Alajos Mészáros: The Trap of the Triangle: Education-Research-Innovation
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Transcript of Alajos Mészáros: The Trap of the Triangle: Education-Research-Innovation
prof. Alajos Mészáros
Slovak University of Technology in BratislavaSlovakia
(Former Member of the European Parliament)
OutlineDescription of the triangle Education-Research-
Innovation – interactions and intersectionsEducation-Research-Innovation in EU contextEducation-Research-Innovation in Slovak contextEvaluation policy of Higher Education-Research
activities and its impact on Innovation schemeExamples of “best practice” from Slovak environmentThe “University Scientific Park” programme at STU
The E-R-I Triangle with internal connections
Innovation
Education
Research
The E-R-I block diagramwith internal/external relations
Innovation
Education
Research
Energy Mix Social Environment Geographic Position
Politics Economy Industry
Automatic device invented by Hero of Alexandria
Heron of Alexandria (c. 10 – c. 70 AD) was a Greek mathematician and engineer who was active in his native city of Alexandria, Roman Egypt.
t Controller
cController Controlled Object
Block diagram of Feedforward Control
The controller and actuator consist of:communicating vessels; pipe; bucket; ropes; pulley; weight
Controlled object: temple gate
The above diagram is not older than 60 y.; However, the device was constructed 2 thousand y ago
control signal (burning)
actuator controlled signal (gate position)
A centrifugal governor invented in 1788 by James Watt
A centrifugal governor (regulator) is a specific type of governor with a feedback system that controls the speed of an engine by regulating the amount of fuel admitted, so as to maintain a near-constant speed, irrespective of the load or fuel-supply conditions. It uses the principle of proportional control.It was invented in 1788 by James Watt to control his steam engine.
c
Block diagram of Feedback Control
sdaactuator speedload
CentrifugalGovernor
SteamEngine
HistoryLaunched in 1998 in Paris (La Sorbonne) by the Ministers of
4 countries (F, UK, D and I)
Confirmed in 1999 with the Bologna Declaration (29-30 countries)
Follow-up ministerial conferences (and communiqués) in: Prague, 2001, enlarged to 33 countries, and Berlin, Sept. 2003, enlarged to 40 countries) Bergen, May 2005, enlarged to 45 countries London, May 2007
Main features (tools)Creation of a transparent system based on a “bachelors”
and “masters” system and, since Berlin (2003), doctorates (PhD)
Bachelor: preparation to a professional career and to further university studies
Master: specialization
Doctorate (PhD)
Bologna Main PointsIncrease attractivenessIncrease transparencyIncrease mobilityFacilitate recognitionAdapt HE to labour
marketReform degree system
Higher education as a public good and public responsibility
Student participation
Lifelong learningQuality assurance
What is Horizon 2020?
Horizon 2020 brings together all EU research and innovation funding under a single programme:
Framework Programme (future FP8)
Competitiveness & Innovation Programme (CIP)
European Institute of Technology (EIT)
Commission proposal for € 80 billion research and innovation funding programme (2014 ‐ 2020)
A core part of Europe 2020, Innovation Union & European Research Area:
Responding to the economic crisis to invest in future jobs and growth
Addressing peoples' concerns about their livelihoods, safety and environment
Strengthening the EU's global position in research,
innovation and technology
Excellent science World class science is the foundation of tomorrow’s
technologies, jobs and well-being Europe needs to develop, attract and retain research talent Researchers need access to the best infrastructures
Industrial leadership Strategic investments in key technologies underpin innovation
across existing and emerging sectors Europe needs to attract more private investment in research
and innovation Europe needs more innovative SMEs to create growth and jobs
Societal challenges Concerns of citizens and society/EU policy objectives can not be
achieved without innovation Breakthrough solutions come from multi‐disciplinary
collaborations, including social sciences & humanities Promising solutions need to be tested, demonstrated and scaled
up
Three priorities
International cooperation is crucial to address many Horizon 2020 objectives
Principle of general openness: the programme will remain to be the most open funding programme in the world
Horizon 2020 shall be open to the association of: acceding countries, candidate countries and potential candidates and selected third countries that fulfill the relevant criteria (capacity, track record, close economic and geographical links to the Union, etc.)
International cooperation
Targeted actions to be implemented taking a strategic approach to international cooperation (dedicated measures in the 'Inclusive, innovative and secure societies' challenge)
The Multiannual Financial Framework (2014-2020)
Key challenge: stabilise the financial and economic system while taking measures to create economic opportunities
1. Smart & inclusive growth € 491 bn2. Sustainable growth, natural resources € 383
bn3. Security and citizenship € 18.5 bn4. Global Europe € 70 bn5. Administration € 62.6 bn
Total: € 1,025 bn
Horizon 2020
Single set of simpler and more coherent participation rules
New balance between trust and control
Moving from several funding rates for different beneficiaries and activities to just two
Full alignment of the rules for participation with the revised Financial Regulation
Simplifications for research directly introduced in revised Financial Regulation (prizes, interest on pre-financing, VAT, extrapolation)
Broader acceptance of usual accounting practices of the beneficiaries
Simplified time recording; abolition of time-sheets for staff working fully on the EU project
Reducing Time to grant
Simplification - Summary
European Institute of Innovation and Technology – EIT
is the EU's flagship education institute designed to assist innovation, research and growth in the EU
making the work of the different universities, research institutes and companies unified
About us...
BratislavaSlovakia
The Slovak Universityof Technology
Constitution of the university1937
constitution of the Technical University of Milan Rastislav Štefánik in Košice
1938 opening of the first academic year at the temporary residence
in Martin and renaming to the Slovak Technical University (SVŠT)
1939movement to Bratislava and realisation of first branches and
institutes
STU in numbers100.400 graduates 18.300 students in all forms of study 3.200 employees and research staff 900 contracts and industry orders 480 domestic research projects 170 international research projects 147 accredited study courses in 76 study branches 70 university agreements with world wide universities 33 prominent university research places of work 7 faculties
Faculties
Faculty of Informatics and Information Technologies
Faculty of Material Sciences and TechnologyFaculty of Architecture
Faculty of Chemical and Food Technology
Faculty of Electrical Engineeringand Information Technology
Faculty of Mechanical EngineeringFaculty of Civil Engineering
Institutes of Faculty of Chemical and Food Technology
Institute of Analytical Chemistry Institute of Inorganic Chemistry, Technology and MaterialsInstitute of Biochemistry, Nutrition and Health Protection Institute of Biotechnology and Food Science Institute of Physical Chemistry and Chemical Physics Institute of Chemical and Environmental Engineering Institute of Information Engineering, Automation and
MathematicsInstitute of Organic Chemistry, Catalysis and PetrochemistryInstitute of Polymer Materials
Financial sourcesTotal amount of financial sources represents cca 40 mil EURO per year.
Academic staff
EducationThree degree study in harmony with the Bologna declaration of
ministers of European countries
Credits, compatible with the European Credit Transfer System (ECTS), enabling mobility of students
Co-operation with prestigious partner universities in the framework of international programmes (Socrates, Erasmus, Leonardo da Vinci)
Utilisation of modern educational methods, laboratories, practical tasks
Orientation to lucrative areas of study with long lasting and permanent success of graduates on the labour market
Study degree
Number of study courses
Lifelong educationacquirement, improvement and innovation of professional
qualification, re-qualification (distance courses, e-learning)
third age university (architecture, computers, food, sound lifestyle)
study of foreign languages (French, German, English)
Researchlarge spectrum of scientific and technical fields of basic research
covers all fields of study in second and third degree of education
intensive research, centred on selected perspective areas
dominant financing of research with grants obtained from direct competitions and from contracts with industry
high engagement in international scientific and technical co-operation projects mainly in the framework of European research space
Basic orientation of research information society technologies
sustainable sources and development: energy, raw materials
sustainable sources and development: environment, country, urbanism
nanotechnologies, nanosciences and multifunctional intelligent materials
biotechnology and biocompatibility
life, health, foodstuffs
safety, reliability and quality
Financial support of research
Chemistry and food technology
34%
Architecture6%
Materials and technologies
6%Civil Engineering
14%Mechanical engineering
7%
Electrotechnologyand informatics
33%
Structure of financial support of research according to research areas
Co-operation with industryindustry assignments realised on the basis
of a direct agreement or order
research and innovation projects realised jointly with enterprises
engagement of small and middle enterprisesin international projects
study stay and vocational training of studentsat enterprises of European countries
support to establishment of small companies
International co-operationwork on joint projects in the framework of EU programs and other
international programs (Socrates, Leonardo da Vinci, Ceepus, COST, 6FP, 7FP, etc...)
mobility of students, teaching staffand researchers
co-operation based on international agreements
membership in international organisations
organisation and realisation of international conferences, seminars, etc.
“Best Practise” examples to promote E-R-I scheme
Scholarship granted by big companies
Bachelor/master degree thesis elaborated in (or in collaboration with) a company
Joint research carried out by HE institutions and SMEs
Common research centres founded by HE institutions and industrial enterprises
Joint Research and Innovation Centre of the Podbrezová Iron and Steel Works , joint-stock
company, and the Faculty of Mechanical Engineering of STU
spoločné pracovisko Výskumno-vývojového centra Železiarne Podbrezová, a.s. a Strojníckej fakulty Slovenskej technickej
univerzity v Bratislave ez jej organizačnú zložku Ústav automatizácie, merania a aplikovanej informatiky
nture
KONTILABKonti
Lab
• The joint venture was created to conduct common research in the field of numerical modeling and optimal control of continuous casting of steel
• The common research results should lead to significant improvement of the steel quality after solidification through temperature domain control
The University Scientific Park
• More than € 80 mil. Have been invested into this project from EU structural funds
• The University Scientific Park is primarily focused on Material Engineering in the field of ion and plasma technologies, automation and ICT implementation to industrial processes.
• Two new research centres have been built and equipped with the most advanced technologies
1. Scientific centre of material research2. Scientific centre of automation and ICT
Activities planned/being carried out:• Applied research in the above research centres• Support to transfer advanced technologies into
practice,transfer of know-how, innovations and knowledge from the academic environment into practice and providing support for start-up and spin-off activities.
Evaluation policy of Higher Education-Research activities and its impact on innovation scheme
Accreditation policy is crucial for E-R-I triangleThe E-R evaluation rate depends on the degree of study;
bachelor degree: E is dominating; master degree: E-R well balanced; PhD degree – R is superior
Different according to the field of study and specializationsHigh profile journal publications (CC) are dominantInnovation attempts are not sufficiently supported (1 CC
publication = 1 patent)Good results in E-R-I triangle can be achieved by appropriate
mix of the academic staff
Question to be raised:
Is financial investment into HE-R crucial for I (E-R-I scheme)? What should be the optimal share of GDP?
What is the role/responsibility of Industry in this scheme?
What is the impact of basic/secondary education system onto the scheme? (Vocational training is diminishing!)
Thank Youfor attention and the pleasure
having you all here.