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HIGHER EDUCATION
AND ENTERPRISE
Working together for Regional Development
Overview
■Higher education role
■Regional Development and HEIs
■What is your region?
■What is meant by Enterprise?
■Higher education and enterprise
■ Impacts and how we might measure them…
Role of higher education?
*Sir John Everett Millais Bt PRA (1829-96)
The Idea of a University
“If then a practical end must be assigned to a University course, I say it
is that of training good members of society...”
■Engines of innovation and commercialisation of knowledge
■Knowledge Triangle
■Triple Helix / Quadruple Helix
■Third Mission
■Engaged / Entrepreneurial
■Anchor tenants in the knowledge eco-system / knowledge
economies
■Globally competitive, locally engaged
Role of higher education?
■Shattock (2014) suggests that higher education is
currently undergoing a fundamental shift in its
character and a major transition in its relationship
with state and society.
■Jongbloed et al., (2008) also assert that emerging
knowledge-based societies require third-level
institutions to carefully consider their roles and their
relationships with various stakeholders.
■The development of the concept of the ‘third mission’
of universities to sit alongside the teaching and
research missions has been described by Laredo
(2007) as somewhat ambiguous.
ROLE OF HIGHER
EDUCATION
Has it changed? What are the priorities?
What do we mean by regional
development?
■ ….general effort to reduce regional disparities by supporting (employment and wealth-
generating) economic activities in regions (OECD)
■ …or ‘realising potential’ rather than ‘reducing disparities’….
■ …balanced regional development…
■EU
Since the Rome Treaty of 1957,one of the main tasks of the Community has been to promote an
‘harmonious development of economic activities’.
The need for a coordinated community solution to regional problems and the correction of regional
imbalances was also recognised in Commission reports, a first communication (1964) and a
subsequent recommendation (1969).
■The ERDF aims to strengthen economic and social cohesion in the European
Union by correcting imbalances between its regions.
HEIs as a key resource in regional
development
■Comparative advantage in knowledge-based industries
■Developing the human capital
■Generating and supporting new businesses
■Contributing to tax revenues
■Content and audience for cultural activities
■Student enrolments
■Research, consultancy, and training funding opportunities
Multiplicity of reports, books,
experiences
Define the region?
■Geographical
■Cultural
■Historical
■Socio-economic
HOW WOULD YOU DEFINE
YOUR TARGET REGION…
Size, differentiation, uniqueness
Example:
Ireland -South West
■27,400 active enterprises in the region
■A decrease of approximately 5,000 since 2007
■The vast majority (91%) of enterprises had fewer than 10 persons
engaged
Expert Group on Future
Skills Needs (EGFSN)
http://www.skillsireland.ie/Publications
/2015/Regional%20Labour%20Market
s%20Bulletin%202015.html
Regional Growth Areas
■Strongest growth in ICT sector
■Recent job announcements : opportunities predicted in
■Medtech
■BioPharma
■ICT
■Professional Services
■Construction
■Health
■Retail
To boldly go…
■Any and all human endeavour
■Public, private, not for profit
■Micro, small, medium and large
HE AND ENTERPRISE –
WORKING TOGETHER
Barriers? Types of interactions - group discussion
Higher Education and Enterprise?
Some barriers
■Public policy
■Funding and lack of incentives
■Conflicting priorities –ranking etc.
■ Metrics underdeveloped, retrospective, don’t take account of long
lead times
■Limits to leadership in HEIs
■Capacity constraints in the local agencies and local organisations
■Specific absorptive limitations in SMEs
■Lack of institutional autonomy
■Disconnect between engagement and teaching and research missions
Constructivist model of interactions
Transfer Exchange Co-
creation
Broad mutually-beneficial two-way relationships
recognising the value to, and of, each partner
built on:
Relationships, Resources and Realistic
Expectations
Situation in Ireland
■National
–Significant unemployment rates, economic challenges
–Higher Education role in developing economic and social value –employment, skills
needs, enterprise development, cultural interactions
■Institutional
–Academic –relevancy and currency of learning
–Knowledge creation and application
–Diversity of missions
■National Strategy for Higher Education to 2030 calls for:
..higher education institutions to
‘engage with the communities they serve in a more connected
manner - identifying community, regional and enterprise needs and
proactively responding to them’
More Outputs:
Recognition of Prior Learning
Work-based and Blended Learning
Progression for Craft Certificate holders
Access to Third Level for Migrants
Some Outputs
Work Placement
in third level
Customised
Learning
Partnerships for
Progress
Learning Needs
Analysis
Providing a coherent interface
HEI
CPD
TTO
T&L Research
Consulting Extended Campus
HEI
HEI
Grad
Formation
Workforce
Development
Research
and
Innovation
From this To this
HOW TO SUPPORT AND
STIMULATE HE AND
ENTERPRISE WORKING
TOGETHER
Systems / Structures / Policies? - group discussion
–the gateway to CIT
A single point of contact for private, public
and not-for-profit organisations seeking to
engage with CIT
http://extendedcampus.cit.ie extendedcampus@cit.ie
•Stimulating and supporting all forms of interaction
•Developing good practice guidance
•Contributing to business intelligence and scholarship
•Professionalise the interface using Customer Relationship
Management systems
Types of HE external engagement
Graduate Formation
•Curriculum design
•Course review boards
•Guest lectures
•Site visits
•Work Placement
•Work-based project
•Employability and
entrepreneurship
Workforce Development
•Recruitment
•Customised Course
Development
•Continuing Professional
Development
•Recognition of prior learning
•Work-based learning
Research and
Innovation
•Consultancy
•Use of equipment and
facilities
•Exploitation of research
outcomes
•Licencing and Patents
•Incubation centres
•Short contract research
Evolving model of engagement interactions –developed through
research and exploration of practice
Some examples of interactions in
practice
Student Placement and Project
■Mechanical Engineering student Brian Hand placed in
Liebherr for work placement
■Specification and supervision of final year project
developed in collaboration between mechanical
engineering staff and the company
■Resulting paper and presentation won
Best Paper award at 2014 CADFEM conference
(Engineers Ireland, Dublin)
Collaboration between CIT and
25/04/2016 29
Customised Course development
■Centre for Advanced Manufacturing and Management
Systems (CAMMS) developed “yellow belt” six sigma and
“green belt” six sigma module to meet particular
requirements of the ST Technics workforce
■Prompt and timely response of CIT CAMMS
to the needs of a workplace partner
Collaboration between CIT and
25/04/2016 30
Customised Course development
An award-winning innovative and collaborative Process
Safety module delivered in-house
■High level view of the fundamentals for staff across all levels
of the organisation
•Customised module on the qualifications
framework delivered on company site
•Achievement of a ‘Responsible Care Award’ for
leading edge approach to achieving Health and Safety
Excellence
Collaboration between CIT and
Technology Transfer –Aventamed Case Study –Some Highlights
25/04/2016 32
Problem identified with the procedure to insert tympanostomy tubes in children's ears to treat middle ear
infection in 2011 by MEDIC researcher (John Vaughan)
Feasibility study carried out in 2012 using Enterprise Ireland Commercialisation Fund Feasibility grant to carry
out the following tasks:
Market research study - $5.4billion target market
IP Patentability and Freedom to Operate (FTO) search - positive
Regulatory assessment –clear pathway (Class IIb/EU and Class II/US)
User needs study –positive with suggested improvements
Manufacturing assessment - first prototype
Research funding: Enterprise Ireland Commercialisation Fund in 2012. Value €305K.
Won 2014 Intertrade Ireland Seedcorn & Medtech Innovator competitions.
Value €100K and US exposure
Patent
Preliminary patent Filed in Nov 2012 with the
European Patent Office (EPO)
Outcome:
License to CIT IP agreed with new campus company (AventaMed)
Seed funding of €1.3 million secured in (Sept 2015)
Innovation Services to Industry
How to measure impact in Regional
Development?
■Metrics – “underdeveloped, retrospective or do not take account of
developmental work…”(OCED 2007)
■ ‘Established Methodologies for measuring or assessing, the outcomes and
impact of business-university cooperation … are quite limited’ (EU
Commission (LLP), 2012)
■ ‘Despite the increase of HEIs involvement in practical knowledge generation,
there is still little confirmation on the modes or extent of cooperation
between HEI and business actors across Europe’ (Science-to-business
Marketing Research Centre, 2016)
■ ‘At the same time, this can make it difficult to define and measure
universities’ contribution to the economy, particularly in an open innovation
system where co-production of knowledge is increasingly becoming the rule,
rather than the exception. ‘ (Universities UK, 2015)
Typical Process flow of interactions
Query from web,
event, etc
Viable Lead
NO - Record
query and
outcome
Link to internal
contact(s)
YES – Agree
appropriate
activities and
interactions
Monitor progress
and record
outcome
Develop
Newsletter item /
Case Study
Suitable story/
exemplar?
Seek Follow-up
activities
Query, contact and account
data updated on CRM and
attached to appropriate case
manager
Initial meeting arranged with one or
more internal academic/research
units appropriate to the query
An initial query can
often lead to a range of
interactions
Where a query does not lead to an
opportunity to collaborate it is
important to retain that knowledge
Successful
interactions act as a
useful stimulus for
other organisations
Types of queries
By phone, email, through webpage, in
person
Queries tend to cover all aspects of
engagement
Many are complex and take some
time to explore and codify
While some are reasonably
immediate –recruitment needs,
placement information etc, most take
time to come to fruition
Often cross disciplinary boundaries