DOCSLIB.ORG

CFE-University-Entrepreneurs-Report-WEB

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
CFE-University-Entrepreneurs-Report-WEB PUTTING THE UNI IN UNICORN The role of universities in supporting high-growth graduate startups April 2017 1 ABOUT THE CENTRE Launched in 2013, the Centre for Entrepreneurs think tank promotes the role of entrepreneurs in creating economic growth and social well-being. It is home to national enterprise campaign, StartUp Britain. The Centre is an independent non-proft think tank founded and chaired by Sunday Times columnist and serial entrepreneur Luke Johnson, and housed in the Legatum Institute. It is supported by a prominent advisory board including serial entrepreneur and investor Brent Hoberman, angel investor Dale Murray, Supper Club founder Duncan Cheatle, Betfair founder Ed Wray, and fnnCap founder Sam Smith. 2 CONTENTS EXECUTIVE SUMMARY 4 UNIVERSITIES AND GRADUATE ENTREPRENEURSHIP: PLAYING THEIR PART IN THE REVOLUTION 5 PART ONE: THE NEED FOR INCUBATION GRADUATES’ UNQUENCHED THIRST FOR ENTREPRENEURSHIP - AND WHY UNIVERSITIES SHOULD PLAY A BIGGER ROLE 6 CURRENT SUPPORT FROM UNIVERSITIES 10 HOW SHOULD UNIVERSITIES SUPPORT GRADUATE ENTREPRENEURS? 13 PART TWO: WHAT WORKS IN GRADUATE INCUBATION? WHAT WE ALREADY KNOW 18 INTERVIEWS WITH UNIVERSITY INCUBATOR MANAGERS 20 INTERVIEWS WITH UNIVERSITY INCUBATEES 28 CASE STUDY: GRADUATE INCUBATION IN THE US 32 UNIVERSITY INCUBATORS – WHAT HAVE WE LEARNED? 33 PART THREE: THE FUTURE CHALLENGES 34 OPPORTUNITIES 37 RECOMMENDATIONS 40 CONCLUSION 43 REFERENCES 44 ACKNOWLEDGEMENTS 46 3 EXECUTIVE SUMMARY THE PROBLEM: lives to become entrepreneurs, and have KEY RECOMMENDATIONS ASPIRATION NOT ACTION the knowledge to develop innovative business ideas. Studies have found To improve the rate and sustainability Young people’s entrepreneurial potential them to be more inclined than non- of graduate entrepreneurship, more remains underdeveloped: Young people graduates towards entrepreneurship, universities should consider setting up aspire to be entrepreneurs more than any and – when they do start up – more likely graduate incubator programmes, building other age group, but are unlikely to act on to be running high-value companies. on existing ones, or adding a graduate their intentions. According to the Global That relatively few graduates become track to incubators currently only available Entrepreneurship Monitor (GEM), the gap entrepreneurs is a missed opportunity. to spin-outs or external SMEs. This between intention and action averages could be done alone, or in partnership 6.1% for 18-24 year olds, versus just 1.6% THE SOLUTION: with other universities, the private sector for 25-34 year olds. UNIVERSITY INCUBATION FOR (banks and coworking spaces) or local Young entrepreneurs do not have the GRADUATES government (local authorities and local support they need: According to the GEM, enterprise partnerships). 18-24 year olds are almost 20% less likely Why incubation? Graduate entrepreneurs to report they have the skills, knowledge need full-time, intensive programmes The government should recognise the and experience to start a business, tailored to their equirements. These should importance of graduate startups (and compared to the general average. This offer mentoring, monitoring and training as not just that of university spin-outs) in suggests that young entrepreneurs well as practical necessities such as ofce realising its policy objectives. Graduate require tailored support in order to space, low-cost business services, funding startups are greater in volume and more overcome their inexperience and act upon and networking opportunities. Incubation is diverse (sectorally and geographically) their ideas. able to offer all of these concurrently, and than spin-outs, and therefore more likely is identifed by existing research as a highly to drive growth across the whole country. Universities have a role to play: With effective support mechanism for early- University-managed graduate incubators close to 50% of people aged 17-30 now stage businesses. should be the anchor institutions for this attending a higher education institution growth. – compared to 12% in 1979 – universities Less than half of UK universities currently have unparalleled access to what is offer incubation to graduates: According to Existing metrics tracking graduate essentially a captive audience. Universities the Centre’s analysis, less than half (47%) of entrepreneurship (primarily the Higher have expertise, infrastructure, resources, the 130 UK universities offering incubation and links to the wider community that Education Business and Community report this being available to graduates. are key to providing effective business Interaction survey and the Destination Taken as a percentage of all 163 UK higher support. of Leavers from Higher Education education institutions, this means that survey) should be made more robust by: only around a third (37%) of universities Universities are not doing enough to tracking outcomes over greater periods clearly offer incubation to graduates. Many support graduates in entrepreneurship: of time; distinguishing more effectively university incubators focus exclusively on Universities are not supporting graduates spin-outs and/or external SMEs. between (a) freelancers and high-growth as effectively as they could. Only a third businesses and (b) student and graduate (34%) of recent graduates felt university What about students? entrepreneurs; and introducing stricter prepared them well for entrepreneurship, The Centre’s guidance to the individuals and institutions and only around 1% of graduates are interviews with university incubator completing them. starting their own business six months managers and users suggest that students and even three years after university. tend to be at an earlier stage of their Existing support focuses on students journey as entrepreneurs, and fnd it An umbrella body encompassing at the “pre-startup” phase, rather than difcult to incubate a business alongside graduate-focused university incubators in graduates actually launching companies. their degrees. Despite this, entrepreneurial the UK should be established, to enable students should be prepared for incubation collaboration, best practice sharing and A missed opportunity: University through existing forms of curricular and standardised data collection/performance graduates are at an ideal time in their extracurricular support. benchmarking. 4 UNIVERSITIES AND GRADUATE ENTREPRENEURSHIP: PLAYING THEIR PART IN THE REVOLUTION By playing a larger role in supporting graduate entrepreneurs, universities can drive economic growth and innovation, boost local graduate retention, contribute to the government’s policy agenda in higher education and industrial strategy, bolster student recruitment and, most importantly, help more young people fulfl their aspirations. This report explores how universities might do so. Research shows that while many young Yet start-up rates among graduates remain students in “enterprising thinking” and pre- people aspire to be entrepreneurs, they low – at least compared to the potential. startup activities (predominantly awareness are also the least likely of all age groups And one reason for this may be the lack of raising and idea generation), rather than to act on their intentions. While a certain support from their universities. For many helping ambitious graduates actually start drop-off between intention and action is to graduates, starting a business simply feels companies. be expected, the size of that gap strongly too risky compared to a stable job in the suggests that young people face signifcant corporate world. Often, all that is available to a graduate barriers to becoming entrepreneurs. entrepreneur is periodic access to some This suggests universities can play a desk space, a part-time mentor and one-off The myth of the “lone wolf” entrepreneur bigger role in helping graduates with good is above all just that – a myth. Aspiring business ideas and the right motivation workshops and events – support more founders beneft from training and support turn their aspirations into reality. Not suited to active students – rather than as much as anyone else on a new career only would this enable more graduates a full-time, intensive business support path. A small minority may persevere to pursue their ideal vocation, it would programme. We believe more universities through a combination of luck and sheer also bolster universities’ reputations as should offer graduates tailored incubation determination. But for most young well as contribute to regional economic support, which is why later in this report we entrepreneurs success hinges on access development, productivity growth provide a best-practice guide based on in- to the right kinds of mentoring, training, and innovation. depth interviews with managers at existing networks and funding – particularly when graduate-focused incubators. disadvantageous circumstances are The good news is that many at work. universities already do a lot to support But universities will have to overcome entrepreneurship. Over the past several key challenges in order to improve their Which is where universities come in. decades entrepreneurship and enterprise support for graduate entrepreneurs. University graduates are at an ideal time in education has become increasingly their lives to start businesses. Through their recognised as a core component of what These include uncertainty around future exposure to a range of ideas and activities universities do. The bad news – at least funding, a fawed set of metrics and subpar they are particularly disposed
Load more

Recommended publications
  • 2020-21 Recruitment
    GW4 BioMed MRC Doctoral Training Partnership 2020-21 Recruitment The Student Application Process Frequently Asked Questions FAQs for Students Contents The GW4 BioMed MRC DTP ................................................................................................................. 3 Who We Are ....................................................................................................................................... 3 What We Offer ................................................................................................................................... 3 Eligibility ................................................................................................................................................. 4 Residency Requirements .................................................................................................................. 4 Academic Requirements .................................................................................................................. 4 English Language Requirements ..................................................................................................... 5 Funding .................................................................................................................................................. 5 The Application Process ....................................................................................................................... 5 Stage 1: Applying for an Offer of Funding ........................................................................................
    [Show full text]
  • Making the Best Better
    MAKING THE BEST BETTER UK Research and Innovation More efficient and effective for the global economy Report for Department of Business, Innovation and Skills By Sarah Jackson On secondment from the N8 Research Partnership 30 March 2013 1 MAKING THE BEST BETTER UK Research and Innovation More efficient and effective for the global economy The purpose of this report is to document and analyse evidence of the efficiencies within the higher education research base. The evidence has been collected from existing reports and data, combined with new case studies. Providing recommendations for future efficiency savings is explicitly outside the scope of this work. Key highlights and conclusions The higher education sector is moving towards a ten year track record of delivering efficiencies, including headline savings of over £1.38bn over CSRs 2004 and 20071, and Research Councils delivering savings of £428m over the current CSR period. These efficiencies have been achieved using two key drivers: a. Increasing domestic and international competition b. Science ring fence, allowing reinvestment of savings to increase world class performance of universities. The evidence collected for this report shows a strong ten-year track record of institutions delivering both operational and productive efficiencies, which is improving research and teaching. This strong link between driving efficiencies and improving student experience and better research is increasing investment in skills, knowledge and human capital. Capital budgets are being utilised more effectively, primarily through creating clusters of excellence and sharing equipment. This is delivering state-of-the-art facilities, enabling new science and better equipment and expertise for business. The increased effectiveness of the system is delivering both greater outputs for science and research, and also greater impact in the global marketplace: generating new knowledge, leveraging private investment in R&D and increasing the quality of human capital.
    [Show full text]
  • 10Th October 2014
    MARKET NEWS AND MEDIA REVIEW BULLETIN: 30TH SEPTEMBER – 10TH OCTOBER 2014 Compiled by Jamie Aston Contents Summary Section - UK - USA and Canada - Australia and New Zealand - Asia - International Full Articles - UK - USA and Canada - Australia and New Zealand - Asia - International Page 2 of 45 Summary Section UK Back to top UK universities slip down international rankings :: BBC :: 2nd October Three UK universities have lost their place in the top 200 of a global higher education league table. The universities of Reading, Dundee and Newcastle slipped out of the top 200 of the Times Higher Education (THE) World Rankings for 2014-15. Toolkit maps HE ‘cold spots', links to economic growth :: University World News :: 2nd October A new interactive toolkit developed by the Higher Education Funding Council for England, or HEFCE, has the potential to boost socio-economic development in the United Kingdom – and in future possibly allow previously higher education-deprived youngsters a chance to study. 'Harmful' UK student visa policy 'baffles' top academic :: BBC :: 7th October The UK's policy on student visas is baffling, the vice-chancellor of Oxford University has told an audience of academics. USA and Canada Back to top Pilot program launched for 15 business schools, including Wharton and Harvard :: Find MBA :: 3rd October The loans will be available for international students at 15 business schools, including the University of Virginia's Darden School of Business, Harvard Business School, and MIT Sloan School of Management, among others. (See a complete list of business schools below.) Page 3 of 45 New Study Shows International Students Increasingly Tap Wireless Devices To Make U.S.
    [Show full text]
  • Value for Money in Higher Education
    House of Commons Education Committee Value for money in higher education Seventh Report of Session 2017–19 Report, together with formal minutes relating to the report Ordered by the House of Commons to be printed 24 October 2018 HC 343 Published on 5 November 2018 by authority of the House of Commons The Education Committee The Education Committee is appointed by the House of Commons to examine the expenditure, administration, and policy of the Department for Education and its associated public bodies. Current membership Rt Hon Robert Halfon MP (Conservative, Harlow) (Chair) Lucy Allan MP (Conservative, Telford) Ben Bradley MP (Conservative, Mansfield) Marion Fellows MP (Scottish National Party, Motherwell and Wishaw) James Frith MP (Labour, Bury North) Emma Hardy MP (Labour, Kingston upon Hull West and Hessle) Trudy Harrison MP (Conservative, Copeland) Ian Mearns MP (Labour, Gateshead) Lucy Powell MP (Labour (Co-op), Manchester Central) Thelma Walker MP (Labour, Colne Valley) Mr William Wragg MP (Conservative, Hazel Grove) Powers The Committee is one of the departmental select committees, the powers of which are set out in House of Commons Standing Orders, principally in SO No 152. These are available on the Internet via www.parliament.uk. Publications Committee reports are published on the Committee’s website at www.parliament.uk/education-committee and in print by Order of the House. Evidence relating to this report is published on the inquiry publications page of the Committee’s website. Committee staff The current staff of the Committee are Richard Ward (Clerk), Katya Cassidy (Second Clerk), Chloë Cockett (Committee Specialist), Anna Connell-Smith (Committee Specialist), Victoria Pope (Inquiry Manager), Natalie Flanagan (Senior Committee Assistant), Olivia Cormack (Committee Assistant), Hajera Begum (Committee Apprentice), Gary Calder (Senior Media Officer) and Oliver Florence (Media Officer).
    [Show full text]
  • Universities and Colleges and the Industrial Strategy: Exploring Data on Knowledge Exchange, Research and Skills
    Universities and Colleges and the Industrial Strategy: Exploring data on knowledge exchange, research and skills Industrial Strategy Council Research Paper Abigail Whiteley, Katy Haigh and Dan Wake September 2020 Industrial Strategy Council: Universities and Colleges and the Industrial Strategy About the Industrial Strategy Council The Industrial Strategy Council (‘the Council’) is an independent non-statutory advisory group established in November 2018. It is tasked with providing impartial and expert evaluation of the government’s progress in delivering the aims of the Industrial Strategy. Its membership is comprised of leading men and women from business, academia and civil society. Acknowledgements The Industrial Strategy Council would like to thank the Universities UK team and Project Advisory Group for their contribution to this paper. Project Advisory Group • Professor Peter Mathieson, Principal of the University of Edinburgh (Chair) • Mr Filip Balawejder, Economic Advisor, Industrial Strategy Council • Professor Karen Cox, Vice-Chancellor, University of Kent • Ms Alice Frost, Director of Knowledge Exchange, UK Research & Innovation • Dame Jayne-Anne Gadhia, Gadhia Group and member of the Industrial Strategy Council • Dr Cristina Garcia-Duffy, Head of Technology, Strategy and Integration, Aerospace Technology Institute • Ms Angela Joyce, Principal of Warwickshire College Group • Sir Paul Marshall, Marshall Wace and member of the Industrial Strategy Council • Professor Malcolm Press, Vice-Chancellor, Manchester Metropolitan University
    [Show full text]
  • Challenges to the Internationalization of United Kingdom Universities
    International Research and Review, Journal of Phi Beta Delta Honor Society Volume 8, Number 2, Spring 2019 for International Scholars Challenges to the Internationalization of United Kingdom Universities Cristina Rios, Ph.D. Lamar University Abstract This qualitative study explores the anticipated repercussions of the Brexit Referendum to the internationalization of UK universities. The referendum approved the UK leaving the European Union. This process of leaving has become known as “Brexit.” The UK has been part of the European Union for over 40 years and this membership fostered the international exchange of students and academics. University campuses across the UK have experienced significant internationalization. The study explored emergent concerns on the challenges that higher education institutions would confront as the process of Brexit continues to develop. The research draws on testimony given to the Education Committee of the House of Commons, government documents, media reports, fieldwork and interviews of UK academics. Findings are presented thematically as a narrative and include concerns about potential reduction of international students and faculty, decrease in international research collaboration and research funding, and the possible negative impact on campus and community climate. Keywords: universities, internationalization, multiculturalism, Europe, United Kingdom, Brexit The United Kingdom has a large and vibrant higher education system, with deep historical roots and traditions. The quality of UK universities is recognized worldwide and has attracted leading researchers from the European Union and every corner of the world. Higher education institutions in the UK have increased their global connections throughout the years, especially since the Bologna Process and the creation of the European Higher Education Area.
    [Show full text]
  • Universities and Cities
    FUTURE OF CITIES: Universities and Cities James Ransom, Universities UK This essay has been commissioned as part of the UK government’s Foresight Future of Cities project. The views expressed do not represent policy of any government or organisation. 1. Introduction: looking to 2065 (and back to 1965) We must recognise that we are living in a world of swift and revolutionary changes. We are still at the beginning of the age of computers, of automation, of nuclear energy and of other inventions, and I am certain that the effect of all these will change dramatically the shape, pattern and character of our towns, certainly those of the future. Lord Lewis Silkin, former Minister of Town and Country Planning, 4 March 1964, House of Lords Can we try to guess at what life will be like in the future and design for it; or, perhaps better, can we imagine or envisage a pattern of urban development and city construction sufficiently flexible in its very nature to absorb and ride with the changes in the pattern of human life and living which will occur within the life of these massive objects that we have to build? Lord Richard Llewelyn-Davies, Professor of Architecture at The Bartlett, University College London and designer of Milton Keynes, 19 May 1965, House of Lords Standing in the House of Lords fifty years ago, Lord Llewelyn-Davies, a Professor of Architecture at UCL, reflected on the future of cities. Fifty years again before this, UCL formed only the second school of planning in the UK, following the University of Liverpool who formed the first in 1909.
    [Show full text]
  • Uncomfortable, but Educational: Freedom of Expression in UK Universities Contents
    Uncomfortable, but educational: Freedom of expression in UK universities Contents 1. Executive Summary 4 2. Introduction 6 3. The road to legislation: a brief history 8 4. Legislation applicable to higher education institutions 9 5. Current concerns on UK campuses 12 6. Conclusion and recommendations 20 Appendix 1: Examples of best practice 21 Appendix 2: The legal landscape in the UK 22 This document was compiled with the support of Clifford Chance and Jonathan Price, Doughty Street Chambers. 2 Kanumbra / flickr Uncomfortable, but educational Uncomfortable, but educational Tom Parnell / flickr 3 Executive summary ree speech is vital to the free flow of thoughts and ideas. A freedom of expression organisation with an international remit, FNowhere is this perhaps more important than in universities, Index on Censorship seeks to highlight violations of freedom of which are crucibles for new thought and academic discovery, expression all over the world. Our approach to the principle of and whose remit is to encourage and foster critical thinking. freedom of expression is without political affiliation. In recent years, however, there has been a concerning rise in In Free Speech on Campus we look at the situation today on apparent attempts to shut down debates on certain subject areas UK campuses and in particular examine the existing legal and in universities in the UK and elsewhere. Speakers whose views other protections for free speech in universities. This comes in are deemed “offensive”, “harmful” or even “dangerous” have the wake of renewed government commitments to protect been barred from speaking at events, conferences on particular freedom of expression on campus.
    [Show full text]
  • A-Z of FE and HE 1 for More Info for More Info See Page See Page Audit 15 CBI - Confederation of British Industry 17
    For more info For more info see page see page 0-9 9 adult education 12 14-19 curriculum 9 AfC - Agenda for Change 12 14-19 diploma 9 AGR - Association of Graduate Recruiters 12 ‘14-19: Education and Skills’ - 2005 white paper 10 ALG: Adult LG - Adult Learning Grant 13 21st century skills: realising our potential - 2003 white paper 10 ALG: Assembly LG - Assembly Learning Grant 13 A 10 A level 13 ALI - Adult Learning Inspectorate 13 ABC - Action for Business Colleges 10 ALL - Alliance for Lifelong Learning 13 academic autonomy 10 ALP - Association of Learning Providers 13 academic board 10 ancient universities 13 academic boycott 10 ANIC - Association of Northern Ireland Colleges 14 academic freedom 10 anonymous marking 14 academic-related 11 AoC - Association of Colleges 14 academics 11 APL - accreditation of prior learning 14 academic year 11 appraisal 14 access 11 apprenticeships 14 accreditation 11 AQA - Assessment and Qualifications Alliance 14 ACL - adult and community learning 11 ASC - Association of Scotland’s Colleges 14 ACM - Association for College Management 11 ATLS - Associate Teacher Learning and Skills 15 ACU - Association of Commonwealth Universities 11 University and College Union: A-Z of FE and HE 1 For more info For more info see page see page audit 15 CBI - Confederation of British Industry 17 B 15 CCEA - Council for the Curriculum, Examinations and Assessment 17 BA - Bachelor of Arts 15 CDL - Career Development Loan 17 BA - British Academy 15 CEL - Centre for Excellence in Leadership 17 Becta - British Educational Communications
    [Show full text]
  • Grades Across Universities Over Time
    Grades across universities over time GERAINT JOHNES* KWOK TONG SOO† Lancaster University Lancaster University June 2015 Abstract This paper examines the determinants of degree outcomes in a sample of UK universities from 2004 to 2012. We use stochastic frontier methods to account for differences in efficiency across universities and over time. The quality of the student intake and the university’s research performance are the main determinants of degree outcomes. There is no evidence of grade inflation at the boundary between upper and lower second class honours. Decomposing the determinants of degree outcomes, we find that good entry grades yield a higher return in traditional universities than in new universities. Although high quality universities award more good degrees, we find little evidence that universities of different quality differ in their propensity to inflate grades over time. JEL Classification: I21, I23. Keywords: Degree outcomes; UK universities; stochastic frontier analysis; Blinder-Oaxaca decomposition. * Department of Economics, Lancaster University Management School, Lancaster LA1 4YX, United Kingdom. Tel: +44(0)1524 594215. Email: [email protected] † Department of Economics, Lancaster University Management School, Lancaster LA1 4YX, United Kingdom. Tel: +44(0)1524 594418. Email: [email protected] 1 1 INTRODUCTION “Everyone at this graduation is first in his class. What a grand and glorious accomplishment! The diplomas are all here and since every one of you is first in his class, you can simply come up and get them in any old order you please”. Lao She, Cat Country. In any sphere of activity where standards are set, assessors face the challenge of ensuring the constancy of the level of performance that is required to meet the given standard.
    [Show full text]
  • Speaker Biographies
    ESRC Fellowship Project: Higher Education, the Devolution Settlement and the Referendum on Independence www.creid.ed.ac.uk Project webpage: http://bit.ly/1aceEel Follow us on Twitter @Indy_Scot_HE Seminar 3: The future of higher education in Scotland and the UK Speaker biographies Professor Charlie Jeffery Professor of Politics; Director of the Academy of Government; and Vice-Principal (Public Policy and Impact), University of Edinburgh Charlie Jeffery is Vice Principal for Public Policy and Impact and Professor of Politics at the University of Edinburgh. UK devolution has been his main research focus for over a decade. He directed the Economic and Social Research Council’s Devolution and Constitutional Change Programme from 2000-6, coordinating the work of over 30 project across the UK exploring the first phase of the devolution era. He has also worked to connect his research expertise to policy practice, serving as adviser to the House of Commons Select Committee on the Office of the Deputy Prime Minister on the Draft English Regional Assemblies Bill (2004-05), as a member of the Independent Expert Group on Finance that advised the Commission on Scottish Devolution (2008-09), and as adviser to the Scottish Parliament’s Scotland Bill Committee (2011-12). Recently he was one of the five members of the McKay Commission examining the consequences of devolution for the House of Commons which reported in March 2013. He has been Chair of the UK Political Studies Association since 2011. Sir Andrew Cubie, CBE, FRSE Chair,The Leadership Foundation for Higher Education Andrew Cubie was for many years the Chairman of a leading Scottish law firm specialising in corporate law.
    [Show full text]
  • Knowledge Exchange Concordat: Summary of Consultation Outcomes
    KNOWLEDGE EXCHANGE CONCORDAT: SUMMARY OF CONSULTATION OUTCOMES CONTENTS Aim of consultation 3 Methodology 4 Response from higher education providers 5 Response from non-provider stakeholders 11 Knowledge exchange concordat: summary of consultation outcomes AIM OF CONSULTATION In May 2019, a joint Universities UK (UUK) / Research England working group, in collaboration with GuildHE, developed a concordat for the advancement of Knowledge Exchange in Higher Education in England (herein, ‘concordat’). The group, chaired by Professor Trevor McMillan, produced a draft concordat based on eight guiding principles which are supported by a range of enablers outlining policies and practices. UUK and GuildHE held a consultation targeted towards higher education providers in England. Responses were received via submissions to an online survey with set questions. The consultation closed on 1 July 2019. The analysis of the responses carried out by UUK are summarised in this paper. At the same time, Research England have sought feedback from non-provider stakeholders including funding bodies, national academies, practitioner organisations, and other entities with interest and expertise in knowledge exchange (KE). Their feedback is summarised in the final section of this paper. Together, this feedback will inform the work of the concordat task group including any revisions to the concordat content. UUK and GuildHE, the owners of the concordat, will work with the task and finish group and Research England to amend, clarify and outline the proposals for the implementation of the concordat. 3 Universities UK Knowledge exchange concordat: summary of consultation outcomes METHODOLOGY The survey included multiple-choice questions predominantly with Likert scale options. Further analysis of outcomes that were carried out but not included in this paper include splits by nation and region, Knowledge Exchange Framework (KEF) cluster, and mission group members.
    [Show full text]