University – Enterprise Cooperation: changing a must into a strength Tempus CM_SCM-C024A06-2006C....

University – Enterprise Cooperation: changing a must into a strength

Tempus CM_SCM-C024A06-2006 C. Van Keer

2007.10.02

The University – Enterprise cooperation

Presentation content

1. Social aspects of the “Bologna” declaration

2. The “university’s needs” in a changing world

3. University – Enterprise Cooperation: threats and opportunities

4. A case study: KaHo Sint-Lieven Fac. Industrial Sciences

University - Enterprise cooperation


1. Social aspects of the “Bologna” declaration1. The university's triple task

2. The social dimension of "Bologna”

3. It is pay back time





Social aspects of the "Bologna declaration"

The Bologna Process – Management of Higher Education in Europe

1988 Bologna Magna Charta UniversitatumPreamble

The undersigned Rectors of European Universities consider

1. that ... the future of mankind depends largely on cultural, scientific and technical development ...

2. that the universities' task of spreading knowledge among the younger generations implies that ... the cultural, social and economic future of society requires, in particular, a considerable investment in continuing education;

3. that universities must give future generations education and training that will teach them ... to respect the harmonies of their natural environment and of life itself.

The undersigned Rectors of European universities proclaim … the fundamental principles which must, now and always, support the vocation of universities.

../..


1988 Bologna Magna Charta Universitatum../..

Fundamental principles

1. The university is an autonomous institution … To meet the needs of the world around it, its research and teaching must be morally and intellectually independent of all political authority and economic power.

2. Teaching and research in universities must be inseparable ... if their tuition is not to lag behind changing needs, the demands of society, and advances in scientific knowledge.

3. Freedom in research and training is the fundamental principle of university life, and governments and universities ../.. must ensure respect for this fundamental requirement.

4. A university’s … constant care is to attain universal knowledge to fulfil its vocation, it transcends geographical and political frontiers, and affirms the vital need for different cultures to know and influence each other.

../..


1988 Bologna Magna Charta Universitatum../.. The means

To attain these goals by following such principles calls for effective means, suitable to present conditions.

1. To preserve freedom in research and teaching, the instruments appropriate to realize that freedom must be made available to all members of the university community.

2. Recruitment of teachers, … must obey the principle that research is inseparable from teaching.

3. Each university must … ensure that its students' freedoms are safeguarded, and that they enjoy conditions in which they can acquire the culture and training …

4. Universities … regard the mutual exchange of information and documentation, and frequent joint projects for the advancement of learning, as essential to the steady progress of knowledge.

Therefore, as in the earliest years of their history, they encourage mobility among teachers and students …

Bologna, 18 September 1988.

1. Social aspects of the “Bologna” declaration, 19991. The university's triple task

In order to fullfil its academic responsibilities the university will provide:

- scientific education at academic level

- research results

- scientific service to the community


1999 - Bologna Declaration: objectives

1. Adoption of a system of easily readable and

comparable degrees,

also through the implementation of the

Diploma Supplement,

in order to promote European citizens’ employability and the international competitiveness of the European higher education system.

../..



../..

2. Adoption of a system based on

two main cycles, undergraduate and graduate.

Access to the second cycle shall require successful completion of first cycle studies, lasting a minimum of three years.

The degree awarded after the first cycle shall be relevant to the European labour market as an appropriate level of qualification.

The second cycle should lead to the master and/or doctorate degree as in many European countries.

../..



../..

3. Establishment of the system of credits – such as ECTS system – as a proper means of promoting the most widespread student mobility.

Credits could also be acquired in non-higher education contexts, including lifelong learning, provided they are recognised by receiving Universities concerned.

../..



2003 - Berlin Communiqué

Preamble• On 19 September 2003, Ministers responsible for higher

education from 33 European countries met in Berlin in order to review the progress achieved and to set priorities and new objectives for the coming years, with a view to speeding up the realisation of the European Higher Education Area.



Progress../.. 6/9

Promoting attractiveness of the European Higher Education Area• Agreement to further develop scholarship programmes for students from third

countries. • Transnational exchanges in higher education should be governed on the basis of

academic quality and academic values.

Lifelong learning• Higher education should contribute to lifelong learning at higher education level

including the recognition of prior learning.• Higher education should encompass the range of flexible learning paths,

opportunities and techniques making appropriate use of the ECTS credits.



../.. 7/9

Additional ActionsEuropean Higher Education Area and European Research Area –

two pillars of the knowledge based society• Research, training and interdisciplinarity as an integral part of higher education

across Europe• The doctoral level as the third cycle in the Bologna Process. • Increased mobility at the doctoral and postdoctoral levels.• Higher Education Institutions should increase the role and relevance of research to

technological, social and cultural evolution and to the needs of society.


2005 – Bergen: aims and contents 5/6

2010 and beyond• The Bologna Process is a process of voluntary cooperation between

different national systems overseen by the BFUG and associating the various partners. There are no legally binding provisions except for the Lisbon Recognition Convention; the cooperation is based on mutual trust. Participating countries have adapted their legislation to the principles and objectives of the Bologna Process, and higher education institutions are committed to implementing them.

• The Follow-up Group has had preliminary discussions concerning 2010 and beyond, as the vision of the European Higher Education Area is gradually being translated into reality. Within the overarching framework for the EHEA, all participating countries should have developed by 2010 a national framework of qualifications based on three cycles in higher education, and national quality assurance arrangements implementing an agreed set of standards and guidelines.

• ../..


2005 – Bergen: aims and contents 6/6

2010 and beyond• ../..

• All higher education institutions in participating countries will recognise degrees and periods of studies according to the Lisbon Recognition Convention.

• The social dimension of the Bologna Process will be a constituent part of the EHEA: Higher education should be equally accessible to all and students should be able to complete their studies without obstacles related to their social and economic background.

• The EHEA will encompass the principles of public responsibility for higher education, institutional autonomy, and the participation of students in higher education governance.


Ten Bologna management lines according to the

Berlin Communiqué:

· academic accountability and quality assurance

· three cycle system

· diploma supplement

· ECTS – CATS

· introduction of the PhD as a third cycle

· research as an integral part of academic education

· recognition of degrees and periods of studies

· flexible, competence-driven learning programmes

· transnational exchanges and introduction of integrated learning programmes leading to joint degrees

· lifelong learning

European countries making a difference between academic and professional education (red)



3. It is paying time

The Flemish Government is spending approximately 25% of its available means in education.

Hence, the university’s task is educating young people towards competent participants in the society


A changing world

A changing world

- There is “Mondialisation” in politics, industry and economy

- Communication brings the entire world within handreach

and is provoking a lot of miscommunication - Travelling allows us to explore the world- Computer speed is everywhere


A changing world

1. Modify or mummify• The internal organisation of academic research: from a highly

individual voluntary occupation of some privileged people to an interdisciplinary team functioning of highly specialised professionals

• Specialisation should be a characteristic of individual researchers

• Profile building is a characteristic of a team, research group or education / training programme

• Modification is resulting from continuous improvement


A changing world

2. Improvement is like modification - Innovation is like mutation• In biology and genetics there is a difference between

modification and mutation.

• Modification is the result of continuous adaptation to the environment en hence, is a temporary status of one single species.

• Mutation is a sudden and hereditary change and by natural selection can introduce new and advantageous traits or characteristics in a population

• A university needs improvement (as a result of QM) and innovation (resulting from available knowledge and talent)

Modification = improvement Mutation = innovation


A changing world

2. Improvement is like modification - Innovation is like mutation• A university needs improvement (as a result of QM) and

innovation (resulting from available knowledge and talent) to be able to withstand environmental changes (political, social and economical)

• A good university is flexible, able to develop its strengths and to create new opportunities out of threats

• To innovate a university needs to know its strengths (performance capacity) and its process environment. Innovation is not effected by a sleeping beauty.

Innovation is a dynamic and directed process resulting from improved processes in an already

performant system


A changing world

3. The world is changing the university and vice versa

- A good university is flexible, able to develop its strengths and to create new opportunities out of threats


Travelling – physically as well as virtually – is helping in changing the world

A changing world


• Science is no longer a university’s exclusivity

• Internationalisation and travelling the changing world – physically as well as virtually – allows for:

– obtaining new insights– doing benchmarking studies– selecting good ideas and implementing them in the home institute– building on and developing new ideas– snatch opportunities for creating improved or new processes

The changing world is changing the university


A changing world


• Being sensitive for external changes allows for improvement and innovation

• The university’s output and outcomes will allow for new ideas and processes resulting in new policies and new products

• Hence, the university’s output and outcomes will be changing the university’s environment

The changing world is changing the university The changing university is changing the world


A changing world

4. Today companies are sources and repositories of knowledge

• Science is no longer a university’s exclusivity; large companies (e.g.: Exxon, Coca-Cola, IBM, Mittal Steel) can dispose of appropriate resources (money and people) for doing directed and fundamental research, even more than universities

• Fundamental research outcomes are published in journals; applicable research results are leading to patents and products and will not belong to the public domain

• Large companies are using universities (contract research and sponsoring) for high risk research assignments offering at least mutual profits


Large companies came up to the universities’ level in producing new science and even surpassed them

A changing world

4. Today companies are sources and repositories of knowledge

• Small and Medium sized Enterprises (SMEs) are consisting the vast majority of companies and are the main components of the economical world

• SMEs are consuming science outputs, implementing them by realising new techniques, products and processes

• SMEs usually are missing research capacity and are needing desperately the universities (for contract research, scientific service and help in implementation of new technologies)


SMEs are consuming the universities’ scientific output and are representing the natural link between the universities and the economical world, between

science and application

A changing world

5. Mondialisation vs. internationalisation?

• Mondialisation is the engine for development of the industry

• Internationalisation in science and education is the engine for development of the university

• Internationalisation allows for benchmarking in science and education, transfer of ideas, networking and cooperation

• Internationalisation is an essential factor in university development; in the domain of expertise there are too few good peers at regional level to allow for adequate peer-to-peer learning


University – Enterprise Cooperation: opportunites and threats

How research is changing education

3. University – Enterprise Cooperation: opportunities and threats

Opportunities- Directed research vs. scientific service to community? - Cooperation yields input of ideas and knowledge- Generating a third and fourth flow of funding- Updating staff- Several ways for offering practical training of students- Cooperation as a source for ideas for university restructuring- Directed and contract research are generating university funding for

education too- LLL: lifelong learning programmes- ODL and c-learning programmes- Cooperation model as a start for third world aid programmes- New study programmes and learning paths

Risks and Threats- Chasing for short term profits – Accepting money and loosing

independency?


3. University – Enterprise Cooperation: opportunites and threats

Opportunities- Contract and directed research vs. scientific service to community?

No contradiction- Cooperation yields input of ideas and knowledge- Generating a third and fourth flow of funding?- Updating staff- Several ways for offering practical training of students- Cooperation as a source for ideas for university restructuring- Directed and contract research are generating university funding for



independency?



Opportunities- Directed research vs. scientific service to community? - Cooperation yields input of ideas and knowledge- Generating a third and fourth flow of funding or loosing independency?- Updating staff- Several ways for offering practical training of students- Cooperation as a source for ideas for university restructuring- Directed and contract research are generating university funding for



independency?



Opportunities- Directed research vs. scientific service to community? - Cooperation yields input of ideas and knowledge- Generating a third and fourth flow of funding or facing the risk for

loosing independency? No problem, if free research programmes are not the aim

- Updating staff- Several ways for offering practical training of students- Cooperation as a source for ideas for university restructuring- Directed and contract research are generating university funding for



independency?



Opportunities- Directed research vs. scientific service to community? - Cooperation yields input of ideas and knowledge- Generating a third and fourth flow of funding or facing the risk for

loosing independency? No problem, if free research programmes are not the aim

- Updating staff with knowledge competences, practice and entrepreneurship competences

- Several ways for offering practical training of students- Cooperation as a source for ideas for university restructuring- Directed and contract research are generating university funding for



independency?



Opportunities- Directed research vs. scientific service to community? - Cooperation yields input of ideas and knowledge- Generating a third and fourth flow of funding or loosing independency?- Updating staff- Several ways for offering practical training of students: in company, or

using the company’s apparatus and expertise for student training- Cooperation as a source for ideas for university restructuring- Directed and contract research are generating university funding for



independency?



Opportunities- Directed research vs. scientific service to community? - Cooperation yields input of ideas and knowledge- Generating a third and fourth flow of funding or loosing independency?- Updating staff- Several ways for offering practical training of students- Cooperation as a source for ideas for university restructuring: away

from the hierarchical conservatism, towards a more dynamic, open and democratic management style

- Directed and contract research are generating university funding for education too

- LLL: lifelong learning programmes- ODL and c-learning programmes- Cooperation model as a start for third world aid programmes- New study programmes and learning paths


independency?



Opportunities- Directed research vs. scientific service to community? - Cooperation yields input of ideas and knowledge- Generating a third and fourth flow of funding or loosing independency?- Updating staff- Several ways for offering practical training of students- Cooperation as a source for ideas for university restructuring- Directed and contract research are generating funding for university

research programmes and for education too by common use of means and assets

- LLL: lifelong learning programmes- ODL and c-learning programmes- Cooperation model as a start for third world aid programmes- New study programmes and learning paths


independency?




education too- LLL: lifelong learning programmes, attracting a new segment from

potential students’ market- ODL and c-learning programmes- Cooperation model as a start for third world aid programmes- New study programmes and learning paths


independency?




education too- LLL: lifelong learning programmes- ODL and c-learning programmes; additional and new ways of teaching

requiring more and new didactic and methodic competences- Cooperation model as a start for third world aid programmes- New study programmes and learning paths


independency?




education too- LLL: lifelong learning programmes- ODL and c-learning programmes- Cooperation models can be used for starting third world developmental

aid programmes- New study programmes and learning paths


independency?




education too- LLL: lifelong learning programmes- ODL and c-learning programmes- Cooperation model as a start for third world aid programmes- Development of new study programmes and learning paths from

research intrest areas


independency?






independence?






independency?

A case study: KaHo Sint-Lieven Fac. Industrial Sciences



1. Academic education is requiring thesis subjects

- Thesis subjects were used for research profile building,

- making contacts with industry,

- and generally network building.

- In a second phase thesis projects were performed on demand and no longer for free (from 1985)

2. Directed research and scientific service (from 1989)

- From performance of thesis topics on demand

- over scientific service

- to full directed research programmes

- contract research

- PhD assignments and grants paid by industry

(from 2000).



3. How research is changing education (from 1991)- Teachers are becoming lecturers-researchers as a guarantee for

keeping the academic level

- Research is generating means for research and for education

4. Research as a basis for international cooperation - An essential basis for academic research is its international

character (publications, congresses, symposia) allowing for adequate peer review and peer to peer learning

- Research is triggering international contacts and also is effecting internationalisation at home (guest professors, international students in the labs, staff exchange, …)


A case study: KaHo Sint-Lieven Fac. Industrial Sciences5. How university-enterprise cooperation is changing the educational

profile and internal organisation - Research/cooperation is triggering international contacts and also is

effecting internationalisation at home

- Research/cooperation is guaranteeing continuity and academic level

- Directed research is guaranteeing continuity and financial autonomy to the research group

- Introducing more effective and efficient management models

- Cooperation urges for keeping up with improvement and innovation

- Cooperation is introducing and opening new research lines

- By its continuous character, structural cooperation is bringing in structural stability, and allows for improvement and innovation

- ../..


A case study: KaHo Sint-Lieven Fac. Industrial Sciences5. How university-enterprise cooperation is changing the educational

profile and internal organisation - ../..

- A university professor becomes a research manager … introduction of new competences

- Looking at the outcomes ensures the univ's staff motivation

- Structural participation of community at - (Research) project level- Educational programme level- Department and faculty level- Research policy board level- Academic board level- Board of directors level


A case study: KaHo Sint-Lieven Fac. Industrial Sciences6. Research/cooperation is generating means and assets

- Over 80% of today’s available instruments and apparatus have been generated by directed research programmes and projects

- Teaching staff expanded by 50% of full time contractual researchers

7. Cooperation finally resulted in new study programmes - From biochemistry to food science: meat technology

- From brewing chemistry to PhD in brewing sciences

- Lighting technology as a research specialisation and education profile

- WTBK: final elements analysis

- IT: from job scheduling to airline management programming and tourist museum programmes

- Electronics: integrated software for wireless network applications



7. Cooperation with food industry finally resulted in a new international study programme EMMC Sefotech.Nut

8. Cooperation with industry gave origin to established and renowned research groups and networks- VLAV: meat technology- Flavour analysis- Brewing science and technology- Lighting technology as a research specialisation and education

profile (Groen Licht Vlaanderen)- WTBK (Electro-mechanics): final element analysis – Spin off- IT (Information technology): from job scheduling to airline

management programming, hospital job scheduling and tourist museum programmes

The University – Enterprise Cooperation

C. Van Keer

2007.10.02

Thank you for your attention

University – Enterprise Cooperation: changing a must into a strength Tempus CM_SCM-C024A06-2006C....

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