Utrecht Network Workshop “A new generation of European Programmes for Education and Research: Synergies between Erasmus+ and Horizon 2020”

7-8 May 2014 Krakow, Why E+ and H2020 together?

• Common routes and origins • Synergies • Often approached by separate units within HEIs • UN as a potential forum to test new forms of collaboration Objectives

• Provide information on the Erasmus + and Horizon 2020 Programme • To promote synergies between staff working for the internationalisation of Education and Research • To share practices in the organisation of the support to internationalisation of research and education • To identify possible projects, actions and synergies exploiting the potential of the 2 programmes What is the workshop about?

• Not possible to cover all the details and actions of the 2 programmes • The selected focus is “the knowledge triangle and cooperation between universities and enterprises” • No detailed information on mobility actions or joint programmes at master and doctoral level • 3 presentations and 2 group work • Group work is an essential part of the programme Expectations Group work and networking • Participants have been divided in 3 groups • Groups are composed by both research managers and international officers • People of the same institution have been grouped together • Colors have been assigned to facilitate networking – Red/orange: staff working on H2020 – Blue: staff working on Erasmus+ – Yellow: staff working on both programmes • Networking is encouraged during breaks and social events Group work: expected outcomes • Groups are invited to present at the end of the workshop a list of ideas or actions or good practices to: – Facilitate the internal (intra-institutional) collaboration between reserach managers and international officers – Exploit the Utrecht Network to develop new collaborations or projects • Facilitators will support groups in their discussion • Groups should nominate a rapporteur and present their findings in the form they prefer (flip chart, orally, PPT etc.) EMERGING MODES OF COOPERATION BETWEEN PRIVATE SECTOR ORGANISATIONS AND UNIVERSITIES

SAMO PAVLIN , – KRAKOW, POLAND 7-8 MAYTHE UTRECHT NETWORK AGM WORKSHOP

Emerging Modes of Cooperation between Private Sector Organisations and Universities (EMCOSU ) – "With the support of the Lifelong Learning Programme of the European Union" EMCOSU PROJECT BACKGROUND

- HEGESCO project : Higher Education as a Generator of Strategic Competences; - DEHEMS project : Network for Development of Higher Euducation Management Systems - Towards EMCOSU project: Two policy pillars of Labour Market Orientation of policies graduates ‘employability’ and ‘university-business cooperation‘ CONCEPTUAL MODELS OF EARLIER PROJECTS WHAT ACADEMICS BELIEVE he SHOULD DO TO HELP GRADUATES IN EMPLOYMENT?

Academics : •developing general and field-specific competencies by strengthening practical training , internationalisation and improvements teaching and learning modes ; •the need to establish and improve the work of career centres and establish systems for tracking graduates has not been seen from the HE system perspective as a priority in all study domains and countries; •HE managers and staff perceive graduates’ career dimensions and their determinants in a surprisingly intuitive way – they are aware only of few dymension. Employers, trade unions and students : •want any improvements in HE to be based on hard facts, such as the results of graduates’ tracer surveys; •they want these results to become broadly available, and integrated into HE systems in a transparent way; •they want to have a formal role in processes related to transition from education to work. THE EMCOSU PROJECT (http://www.emcosu.eu)

- Short for Emerging Modes of Cooperation between Universities and Private Sector Organisations ; - LLP project 2012-2015; - SI, HU, PL, BG, ES and NL + EURASHE & TUNING and surveys in several other EU countries; - Key activity: the Large scale survey among 600+ employers organisations CONCEPTS RELATED TO UNIVERSITY BUSINESS COOPERATIN

• “National innovation systems” (Nelson, 1993); • “New mode of knowledge production” (Gibbons et al., 1994); • “Entrepreneurial university” (Clark, 1998); • “Knowledge cycles and models” (Nonaka&Takeuchi 1995, Lundvall 2001) • “The triple helix model” (Etzkowitz & Leydesdorff, 2000; Etzkowitz, 2008). • “Third mission” of universities – from teaching and research towards community engagement – via technology transfer, trans-disciplinarity, regional development and living laboratories (e.g. Trencher et al., 2013: 4). THE MODEL OF ENTREPRENEURIAL UNIVERSITY (OECD & EC, 2012)

• Setting leadership, governance and other organisational capacities for acquiring new financial sources; • Cooperation with business; • Promotion of entrepreneurial principles and innovation through the curriculum; • Promoting start-ups; • Internationalisation; • Development of measurement & accountability principles. THE EMCOSU PROJECT: KEY QUESTIONS a) Which are the most relevant modes of cooperation between universities and enterprises and why? b) How can these modes be logically systemised according to stakeholders’ particular needs, countries, study fields and sectors? What are differences and similarities in these areas? c) What are current characteristics of cooperation modes and their future developmental needs? d) Which are key developmental drivers and motives on cooperation on the side of universities and enterprises? e) Which sectors and jobs in the selected partner countries and the EU have the greatest potential in the future to absorb HE graduates and foster UBC? EMCOSU STARTING FINDINGS MODES OF UNIVERSITY BUSINESS COOPERATION (1)

• knowledge and project consortia; • internship programmes, • joint curriculum development, • development of quality standards of practical placement in enterprises, • entrepreneurial courses in the university study programmes, • collaborative research, • support to start-up enterprises, • alumni centres and job fairs. GENERAL SYSTEMIZED MODES OF UNIVERSITY BUSINESS COOPERATION (2)

• a. Research and development (R&D) (e.g. example national projects, contract research) • b. Mobility of academics (e.g. training or research). • c. Mobility of students (e.g. direct recruitment, traineeships ) • d. Curriculum development and delivery including lectures at higher education institution • e. Adult education, training and short courses and other “Lifelong learning activities” SOME SECTORS WITH THE BIGGEST POTENTIAL FOR UBC IN THE EMCOSU COUNTRIES

- information and communication technologies, - agriculture and food industry, - logistics and transport, - electrical energy and electrical industry (including renewable energy), - and natural sciences (including biotechnology, new materials, medicine and pharmacy). UBC SURVEYS & CASE STUDIES

- The state of European university-business cooperation (Science ‐to ‐Business Marketing Research Centre 2011) - 30 Good Practice Case Studies in University-Business Cooperation (Davey et al 2009) - 15 UBC case studies (Technopolis, 2011) - THE HEGESCO (2009) qualitative report - European University Enterprise Network (EUE-NET) - Developmental Strategies of the Universities (University of Oxford, Copenhagen, Munich…) - Developmental and HRM Strategies of Enterprises - THE EMCOSU PROJECT EMCOSU PARTICULAR CASES

- Siemens (long-term strategic partnership with outstanding universities via Center of Knowledge Interchange, “ambassador universities”, cooperation models, talent acquisition at universities and institutions) - Shell (Internships, Recruitment Activities, …) - Danone (collaboration with universities and external scientific committees on strategic issues) - Research “screening“activities at Munster University - Other EMCOSU cases (e.g. “Slovenian“ competence centres and centres of Excellence, Trimo rewards, “Hungarian“ Audi research collaboration with universitires, “Bulgarian“ career days and internships programmes, “Polish“ university technological transfer centres, “Spanish“ OPTIMUS programme, Deusto entrepreneurship centre…) SELECTED CONCLUSSIONS FROM 60 EMCOSU INTERVIEWS

• Different languages: conservativeness of the higher education institutions, and the dynamic business environment; • UBC is considered by most organizations as a developmental priority, particularly related to improvement of graduates’ practical skills and R&D s • The key challenges for future development of UBC are related to common goals, mutual needs and benefits. This can only be supported by policy initiatives. • To enhance UBC, education needs to be modernized to narrow the gap between theory and practice and respond to the needs of the labour market. • Four Co-factors represent the model of a fruitful and long-lasting partnership: • Co mmon goals – cooperation should be based on mutual benefits, needs and aims; • Co mmitment - the good partnership lays in the hands of the “right people”, starting from the leadership and involving all levels; • Co mmunication – establish ongoing and open dialogue, have mutual trust and good knowledge of each other - is a major milestone of UBC. • Co ntext - UBC should be reviewed as a priority and supported with adequate legislation and strategic incentives on European, national and institutional level. SELECTED PRELIMINARY RESULTS OF THE EMCOSU PROJECT

• Overview of LSS data based on the first 400 cases from EMCOSU countries • Employers and employers associations • 5 EMCOSU countries & some other EU coutries • Mixed approach on data collection • Sampling encountered countries, sectors, type of organisation • The questionnaire has been developed by the EMCOSU consortium and, for comparison purposes, in some parts on the basis of: Study on the cooperation between Higher Education Institutions and public and private organisations in (Munster University, 2011), the HEGESCO project (University of Ljubljana), and c) conceptual work of Professor Alice Lam WHICH ARE THE MOST RELEVANT UBC MODES?

• Mobility of students (1) • R & D (2) • Mobility of academics (3) • Adult Education (4) • Curriculum development and teaching of experts at universities (5) • H1 : There is a strong correlation between mobility of students and R & D • H2 : There is a weak correlation between mobility of academics and mobility of students • H3 : Enterprises involvement in teaching does not stipulate R & D H: WHAT ARE ENTERPRISES BELIEVES ON FUTURE CHANGES OF HIGHER EDUCATION INSTITUTIONS?

• Increase the practical orientation of teaching (1) • Strategic cooperation with business (2) • Enhance traineeships and internships (3) • Support an international orientation (4) • Focus on short-term skill development (5) • Focus on research and development (6) • Enabling the valorisation of applied research (7) • Improvements in their financial systems (8) • Focus on long-term skill development (9) H: WHICH FACTORS DRIVE UBC?

• Existence of mutual trust and commitment (1) • Existence of shared motives (2) • Prior relationship with higher education institutions(3) • Interest of higher education institutions in accessing practical knowledge (4) • Access to higher education institutions' research and development facilities (5) • Close geographical distance of higher education institutions (6) • Financial resources for working with higher education institutions (7) • Flexibility of higher education institutions (8) H: WHICH ARE THE MAIN BARRIERS TO UBC?

• Bureaucracy within or external to the higher education institutions (1) • Different motivations and values between higher education institutions and business (2) • Different time horizons between higher education institutions and business (3) • Difficulty in finding the appropriate persons within higher education institutions (4) • Different modes of communication and language between higher education institutions and business (5) • Limited ability of knowledge transfer (6) • Higher education institutions want to publish confidential results (7) • The current financial crisis (8) THANK YOU New “Horizons” of the Knowledge Triangle

Marco Degani

Krakow, 8 May 2014 What is a KIC?

What is a Knowledge and Innovation Community (KIC)?

● The EIT, European Institute for Innovation and Technology, achieves its mission through the Knowledge and Innovation Communities (KICs). ● KICs are thematic partnerships driven by a pursuit of excellence in all of their activities through mayor experts and stakeholders, at European level, in the field of higher education, technology, research, business and entrepreneurship, in the specific sector to create innovation models. ● KIC’s themes are mayor societal challenges in the long term (i.e. energy, climate change, food).

EIT “European Institute of Technology” Our mission is to increase European sustainable growth and competitiveness by reinforcing the innovation capacity and, most importantly, the innovation impact of the EU. What is a Knowledge and Innovation Community (KIC)?

● The KICs are organized in CLCs (Co-Location Centres). ● The CLCs are the operational units that bring together Universities, SMEs, big companies, national clusters, science parks, incubators and other nodes of excellences. ● Each KIC has 5-6 CLCs across Europe. ● Each CLC forms an eco-system aimed at boosting innovation in an international dimension. ● The eco-system is open to the engagement of new comers during the consolidation phase (inclusivity). THE EIT’s ENGINE: “… highly integrated , creative and excellence KICs driven partnership, which brings together the fields “INNOVATION FACTORIES” of education, technology, (Martin Schuurmans, first Chairman of research, business and EIT Governing Board) entrepreneurship in order to produce new innovation and inspire others.” (EIT)

Entrepreneurs Societal challenges New business

Support of existing business KIC: key elements

• The explicit link between all the elements in the full innovation cycle; • The addition of the higher education dimension; • The high level of authonomy and flexibility given to the KICs; • The complexity in managing such a partnerships; • A long-term committment and a business – oriented entity; • The learning by doing approach. Framework for EIT operations The big picture

eit CO-FUNDING

KIC COMPLEMENTARY ACTIVITIES KIC ADDED VALUE KIC ACTIVITIES EXISTING ACTIVITIES RUNNING ACTIVITIES PORTFOLIO OF IN YOUR UNIVERSITY CONTRIBUTION TO INTEGRATED ACTIVITIES THEMATIC LINK WITH THE THE INTEGRATION ON : KIC THEME OF KNOWLEDGE EDUCATION ALREADY FUNDED BY TRIANGLE RESEARCH OTHER SOURCES FUNDED BY EIT (UP ENTREPRENEURSHIP TO 100%) Key for the KIC evaluation: •Proper integration of EDUCATION, INNOVATION and BUSINESS •Excellent partnership to drive this integration The ratio: start small then consolidate

Proposal phase Consolidation phase Implementation phase • Creation of RICs or other Strong partnership agrrements industrial • Development of Regional involvment Innovation Schemes (RIS) for KIC • Alignment with FESR and proposal and smart specialisation launch 4-6 CLCs Enlargment to most of the A limited relevant stakeholders group of core partners Synergies and links

• leverage effect; • cross-cutting topics in the field of education and entrepreneurship International vision

• Joint innovation activities; • educational outreach; • students and teacher exchange UNIBO Positioning @ EIT-KICs KIC INNOENERGY

Co-Location Centres: • Alps Valleys () • Benelux • • • Poland • Partners: 55 top industries, 15 research centres and 30 Universities EIT ICT LABS

Co-Location Centres: • The • France • • Germany • • Sweden Partners: 27 core partners and 44 affiliate partners (research centres, Universities and industries) CLIMATE KIC

Co-Location Centres: • The Netherlands • UK • • Germany • France

RICs: Hessen (Germany), Valencia (Spain), Emilia Romagna (Italy), Lower Silesia (Poland), Central and West Midlands (UK).

Partners: 20 core partners and 91 affiliate partners (research centres, Universities and companies) Existing KICs

UNIBO UNIBO Affiliate Partner Affiliate Partner First/Second wave KIC call

Raw Materials Core partner KIC (2014) (pending )

Healthy ageing Partner UNIBO and active living (pending ) (2014)

Food for the CLC future (2016) facilitator The relevance of the Knowledge Triangle for boosting the organisational innovation Specialization vs integration

FROM:

TO: Specialization vs integration

FROM:

HORIZON ERASMUS + MASTER PHD COURSES INTERNATIONAL 2020 RELATIONS

TO: Task force

eit Specialization vs integration

KIC preparation phase structure

YOUR ORGANIZATION From silos to cross organization model How to set a task force An example of integration

Higher education programs

Excellence and career development tools

Education Research & Technology Innovation and development projects

Product and business Applied research and business development camps Business development support

University & industry Innovation crossover programs radar An example of integration

Higher education BUSINESS programs RESEARCH is devoted to potential promote BUSINESS in the influence and KIC ecosystem and is take advantage Excellence and career reflected into a fit for from the development tools purpose EDUCATION EDUCATION Education Research & Technology Innovation and development projects

Product and business Applied research and business development camps Business development support

University & industry Innovation crossover programs radar …in conclusion: Testing the integration: Working Groups EIT labelled Master and PHD programmes

Criteria: • Robust entrepreneurship education • Highly integrated, innovative “learning-by- doing CV” • International and cross-organisational mobilty, the EU dimension and openess to the world • Access policy and joint outreach strategy The Climate-KIC example

EDUCATION

RESEARCH

BUSINESS Main features

TEACHING:

• Are the MSc and PhD Programmes and the Postgraduate Courses implemented by your Universities compliant with the e.g. Climate KIC Criteria? • How to implement them for achieving EIT labelling in agreement with national and local regulations? • How to recognise mobility in the student career development? Main features

INTERNATIONALIZATION:

• How to boost mobility in the student career development? • How to take advantage of current internationalisation opportunities and tailor them for KIC standards? Main features

RESEARCH:

• How to align local initiatives with KIC initiatives in light of the KAVA-KCA mechanism? • How to thematically align institutional priorities and KIC priorities? • How to strengthen the RESEARCH-to-BUSINESS and RESEARCH-to-EDUCATION interactions? The Climate-KIC example

EIT Masters label In order to obtain the Climate-KIC Master label certificate candidates are expected to: •enroll at one of the partner universities in one of the specified master degree programmes •participate in the five week climate innovation summer school •attend SPARK! series of thought-provoking talks and seminars •spend 30 ECTS of the master programme outside of home university, e.g. by doing an internship or thesis research •take complementary courses in climate sciences or entrepreneurship worth at least 12 ECTS •write Master thesis on a topic related to climate change and entrepreneurship

Master Label programmes are currently (available at TU Berlin, TU Delft, Wageningen University, , UPMC Paris, Ecole Polytechnique Paris, Imperial College London) The Climate-KIC example The Climate-KIC example

PhD Label

The Climate-KIC Ph.D. programme aims at developing the next generation of climate innovators. In order to receive the Climate-KIC Ph.D. certificate all Ph.D. candidates are expected to participate in the following Climate-KIC arranged activities:

•Participate in five-week climate innovation summer school (The Journey, taken in year 1) •Attend at least three SPARK! thought-provoking seminars and discussions per year •Participate in a thematic summer school (1 – 2 week duration, year 2 or 3) •Do a 3-6 months international and/or cross mobility (with additional funding for up to six months) •Take part in transferable skills short courses Marco Degani ARIC – EURO – European Research and Innovation Office

E-mail: [email protected]