17–18 November 2008

EU/US RESEARCH AND

EDUCATION WORKSHOP ATLANTA REPORT

Internationalization of Research and Graduate Studies

and its Implications in the Transatlantic Context FINAL

SUPPORTED BY Under the Patronage of:

EU Ambassador H.E. John Bruton French Ambassador H.E. Pierre Vimont Slovenian Ambassador H.E. Samuel Zbogar Swedish Ambassdor H.E. Jonas Hafström Czech Republic Ambassador H.E. Petr Kolar Director of the U.S. National Science Foundation Arden Bement U.S. Department of Education Under Secretary for Higher Education Sara Martinez Tucker Science Adviser to the U.S. Secretary of State Nina Fedoroff U.S. Governor of Georgia the Honorable Sonny Perdue Acting President of Georgia Institute of Technology Gary Schuster

Links: http://www.eu2008.fr/PFUE/lang/en/accueil http://www.eurunion.org http://www.gatech.edu http://www.nsf.gov http://ambafrance-us.org

Supported By Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context

Setting the Scene Message of Janez Potocˇnik, European Commissioner for Science and Research...... 4 Message of Valérie Pécresse, French Minister of Higher Education and Research ...... 5

Session I: Transatlantic Science and Engineering Graduate Curricula Key Issues for the Session ...... 8 Recommendations ...... 9 Lessons from Past and Current Practices ...... 10 Obstacles to Transatlantic Cooperation ...... 11

Session II: Innovative Curricula for Global Research and Development Key Issues for the Session ...... 13 Recommendations ...... 14 Lessons from Past and Current Practices ...... 15 Obstacles to Transatlantic Cooperation ...... 17

Session III: Brain Circulation Schemes for Developing Lasting Networks of Excellence Key Issues for the Session ...... 18 Recommendations ...... 19 Lessons from Past and Current Practices ...... 20 TABLE OF CONTENTS TABLE Obstacles to Transatlantic Cooperation ...... 21

Session IV: Transatlantic Mobility of Researchers and Innovation Key Issues for the Session ...... 22 Recommendations ...... 23 Lessons from Past and Current Practices ...... 24 Obstacles to Transatlantic Cooperation ...... 25

Round Table & Closing Remarks Message of Pierre Vimont, Ambassador of France to the United States ...... 26 Message of Lars Leijonborg, Minister of Higher Education and Research of Sweden . . . . .26 Round Table ...... 27 Closing Remarks ...... 30

Appendix Organisers ...... 31 The French EU Presidency 2008...... 32 The European Research Area ...... 33 The United States of America ...... 34 National Science Foundation ...... 35 Georgia Institute of Technology ...... 35 Workshop Participants Biosketches ...... 36

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 3 Setting the Scene

Message of Janez Potocnik,ˇ European Commissioner for Science and Research

Dear Friends, SECONDLY, we need to build better global net- works, particularly through increased mobility and GLOBALISATION is a reality. It changes many fac- interchange between Europe and the U.S.—both for ets of our lives, especially the way we produce, share working researchers and for University students. Such and use knowledge. Globalisation has also thrown up mobility helps to build and maintain international new challenges such as climate change and possible networks between individual researchers, students pandemics. It also increasingly affects research, edu- and between institutions. The ERASMUS MUNDUS cation and innovation, the pillars of the knowledge programme helps set up exchange programmes, society. This is now further compounded by turbulent joint courses at Masters Level and two- way scholar- financial markets. To meet these challenges we rea- ships. We have increased funding for the Marie Curie lise that the European research community and pol- programme to help European post doc researchers icy makers need to work better with our international to go to the U.S. and for U.S. researchers to under- partners, especially the United States. I am strongly take research in Europe. convinced that by working together we can achieve much more. Recently we have launched the network of European scientists and scholars working abroad, now known The European Commission has recently published as EURAXESS. This has become a valuable way of a proposal for a new strategic framework which will keeping European and U.S. research communi- improve international cooperation in science and ties connected. But there are currently many more technology including specifics in information and EU scientists working in the U.S. than the other way communication technologies. The proposed frame- around. And I would definitely like to see more U.S. work consists of a number of core principles and ori- scientists come to Europe for at least part of their entations for joint and coordinated European actions career. in our relations with the international community. This entails sharing objectives, formulating and THIRDLY, the step-by-step mutual opening of our implementing common European research agen- research programmes in well defined research areas das, engaging in joint activities and pooling efforts with key partner countries on a reciprocal basis: the and resources. Many of the proposed actions should recent agreement with the National Institute of Health be of great interest and benefit to you also. Let me to mutually open our health research programmes, briefly mention three of them: providing funding to selected transatlantic research partnerships, will open up new opportunities for the FIRST of all, it is the joint development of and access international scientific community. I sincerely hope to global research infrastructures for tackling scien- that this is a first step that will lead the way to fur- tific and societal challenges: there are already some ther promising mutual opening initiatives between very good examples of international cooperation with Europe and the U.S. the creation of global research infrastructures such as the Global Earth Observation System of Systems J a n e z Po t o cˇ n i k (GEOSS) and CERN. I strongly believe that a more structured international approach is needed. Using international fora such as the G8 and the OECD, we can facilitate cooperation, mutual access and cost sharing where appropriate.

4 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context Setting the Scene

Message of Valérie Pécresse, Minister of Higher Education and Research of the French Republic

Dear Friends, EU share the capacity of leading cooperation at the global level. We ought to do it to build jointly the During the next two days, you will study the develop- answers of research to today’s main societal chal- ments of transatlantic relations in higher education lenges such as climate change, loss of biodiversity, and research. need for new energy or the ageing of our popula- Figures show clearly the strength of the long- tions. International mobility of our scientists, joint established transatlantic partnership in those fields. degrees between our universities and meetings of Indeed, the United States is the first scientific partner the youngest generations of our researchers such of Europe with more than 32,000 joint publications as the ones organized by the program “Frontiers of per year, which means nearly a hundred a day. Further, Science” are also key elements to help us develop more than half of the U.S. international publications new fields of cooperation. are written together with European scientists. But to ensure the efficiency of those new fields of Beyond figures, our partnership is also illustrated by cooperation, we need renewed tools to better orga- the impressive network of delegations of our national nize it. That’s the reason why the French Presidency higher education and research institutions within of the European Union has strongly supported the the EU or the U.S.: most American universities have idea of a new strategy for the international coopera- offices in Europe, European research bodies send tion of the European Research Area: and this will be regularly their staff for short stays in the U.S. Those one of the main issues on the agenda of the next links have also created dozens of Joint International meeting of European Research Ministers, on the 2nd Units, such as the one created in 2006 by Georgia of December in Brussels. In the same perspective, Tech, the French Universities of Besançon and Metz, the EU will adopt within the next weeks the second Supélec and the ENSAM. phase of the Erasmus Mundus program, extending Our partnership is based on excellence, and recent its scope to PhD students. progresses on the issue of intellectual property rights There was maybe no better time for a seminar on should facilitate its development. After the U.S. and our partnership in higher education and research the EU signed two agreements in 1999 and 2004, because I am convinced that those new tools will France and the U.S. have just signed last month an foster our cooperation for the sake of both partners. agreement to better organize a fair sharing of the I then wish you a fruitful meeting and you can feel results of joint works of research. assured that I will look very carefully at the results of But we still have progress to accomplish together, for your discussions. example in the area of large research infrastructures. V a l é r i e Pé c r e s s e The involvement of the U.S. and the EU in large proj- ects such as ITER in the south of France or CERN at the border between Switzerland and France, where I met Dr. BEMENT (Director of the National Science Foundation) a few weeks ago, paved the way for future developments. I think the U.S. and the

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 5 Setting the Scene

Message of Peter Agre, Nobel Laureate and Director of the Johns Hopkins Malaria Institute

According to Dr. Peter Agre, Over the past decades, Dr. Agre’s laboratory devel- despite common stereotypes, oped key collaborations with outstanding labo- “scientific research may be ratories in Europe and generated more than 100 among the most human of publications. His research resulted in the discovery all of mankind’s endeavours.” of the aquaporins, a family of proteins implicated Using his own scientific career in multiple clinical disorders. For this work, Dr. Agre as an illustration, he empha- shared the 2003 Nobel Prize in Chemistry with sized the key role mentorship, Roderick MacKinnon of Rockefeller University. friendship, and collaboration plays in lab’s discoveries. To highlight the international nature of science, Dr. Agre said that his passion for biomedical research grew during his early career years partly due to his cooperation with a disparate and fascinating group of scientists from all over the world. Further, Dr. Agre pointed out the importance of pub- lic investment in research and referred to the Sputnik’s launch which was followed by an unprecedented effort to educate young Americans in science, engi- neering and mathematics. For this reason, he argued that the popularity and the basic understanding of science needs to be more widespread among young Americans. As he said, science is really important in our lives and the Nobel Prize is actually nothing more than the way by which “public celebrates science.”

6 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context Setting the Scene

Message of Helen Routh, Vice President and General Manager of Philips Research North America

A private sector business executive, Dr. Routh shared In the context of open innovation, Philips promotes with the audience her experience with Philips, a exchange of people and exchange of researchers global multi-sectoral high-tech company with an between industry and academia by supporting open annual number of 1.5 patents per research staff. Dr. innovation centres, such as the high-tech campus Routh highlighted that almost all multinational com- in Eindhoven, and temporary staff exchanges. The panies recognise the strategic importance of inno- majority of Philips researchers are hired early in their vation as a means to achieve sustainable growth. careers (most of them are post-docs with 1–2 years Philips is committed to create new products and of post-doc research experience) and many of them businesses based on an open innovation model that participate in joint projects with EU and U.S. labs. brings together people from different national, cul- However, we should not forget that innovation stems tural and educational backgrounds. from research and education and cannot be sepa- rated from them. As Dr. Routh says, in multi­national companies such as Philips, “our job is innovation, we need research but without education we are not going to get that.” Working together in multi-national labs, engaging in joint activities and cultivating employ- ees’ entrepreneurial and human interaction skills will be essential for the success of corporations on the markets worldwide.

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 7 Session I Transatlantic Science and Engineering Graduate Curricula

Co-chairs: US Madeleine Green, Key Issues for the Session � What is the potential/interest and scope of American Council on � What are the success factors for attracting more setting up transatlantic joint/double degrees Education talented young students to science and engi- at different levels in higher education (under- EU Ivan Wilhelm, neering? How to increase students’ perception graduate, masters, and doctoral level)? How Government of Czech to view science and engineering curricula as a can joint/dual degrees at the Master’s level Republic gateway to an exciting and rewarding interna- contribute to joint research projects? tional career? � Speakers: What are the success factors for ensuring the � Topic A: Strategies to Where does the transatlantic dimension fit in sustainability of those joint/dual degrees, and create transatlantic the overall international strategy of universities partnerships (e.g., alternative sources of fund- synergies and other key players? ing, specifically developed curricula, institu- tional exchange of faculty)? US Ishwar Puri, � What are the main obstacles to transatlantic EU Andrejs Rauhvargers cooperation (e.g., accreditation of new degrees, � What policies are needed from govern- Topic B: EU-US credit transfers, differences degree duration ment and public authorities, at international, partnerships to attract and structures in the U.S. and in Europe, lan- national and regional levels to enhance the young talent guage barriers, fee structures) that prevent the development of new transatlantic curricula for US John Grandin, further development of transatlantic science preparing the next generation of scientists and EU Manfred Hampe and engineering curricula? Which obstacles engineers? What role should the private sector Topic C: Obstacles are specific to transatlantic cooperation? play? to a harmonized transatlantic approach

US David Allen, EU André Siganos

Rapporteurs: US: Frank Frankfort, U.S. Department of Education EU: Petr Kavan, Embassy of the Czech Republic in Washington DC EC: Diego Sammaritano, Directorate General for Education and Culture, European Commission

8 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context Recommendations laborations across the Atlantic. The European A general recommendation that emerged from Commission has started work in this direction presentations and discussion was the need to and published a brochure on good practices in reinforce existing programs that promote trans­ terms of joint mobility projects with industrial- at­lantic cooperation in higher education and ized countries. research. Cooperation programs like the EU-U.S. ❚ Create multiple and gradual entry points into Atlantis managed by the European Commission international experiences, starting early in post and the U.S. Department of Education, or others secondary study and complement this with administered at the level of individual European support opportunities for joint/double degree Students countries, do respond to a real demand from the programs at PhD level. Students should be higher education community and are instrumental given the possibility to gain an international should be for stimulating long term partnerships on collabor- experience from the very early stage of their ative programs, joint/dual degrees and balanced postsecondary study up to the PhD level. These given the mobility of students and faculty. However the study abroad experiences are likely to be for programs are small compared to the size and the periods of time of increasing length as long importance of the EU and U.S. higher education opportunity as students progress in their program of study. systems and meet only in part the large untapped The added value that European and American potential of a mutually beneficial cooperation. to gain an universities can gain by working together is dis- In addition, other specific recommendations tinctly high not only at the graduate level but international aimed at developing Transatlantic Science and also at the PhD level. Funding agencies could Engineering Graduate Curricula were identified. consider extending to the PhD level existing Most of these recommendations are valid also for support programs currently operating at the experience other fields of study. graduate level. from the ❚ Promote dissemination of good practices in ❚ Embed international cooperation into the core joint/dual degrees and strengthen information mission of the institution; develop a strategic very early about funding opportunities offered by pro- plan for institution-wide implementation and grams like Atlantis and others operated bilat- coordination. This is essential to ensure the suc- erally by individual EU countries and the U.S. cess and the sustainability of transatlantic col- stage of their The existing support programs funded by the laborations and joint/double degrees. U.S. government, the European Commission postsecondary ❚ Develop recommendations to facilitate con- and by individual European countries are not vergence and compatibility of ECTS and U.S. well-known in the higher education community study up to the credit systems. Hundreds of universities in and more should be done by funding agencies Europe and in the U.S. are exchanging students and stakeholders to promote them especially and are doing so on the basis of self-made PhD level . among institutions less familiar with interna- arrangements for the recognition and transfer of tional cooperation activities. Also good prac- credits earned on the other side of the Atlantic. tices and successful projects in transatlantic A number of workable solutions are found and cooperation can be very useful for other uni- applied on the ground. It would be useful, how- versities interested in starting or improving col- ever, if broader comparative analysis of the

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 9 Introduction to Session I At the beginning of the morning session, the two co-chairs introduced the objectives of the session U.S. and EU credit systems be made with and described some recent trends. Madeleine Green a view to elaborate a generalized conver- opened the session with general comments on the sion method. This may lead to convergence nature of institutional partnerships and why they are and more transparency and comparability so difficult to maintain. She noted that Europe has of credit systems in Europe and in the U.S. many institutional networks, some including indus- ❚ Develop reliable statistics on transatlantic trial partners. U.S. institutions also have many part- mobility of students, faculty and research- nerships but the key difference is that in the EU there ers. Open Doors statistics released in 2008 is a much greater emphasis on developing and main- on U.S./EU flows of students revealed that taining a strategy for partnerships. Green noted that the number of U.S. students studying in partnerships must be flexible enough to adjust for the Europe is more than double the number unexpected and that they must contain a robust eval- of Europeans going to the U.S. However, uation mechanism to select on strengths and elimi- these statistics do not distinguish between nate weaknesses. Equally important was the need to very short-term stay abroad and study be on the lookout constantly for new activities that abroad and longer terms one. If only study have the capacity to invigorate and sustain partner- abroad periods of one academic semester ships. The other co-chair Ivan Wilhelm announced or longer are taken into account than the that on November 17, the Czech Republic, Slovakia, U.S./EU flows of students are reversed with Hungary, Estonia, Lithuania, and Latvia joined the many more European students and scholars U.S. Visa Waiver Program. He said that this was a going to the U.S. than American ones trav- very important step forward in the relations with the elling to Europe. There is in general, how- U.S. for the EU countries concerned, because visas ever, a need for developing more detailed constituted one of the barriers to cooperation and and reliable statistics on transatlantic mobil- exchanges in education as well as in many other ity of students, faculty and researchers. areas. The session featured six presentations each followed by a lively discussion. The main highlights ❚ Reinforce the language component in of the session discussions are presented below. trans­­­atlantic cooperation and exchanges. U.S. students should be offered extensive Lessons from Past and Current Practices training in the language of the European In an increasing globalised world international coop- countries where they are planning to eration is a must for universities that want to con- study before their departure. While most stantly improve their educational offer. By confronting of the courses/research work during the and working together with partners in other conti- study period in Europe will be in English, nents, European and U.S. universities can innovate advanced training in the local language their curricula and teaching methods, identify com- should also be foreseen. European students mon solutions, be more effective in cutting edge should possess an adequate level of profi- research projects, and become more competitive ciency in English before starting their study towards other parts of the world. Europe and the U.S. in the U.S. are natural partners in higher education and research.

10 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context Transatlantic cooperation works best when it is based on partnerships that are well thought through and that are balanced in terms of number and type of institu- tions, flows of students/faculty, and funding. The EU-US Atlantis program, run jointly by the specific mobility scholarships or grants. This demon- European Commission and the U.S. Department of strates that well-designed student mobility programs Education/FIPSE, has since 1995 supported 152 bal- can be self-sustainable. The University of Rhode Island anced joint projects involving over 800 European and has also similar dual degree arrangements with institu- U.S. institutions and some 6000 students exchanges tions in Mexico, Spain, France, Canada and China. for at least one academic semester. In 2006 the The University of Nebraska at Lincoln offered a third Atlantis program has been refocused towards joint example of a current successful practice in transatlan- and double degrees and as a result 23 new transat- tic higher education and research cooperation. The lantic degree programs were launched. UNL has developed over the years a strong commit- The Bologna process has triggered unprecedented ment towards internationalization in particular in the large scale reforms and the convergence of degree field of engineering. This translates into about 20% structures throughout Europe. This has been instru- of undergraduates gaining an international experi- mental for the development of joint and double ence through partnerships with eight countries on degrees in Europe and the U.S. The University of three continents and three dual degree programs. Darmstadt together with Virginia Tech has set up One success factor for UNL has been ensuring the one of these transatlantic double degrees at under- support from the administration and top manage- graduate level within the framework of the Atlantis ment. This has been realized by making evident to program. The project partners have successfully inte- stakeholders the return on the investment in terms of grated a 4-year degree at Virginia Tech and a 3-year more and better quality enrollments. Another feature at Darmstadt University and are exchanging students of UNL approach was the creation of multiple entry for a full academic year plus a summer term. Building points towards international mobility where students on the success of this project the partners created were offered a range of study abroad possibilities another dual degree at master level and managed of increased duration linked to the progression in to leverage funding also from DAAD, Fulbright and their studies (Freshman level short winter program, industry. Upperclassman month long program, senior level international internship, Graduate level dual degree Another successful example of transatlantic part- program). nership presented in this session was the Double degree program that the University of Rhode Island is managing together with the Technical University Obstacles to Transatlantic Cooperation of Braunschweig in Germany. Since 1995 over 430 International cooperation, and in particular between students participated in two-way exchanges. A European and American universities, is widely recog- study abroad period typically consists of six months nized as the natural approach to address global chal- of coursework and six months of special project lenges, to deal with complex research projects and work. The students are exchanged on a one-to-one to advance the quality of curricula. Communication basis and they pay the fees to the home institution. and cooperation are greatly facilitated by modern Students in the particular program do not receive technology which has reduced the cost and time for

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 11 Language sharing information to almost zero. However, several obstacles still remain for developing transatlantic sci- barriers ence and engineering curricula. A first structural obstacle to joint curriculum develop- Language barriers constitute another natural obsta- constitute ment is posed by the differences in higher educa- cle especially for U.S. students travelling to Europe. tion systems’ structure and duration. The problem However, following the Bologna reforms thousands another is perceived as more acute at the undergraduate of new Master courses in English are operational in level where Bologna reforms led the majority of Europe. English is also the common language used European countries to introduce bachelor degrees for research collaborations. Successful transatlantic natural of three-years duration, while these typically last mobility or joint/double degrees combine courses/ for four years in the U.S. There are also differences research in English with advanced learning of the obstacle in content. While in Europe students embark from local language when this is different from English. day one in specialized study, the U.S. students typi- Language preparation before departure is also especially for cally dedicate the first year to general liberal arts essential to allow students and researchers to fully study. Many in the U.S. have questioned the accep- profit from their academic and cross-cultural experi- U .S . students tance of EU three-year bachelor degrees for admis- ence abroad. sion to graduate programs. However, the portion of The tuition fees in the US are much higher that U.S. institutions which do not consider the 3-year travelling to those in Europe. Thus, it is essential for University Bologna degree as an issue for admission is steadily administrations to neutralize these differences in increasing according to recent survey by the Council Europe . order to design and implement more Joint/double of Graduate Studies. In general, for building joint or degree programs. double study programs it is paramount that partners focus on content of curricula and learning outcomes Sustainability after external financial support has for the students rather than on duration. ended has been highlighted as a serious obstacle to transatlantic cooperation. This problem, however, is The administrative complexity for the approval common to many publicly funded collaborations in and/or accreditation of joint/dual degrees is also higher education and research. The financial support an issue that can discourage many from starting provided by the Atlantis program should be seen as transatlantic curriculum development collabora- seed money to stimulate EU and U.S. universities to tions or that can turn good intentions into a failure. team up and set up a framework of cooperation that Universities on both sides of the Atlantic have their can be used in the longer term. The initial invest- own specific procedures which are often -cumber ment for agreeing on a joint program of study and some and bureaucratic. To smooth the process of the modalities for recognizing the study or research defining and agreeing the administrative details that periods abroad is considerable. However, once the will regulate the transatlantic partnership, it is highly framework is in place and it has proven its value recommended that the international component is to the exchange students and researchers, it can integrated in the mission of the partner institutions be used as a marketing tool for attracting talented and that top level institutional support is ensured. students with limited mobility grants as it has been An alternative to the ambitious joint/double degrees done for instance by the University of Rhode Island is to go for more flexible collaborative study abroad with their several self-sustainable dual degrees in programs. operation since 1995.

12 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context Session II: Innovative Curricula for Global Research and Development

Co-chairs: Key Issues for the Session � How can we balance awareness in global com- US Gretchen Kalonji, � How can we re-structure our international plex problems, acquisition of interdisciplinary Director of International research collaborations so that they more effec- knowledge, and mastering of a collective inter- Strategy Development, University of California tively integrate enhanced curricular opportuni- disciplinary approach of scientific problems at system ties for our students to work in multinational all stages of preparing students to be produc- teams on common large-scale interdisciplinary tive members of multinational, interdisciplinary EU Jean Chambaz, Vice-President for Research, challenges? research teams? Faculty of Medicine, � How can we structure our international curricu- � How do we create more effective collabora- Université Pierre et lar opportunities so that they are more effec- tions between the humanities and social sci- Marie Curie tive in attracting and retaining a diverse set of ence communities, on the one hand, and the graduate students? physical sciences, engineering, agriculture, Speakers: health sciences communities, etc., on the Topic A: Universities in a � How can we best educate and train doctoral globalized world—roles and other, in building new multinational curricular students to be effective in applying interdisci- responsibilities to shape opportunities for our students? plinary knowledge and skills to solve complex innovative curricula for real-world problems, while retaining significant � How can we structure international partnerships global R&D careers professional immersion in their respective disci- in graduate education such that the benefits US Maresi Nerad, plinary fields? What role can international part- are truly reciprocal and sustainable, particularly EU Léopold Demiddeleer nerships play in addressing this challenge? in cases in which there is a significant resource Topic B: Building imbalance between nations/institutions? non-technical skills into innovative curricula

US Michael Adewumi, EU Alexandre Quintanilha Topic C: Shaping, implementing and assessing innovative curricula for global R&D careers

US Karen Holbrook, EU Dieter Leonhard

Rapporteurs: US: Jeanne Narum, Project Kaleidoscope EU: Michel Israel, Embassy of France, Washington DC EC: Astrid-Christina Koch, Delegation of the European Commission, Washington DC

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 13 Recommendations ❚ Undertake a systematic analysis of current A central recommendation that emerged from “promising practices” in various countries and presentations and discussions was that innovative universities by the transatlantic funding agen- curricula should consist of modules for intercul- cies and develop an easily accessible reposi- tural and interdisciplinary preparation and should tory/database of information about practical integrate “non-technical” skills, which need to be issues in each others’ systems, e.g., curricular implemented by the creation of a U.S./EU joint constraints, faculty reward structures, funding program to provide support for exploration of models. multiple approaches to innovative collaborative ❚ Develop a module of an at least 3-month stay doctoral programs and a balanced transatlantic in an overseas lab as a prerequisite of a Ph.D. student mobility instrument. Sustained substan- program. Modules for intercultural and inter- tial bilateral funding is needed to enable all of the disciplinary preparation, involvement with sci- above. entific methods will add value to the research In addition, other specific recommendations and the quality of exchange. Create joint trans- aimed at developing Innovative Curricula were atlantic programs which are a lasting contribu- identified. Most of these recommendations are tion to international R&D careers, e.g., through valid also for other fields of study. reinforcement and promotion of EU/US sum- mer schools (two or three weeks of full immer- ❚ Embed innovative curricula for global research sion work in a multidisciplinary area, such as and development early. They need to begin at nanotechnology). the undergraduate level and be integrated with collaborative doctoral collaborations. Engage ❚ Institute a joint program by the U.S. and the EU graduate students themselves in planning to provide support for exploration of multiple their role as global citizens to solve complex approaches to innovative collaborative doctoral problems along with colleagues who can add programs, which have the following character- to their vision because of a different culture or istics: address complex common challenges discipline. Assure that students develop also which are inherently interdisciplinary; address/ humanistic, intercultural and communication attract students with heterogeneous interests skills though integrated training. and diverse backgrounds; provide freedom for students to choose topics/supervisors; multi- facetted mentoring, including career develop- ment; include innovative approaches to lan- guage study; integrate “non-technical” skills into collaborative research. Collaborations should be structured to take advantage of and build on emerging technologies, establish a competitive process to garner proposals, and include common criteria for assessment.

14 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context Introduction to Session II The two co-chairs introduced the objectives of the session, alerting the assembled group with the reminder that the outcome of the discussions were to be specific recommendations in regard to ‘innova- tive curricula’ that enhanced transatlantic collabora- tions for emerging STEM professionals. the organization and consequences of the Bologna Process and the consequences on the doctoral level: In her opening comment, co-chair Gretchen Kalonji 3 years of bachelors, 2 years of masters. Chambaz suggested that sustainable and effective collabora- reflected on a key lesson learned—that diversity is tions will only happen when there is effective cou- a key strength and that from an overall framework in pling of institutional transformation and curricular principle we can work on different solutions for joint transformation efforts in ways that serve a common and double degree. vision of an internationalized community of scientific and engineering practitioners. Her remarks centered He emphasized Kalonji’s remarks, that we must be on the student learning experience, detailing how seeking shared solutions to common problems, that current curricular efforts focus on individual students we need to be preparing Ph.D. students for the need and individual ‘content.’ Her idea of innovative, to gain different kinds of skills than taught to and international curricula for the future would be one learned by past generations, and that we will need that has been transformed to deal with large soci- an innovative and flexible curricula in which students etal issues on which multi-national, multi-sector and develop their capacity for innovation. Chambaz multi-disciplinary teams are working. Kalonji argued ended with a suggestion that we should be looking that student creativity needed to be brought into the for models that could catalyze a ‘snowball’ effect, process of shaping new programs, and made a com- that it is important to know what is already succeed- pelling case about the power of research teams in ing and build from that, rather than to reinvent the undergraduate and graduate science and engineer- wheel. That was an appropriate introduction to the ing programs as a means to broaden participation, presentations that followed. encouraging teams that are more diverse in terms of professional goals, incomes and backgrounds. Lessons from Past and Current Practices The 2nd co-chair, Jean Chambaz, described the Theme-based interdisciplinary programs like that current fragility of transatlantic collaborations that between the NSF Integrative Graduate Education are still based more on one-on-one arrangements and Research Traineeship (IGERT) and the German- between colleagues with transatlantic connections. DFG funded Graduiertenkollegs are good examples In his remarks, he laid out a series of challenges, of what can be done through the use of innovative considering: how to ‘refit’ institutional graduate pro- curricula and internships that are centered in a robust grams that are embedded in particular institutional institutional home (not one-on-one). By focusing on contexts (understanding the huge diversity of insti- problem-centered training, such programs give their tutions of higher education); how to arrive at a bet- graduates the edge needed to become leaders in ter understanding of the strengths of institutions on their chosen fields. each side of the potential partnership—particularly the organization of the curriculum. He discussed

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 15 In some universities, such as the University of Porto, Best Practices: mentoring of students was described as a factor that ❚ Theme-based (trans-, multi- or inter-disciplinary) plays a key role in increasing and sustaining students’ team-based research/education programs that interest in science fields. A small program involving have significant external support, in which student 15 graduate students in biology several years ago funding is tied to the program rather than to the has produced over 100 graduates, many of whom professor are now professors. The key emphasis made here ❚ Programs that provide significant access to profes- and throughout the session was the need for faculty sionals in the field, emphasizing the development to be role models for students—emphasizing that of skills needed by such professionals, offering this was particularly critical (and perhaps difficult) in career symposia the context of preparing students for careers as inter- national scientists and engineers. ❚ In both undergraduate and graduate programs, agreed-upon expectations for the collaboration, The Franco-German University (FGU) consists of a with annual theme-based workshops on research group of affiliated member universities from both and with opportunities for social contacts France and Germany. It has a decentralized cam- pus, with the administration located in Saarbrücken. ❚ Actively involving administrators early-on to help The university is an international institution which ease some of the bureaucratic complexities was established by means of an intergovernmen- ❚ Transforming how students learn by involving tal agreement in 1997 (“Weimar Agreement”). The them in a problem-based learning curriculum agreement provides the legal basis for this interna- ❚ tional university, defining both its governing bod- Using the process of developing a new prob- ies and responsibilities. The agreement concerning lem-centered or interdisciplinary program (i.e., the establishment of the FGU came into effect in biomedical education) to build transatlantic part- September 1999. nerships that shape the planning without refer- ence to historical or current practices Pennsylvania State University has internationaliza- ❚ tion as one of twelve priorities connected to stra- Piggy-backing on current efforts to internationalise tegic planning for institutional transformation. One the undergraduate STEM learning environment, reason for this priority was pressure by students, who adding graduate students to those opportunities are interested both in serious questions of their time ❚ Incorporating ‘soft skills’ (team-building, listening, and in graduating with skills that make them com- and conflict resolution) into the curriculum petitive for well-paying jobs. Faculty are one barrier ❚ Remembering that change at the level we are dis- to achieving the internationalization priority, as they cussing takes a long time. outline lock-step major course sequences that pre- clude adding an international dimension. Penn State is currently offering a range of international interdis- ciplinary engineering experiences for their faculty as one incentive to take a leadership role in becoming involved in shaping Penn State’s internationalization efforts.

16 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context Obstacles to Shaping Innovative Curricula ❚ lack of widespread discussion of promising prac- for Transatlantic S&T Collaborations tices in transatlantic collaborations

A: STUDENTS ❚ Few continuing opportunities for communication ❚ Poor quality of pre-college math/science prepa- across international boundaries about the corner- ration of entering undergraduate students, who stones of such programs thus are not motivated or prepared to pursue a ❚ No networking of leaders in innovative S&T cur- STEM major generally ricula that parallel that of leaders in S&T research ❚ That the U.S. undergraduate academic programs communities are mono-lingual, giving students no experience with other languages/cultures C: INSTITUTIONS ❚ Programs, particularly those dealing with small ❚ Different and competing expectations for stu- numbers of elite students, not intentionally dents (length of time to degree, level of involve- designed to become part of the institutional ment in interdisciplinary research, transitions from structure (to be scaled-up when successful) technical institutions/ BA/MA/PhD) ❚ Graduation requirements that do not recognize B: FACULTY/PROGRAM the value of global learning opportunities, on the ❚ lock-step, inflexible programs that have no room home campus or abroad for pilot international initiatives ❚ S&T curricular so ‘tight’ that intercultural training is eliminated

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 17 Session III: Brain Circulation Schemes for Developing Lasting Networks of Excellence

Co-chairs: US Linda Katehi, Provost Key Issues for the Session � Are there existing obstacles preventing re­­ and Vice Chancellor � Do researchers need additional programs or search integration that need to be removed or for Academic Affairs, initiatives to increase transatlantic collabora- improved (i.e., language problems, cultural dif- Univ. of Illinois, Urbana tion and integration (i.e., creating specific ferences, visa issues, help in facilitating mobil- Champaign schemes with grants for collaboration, identi- ity like courses in cultural and societal issues EU Pär Omling, Director fying areas needing collaboration of societal that are done in the private sector, IPR issues, General Swedish needs (top-down), arranging scientific work- etc.)? Research Council shops to identify areas of common interests � Are schemes to access large infrastructures an (bottom-up), etc.) or do scientists manage Speakers: attractive way? Would there be an increased to integrate research in areas of interest and Topic A: New models of usage of the infrastructure if there would be needs by themselves? transatlantic research a single, e.g., software standard etc.? Are integration � Which are the main factors enhancing mobil- the needs for travel costs and arrangements US Sabine O’Hara, ity of young researchers? Is the identification underestimated and should the EU open a pro- EU Pavel Exner of scientific areas and creation of interactions gram where it would be easy to get financial Topic B: Lasting early between researchers more important than support? careers networking of grants? Are exchange programs to excellent � How can we increase the attractiveness of excellence research environments an attractive approach? Europe for U.S. students? Why do European Should mobility schemes be linked to PhD US Richard Bissell, students show a higher degree of mobility EU Andrej Umek scholarships or even research schools where towards the U.S. than the opposite? Topic C: Mobility networks could be continued within the pro- of researchers to gram during the PhD period? access large research � Are there different needs in various scientific infrastructures domains, i.e., do we need to think differently US James Herrington, when speaking about for example life sciences, EU John Wood physical sciences, engineering, humanities or social sciences? Should each scientific domain Rapporteurs: have its own type of arrangements or should US: Olga Cabello-Henry, we try to homogenize the actions that could be US Department of State initiated? EU: Magnus Harviden/ Martin Wikstrom, Embassy of Sweden in Washington EC: Karim Berkouk, Directorate General for Research, European Commission

18 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context Researcher Recommendations ❚ Scale up successful existing schemes and A central recommendation that emerged from develop new complementary ones. With presentations and discussion was that researcher respect to the development of new schemes, mobility mobility ought to be driven by the need for short term recurrent symposia, workshops and higher quality science. In addition to addressing summer programs as well as programs for ought to be the important issues raised in the previous sec- reintegration after mobility periods should be tions, the Session participants recommend the taken into consideration. Different program- driven by following actions: ming modes can also be particularly valuable; for example, young scientist workshops on ❚ Create a web-based portal to consolidate the need emerging topics can be linked to follow-on information about existing opportunities for funding for joint research activities, and thus support of transatlantic mobility. The complex- for higher cement long-term collaborations that involve ity of systems on both sides (due to funding international mobility. Finally, more funding bodies being very different entities, university, quality should be injected into these schemes to regions, counties or union of countries), results achieve continuity. in that the opportunities are poorly known by science . the scientific communities. Each participant ❚ Large infrastructures required for facing (U.S. and EU) should produce an inventory of global problems are often not affordable by existing opportunities (and evaluate them) to one country alone. However the mechanisms be made easily accessible to the research com- for funding these projects are not sufficiently munities via a centralized information system. transparent. In a world where new research opportunities are emerging more frequently, ❚ Identify incentives for U.S. research institutions faster and easier mechanisms to finance such to include mobility in research as an asset on large projects should be established. their faculty record. This long term goal could be supported with an extensive analysis of the ❚ The points raised in the obstacle section should impact of mobility on research careers and on be taken as recommendations for improv- research productivity as assessed by publica- ing mobility, namely: (1) an attractive salary tions, patent generation and production of that takes into account social security, health innovation enterprises. insurance and researchers’ pension; (2) pack- ages for dual career ❚ Promote the concept of “sustainable mobility families; (3) simplifica- schemes.” One way to achieve this might be tions and implementa- to promote “alumni networking” of existing tion of the procedures schemes. Another way might be to expand the for obtaining visas; (4) number of “repeated short events” to facilitate common approach for networking of early stage promising scientists international intellec- on frontier research fields. These activities were tual property rights. considered important to foster lasting scientific networks.

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 19 Introduction to exchange as U.S. researchers move less to Europe Session III in their career. While the quality of research centers At the beginning of the morn- might explain partly this unbalanced phenomenon, ing session, co-chairs Linda the actual structure of the U.S. research career cer- Katehi and Pär Omling intro- tainly shares responsibility. duced the objectives of the In fact, it has been pointed out that in certain stages session. In a globalized econ- of the typical U.S. research career, mobility seems omy education becomes increasing international in extremely difficult. Upon PhD graduation, many U.S. content and context. Academic and research institu- students get their first job in the U.S. in order to pay tions worldwide try to internationalize their activities back their loans while others are able to obtain post- by setting formal or informal collaborations. An edu- doctoral positions in academic research environments. cation that is enhanced by international experiences At a later stage, untenured faculty fear leaving their leads to mobility of the science and technology host institution as they might miss important career workforce. Existing academic cultures and research opportunities while being away and as the perceived structures at times are at odds with efforts to interna- value of research appointments abroad is often low. tionalize education. Despite a number of both fed- Furthermore, local academic staff often does not rate erally and privately supported programs: efforts to positively such moves. scale up the numbers of participants have not been satisfactory. While the national discussions on the It is a daunting task to sum-up all the possibilities of need to prepare the future science and technology funding that exist in the EU and U.S. due to the frag- workforce for a flat world have intensified, few insti- mentation of structures offering these possibilities: tutions have attempted systemic change. EU/U.S., national, regional, university and even labo- ratory level. It was beyond the scope of this work- The session featured six presentations each followed shop to list them. However, some examples were by lively discussion. The main highlights of the ses- discussed where good practice was recognized: sion discussions are presented below. Fulbright, Marie Curie, ERC (European Research) and some types of NIH grants. Lessons from Past and Current Practices Brain circulation is no new topic. It started several The recurrent concerns regarding those schemes are: centuries ago and is abundant today. While in the ❚ Where to get the information? Due to the diver- past researchers have been mobile on a personal sity of funding bodies (Universities, Funding agen- basis, it is now becoming clear that in a globalised cies, Regions/States, Countries, Union of counties, economy, brain circulation becomes a more system- sometimes bilateral exchanges) sponsoring mobil- atic necessity. The benefits of mobility are not yet ity programs and the variety of the types of fund- fully recognized on both sides of the Atlantic. ing opportunities, it becomes extremely difficult Indeed, with political leadership, brain circulation is for researchers to find the most suitable schemes a common practice in many European countries (in for themselves. Anecdotal information from col- some countries even essential for career develop- leagues and mentors is not adequate guidance ment), while in the U.S., the incentive to move is of for career-determining decisions on working in a lower degree, or even viewed negatively. So the another country. problem is unbalanced when coming to EU-U.S.

20 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context ❚ How to scale them up? Some existing schemes that play an important role in the decision making for mobility are doing a great job, but they still mechanism of researchers: represent a tiny percent of all research possibili- ❚ Salaries have to be attractive to cover not only ties. The issue is to increase the number of mobile living costs but also mobility costs. Furthermore researchers. A straightforward way to tackle this they should cover social security costs, health issue would be to increase financial support dedi- insurance as well as contributing to a research- cated to these types of schemes. er’s pension. How can these issues be taken into ❚ How to make the schemes sustainable? In addi- account in the home country? tion to creating programs that promote mobility ❚ Dual career families present additional complexity. it is important to ensure that the collaborations How is the family (partners and/or children) taken created via those schemes are long-lasting. into account in such mobility path? The integra- A specific need was identified for brief, recurrent and tion of the researcher in a new environment can frequent networking events and workshops. be difficult but the integration of the partner (e.g., get a position in the other country) and of the chil- Undeniably, the current problems facing society dren (e.g., find the appropriate schools) may be (energy, global warming, health, transport, water, even more difficult. terrorism) demand multi-disciplinary approaches that can be dealt with by using large research infrastruc- ❚ Although there has been some progress on visa tures. These large infrastructures require financial issues, much more needs to be done to address resources and experts from many different fields that these time-consuming procedures. From the EU can be found more frequently in the international side, a directive on the “scientific visa” pack- community. The complex nature of the research that age has been adopted in 2005 (which aimed to these structures are used for, along with the global allow fast-track admission and residence of third dimension of some of the problems, set the stage for country researchers) but these policies have not researchers from both sides of the Atlantic to work been uniformly implemented by all EU Member together. There are numerous examples, of success- States. In a communication paper published in ful international infrastructure dedicated to tackle May 20081, it is foreseen that this directive should such global problems (among them are CERN, ITER be implemented by all European Member States and others). by the end of 2010. ❚ Intellectual property rights concerns might also Obstacles to Transatlantic Cooperation prevent mobility as these differ greatly among The mobility of researchers has increased in the past countries and even institutions. decades due to development of new technologies such as the internet and the growth of cheaper air There is a substantial imbalance in the transatlan- transportation. However there are still many obsta- tic exchange of scientists for long-term research. cles to mobility. Apart from the ones discussed above Many Europeans are eager to go to the U.S. while (fragmentation, U.S. career system, lack of central- Americans often are reluctant to leave the U.S. at ized information) there are various types of issues a pre-tenure stage of their careers or for extended periods of time.

1 Better careers and more mobility: A European Partnership for researchers COM(2008)317

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 21 Session IV: Transatlantic Mobility of Researchers and Innovation

Co-chairs: US John McIntyre, Key Issues for the Session � How will the expanding global networking of Georgia Institute of � What are the main factors enhancing innova- knowledge centers (e.g., university-university Technology tion opportunities through increased mobility partnerships, establishments of offshore cam- EU Radojka Vercko, of researchers (e.g., IPR strategies, entrepre- puses, novel information and communication Slovenian Ministry of neurship awareness, public-private partner- means) best build upon the development Higher Education ships) and how different is the situation on of local creative ecosystems (e.g., competi- both sides of the Atlantic? tiveness clusters, science parks, incubator Speakers: � centers)? Topic A: Global science What are the main obstacles (e.g., social and technology careers security or pension regimes, visa regulations, � What impacts will the development of open family-related constrains) that prevent the innovation models have on the global research US Susan Butts, EU Philip Shapira development of more transnational research workforce (e.g., localization, mobility, training careers, particularly mobility between the pub- needs, funding)? Topic B: Obstacles which lic and private sectors, and what policies are prevent innovation � How can universities contribute to trans­ needed from government and public authori- atlantic mobility (joint research opportunities, US Jarrod Goentzel, ties, at international, national and regional EU Jean-Luc Clément joint conferences, hiring international graduate levels? students, establishing off-shore campuses, hav- Topic C: Innovation � stimulators What are the successful programs for recruit- ing industry funded research opportunities)? ing and retaining more scientists and engineers US Cynthia McIntyre, into research and development positions in the EU Per Eriksson private sector (tax incentives, young research- ers for industry programs, university-industry Rapporteurs: partnerships)? US: John Krige, Georgia Institute of Technology � What are the best modes of cooperation for EU: Andrej Berginc, the development of long-lasting innovative Embassy of Slovenia, partnerships among academic and industrial Washington DC institutions (multi-disciplinarity, research-train- EC: Laurent Bochereau, ing interactions, sector specificities)? What are Delegation of the the benefits of cooperation among firms of European Commission, both sides of the Atlantic? Washington DC

22 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context Recommendations ❚ Improve, and simplify when possible, adminis- Several recommendations that would contrib- trative procedures including visa requirements, ute to promote research and innovation through family-related mobility constraints and export enhanced mobility were identified. control regulations. Innovation processes build on a variety of public-private pathways Whereas innovation generally requires the avail- which differ greatly from sector to sector. More ability of a critical mass of multi-disciplinary skills recently, open innovation models have opened and public-private interfaces at a given location, new avenues for the private sector to innovate the networking of centers of excellence can greatly globally without travel. Traditional innovation facilitate the flow of ideas and stimulate innova- indicators are often inadequate to address the tion. Priority should be given to problem-solving complexity of innovation processes. type of networks including partners and mecha- nisms for transferring the knowledge created. ❚ Foster multidisciplinary research which would help improve existing innovation indicators, ❚ Strengthen long-lasting transatlantic investi- particularly those related to mobility. gator-driven and problem-focused networks including public-private linkages. Complex, unclear or incompatible IPR regimes have prevented transatlantic networks to perform joint research and development work. More efforts are needed to disseminate best prac- tice and simplify legal, financial and admin- istrative cooperation procedures. Particular attention should be placed on the portability of international grants and the development of transatlantic commercialization strategies for university start-ups abroad. ❚ Promote intellectual property charters respect- ing joint ownerships and clear distribution of royalties. The mobility of scientists and tech- nologies is often hampered by rules and regu- lations which lead to very significant delays and complications in the execution of research and development projects. Multinational compa- nies and leading universities and research cen- ters are developing new schemes to address the international mobility needs of their S&T workforce.

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 23 Introduction to Session IV Several transatlantic early career mobility programs At the beginning of the morning session, the two co- provide alumni-type monitoring mechanisms which chairs introduced the objectives of the session and have proved very beneficial for fostering long lasting described some recent trends. They noted that the networking opportunities among creative individuals. literature on the interactions between mobility and Building on pre-existing transatlantic researcher-to- innovation remains fragmented. Europe has histori- researcher collaborations, employers are increasingly cally had a less mobile workforce than that of the U.S. trying to expand and formalize those relations through For instance, between 2000 and 2005, 1% of employ- various kinds of multi-annual partnerships which could ees changed countries among the EU15, whereas deepen existing cooperation and facilitate new ones. 2.8–3.4% of the workforce move from one U.S. State Long-standing international collaboration is often to another. The European Union has established sev- built on the foundation of permanent faculty mem- eral university and research programs to encourage bers and researchers who work in foreign countries. intra-EU and EU-U.S. mobility and launched recently The path for personal livelihood (salary structures, the Ljubljana process to revive the concept of a social security, employment for spouse/partner) is European Research Area open to the world. critical to establishing and sustaining this founda- The morning session allowed the selected speakers tion. The Georgia Tech Lorraine campus in France to present some of their key messages while provid- includes a joint Georgia Tech/CNRS laboratory, hosts ing an opportunity for all participants to share their several high-tech companies and provides various experience. The afternoon session was more struc- education programs in engineering and manage- tured including a series of presentations followed by ment. The organization of international PhD sum- questions and a final general discussion. The main mer schools bringing together students, faculty and highlights of the session discussions are presented alumni around key S&T challenges, the location of below. companies next to university campuses and the establishment of university antennas within industry Lessons from Past and Current Practices parks stimulate creativity and innovation. The Project on Creativity Capabilities and the Tools now commonly available (internet-based open Conduct of Highly Innovative Research in Europe innovation brokers, e-mail, use of common servers to and the United States (CREA) investigated research exchange large documents or datasets, inexpensive environment features which encourage highly cre- telecommunications) make it much easier for scien- ative and unconventional research and analyzed tists to cooperate and innovate internationally with- highly creative scientists in human genetics and nan- out travel. The high cost of international assignments otechnology both in the U.S. and Europe. The results involving relocation of employees and their families identified several key organizational and institutional has driven multinational companies to explore alter- factors, including small group size embedded in natives such as extended business trips which are less larger research environment, multidisciplinary link- expensive but can still meet the needs of employee- ages, flexible research funding and independence based technology transfer, expert problem solving, at early career stages. Mobility (across disciplines, and leadership development. Faculty professors and institutions, countries, and continents) was also a researchers travel regularly overseas. In average, key factor in the career trajectories of highly creative 10% of CNRS scientists spent at least two weeks in scientists. the U.S. every year.

24 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context Multinational companies are adopting new modes of Cooperation between university technology transfer organization, based on functions or business activi- offices remains limited and prevents the spinning off ties rather than geographic areas, which are more of start-up companies abroad. prone to innovation. They are also adapting their International mobility of workers transferring to recruitment policies encouraging new S&T recruits another country but remaining with the same to work in several R&D services and locations dur- employer could be enhanced if the host country ing the first year.L inks between academia and indus- would “fast-track” processes for visas and work per- try seem to differ between Europe and the U.S. as mits and simplify approaches to healthcare and other European companies tend to offer less attractive social benefits. positions but host or sponsor a significant number of PhD students whereas U.S.-based students tend to Barriers to international research and innovation also have more short-term internships in industry. include export control regulations and the high cost of obtaining patent protection in multiple countries Obstacles to Transatlantic Cooperation (due to lack of international patent system harmo- In the increasingly globalized knowledge-based nization and cost of detecting and prosecuting economy, all groups of actors (industry, academia, infringement). These barriers are not diminished by policy makers) are striving to adapt their activities worker mobility. at international level. The main obstacles to trans- In spite of recent progress towards the mutual open- atlantic cooperation leading to innovation can be ing of research programs and transatlantic network- regrouped into several categories including the intel- ing of innovation support systems, funding streams lectual property rights, the mobile workforce (visa, across countries are rarely aligned to facilitate col- social benefits, family constrains) and the transfer of laborative timing and scope. materials, money and equipment. Differences in the treatment of intellectual prop- erty resulting from company-sponsored research at universities can either promote or discourage such international collaborations. In general, European universities offer more sponsor-friendly IP terms so U.S. companies are increasingly attracted to such research partnerships with universities in Europe. There are also many regulatory differences between U.S. States which makes it even more complex. Universities rarely encourage the entrepreneurial ini- tiative that often requires multiple disciplines and skill sets to take ideas to market. Increasing modularity in curricula enables development of multi-disciplinary interests and broad skill sets (entrepreneurial, human interaction, foreign languages). The pace, timing and scope for developing and applying innovative ideas across academia and industry are often not aligned.

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 25 Round Table—Setting the Scene

Message of Pierre Vimont Ambassador of France to the United States The world has changed and Europe needs to meet future challenges such as climate change, sustainable energy and security. The European Union leads by example in many of these areas and it is determined to cooperate with its partners around the globe to move forward. The current crisis of the global financial system demonstrated that only cooperation among countries will get us out of the current situation. This is true for science and innovation as they fuel economies. For this reason, investment in research and education is close to the heart of the French Presidency. Following up on the European Commission Green Paper “The European Research Area: New Perspectives,” the French Presidency, in collaboration with the Czech and Swedish Presidencies, are committed to achieving success in implementing the proposed policies and enhancing international cooperation and transatlantic mobility of researchers.

Message of Lars Leijonborg Minister of Higher Education and Research of Sweden Scientific results are almost always achieved in a process of interaction. Science is, in its basic character, inter- national. The people involved must know about and understand findings that are made by others. Scientists themselves are often excellent at networking and creating international communities. We must promote international research cooperation. Sweden, France and the Czech Republic have founded a trio of consecutive EU presidencies dedicated to making European Research Policy a competitive advan- tage and a real force for the Union. One of the most important goals is to facilitate scientific cooperation and joint research programming. Public investment in research and development needs to increase. In times of globalization knowledge is the most important factor of production. In my vision for the coming years, the EU has reviewed its budget priori- ties. Sweden calls for a shift in the budget from the past to the future. And for the future, R&D investment gives more added value than agricultural subsidies. In addition, research investment needs to be more focused on research of the very highest quality. This is especially valid in the European context, where resources are sometimes still allocated without peer review or competition. At this juncture in history, in the midst of a financial crisis, we must remain far-sighted. The opportunities for cooperation have never been greater. Let all of us who are responsible for national research policy live up to that responsibility to make reality of those opportunities. To mismanage research policy in our time would be a historical mistake. We must rise above nationalism and protectionism in this time of crisis. And if we manage, as we sometimes do, to gather our political resolve in these issues, I am convinced that the future is bright at the horizon.

26 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context Round Table—Setting the Scene Round Table

MODERATOR

Globalization is accelerating, and this has an impact on the way we col- laborate, share and disseminate knowledge. For this reason, any barri- ers in international collaboration are counterproductive. Integrating all aspects of the scientific enterprise and creating platforms and rules for international cooperation are essential conditions for building transat- lantic partnerships. A first step will be to reduce the administrative bur- den on the collaborating scientists who, frequently, have to get through multiple different regulatory environments in order to participate in international research and education projects. By working together, American and European researchers can confront the various obstacles such as the issue of non-uniformity across countries and across agencies within countries and create long-term synergies to promote transatlan- tic and international cooperation in research and education. Alan Leshner Chief Executive Officer of the American Association for the Advancement of Science and Executive Publisher of the Journal Science

MODERATOR Although the U.S. remains a colossus of scientific research, the rise in both the quality and the quantity of outstanding research in Europe needs to be duly recognized by policymakers, administrators and researchers alike. In particular, young American scientists (and those in even earlier stages of their training) need to be made more aware of the professional advantages that can accrue to them from spending at least some time abroad in laboratories where they can pursue their interests at least as well as they might on U.S. soil. Some barriers to John Rennie this are a simple lack of information, but others are more institutional and educational (such as the sorry state of second-language training). Editor-in-chief of Nevertheless, with application, these obstacles can be overcome—and Scientific American indeed, they must.

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 27 Round Table

Arden Bement Gretchen Kalonji Pär Omling Director of the National Science Director of International Strategy Director General of the Swedish Foundation (NSF) Development for the University of Research Council California (UC) system ROUND TABLE PANELIST ROUND TABLE PANELIST ROUND TABLE PANELIST To maintain research excellence We live in “a scientific environment and develop links between Ame­ Developing a strategic framework where we need to be extremely rican researchers and institutions to make universities more com- international in our approach in in Europe and worldwide, the U.S. petitive requires tackling various order to be effective and find the should continue to support cut- challenges. One of these is the solutions to our problems.” To pro- ting-edge research by increasing transformation of curricula by im­­ mote closer scientific ties with the the public investment in science, ple­­menting “a radical reformula- U.S. and internationally, we should enhancing international collabo- tion of how we teach by taking work at increasing the quality of ration in research and education advantages of the new technolo- research in the European Research and reengineering the U.S. inno- gies and students’ demograph- Area and launching flexible adjust- vation ecosystem. For this reason, ics.” Sharing and building ideas, able and dynamic programs able the NSF has established programs revitalizing the research enterprise to adapt to the rapid changes in that encourage brain circulation and linking it to innovation ecosys- the research landscape. At the and create synergies by bring- tems, and adding an international same time, Europe and the U.S. ing together international inves- collaborative dimension to institu- need to work together to define a tigators and scholars to carry on tions’ strategic development will set of common principles, rules and collaborative projects (e.g., PIRE be essential for the success of the procedures to strengthen transat- program). Moreover, to boost “University of the Future.” lantic partnerships and dia­­­­­­­­logue. innovation, the NSF funds the Ultimately the success of the trans- Industry-University Cooperative atlantic cooperation depends on Research Centers Program with building a mutually beneficial rela- the aim to leverage the comple- tionship with the common goal of mentary expertise of academia, producing top quality research and industry and government, the so- facilitating access to knowledge. called “triple helix”, to facilitate innovation processes and create new schemes for collaboration.

28 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context Round Table

Gary Schuster Ivan Wilhelm John Wood Acting President of the Georgia Academy of Sciences Assembly of International Relations Adviser at Institute of Technology the Czech Republic and plenipoten- Imperial College, UK, and Chairman tiary of the government of the Czech of the European Research Advisory ROUND TABLE PANELIST Republic for European R&D Board Historically, most innovations oc­­ ROUND TABLE PANELIST ROUND TABLE PANELIST curred in famous ports, cultural crossroads and trading centers Research and Education lie at the Europe is working to define the where people from all over the heart of the Europe’s vision to research priority areas and mod- world had the opportunity to become the most dynamic knowl- ernize European universities to meet, interact and exchange ideas. edge based economy in the world. draw the most benefit from global- Universities are the current “trading For this reason, the European ization. In order to build a sound centers” of knowledge as they play Commission and the Member research area, focus should be a key role in generating innovations States are working together to placed on addressing challenges and building partnerships. Sound create a European “internal mar- at crucial career stages such as partnerships are based on mutual ket” for knowledge circulation, the the post-doc and young faculty interest. Where there is common European Research Area (ERA) and populations. The European Union interest and mutual benefit, cre- the European Higher Education (EU) is investing in research and ative long-term partnerships can Area (EHEA). Such a development research mobility through various be built. On this basis, the Georgia will enhance the attractiveness programs such as the Marie Curie Institute of Technology is develop- of European research and higher Actions and the development of ing its internationalization strat- education and increase the level institutional entities such as the egy to establish itself as a leading of mobilization and coordination European Institute of Technology. global institution. The Institution’s of the Member States. As the Moreover, another important is­­ strategic plan includes promoting world is becoming a “global vil- sue is the interface between pri- an excellent diverse student body, lage”, Europe moves to deepen vate and public funded research and building multi-institutional transatlantic and international co­­ and how to make it more effective educational­­­ and research com- operation­­ by encouraging student to facilitate innovation process. munities. As knowledge is the and researcher mobility and launch- Finally, with respect to inter- main driver of economic growth ing joint degree programs. nationalization of research and in industrialized countries, policy education, the EU and its inter- makers and administrators need national partners should work on to develop some framework con- facilitating researchers’ mobility ditions under which international and cooperation by providing research will be conducted and to firm guidance in issues such as IP, facilitate cooperation by address- immigration and standardization ing obstacles such as immigration, of processes. researchers mobility and intellec- tual property issues.

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 29 Closing Remarks

Closing Why cooperate? More transatlantic Remarks by: State-of-the-art infrastructures, well cooperation and dialogue educated individuals and multidis- During the past decades, the trans- ciplinary1 research are crucial for innovation. atlantic3 partners worked together to resolve Europe and the U.S. have a long and mutually a number of challenges. The EU and U.S. beneficial partnership in research and educa- Research and Education Workshop was an tion. However, inconsistent rules, intellectual excellent opportunity to foster the transat- property issues and lack of information on lantic cooperation in research and education existing mechanisms, sometimes hinder this and provide policy makers with recommen- partnership. In the emerging multi-polar world dations on how to improve it. For this reason, of science, Europe and the U.S. should work Dr. Belloc recommended organisers should closely together to remove any barriers and build on the Workshop’s first successful show- address global challenges around the world. ing by creating a website which will serve as a platform for dialogue and possibly organis- Bernard Belloc ing a similar workshop in the coming year to Higher Education and Research Adviser to Sustainable development follow up the implementation of the proposed the President of France and innovation recommendations. Nicolas Sarkozy Progress towards a better future for the world2 can not be achieved without implement- ing a roadmap to address global challenges Simplicity and pragmatism such as climate change and sustainable devel- Priorities for promoting transatlantic opment. Dr. Fedoroff believes that Europe and cooperation should include reduc- the U.S. can help the developing countries ing4 bureaucracy and simplifying procedures to build capacity, educate and develop their related to researchers’ mobility. Initiatives human capital. For this reason, cooperation is should be launched to improve the coordina- needed to build innovation ecosystems that tion of programs and facilitate exchange of would promote sustainable development while students, researchers and administrators by preventing environmental resources. developing a more harmonized transatlantic approach. Knowledge transfer mechanisms should be also developed to accelerate inno- vation and improve transatlantic and interna- tional collaboration.

Nina Fedoroff Science and Technology Adviser to the U.S. Secretary of State

30 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context Appendix—Organisers

The workshop was organized by the French Presidency of the European Union in cooperation with the U.S. Department of State, the U.S. Department of Education, the National Science Foundation, the Georgia Institute of Technology, the Delegation of the European Commission, the French, Czech, Slovenian and Swedish Embassies and the other 23 EU Embassies in Washington, D.C. In an increasingly globalized economy, science careers are becoming increasingly international and the mar- ketplace for science and technology talents goes beyond national boundaries. Universities and research institutes worldwide are addressing these developments by setting-up exchange programs, double and/or joint degrees as well as foreign campuses. Several EU-U.S. cooperation schemes are already promoting the training and mobility of researchers and are likely to be developed further in the future. The workshop aimed at addressing issues relating to the internationalization of research and higher educa- tion. The objectives were: to achieve a common understanding of the current situation and the main trends; to identify key obstacles to increasing transtlantic mobility of students and researchers; to identify ways and means for strengthening the exchange of scientists and engineers between the EU and the U.S. in quantita- tive as well as qualitative terms.

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 31 The French EU Presidency 2008

The Presidency of the European Union, under Accelerating the construction of the European France’s leadership from the 1st of July to the Research Area and making it more effective will be 31st of December, 2008, plays a vital part in a major objective of the French Presidency. It also the organization of the work of the institu- aims to reach conclusions on the joint program strat- tion, notably as the driving force in the legis- egy, the mobility of researchers and a strategy for lative and political decision-making process. international cooperation in the European Research In accordance with a pre-established rota, Area. It intends to reach an agreement on the legal each Member State of the European Union takes framework for a new pan-European research infra- turn for a period of six months. structure. On the issue of major research infrastruc- tures, it will also undertake to bring about a shared The French Presidency has drawn up its work program strategic vision. in continuation of the work carried out under the Slovenian Presidency in the 1st half of the year and Space is a significant driver for growth and competi- within the wider context of the program agreed with tiveness for European industry. The French Presidency the forthcoming Czech and Swedish Presidencies. The therefore seeks to encourage development and prog- plans also take account of the work program of the ress in this promising sector. The French Presidency European Commission for 2008 and they have been aims to enhance the role of the European Union as the subject of close consultation with the European a major player in space policy, embodying an ambi- Parliament. tious, independent and coherent policy. On the topics of Education and Research, the objec- The French Presidency will also launch activi- tives of the French Presidency are focused on fostering ties aimed at defining a “vision for 2020” for the an innovative and competitive Europe by promoting European Research Area. In this context, ministerial mobility of students, teachers and researchers; step- debates will be held on the main challenges con- ping up the construction of a true European research fronting European research, in order to define the area; and taking opportunities in space. position to be taken on priority issues such as energy and climate change, food and agronomy, health and Ensuring higher education quality throughout Europe ageing, and the information society. is a topic that the French Presidency wishes to stress in order to foster exchanges of students, teachers and researchers. To this end, it will work to finalise the decision on the “Erasmus Mundus” program for 2009–2013.

32 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context ERA–European Research Area

On 24 September 2008, in his speech held at ers and universities to cooperate with top scientists Harvard University, the President of the European and research infrastructures worldwide, and improv- Commission (EC) José Manuel Barroso said that ing access to knowledge, resources and markets “globalization is a fact” and “even if this is not the internationally. first wave of globalization the world has ever seen, Currently, the U.S. and the EU have an S&T Cooperation it is by far the broadest and deepest, sustained and Agreement, originally signed in 1998 and renewed in driven by accelerating progress in communication 2004. This Agreement brings a Pan-European dimen- and technology.”1 sion to transatlantic S&T cooperation. Besides having In this rapidly changing world, the European Union and S&T Agreement with the EU, the U.S. has S&T (EU) is at a crossroads where only effective policy Agreements with individual Member States: Bulgaria, actions and investment in a European knowledge Czech Republic, Finland, Greece, Hungary, Italy, society can ensure the route towards economic Poland, France, Romania, Slovakia, Slovenia, Spain growth and prosperity. Under the Lisbon Growth and Sweden. and Jobs strategy, the EC and the Member States The U.S. Department of Education and the European are building on a set of key principles to create the Union have also developed a transatlantic education European Research Area (ERA). The initiative aims program, the Fulbright-Schuman fellowship. It pro- to develop an “internal market” in research to facili- vides scholarships to highly qualified professionals for tate the free movement of knowledge, researchers undertaking studies or training on the opposite side and technologies. Such an area is going to attract of the Atlantic, in areas of specific relevance to the and retain the best talents to enter research careers EU-U.S. relations. in Europe and incite investors to increase research funding in Europe.2 Finally, the EC and the Member States are work- ing towards the development of a European Higher However, existing national and institutional barriers Education Area (EHEA) through the Bologna Process. prevent the implementation of the policies needed The goal of the Bologna Process, is to make EHEA to create the ERA. For this reason, the EC has pub- more competitive and attractive for Europeans and for lished a Green Paper on ERA reviewing progress students and scholars from other continents. The EC made. According to this Green Paper the main fea- supports these efforts with programmes like Erasmus, tures of a fully realised ERA include: an adequate Tempus, and internationally, through Erasmus flow of competent researchers, world-class research Mundus (Erasmus Mundus promotes European top- infrastructures, excellent research institutions, effec- quality master’s courses with the aim to enhance the tive knowledge sharing, well coordinated research attractiveness of European higher education in other programs and priorities, and a wide opening of the countries). ERA to the world.3

With respect to the opening of the ERA to the world, 1José Manuel Durão Barroso. A letter from Brussels to the next President of the EC has developed a strategic framework for inter- the USA. Sept 24, 2008. Available through: http://ec.europa.eu/commission_ barroso/president/index_en.htm 4, 5 national science and technology (S&T) cooperation. 2EC Research Area. Available through: http://ec.europa.eu/research/era/index_en.html 3 Actions under this framework include: strengthening EC Green Paper. The European Research Area: New Perspectives. March 4, 2007. Available through: http://ec.europa.eu/research/era/index_en.html the coordination of Member States and EC’s actions 4EC Communication to the Council and the European Parliament 5Conclusions of the Council concerning a European partnership for international in order to reinforce strategic S&T cooperation with scientific and technological cooperation. Official Journal of the European Union international partners, facilitating European research- (2009/C18/05)

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 33 The United States of America

In this new era of globalization, the rations enable U.S. scientists to work with the best United States recognizes that science scientists and access the best research sites around diplomacy and international Science the world, or leverage foreign funds to build world and Technology (S&T) collaboration class research facilities. Participation in the ITER proj- are essential elements for progress and ect (International Fusion Energy Infrastructure) is an prosperity, and thus need to be impor- example of U.S. involvement in a large international tant components of U.S. foreign policy. infrastructure project. The U.S. is a partner with the Various federal agencies within the U.S. EU, China, India, Japan, South Korea and the Russian Government play an important role in fostering this Federation in the construction and research opera- collaboration with other countries. tion of this large fusion energy experiment, aimed at demonstrating the scientific and technological feasi- The Office of Science and Technology Policy (OSTP) bility of fusion energy. guides and oversees the U.S. administration’s inter- national S&T strategies and portfolio. It has a pivotal The U.S. Department of Education also promotes role in setting priorities for and coordinating inter- intergovernmental cooperation. Thus, the U.S. and agency collaborations, including those that are inter- the EU have renewed in 2006, for another eight-year national in nature. period, the long standing EU-U.S. cooperation pro- gram on higher education and vocational training that The U.S. Department of State is responsible for assur- was established in 1995. “Atlantis” is a grant compe- ing that science and technology considerations are tition program funded and managed jointly by the taken into account and integrated into U.S. foreign European Commission and by the U.S. Department policy, and that opportunities for fruitful international of Education. The program aims to promote under- cooperation involving the U.S. science community are standing between the people of the EU and the U.S. identified and exploited. The Department of State’s and to improve the quality of their human resource Office of Science and Technology Cooperation development. (STC) works to establish binding bilateral and mul- tilateral umbrella S&T agreements with foreign Non-governmental organizations such as the Institute governments. for International Education (IIE), the American Council on Education (ACE), the Council of Graduate While, the Department of State is responsible for Schools (CGS) and the Association of International establishing U.S. diplomatic priorities, research Educators (NAFSA) also play a critical role in interna- agencies such as the National Science Foundation tional collaborations. (NSF), the Department of Education (DoE), the National Institutes of Health (NIH) and the National Aeronautics and Space Administration (NASA) sup- port cooperative S&T research activities that also benefit U.S. diplomatic objectives. Those collabo-

34 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context National Science Foundation

The National Science Foundation (NSF) is an inde- Recognizing the challenges that globalization brings pendent federal agency that supports research and in its wake, NSF works collaboratively across education in all fields of fundamental science and national and international organisations to engineering, except medical sciences. The NSF was apply research results, identify opportuni- founded by U.S. Congress in 1950, and since then ties and explore potential partnerships. it has funded projects in multiple disciplines. Over For this reason, the NSF launched the the past 50 years, research supported by the NSF Partnerships for International Research and has been translated into innovations which boost the Education program (PIRE). The PIRE program economy by creating growth and jobs. seeks “to catalyze a cultural change in U.S. insti- tutions by establishing innovative models for interna- Currently, NSF, with a budget of 6 billion USD, is the tional collaborative research and education.” PIRE’s funding source for approximately 20 percent of all objectives are to enable U.S. institutions to partner federally supported basic research conducted by with international institutions, to provide U.S. faculty U.S. colleges and universities. The NSF has estab- and students with international research experiences, lished a strategic plan to allocate these investment and develop models for international collaborative funds effectively. According to the 2006–11 plan, research. some of the NSF’s priorities include: promoting trans- formational and multidisciplinary research, furthering This workshop was supported by NSF through U.S. competitiveness, building strong foundations to grant with principal investigator Mary Lynn Realff improve K–12 teaching, and developing state of the and coprincipal investigator Steven McLaughlin of art research infrastructures. Georgia Institute of Technology.

Georgia Institute of Technology

One of the most visible features of the emerging of years, students from Georgia Tech globalized world is the internationalization of edu- have participated in study and work pro- cation and R&D. As global competition increases, grams in 13 European Union countries, as well as research and educational institutions intensify their all over the world, from India and Malaysia to Kenya internationalization strategies. Georgia Tech is an and Australia. Another dimension of Georgia Tech’s active research institution that strongly encourages international strategy includes research and learning its students to participate in study or work programs platforms in Europe (France and Ireland) and in Asia abroad. (Singapore and Shanghai). These platforms provide U.S. and foreign students with access to Georgia The Institute has set up a strategic plan that targets to Tech curricula, with the opportunity to study in highly establish itself as a leading global institution and its innovative and integrated programs abroad. vision is “to define the technological research univer- sity of the 21st century.” The strategic plan includes As knowledge is the main driver of sustainable eco- promoting an excellent diverse student body, and nomic growth in industrialized countries, universities building multi-institutional educational and research are called upon to champion internationalization communities. For this reason, Georgia Tech states strategies to meet future challenges. Georgia Tech that at least fifty percent of its 19,000 students should leads by example, and puts emphasis on driving have, by the time of graduation, an international economic growth at local, national and international educational or work experience. Over the last couple levels. Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 35 Participants Biosketches (Co-chairs, speakers, organisers)

US: Michael Adewumi is Vice Provost US: Arden Bement is the 12th Director US: Susan Butts is the Senior Director for International Programs and Pro­ of the National Science Foundation of External Technology at The Dow fessor of petroleum and natural gas and member of the U.S. National Chemical Company. In this capacity engineering at Penn State’s College of Commission for UNESCO. Bement she is responsible for Dow’s spon- Earth and Mineral Sciences. Adewumi served as director of the National sored research programs at over 150 joined Penn State’s faculty in 1985 Institute of Standards and Technology universities, institutes, and national following a postdoctoral research fel- of the Department of Commerce. He laboratories worldwide and also for lowship at Chicago’s Institute of Gas holds a PhD in metallurgical engineer- Dow’s contract research activities with Technology. Adewumi holds a PhD ing from the University of Michigan. U.S. and European government agen- in gas engineering from the Illinois cies. Butts holds a PhD. Institute of Technology. EU: Andrej Berginc, Embassy of Slo­ venia in Washington DC. EU: Laurent Bochereau is head of the US: Peter Agre is Director of the “Science, Technology and Education” Johns Hopkins Malaria Institute EU: Karim Berkouk is the as the head section at the Delegation of the and member of the Johns Hopkins of sector for the Marie Curie Individual European Commission in Washington Bloomberg School of Public Health. Fellowships in the Directorate Gen­ DC. Prior to that appointment, he Agre’s research resulted in the dis- eral for Research at the European served as Head of Unit in the European covery of aquaporins. For this work, Commission. Berkouk holds a PhD Commission with responsibilities for he shared the 2003 Nobel Prize in from the University of Warwick (UK) in agriculture, forestry, agro-industry and Chemistry with Roderick MacKinnon bio-fluid mechanics. food safety research. Bochereau holds of Rockefeller University. a PhD from the University of Paris VI. US: Richard Bissell is the Executive US: David Allen is Dean of the College Director of the Policy and Global Affairs US: Olga Cabello-Henry serves as of Engineering at University of Nebraska division at the National Academy of the Life Sciences Specialist and Aca­ and a member of the IAESTE United Sciences in Washington, D.C. He pre- demic Liaison in the Office of the States Advisory Committee.­ Prior to viously served as head of the interim Science and Technology Adviser to becoming Dean, Allen was professor secretariat of the World Commission the US Secretary of State. Cabello of Aerospace Engineering­­­ and Director­­­ on Dams, as chair and member of the received­ her undergraduate degree of International Student Experiences at Inspection Panel of the World Bank, in Biomedical Engineering from the Texas A&M University. He holds a PhD and as the senior administrator of Universidad Iberoamericana in Mexico­ in Aerospace Engineering from Texas the Science and Technology Bureau City, and a Doctoral degree in Molec­­ ­ A&M University. in the US Agency for International ular Biophysics from the Baylor College Development. Bissell holds a PhD in of Medicine in Houston, TX. EU: Bernard Belloc is Higher Educa­ international economics from Tufts tion/Research Adviser to the President University. of the French Republic Nicolas Sarkozy. Prior to that appointment Belloc was Professor of Economics and President of the University of Toulouse 1. Belloc has also served as Scientific Counsellor of the French Embassy in Beijing.

36 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context EU: Jean Chambaz is professor of EU: Per Eriksson is Director General of US: Frank Frankfort is the coordinator cell biology at the Faculty of Medicine VINNOVA, the Swedish Governmental of the European Union-United Atlantis of University Pierre and Marie Curie Agency for Innovation Systems that program at the US Department of (UPMC) in Paris. He is also director was founded 2001. Previously, he was Education’s Fund for the Improvement of the Institute of Doctoral Training President of the Blekinge Institute of of Postsecondary Education (FIPSE). at UPMC and vice-president of the Technology and Dean and Chairman The Atlantis program is funded jointly Scientific Council of UPMC. He also of the Board of Undergraduate Studies with the European Commission’s chairs the steering committee of the in Electrical Engineering, Technical Directorate for Education and Culture Council on Doctoral Education of Phy­sics and Computer Engineering at and supports program development the European University Association Lund University. Eriksson holds a PhD for dual international degrees, aca- launched in 2008. Jean Chambaz, MD in Telecommunications and a profes- demic term exchanges, and public holds a PhD. sor chair in signal processing at Lund policy projects. University. EU: Jean-Luc Clément is Professor of US: Jarrod Goentzel is the Executive Biology at the University of Tours and EU: Pavel Exner is head of the Director of the MIT-Zaragoza Inter­ Adviser to the Director of European Doppler Institute for Mathematical national Logistics Program, leading and international relations, on Re­­ Physics and Applied Mathematics MIT’s role in developing novel edu- search affairs, in the French Ministry in Prague, Vice President of the cation, research, and outreach pro- of Higher Education and Research. European Mathematical Society and grams through its partnership with the Prior to that appointment, he was Member of the European Research Zaragoza Logistics Center in Zaragoza, Director of International Affairs of Council. He has also served as a Spain. He is also a Research Associate “Le Centre National de la Recherche professor of theoretical physics at at the MIT Center for Transportation & Scientifique” (CNRS). Clément holds the Charles University. Exner holds a Logistics. Goentzel holds a PhD from a PhD from the University of Paris. Doctorate from the Charles University the Georgia Institute of Technology. and a DSc from the Joint Institute for EU: Léopold Demiddeleer is execu- Nuclear Research, Dubna. US: John Grandin is Professor of Ger­ tive Vice President and co-chairman man and Director of the Inter­national of the New Business Board of Solvay, US: Nina Fedoroff is the Science Engineering Program at the University a large pharmaceutical & chemical and Technology Adviser to U.S. of Rhode Island, an interdisciplinary company based in Brussels. From Secretary of State Condoleezza Rice. curriculum through which students can 1981 to 2001, he was responsible for She is also Willaman Professor of Life complete simultaneous degrees (BA several research and development ini- Sciences and Evan Pugh Professor and BS) in German, French, Spanish, tiatives and is currently President-Elect in the Biology Department and the or Chinese, and in an engineering dis- of the European Industrial Research Huck Institutes of the Life Sciences at cipline. Grandin holds a PhD from the Management Association Board. Pennsylvania State University. University of Michigan. Dem­id­deleer holds a PhD in Physical Chemistry from Brussels University.

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 37 US: Madeleine Green is Vice US: James Herrington is the direc- US: Gretchen Kalonji is Director of President for International Initiatives tor of the Division of International International Strategy Development of the American Council on Education Relations for the Fogarty International for the University of California sys- (ACE). Green leads internationaliza- Center at the National Institutes of tem and is responsible for creating tion initiatives at ACE and its Center Health (NIH). Herrington works to the first coordinated and comprehen- for International Initiatives. Her work develop new and strategic partner- sive international strategy in UC his- in this area includes research on the ships between U.S. scientists and tory. Before this appointment, Kalonji internationalization of U.S. higher researchers abroad to advance trans- was Professor of Materials Science education and U.S. higher education lational research and training. He and Engineering at the University in a global context. Green holds a holds a PhD in environmental health of Washington and director of the PhD from Columbia University. and epidemiology from Colorado University of Washington Worldwide, State University. a program that promotes research EU: Manfred Hampe is Professor of and study between students in the Chemical and Process Engineering EU: Michel Israël is the Counsellor United States and abroad. in the Department of Mechanical for Science and Technology of the Engineering at Technische University French Embassy in Washington, US: Linda Katehi is the Provost and Darmstadt. As Dean of Studies in the DC. Before this appointment Israel Vice Chancellor for Academic Affairs Department of Mechanical Engin­ served as Counsellor for Science and at the University of Illinois at Urbana- eering, Hampe, worked to develop Technology of the French Embassy in Champaign and Professor of Electrical Bologna-type Bachelor’s and Master’s Japan. He has also served as Dean and Computer Engineering. Prior to degree courses. In addition, he has of the Faculty of Fundamental and joining the University of Illinois, she served as one of the 15 German Applied Sciences at the University served as Dean of Engineering and Bologna promoters. Hampe holds of Evry, France. Michel Israel holds a Professor of Electrical and Computer a PhD from Technische Universität Ph.D in Computer Science from the Engineering at Purdue University. München. University of Paris 6. Katehi holds a PhD in Electrical Engineering from UCLA. EU: Magnus Harviden is since Sep­ US: Karen Holbrook is Vice President tember 2006 the Science Counselor for Research and Innovation at the EU: Petr Kavan is First Secretary and and Head of the Institute for Growth University of South Florida and a Economic Officer at the Embassy of Policy Studies (ITPS) at the Embassy member of the Washington Advisory the Czech Republic in Washington, of Sweden in Washington D.C. Before Group (WAG). Before coming to DC, where he also serves in the coming to the Embassy, Harviden has the University of South Florida, she capacity of the Counselor for Science had different management positions in served as president of the Ohio State and Technology. Kavan joined the private sector consulting firms as well University for five years. Holbrook Czech Ministry of Foreign Affairs in as in the public sector. Harviden has a holds a PhD in biological structure 1997. Since then, he has served as M.Sc in Electrical Engineering from the from the University of Washington, Assistant to the Deputy Minister of Royal Institute of Technology (KTH) in School of Medicine. Foreign Affairs, was posted at the Stockholm, and Institut National des Czech Embassy in Havana, Cuba in Sciences Appliquées, Lyon, France. the capacity of Political Secretary of He has also studied Russian language the Embassy and Deputy Head of the at Stockholm University and Chinese Mission. He graduated from Charles language at Lund University. University in Prague and holds a Master´s degree in Economics.

38 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context EU: Astrid-Christina Koch is Sci­ence EU: Dieter Leonhard is President US: John McIntyre is the Director of Counsellor of the “Science, Tech­ of the Franco-German University, the federally funded Georgia Institute nology & Education” section at the Saarbrücken and President of Man­ of Technology program CIBER Delegation of the European Com­ nheim University of Applied Sciences. with joint appointments in Georgia mission (EC) in Washington DC. Prior Leonhard holds a PhD in Sanitary Institute of Technology’s College of to this assignment Koch worked as Engineering from the Faculty of Management and Sam Nunn School Programme Officer for Advanced Civil Engineering of the University of of International Affairs. Prior to join- Materials in Research Directorate of Karlsruhe. He is active in the transna- ing Georgia Institute of Technology, the European Commission, which re­­ tional quality assurance field. he was Research Associate for Inter­ sulted in EC-NSF coordinated actions national Management at the Dean in Materials Science. Before joining the US: Alan Leshner is the Chief Executive Rusk Center of the University of Commission she worked as senior man- Officer of the American Association Georgia Law School. McIntyre holds a aging scientific officer in the German for the Advancement of Science PhD from the University of Georgia. Ministry of Finance in Bonn and as (AAAS) and Executive Publisher of Customs Chemist and lecturer at the the journal Science since December US: Steven McLaughlin is Vice Provost German Science & Training Center 2001. Before joining AAAS, Leshner for International Initiatives of Georgia in Hamburg. Koch holds a Ph.D. in was Director of the National Institute Institute of Technology (Georgia Tech). Natural Sciences from Kiel University. on Drug Abuse (NIDA) which is one He joined the School of Electrical and of the scientific institutes of the U.S. Computer Engineering at Georgia Tech EU: Lars Leijonborg is the Minister National Institutes of Health. Leshner in September 1996 where he is now the for Higher Education and Research of holds a PhD degree in physiological Ken Byers Professor of Electrical and Sweden. He has undertaken various psychology from Rutgers University. Computer Engineering. He was previ- public appointments such as member ously Deputy Director of Georgia Tech of the Swedish Parliament commit- US: Cynthia McIntyre is Senior Vice Lorraine–the European Campus of the tees on Foreign, Euro­pean Union and President for strategic operations, Georgia Institute of Technology–in Finance Affairs. planning and development for the Metz, France. He has published more US Council on Competitiveness. She than two hundred papers in journals US: John Krige is the Kranzberg came to the Council from Rensselaer and conferences and holds twenty-six Professor in the history of technology Polytechnic Institute, the nation’s US patents. McLaughlin holds a Ph.D. at Georgia Institute of Technology. His oldest technological research uni- degree in electrical engineering from research focuses on science and tech- versity, where she served as chief of the University of Michigan. nology as instruments of foreign pol- staff to the president, Associate Vice icy. His most recent book is entitled President for policy and planning, and American Hegemony and the Postwar Assistant Secretary of the Institute. Reconstruction of Science in Europe McIntyre holds a PhD in physics (MIT Press, 2006). from the Massachusetts Institute of Technology.

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 39 US: Jeanne Narum is the found- EU: Pär Omling is Director General US: Ishwar Puri is Professor and ing director of Project Kaleidoscope of the Swedish Research Council and Department Head of Engineering (PKAL), an informal national alliance President of Eurohorcs (European Science­­ and Mechanics (ESM) at working to strengthen undergradu- Heads of Research Councils) which Virginia Tech, where he also directs ate learning in mathematics and the is the association of the heads of the Multiphysics Research Group. various fields of science and math- research and research funding organi- He is also a Professor at the Virginia ematics. With 20 years of support zations in Europe. He has also been Tech-Wake Forest University School of from the National Science Foundation consulted for prize evaluation reports Biomedical Engineering and Sciences. and other public and private funding by the Nobel committee. Omling Puri holds a PhD from the University of agencies, PKAL‘s attention is on build- holds a PhD in Solid State Physics California, San Diego. ing campus-based leadership teams from Lund University. to engage in systemic reform, to be EU: Alexandre Quintanilha is Director responsible for ensuring that the 21st EU: Valérie Pécresse is Minister of of the Institute for Molecular and century STEM learning communities Higher Education and Research of the Cell Biology (IBMC) at the University reflect 21st century STEM communi- French Republic. Previously, elected of Porto, Portugal, and Chair of the ties of practice. in 2002 and re-elected in 2007, European Commission’s External Ad­­ Minister Pécresse was a member of visory Group for Human Resources US: Maresi Nerad is the founding the National Assembly for Yvelines, and Mobility. From 1972 to 1991 Director of the Center for Innovation where she belonged to the Cultural, he was professor at the University and Research in Graduate Education Family and Social Affairs Committee, of California, Berkeley. He has also (CIRGE) and Associate Professor for and the National Assembly delega- served as the Dean of Science at the Higher Education in the Educational tion for women’s rights and equal University of Porto. Quintanilha holds Leadership and Policy Studies Pro­ opportunities for men and women. a PhD in solid state physics from gram College of Education, all at the Minister Pécresse graduated from Witswaterstrand University and Porto University of Washington, Seattle. the Ecole des hautes études com- University. Prior to that, from 1988 until 2001, merciales (HEC) and from the Ecole she directed research in the Graduate nationale d’administration (ENA). EU: Andrejs Rauhvargers is Secretary Division at the University of California General of the Latvian Rectors’ at Berkeley. Nerad holds a PhD in EU: Janez Potocˇnik is the European Council and Professor of Education higher education from the University Commissioner for Science and Management at the University of of California at Berkeley. Research. Prior to that appointment, Latvia. Internationally he is a Bologna Commissioner Potocˇnik was Slovenia’s Follow-up Group member and a Bur­ US: Sabine O’Hara is Executive Direc­ Minister of European Affairs. In addi- eau member of the Council of Europe tor of the Council for International tion, between 2002–2004, he served Higher Education and Research Com­ Exchange of Scholars (CIES) and Vice as Minister Counsellor at the Slovenian mittee. He has participated in a num- President at the Institute of Inter­ Prime Minister’s Cabinet and between ber of European committees and national Education (IIE). Prior to join- 1998–2004 he headed the Negotiating working groups dealing with issues of ing CIES/IIE, O’Hara was President of Team for the Accession of Slovenia to higher education policies and recog- Roanoke College in Salem, Virginia, the European Union. nition of qualifications. where she served as the institution’s tenth president. O’Hara holds a Doc­ torate in environmental economics from the University of Gottingen.

40 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context US: Mary Lynn Realff is an Associate EU: Diego Sammaritano, is policy EU: André Siganos is Director- Professor of Polymer, Textile & Fiber coordinator of education coopera- General of Agence Campus France. Engineering at the Georgia Institute tion with industrialised countries, Siganos has served as President of of Technology and she teaches gradu- Directorate General for Education the University of Grenoble 3 and has ate and undergraduate courses in the and Culture, European Commission. also occupied the position of Cultural mechanics of fibrous structures and In this capacity he supervises the Counsellor in Tokyo. Before becom- polymer science areas. In addition, EU-US and EU-Canada cooperation ing Director General of Campus she is a Co-Director of the Center for programmes as well as the new coop- France, André Siganos was the dep- the Study of Women, Science and eration programme with Japan, South uty director of Scientific and Cultural Technology and Vice President for the Korea, Australia and New Zealand. Cooperation at the French Ministry of Center for Leadership and Diversity Together with the U.S. Department of Foreign Affairs. He is also the author and a Fellow of the American Society Education, Sammaritano has devel- of books on literary theory. of Mechanical Engineers. Realff holds oped the new EU-US Atlantis pro- a PhD in Mechanical Engineering and gramme focusing on transatlantic joint EU: George Tsarouchas works in the Polymer Science and Technology and double degrees. He holds a MA Science Section of the Delegation of from MIT. Degree in European Integration and the European Commission in Wash­ Development from Vrije Universiteit, ington DC. Prior to that, he worked US: John Rennie is editor-in-chief of Brussels. as a consultant on health issues in Scientific American. He joined the Athens, Greece. Tsarouchas holds a staff of Scientific American as a mem- US: Gary Schuster is the acting Master of Public Health from Johns ber of the board of editors in 1989, President of the Georgia Institute Hopkins University. having previously worked as a sci- of Technology, and Georgia Tech’s ence writer covering biology, tech- provost and executive vice presi- EU: Andrej Umek is Professor nology and medicine for a variety of dent for Academic Affairs. Prior to of Engineering Mechanics at the publications. being named Georgia Tech’s provost University of Maribor and Councelor in 2006, he served as Dean of the to the Slovenian Minister for Higher US: Kathleen Robichaud is Director College of Sciences for twelve years. Education, Science and Technology of Communications for the Georgia Schuster holds a PhD in chemistry on Human Resources. He is also Research Alliance. Robichaud earned from the University of Rochester. chairing the Advisory committee on her Bachelor’s degree from Duke Lisbon strategy to the government University, her Master’s from Ohio EU: Philip Shapira is Professor of of the Republic of Slovenia. He held State University and her doctorate Innovation Management and Policy a Fulbright scholarship and received from the University of Georgia. with the Manchester Institute for his PhD from the Illinois Institute Innovation Research at the Manchester of Technology. He interrupted his EU: Helen Routh is the Vice President Business School and also Professor of academic career twice to serve as and General Manager of Philips Public Policy at the Georgia Institute Minister for Science and Technology Research North America. Before that of Technology, Atlanta. He currently and the Minister for Ecology and appointment, Routh worked at Philips directs an international project (spon- Spatial Planning in the government of Ultrasound as Senior Director and sored by NSF) on the measurement the Republic of Slovenia. leader of the Flow and Functional and analysis of highly creative scien- Imaging group. Routh holds a B.Sc. tific research in the U.S. and Europe. Honours degree in Physics and Music and a PhD from University College Cardiff, U.K.

Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context 41 EU: Radojka Vercˇko is Undersecretary EU: Martin Wikstrom is Science & of the Ministry of Higher Education, Technology Attaché at the Embassy Science and Technology of the of Sweden to the United States Republic of Slovenia, Department and Senior Analyst at the Swedish for International Cooperation and Institute for Growth Policy Studies. Euro­­pean Affairs. The majority of her Before that appointment, he was responsibilities in the international research scientist and group leader at cooperation department are linked the Department of Neuroscience of to the issues of researchers’ mobil- Karolinska Institutet. Wikstrom holds ity and development. Vercˇko is also a PhD in Neurobiology. a member of the Steering Group on Human Resources and Mobility of the EU: Ivan Wilhelm is a member of the European Commission of scientific Academy of Sciences Assembly of the careers. Vercˇko completed her doc- Czech Republic, permanent guest of toral studies at the Faculty of Arts at the government Council for R&D and the University of Ljubljana. plenipotentiary of the government of the Czech Republic for European EU: Pierre Vimont was appointed R&D. From 2000 to 2006, Wilhelm Ambas­sador of France to the United acted as rector of Charles University States by President Nicolas Sarkozy and participated in the committee on August 1, 2007. Prior to his pres- of European University Association. ent appointment, Vimont was chief of Wilhelm graduated from CˇVUT’s staff to the minister of foreign affairs, College of Technical and Nuclear a position he had held since 2002. Physics. Ambassador Vimont holds a degree in law and he is a graduate of the EU: John Wood is the International Institute of Political Studies and the Relations Adviser at Imperial College, National School of Administration UK, and Chairman of the European (ENA). Research Advisory Board. Wood was previously Chief Executive of the Council for the Central Laboratories of the Research Councils. He has a strong background in engineering, with a career comprising numerous public and industrial appointments in the UK and worldwide. Wood holds a PhD from the University of Cambridge.

42 Internationalization of Research and Graduate Studies and its Implications in the Transatlantic Context

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