entrepren-eurship

Academic mobility

Lifelong learning

8 types of UBC

FINDING 10: The UBC Model

In the UBC ecosystem, the multiple actors need to work cooperatively…

…and in an integrated manner towards effectiveness and developed UBC.

If only one of those actors does not perform actively, the disruptive influence might be considerable enough to inhibit the whole momentum

Finding

61

1. UBC is vital in creating a knowledge society2. UBC ecosystem is complex and integrated3. UBC in Europe is at an early stage of development4. Student mobility is one of the most developed forms of cooperation5. Years of working in business has a significant affect on student mobility6. Lack of funding and excess of bureaucracy at all levels (HEI, national,

European) are the highest barriers to UBC7. Personal relationships drive UBC and student mobility. It’s a people

game! 8. Perceptions of high benefits & incentives are motivators of UBC and

student mobility9. The creation and development of supporting mechanisms (especially

those with the highest impact) are critical for UBC and student mobility. 10. In the UBC ecosystem, multiple actors need to work cooperatively and in

a coordinated manner

62

A summary of the 10 key findings

63

How can student mobility be effectively addressed and by whom?

ABOUT US

Todd Davey, Project Manager

Dr. Thomas Baaken, Project Director

Victoria Galan Muros, Analysis Management

Arno Meerman, Data Management and Analysis

David Serbin, Survey Design and Data Management

Michael Deery, Case Study Management

64

HIPPO Website and Reports www.ub‐cooperation.eu

Science to Business Marketing Reseach Centre www.science‐marketing.de

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