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J O E N S U U S E MI N A R 1 0 DE C E M B E R 2 01 4

J A C K S P A A P E N

FLEXIBILITY AND BALANCE

The Future of Higher Education,

Research and Innovation [HERI]

in the Netherlands and Finland

(2)

Topics

The context of Higher Education, Research & Innovation HERI

Grand HERI challenges

A short history of shifts in Dutch science policy

Comparison of the two countries, socio-economic and higher

education characteristics

System issues and challenges

Current Dutch solution

Future options

(3)

Grand movements in the context of HERI

3

Shift from academic research to applied research / research in the

context of application

(Gibbons, Nowotny a.o.)

Shift from national funding to EU funding, block grant – external f.

Shift from disciplinary research to MIT research

Open access / open science /open innovation (publishers, IPR)

Shift from pencil, books and classrooms to keyboards, and distant

(online) reading and learning

Shift from higher education / research policy to industry policy

(4)

Grand HERI Challenges

4

 Growing tension between basic and applied research, and between block grant and competitive financing strategic space changes

 Growing tension between specialization and generalization (in research and in education), a.o. broad bachelors, loss of knowledge / expertise?  Growing tension between research and education (affecting the structure

and function of the university) – separation?

 ICT – big data, MOOCs, etc., distributed knowledge aquisition

 Productive interactions between universities and environment: society, industry, UAS

 Ongoing struggle between ministries of education and science and economic affairs (top sectors, EZ ultimate power)

 Growing need for international collaboration (GSC, also disasters [nuclear, climate, water] )

 Traditional institutional structures give way to networks with society, industry, EU, global

(5)

HERI characteristics change

Education: different skills (21

st

century skills), different

attitude : open, oriented towards other disciplines, society

Research: broader orientation, collaboration with other fields,

other expertise, controversies, post normal science

Innovation: focus not (only) on technological innovation but

on social innovation

(6)

NL : Gradual shift in policy

goals

 1980s – first major government attempt to reorganise the system, take away

some autonomy of the universities

 TVC (task distribution and concentration) and CF (reallocation based on quality judgment)

 1990s – first attempt to organise research on a national level, attention for

societal demand

 (national) research schools, PPPs (Wageningen food valley)

 2000s – policy of focus and mass

 key sectors (KIA), standard evaluation protocol (SEP I)

 2010 – Veerman

 Sharper profile for universities, differentiation and selection

 2012 - Top Sectors

(7)

1980s : TVC and conditional financing

 TVC start of a national university policy, introducing 4 money flows and priority areas, disciplinary plans: raising efficiency and

effectiveness, transparency, but also budget cuts (2500-3000 fte)  CF meant to reallocate nationally, on the basis of quality judgments,

stimulating societal orientation, start national quality evaluation of research, no major reallocation happened

Result: budget cuts yes, but not so much on the basis of quality

judgments, political ‘card game’, winners chemistry, physics, astronomy losers H, SS, biology, earth sc.;

(8)

1990s : Research schools and PPPs

 Research schools aim at national coordination of the best researchers and PhD students

 First Public Private Partnerships in Wageningen Agricultural University, merger with DLO (applied) institutes – food valley

Concentration of research and training, market orientation slowly

growing

(9)

2000s : SEP, Focus and mass, key areas

SEP = standard evaluation protocol: 4 criteria for research

evaluation, quality, productivity, societal relevance, vitality of

management

Focus and mass, stimulation of specific areas (genomics, nano,

ict, some societal areas like urban development), FES, TTIs and

MTIs

Broad coalition for knowledge, Key innovation areas:

Chemistry, Flowers & Food, High Tech Systems & Materials, Water, Creative industry, Pensions / social security

(10)

Major science policy goals 2007:

academic values still prevail

 Ambitious climate for excellent research and breakthroughs  Self governance of disciplines, main focus on basic, unbound

research

 Room for young talent, go where the best research is done

 Priorities of those research areas that connect best to agenda’s of government, industry and society

 Strengthening of demand orientation in professional schools and TNO and GTIs

(11)

2010s : Veerman and topsectors

Veerman: major restructuring of higher education system:

universities and professional schools are to choose a clearer

profile in research and education (differentiation and

selection) –

University of the Netherlands ?

Topsectors: 10 Sectors where Netherlands is economically

strong become leading in research policy :

Agro food, Flowers, High Tech, Energy, Logistics, Creative Industry, Life sciences,

Chemistry, Water, and Head Offices

Focus shifting to research and education serving Industry /

Society

economic affairs taking over

(12)

Major science policy goals 2010:

economic values prevail

 Preparing the Netherlands for growing global competition

 Connection to the labor market weak in many areas / knowledge paradox

 The need for more output of people with higher education diplomas [50% in 2020]

 Higher education system needs more differentiation and flexibility, focus on talent and broad programs (generalization vs specialisation)

(13)

Most recent step: Governmental Vision 2014

Dutch science of world wide significance

Science with maximum impact

Dutch science as a breeding ground for talent

(14)

Summary

1980s university policy focusing on raising quality of

universities, and task distribution

1990s science policy focusing on PhDs and on national

coordination of research

2000s science and economics, key areas

2010s horizontal and vertical profiling, universities, sector

plans, top sectors

(15)

The countries

15

 Finland : small, 5,5 million people, but a big land

 NL : not so small, 17 million people, but a small land

 Finland : GDP $257 (2013), $47.218 per cap. [Worldbank]

 NL : GDP $800 (2013), $47.617 per cap. [Worldbank]

 Economy Finland : service economy (2/3), manufacturing/refining (1/3)

electronics, machinery, forest industry, ICT

 Economy NL : service economy (55%, logistics, banking); chemistry,

agriculture and food, high tech, creative industry

 Geography /history Finland : Nordic country, Scandinavia, Baltics, Russia

,….Europe, Asia, rest of the world

 Geography / history NL : centre between large economies, UK, GER, FR, big

harbours, transit country

 Politics / society Finland : democratic, human values, international / EU

orientation – languages Fin, Swe, Rus, Eng, right wing party

 Politics / society NL : democratic, human values, international / EU orientation,

languages NL, Fr, Ger, Eng, right wing party

 Main ambitions Finland : international orientation, quality

(16)

What did the Netherlands export in 2012?

Harvard Atlas Economic complexity

(17)

What did Finland export in 2012?

Harvard Atlas Economic complexity

(18)

How we are called in Chinese

(19)

EU Innovation Union Scoreboard 2014

19

Note: Average performance is measured using a composite indicator building on data for 24 indicators going

(20)
(21)

FINLAND AND THE NETHERLANDS ARE DOING GREAT!

today

(22)

Current HERI systems

22

 Finland : 14 Universities, 24 UAS, other institutions (academy,

TEKES)

 NL : 13 (14, 15, 8) universities, 38 UAS, other institutes and

institutions

 Interactions between different parts, and with the political system  Ambitions: Excellent research and education, high societal impact,

connectivity, international orientation

 Policy: efficiency, efficacy, accountability, control / autonomy, top

down or bottom up

(23)

What HERI?

What kind of universities (or UAS) do we want?

What kind of research do we need?

What kind of education do we want?

What kind of innovation do we need?

(24)

What do International Rankings tell us?

 The global competitive index 2014-2015: both top 10  EU innovation scoreboard : both in top 10

 Times Higher Education index : NL universities mostly in top 200, Finland all in top 400

 Leiden ranking, Shanghai ranking, etc.  What does it mean to be in the top?

Do we want to a Yale (1% admitted, 1.000 places, 60.000 $ per year)

(25)

THE world university ranking 2014

25

 1. California Institute of Technology 2. Harvard University

3. University of Oxford 4. Stanford University

5. University of Cambridge

6. Massachusetts Institute of Technology 7. Princeton University

8. University of California, Berkeley =9. Imperial College London

(26)

Yale facts

26

Undergraduate students* 5,379 Graduate and professional

students* 6,501 International students* 2,135 Faculty* 4,140 Staff* 9,323 International scholars* 2,327

Living alumni 168,987 (as of April 2012)

Library holdings 15 million volumes Varsity athletic teams* 35

Total number of buildings* 440

Endowment (market

value)* $19.3 billion

(27)

What are the challenges for a successful HERI policy

[in a small country]

27

 Public finances / private investments

 Relationship between education and research [publish/perish]  Collaboration vs competititon, regional, national and international  Excellence and relevance, or a smart combination

 Triple helix, research themes, finances

 RRI (gender eq., science ed., ethics, open access, public engagement, governance)  Governance, top down vs bottom up

 Evaluation, new demands, new forms (Science in transition)

the best way to grow sustainable is investing in human capital [economic literature]; resilience of people and institutes ever more important – learning economy [WRR – scientific advisory council]

(28)

What can governments do?

28

 Decisions about allocation of national budget, Finland is investing more  Decisions about quality control, accountability

 Research: quality and relevance

 Education: quality, student numbers, curricula, labor market, etc.

 Third mission / valorisation / collaboration (Swe): connection to societal demand

 Responsible research and innovation (gender equality, ethics, science education, open access, etc.

 Decisions about role in innovation: better society, global competition

 Helping industry, small and big

 Helping societal partners, social innovation  Participation in European GSC

 Global cooperation (f.e. IPCC)

 Indicators / indications for the knowledge economy / society  Comprehensive evaluation

(29)

The wider context

29

 Socio-economic development : what kind of country do you want to be? Service economy? Hight tech? manufacturing?

 Connectivity within the country, (de)centralisation, distributed control

 Local, regional, national

 Global competition, collaboration

 Relations with border countries

 Relations with the EU, see think piece, EU The future of Europe is Science (science,

engineering and technology, SET) knowledge guided society

(30)

System issues

30

 The transformation of (new) knowledge into new societal concepts, organisational ideas, products and services (applications)

 Communication within the system and with government and society, common ‘agenda’, foresight activities, self reflection

 Education, foreign students, mobility  Bama, phd’s, labor market

 Research : quality and relevance, blue sky research, applied research, collaboration between Natural and SSH

(31)

31

knowledge production:

improving connections

31 Question, issue, problem society research policy industry

(32)

32

CHANGING POLICY CONTEXT

32

Netherlands universities:

sharper profiles, finances based on performance

Top Sector Policy:

Stimulating collaboration in the golden triangle between science, industry, policy/society: Energy, high tech, water, agriculture and food, creative industry,

EU: Grand Societal Challenges:

Health, demographic change and wellbeing; Food security, sustainable agriculture, marine and maritime research, and the bio-economy; Secure, clean and efficient energy; Smart, green and integrated transport; Inclusive, innovative and secure societies; Climate action, resource efficiency and raw materials

EU: Joint Programming Initiatives:

Agriculture, food security and climate change; Cultural Heritage and global change; Healthy diet for a healthy life; Urban Europe, Future of cities and transport

ilippppp

(33)

33

new way of looking at knowledge production:

as a long term team effort

33 Question, issue, problem society research policy industry

The system produces socially robust knowledge : scientifically reliable, socially valuable

(34)

Golden triangle ?

(35)

National Research Agenda 2015

35

Open process, all major players included form science and

society

All major “ agenda’s” included, institutional profiling, top

sectors, learning economy, employers, academy research

agenda, etc.

Ready in fall 2015

KNAW / Academy established a national platform for the

research community

(36)

(1) Dutch science of worldwide significance

36

Free rein for creativity and innovative ideas

Towards a National Science Agenda, a unifying agenda for

research in The Netherlands

 Working together in ground-breaking research  Framework agreement with universities

 A new role for NWO / research council

 A more strategic approach to large-scale infrastructure  A more responsive and dynamic system of institutes

(37)

(2) Science with maximum impact

37

 Open Access as the catalyst of knowledge sharing, ‘learning economy’  The participative public: Open Dialogue

 The societal partners: inspiration and responsibility

 The private sector: working to address the societal challenges

 Universities of applied sciences: an integral part of the knowledge system  Students, pupils and teachers: Education based on the latest scientific

insights

(38)

(3) Dutch science as a breeding ground for talent

38

Opportunities for various forms of talent

Involvement in research, education and valorisation

The Netherlands as the ‘preferred location’ for scientific

talent

A good inflow, throughflow and outflow on the labour market

More opportunities for women in science

The researcher at the centre of policy: less pressure to

publish and acquire funding

(39)

Conclusions (for small countries)

39

Pull resources and strengths together, national and local

profiling

Establish a national plan / agenda, but not one that

entails everything; Free space is important (25-35%)

Focus on connectivity in the country, but also

international collaboration

Find right balance between specialization and

comprehensive approaches

Learning through education AND research – learning

economy

(40)

The way of the future

40

 3rd industrial revolution (Rifkin), most countries still live in a 20th century’s technology, we should go for a innovation fit for 21 st

century, CO2 neutral, green, advanced internet / communication etc. [horizontal profiling]

 Focus on strong local/regional development in EU and global context [horizontal / vertical profiling] ERAwatch: most decisions made on national level

 More attention for social innovation, new ways of doing things, organizing things, connection 21st century innovation

 Develop a strong evaluation culture, comprehensive nature, oriented towards the new production of knowledge / science 2.0 / science in transition

(41)

Map of the world split in equal sections

of 1 billion inhabitants

(42)

END - FIN

42

THANK YOU – MERCI

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