Universities Third Mission:
Knowledge Transfer
Attila Pausits
Rectorska Konferenca, Republike Slovenije
29 marec 2012 Maribor
Outline
Third mission and knowledge exchange
E3M project
THIRD MISSION
diffuse and hard-to-characterise
emerged in the 1980s out of a growing dissatisfaction with
linear models of innovation
(Kline & Rosenberg, 1986; Laredo,
2007; Etzkow itz, 2008)
not a separate mission, but rather a way of doing, or a mind-set
for accomplishing the first two (Teaching and Research)
every institution should have an active Third Mission portfolio
Danube University Krems
Centre for University Continuing Education and Educational Management
THIRD MISSION DIMENSIONS
Contracted research
Consultancy
Licensing
Start-ups
Spin-offs
Companies
Business incubators
Technology parks
Cooperation
Non-academic organizations
Sharing of space
Facilities
Shared laboratories
Mobility of people
Sponsoring of education
Collaborative research projects
Continuing Education
Technology Transfer
& Innovation
Social Engagement
Patentse-Learning
Programs
Fee management
Teaching
Educational activities
Life Long Learning
Grants
Sponsorship
Business opportunities
Seminars
Access to libraries
Volunteering
Membership of
Community boards
Political participation
Community service projects
International
cooperation
Cultural events
Senior populations
KNOWLEDGE EXCHANGE
Know ledge exchange is at the heart of university business, and its better management is vital for better university management
Know ledge exchange is – very simply defined – w here universities create and circulate know ledge, involving other partners in those creation and circulation processes.
Know ledge exchange is not something new , because universities have never been the only sources of know ledge in society.
Foundational principle of universities: w ithout know ledge exchange, researchers become solipsistic, self -referential and ultimately w eaker, w hilst teaching quickly becomes out -of-date
is not something exclusively associated w ith universities’ commercial transactions (focus on commercialisation activities)
is not exclusively a new process: it has not become valuable exclusively to deal w ith modern challenges
VALUE FOR UNIVERSITIES
Intrinsic value
, w hich is to say that know ledge exchange improves the
quality of those know ledge creation processes.
Extrinsic value
, namely that the know ledge exchange activity helps
universities as institutions to access resources that w ould not otherw ise
be accessible and w hich helps w ith the longer-term institutional
sustainability.
Narrative valu
e, w hich allow s universities to demonstrate that they are
doing particular things that other stakeholders value, particularly in the
context of increasing demands for impact by users.
Markets of HEIs
stakeholders
stakeholders
higher
education
institutions
prospective
students
current
enterprises,
governmental
bodies, other
institutions
education
research results
work-
forces
“knowledge market”
product productproduct customer customer
“vocational training and
continuing education market”
“labour market”
Areas of institutional changes
strategic goals, mission
curriculum and teaching methods
human resources
internal organisational and management structure
quality and evaluation
student services and welfare
resource allocation mechanisms within the institution
relationships with the environment
THE Higher Education Institution?
KNOWLEDGE CREATION
Mode 1 knowledge production
Disciplinary, homogenous, hierarchical, stable
Mode 2 knowledge production
Transdisciplinary, heterogeneous, transient
Mode 3 knowledge exchange and delivery (Gibbons at. al 2003)
Third Mission, E-learning, problem-based learning, from
teaching to learning
Mode 1 academic communities „spoke“ to society
Mode 2 society „speaks back“
To create European standard indicators to measure the effectiveness of third mission provision
To create a ranking methodology to
benchmark European Third Mission Services providers of HEI
To create good practices for institutional dialogue in a European Area of higher education framework
OBJECTIVES E3M PROJECT
Danube University Krems
Centre for University Continuing Education and Educational Management
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6
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10
9
PARTNERS
CoordinatorTHE DIMENSIONS OF THE
THIRD MISSION
Continuing
Education
Technology Transfer
& Innovation
Social Engagement
CONTINUING EDUCATION
CE is included in the mission of the HEI
CE is included in the policy and/or the strategy of the HEI
Existence of an institutional plan for CE in the HEI
Existence of quality assurance procedure for CE activities
Total number of CE programmes active in that year for implementation
Number of CE programmes delivered which have a major award under higher education system
Number of partnership with public and private business CE programmes delivered in that year
Percentage of international CE programmes delivered in that year
Percentage of funded CE training projects delivered in that year
Total number of the ECTS credits of the delivered CE programmes
Number of ECTS credits enrolled
Number of registrations in CE programmes in that year
Percentage of CE ECTS enrolled referred to the total ECTS enrolled
Percentage of qualifications issued referred to total CE registrations
Students satisfaction
Key stakeholder satisfaction
Completion rate for all programmes (in average)
TECHNOLOGY TRANSFER & INNOVATION
TTI is included in the mission of the HEI
TTI is included in the policy and/or strategy of the HEI
Existence of an institutional action plan for TTI in the HEI
Number of licences, options and assignments (active and executed, exclusive and non-exclusive) to start-ups or spin-offs and existing companies
Total budget coming from revenues from commercialisation of HEI knowledge
Number of start-ups and spin-offs established
Number of creative commons and social innovation projects that HEI employees are involved
Number of R&D sponsored agreements, contracts and collaborative projects with non-academic partners
Percentage of HEI budget coming from income of R&D sponsored contracts and collaborative projects with non-academic partners
Number of consultancy contracts
Percentage of postgraduate students and postdoctoral researchers directly funded or co-funded by public and private businesses
TECHNOLOGY TRANSFER & INNOVATION
Number of created (co-funded) or shared laboratories and buildings
Number of companies participating in continuous professional development courses (CPD)
Number of HEI employees w ith temporary positions outside of academia
Number of non-academic employees w ith temporary positions at HEIS
Number of postgraduate thesis or projects w ith non-academic co-supervisors
Number of joint publications with non-academic authors
Number of academic staff participating in professional bodies, netw orks, organizations and boards
Number of external organizations or individuals participating at advisory, steering, validation, review boards to HEIS, institutes, centres or taught programmes
Number of prestigious innovation prizes awarded by business and public sector associations or funding agencies (national and international)
SOCIAL ENGAGEMENT
SE is included in the mission of the HEI
SE is included in the policy and/or strategy of the HEI
Existence of an institutional action plan for SE in the HEI
Budgetary assignment to SE
Percentage of academics involved in volunteering advisory activities
Number of events open to community/public
Number of research initiatives with direct impact on the community
Number/cost of staff/student hours made available to deliver services and facilities to community
Number of people attending/using facilities
Number of projects related to educational outreach
Number of faculty staff and students involved in educational outreach activity
Percentage of HEI budget used for educational outreach
Number of community participants in educational outreach activity
Number of activities specifically targeting disadvantaged students /community groups
What do we need to improve knowledge exchange at
universities? What can we do?
What are the mayor challenges at the system level in Slovenia?
What do we need from the government/policy makers?
How should our institutions respond to the „winds of change“ ?
What are the individual responses to these changes? How can
we involve more people at our insitutions to do „more“ for third
mission/knowledge exchange?
What may work in one case…
An old lesson to remember: there is not
a single formula
…
…may not be the best solution in another
case
THE WAY AHEAD….
The development of an institutional strategy w hich co-ordinates activity
w ithin the institution to best position itself for future change
Developing institutional expertise in understanding the environment and
as w ell as institutional capacity for know ledge exchange.
Identifying a set of tangible outcomes to be delivered through the
strategy w hich w ill configure the institution to be most successful into
the future.
Ensuring that the activity does not itself become pigeonholed as a
third-stream activity besides teaching and research, but changes the w ay
that these tw o core activities create social connectivity.
Master in Research and Innovation in Higher Education
Erasmus Mundus Programme
4 Semester, 120 ECTS
Krems, Tampere, Beijing Normal, Osnabrück
80 Scholarships for the next 5 years
Research and management track
Goals
Promote and enforce the benefits of the current changes in the know ledge
triangle (innovation, research and higher education system).
Educate innovation, research and higher education experts w ho are prepared
for the future challenges
Prepare students for the challenges by linking know ledge on systems and
tools w ith a global comparative perspective.
Improvement of research and innovation of HEIs through professional
Attila Pausits
Head of the Center for Educational Management and
Higher Education Development
Danube University Krems
Tel.:+43/2732-893-2266
CHALLENGES
political drivers
rhetorical messages are messy, vague, imprecise, sometimes contradictory and highly fluid (interpretation)
Management structures, techniques and procedures
Strategies are abstract and require that those developing them develop simplifications.
takes place through human relationships, w hich are complex and context -dependent activities.
challenge of co-ordinating human behaviour in a single institution across many activities w ith very different contexts.
Drivers
Know ledge exchange is w idespread across w hat universities do, but is not necessarily the most urgent concern for universities.
The university sector has evolved in the last thirty years to become a central pillar of contemporary education policy, and as a result experiences grow ing pressure to increase societal contributions.
There has been a change in the importance of know ledge in society and a shift in the w ay know ledge has produced w hich has influenced expectations upon
universities.
Much pressure on universities to be more engaged and undertake more
know ledge exchange is coming from quarters w hich do not necessarily have a realistic understanding of university know ledge exchange.
Starting points
The different levels at w hich know ledge exchange is embedded w ithin a
university, from the high-level, abstract and general, to the micro-scale of the regular activities and challenges of the university community, and the different interests universities have in know ledge exchange, from the intrinsic, through the extrinsic, to the narrative.
The different interests of the parties involved in particular know ledge exchange activities, and the relationship to the kinds of know ledge exchange activities, and the kinds of dependencies w hich the university can address through know ledge exchange, levering its ow n resources, legitimacy and know ledge to secure its institutional survival.
The congruence of the interests of those involved in particular know ledge exchange activities, and the relevance of those activities for the type of
know ledge exchange: the example w as taken of urban science, involving long-term strategic interests, therefore requiring a strategic coupling of partners to