IMPLEMENTATION OF THE STRATEGIC PLAN A NEW ENGINEERING FOR 2030

Name of the project: Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands

FIRST REPORT: PARTIAL RESULTS AND MILESTONE Recipient’s name: Name: Universidad de Legal Name: Universidad de Chile Name of Representative : Ennio Vivaldi Véjar (Rector)

Project’s Director: Name of the Director: Felipe Álvarez Daziano Institution: Facultad de Ciencias Físicas y Matemáticas (FCFM), Universidad de Chile Telephone: +56 2 2978 4419 Email: [email protected] Address: Torre Central, Beauchef 850, , Chile

Operational contact information: Person of contact: Mauricio Morales Meza / Luis Salas Albornoz Telephone : +56 2 29771260 / +56 9 79 68 90 63 Email: [email protected] / [email protected] Address: Fundación para la Transferencia Tecnológica (UNTEC), Beauchef 993, Santiago, Chile TABLE OF CONTENTS

EXECUTIVE SUMMARY 5

1 EMPHASIZED STRATEGIC APPROACH 9 1.1 General Strategy 10 1.1.1 Engineering & Sciences at the Beauchef Campus of UChile 10 1.1.2 An Overview on Institutional Commitment to Continuous Improvement 11 1.1.3 Brief Gap Analysis 13 1.1.4 Trajectory and Strategy to Overcome the Identified Gaps 14 1.1.5 Proposed Transformation Plan 16 IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION 1.1.6 Main Goals and Expected Results 17 1.2 Human Capital and Change Management 18 1.2.1 Change Management in Academia 18 1.2.2 Change Implementation, Organizational Change and Project Workforce 20

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands 1.3 Governance and Synergies 26 1.4 Applied R&D&i and Industry Engagement 26 1.4.1 Multidisciplinary Areas for Priority Development 26 1.4.2 Technology Transfer Management 27 1.4.3 Pilot technological projects 29 1.5 Technology Commercialization and Entrepreneurship 31 1.5.1 General Approach 31 1.5.2 Activities 32 1.6 International Alliances 36 1.7 Curricular Harmonization and Technological Graduate Programs 38 1.8 References 41

2 OPERATIONAL PLAN (NEXT 36 MONTHS) 42 2.1 Control and Tracking Methodology 43 2.1.1 Risk Management Principles and Framework 43 2.1.2 Planning and Monitoring & Control 44 2.1.3 Risk Identification Procedure 44 2.1.4 Organization for Risk Management 46 2.2 Metrics and Indicators 48 2.2.1 Critical Indicators 48 2.2.2 Minimal Indicators 55 2.3 Activities, Projects, Results 65 2.3.1 Ecosystem activities 65 2.3.2 Human Capital and Change Management. Plan of action at FCFM 68 2.3.3 Governance and Synergies 69 2.3.4 Applied R&D&i and Industry Engagement Activities 69 2.3.5 Technology Commercialization and Entrepreneurship 73 2.3.6 International Alliances 77 2.3.7 Curricular Harmonization and Technological Graduate Programs Activities 79 2.4 Gantt Chart 88

3 TABLE OF CONTENTS

3 RISK MANAGEMENT AND ANALISYS 104 3.1 Risk Management Plan 105 3.2 Risk Identification 106 3.3 Context for A New Engineering for 2030 program 111 3.3.1 Context for the Curricular Harmonization Project 111 3.3.2 Context for Entrepreneurship 113 3.3.3 Context for Technology Tranfer 114 3.4 Risk Identification for Curricular Harmonization Project 117 IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION 3.4.1 Risk / Opportunities Workshops 117 3.4.2 Conclusions of Risk Identification 117 3.5 Risk Identification for Entrepreneurship Project 123 3.5.1 Risk Workshop 123 124 Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands 3.5.2 Conclusions of Risk Identification 3.6 Risk Identification for Technology Transfer project 128 3.6.1 Risk Workshop 128 3.6.2 Conclusions of Risk Identification 128 3.7 Key Risk Indicators (KRI) Measures 131

4 MODIFIED BUDGET 132

ACKNOWLEDGEMENTS 135

4 EXECUTIVE The FCFM, even before this grant, has put a change process in motion to restate a clear vision for the future: SUMMARY to become a world class institution recognized by its leadership in science, technology and innovation, The Faculty of Physical and Mathematical Sciences driven by multidisciplinary cutting-edge research that (FCFM in Spanish), located at the Beauchef Campus addresses both global and national challenges, and of the Universidad de Chile (UChile), is one of the that provides an outstanding and broad educational leading higher- engineering institutions experience, being engaged with society and industry. both nationally and regionally. As evident in its By 2030, FCFM aims to be among the best 100 research record, the FCFM ranks fourth in Latin engineering schools in the world and the top 3 in America in the QS Ranking. The ranking reflects the Latin America. quality of FCFM undergraduate students (selected from the top 3% of high school students according to This vision will be achieved through a strategy the national admission test); the number of graduate of organic institutional change together with a programs and students (reaching 23 Master’s and policy of strong alliances with prestigious partners,

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION 12 PhD programs); the high competitiveness in geared towards improving research, education and raising funds from national agencies (95% of the impact on the Chilean economy, through innovation faculty participates in an external research grant); its and entrepreneurship based on Scientific and history of curriculum change (with the early adoption Technological knowledge (i+e ST). The benchmarking of the CDIO initiative); and its record of technology process clearly showed that the pursuit of meaningful transfer and innovation results. In fact, FCFM has a Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands i+e can generate these positive effects; moreover, the number of examples of knowledge-based innovation important stress we place on innovation being based and entrepreneurship activities, which place it at on ST knowledge is because, as boldly stated by the the very top nationally (yet far from international Chilean Academy of Sciences “those innovations best standards). For instance, in the recent book are the ones that, in the end, create more wealth for “Innovación basada en Conocimiento Científico” society. (…) Innovation based on scientific knowledge (Innovation Based on Scientific Knowledge), edited is a young phenomenon (in Chile), but it is the one by the Chilean Academy of Sciences, the reader may with an elevated potential for transforming productive find 6 out of 15 examples of successful innovations processes”. that were carried out by FCFM faculty (another three examples include other UChile professors). This Our strategic plan for change considers actions that book was commanded by the Ministry of Education will impact, in a transversal way, on different areas to the Chilean Academy of Sciences and is the result of the FCFM ecosystem as well as on specific areas of the work of 32 scientists and 21 representatives such as human resources and change management, from industry. research & development and technology transfer, commercialization processes and entrepreneurship, In this context, the Beauchef Campus of UChile international alliances and curriculum harmonization. aims to be an internationally recognized center in engineering and science, to be a major player in the In order to improve the FCFM ecosystem and its process of adoption of science and technology in immediate surrounding ecosystem – Santiago, the the . It is the responsibility strategic plan proposes the following activities: of FCFM faculty to significantly contribute to the advancement of basic sciences, earth sciences, (1) Encourage multidisciplinary research and engineering, business and management sciences, education, in order to increase the relevance and addressing the problems and needs of the country potential impact of our activities. and global society. To contribute to the goal of making Chile a , more integrated into the (2) Move FCFM towards a teaching methodology global community, the FCFM needs to strengthen the with more hands-on projects, multidisciplinary work attention to activities included in the ’s third and CDIO approach together with innovating on the mission: wealth creation and economic development assessment process, thus allowing the formation of through technology transfer and innovation. This is world class students with improved skills in innovation the purpose of this project. and for entrepreneurship.

5 (3) Strengthen our graduate programs by enhancing (5) There are a number of activities related to enhancing the graduate school, developing a strong action plan the ecosystem at the FCFM, starting with the MIT- to increase the number of graduate students and to Regional Entrepreneurship Acceleration Program promote dissertations in multidisciplinary topics in (REAP), which in two years will produce a plan to connection with industry. enhance the Santiago ecosystem. In addition there are at least six national stakeholders from different (4) The original proposal was a large organizational sectors: government (innovation for the productivity change to foster scientific/technology innovation presidency council and CORFO), venture capital, and entrepreneurship, by creating a series of large corporations, entrepreneurs and the new Associate Deans, resulting in a high risk of (represented by the Universidad de Chile). The main coordination among the new and old structures. output of this program is to obtain a coordinated A lighter and more flexible structure is proposed in action plan, among the different stakeholders, in this reformulation with the creation of three specific order to foster the regional ecosystem. Therefore, units: the technology transfer management unit, the more detailed actions are expected from participation innovation and entrepreneurship management unit in the program, in which our application has been IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION and the external affairs unit. The first two units will already accepted for the 2015-2016 cohort. report to the Vice Dean while the external affairs unit will report to the Associated Dean for Academics & (6) The formation of an independent high-level Research. consultant board that will assist the project. The following scheme summarizes our plan: Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands

Culture Description Activities Partners Skoltech Benchmarking Internal External Technology Hub activities • Technology • R&D with • MIT Martin Trust Center Transfer industry • Cornell NYC Tech VALUE • Multidisciplinary Areas Management • Support of • Technion OUTPUT Level 3 • Partnership with Industry Unit entrepreneurs • OPEN BEAUCHEF • Relation with • University of Manchester program venture capitals

• Clubs • Annual • Other UChile Faculties Co-curricular activities • i+e mentoring • Multidisciplinary International and Departments Training of people and Identication iniciatives Conference (Medicine, Sciences, Level 2 of ideas with potential for i+e ST (supported in the • Workshops Arquitecture, Desing, i+e ST Lab and • External FabLab) Agriculture, Law, KNOWLEDGE Business and Economics) PROCESS • CDIO Curricular activities • i+e ST Lab • Assessment • Undergraduate • Internships • Cornell NYC Tech and graduate • Student exchange • MIT Level 1 Active learning, professional skills courses and and multidisciplinary project programs on i+e • International • Technion oriented courses • Leadership graduate program Entrepreneurship Center development • University of Manchester Organizational structure Creation of Creation of External External Boards and Innovation/ A airs Committees RESOURCES Authorities leadership, Technology Transfer management unit INPUT Ground polices, sta and and administrative support Entrepreneurship unit

6 The structure of the reformulation plan addressed 5 profile for the new areas of interest of the FCFM and specific areas where the activities can be classified. new evaluation procedures of the faculty in order to In fact, the New Engineering for 2030 program sets encourage work in these subjects. out 4 areas of interest that are the foundational pillars for the achievement of its goals during the In the area of research & development and technology process of construction. The model described also transfer, various activities are proposed to foster includes the key aspects of management required multidisciplinary collaborative research among the for the construction of the ultimate goal, which centers and units of the FCFM. A technology transfer is the transformation of FCFM’s processes for A management unit is proposed to facilitate the work New Engineering in the year 2030. These keys to and take advantage of the synergies among the units success are: Stakeholder Management, Organization to accelerate our technology transfer process to Management, Risk Management and Project industry. A plan to strengthen our graduate program Management. The management of change, for the is one of the main activities of this area to enhance construction of the pillars, articulates and operates our research. The proposal prioritizes research in on the basis of proper management of key aspects subjects that, while being relevant for the Chilean IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION of the project. industry, can be of global impact and where the FCFM has already some advantages. The areas of In the area of human capital and change management, FCFM interest are grouped into three large clusters: the plan contemplates the creation of a change (1) Industrial interest composed of Energy, Mining management unit within the project to implement, and Smart Systems; (2) Public interest composed

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands follow and evaluate the actions proposed related of Resilience, Health and Education; and (3) Basic to human capital and change management. The knowledge, in which Chile has some strategic first action of the project is to deliver an academic advantages, composed of Technology for Astronomy and Biology.

7 In commercialization processes and entrepreneurship International alliances is a proposal to improve our we propose to foster the education and practice internationalization and engagement with society by of entrepreneurship through an ecosystem means of an External Affairs unit. This unit will lead to enhancement program called Open Beauchef. agreements with prestigious companies and partner The Open Beauchef program will encourage and universities who will support our plan. Specifically, facilitate the interaction of the FCFM community with our key University partners will be the University of entrepreneurs, investors, legal experts and industry Manchester (UK) as a global role model of a public to acquire the knowledge and experience within university that followed a steady and successful the innovation and entrepreneurship processes. path of improvement, MIT (USA) for scientific/ The program will count with an operative space, technological innovation & entrepreneurship and the Open Beauchef Lab, a scientific/technologic leadership education, and Cornell NYC Tech (USA) innovation and entrepreneurship laboratory, where and Technion (Israel) as models for high-quality physical infrastructure and know-how will support technology innovation ecosystems. Notably, and foster new ideas for the development teams. Technion and Cornell are partners for a new applied Mentoring from outsiders, seasoned entrepreneurs, sciences and technology campus being built in New IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION in a well organized interaction with students, will be York City. Therefore, they are pivotal for our longer- quite transformative in terms of cultural change and term goal of building a new scientific-technological i+e education. An innovation and entrepreneurship ecosystem within the Universidad de Chile, which management unit will be created to manage and will accelerate the innovation activity in Santiago and coordinate the work in this program. Chile as a whole. Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands The proposal for curriculum harmonization, Crucially, our bid is not just wishful thinking but is, understood in Chile as the evaluation of the duration of on the contrary, supported by two key factors: (i) our the program, is to evaluate and develop a plan within unique current situation, with a large set of disciplines the first three years of the project to be implemented being cultivated and high-quality faculty and students; in the following three in order to facilitate the mobility and (ii) a recent history of successful change, as of our students between different programs and shown by the FCFM 2000 plan that enabled renewal institutions, especially international ones. The FCFM of the academic staff to foster research, the CDIO has been paying attention to the international trend curriculum change and the strong increase of the of standardization in order to facilitate the mobility quantity and quality of our infrastructure. among institutions and countries, intensifying the work of continuously reviewing curricular aspects Our project is undoubtedly ambitious, certainly of engineering in order to add more global skills to with respect to the size of the CORFO grant, but it its students. In fact, since 2007, the length of the is feasible and will provide very large returns to our Computer Engineering and Mathematical Engineering country and the Latin American region, establishing, programs were shortened from 12 to 11 semesters. in the next 6 years, solid foundations for building In the initial strategic plan presented by the FCFM in a truly international and collaborative university- January 2014 the duration of the program was not based innovation and entrepreneurship ecosystem. considered, due to the grant specifications, although Through the “FCFM New Engineering for 2030” the subject has been present within the FCFM for project, extraordinary opportunities await to establish more than a decade. In May 2014 CORFO, after within the FCFM a place of meeting, exchange and approving the grant, explicitly required the FCFM generation of ideas, a space for applied research, to address the issue of curriculum harmonization in development and technology transfer, innovation this reformulation plan/report. For this reason, most based on research & development, opportunities of the activities proposed in this area are related for wealth creation between university partners and to diagnostic and benchmarking for the firsts three industry, a source of welfare for our society, a unique years of the implementation of the plan. After this experiment in the region that allows for a new vision initial stage, a plan should be generated to afford of taking on the challenges of the century. curricular harmonization.

8 1. EMPHASIZED STRATEGIC APPROACH 1.1 General Strategy (biotechnology, chemical, civil, computing, electrical, industrial, mathematical, mechanical 1.1.1 Engineering & Sciences at the and mining), as well as an undergraduate program Beauchef Campus of UChile in geology and three 4-year long bachelor degrees in science (astronomy, geophysics and physics). In turn, the Graduate School offers 35 degrees in Universidad de Chile (UChile for short, www.uchile. engineering and sciences: 23 Master and 12 PhD cl) is the oldest and principal programs. public institution in the country. Established in 1842, UChile’s mission is to provide education and FCFM alumni include Chilean presidents (heads scholarship of the highest quality in the fields of of state and government), ministers, government Science and Technology as well as Humanities and officials, members of the Chilean Congress, recipients Arts. Today, UChile is organized into 14 Faculties, of Chilean Academy of Sciences awards, presidents 4 interdisciplinary Institutes and 1 clinical Hospital, and CEOs of the largest national companies, business which are located over 5 campuses in Santiago. It owners, technology entrepreneurs and investors. On

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION has nearly 29,000 undergraduate and 9,600 graduate the other hand, UChile is responsible for nearly 25% students, and over 4,000 faculty members – a third of the scientific publications of the whole country – being full-time professors. The President (Rector in the FCFM contributing with around 6%. UChile is Spanish) is the highest authority, elected by faculty the national leader in Excellence Research Centers to chair both the University Senate (central regulatory and associative projects (40% of the national total body) and the University Council (central executive Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands granted), most hosted at FCFM. UChile ranks first body) for a 4-year period, renewable once. in postdoctoral of CONICYT (the National Commission for Scientific and Technological The Faculty of Physical and Mathematical Research, www.conicyt.cl). UChile ranks first in terms Sciences (FCFM for its initials in Spanish: Facultad de of R&D grants and Innova projects from CORFO, Ciencias Físicas y Matemáticas, www.fcfm.uchile.cl), most conducted by FCFM faculty. UChile is placed is the largest academic unit of UChile in terms of the among the 500 best institutions in the Academic number of students, research activity and resources Ranking of World Universities (ARWU - Shanghai availability. It is located at the Beauchef Campus in Jiao Tong University), and ranked top 10 in the Latin downtown Santiago, with an infrastructure reaching American Ranking of Research Institutes (SCImago 120,000m2 of buildings for a population of nearly Research Group, ). In engineering research, 4,900 undergraduate students, selected from the top UChile ranks fourth in Latin America according to the 3% of high school students according to a national QS University Rankings. test for admission to higher education. It has about 1,200 graduate students, 330 academics (including In this context, the Beauchef Campus of UChile 220 full-time professors, 97% with a PhD degree), aims to be an internationally recognized center in 55 scientists, 120 postdoctoral fellows and 1,600 engineering and science, to be a major player in the employees making up the collaborative staff (1,200 process of adoption of science and technology in working for external projects and services). the Latin American economy. It is the responsibility of FCFM faculty to significantly contribute to the Conducted by an elected Dean as the local executive advancement of basic sciences, earth sciences, authority and the Faculty Council as the local engineering, business and management sciences, regulatory body, FCFM hosts one Engineering addressing the problems and needs of the country and Sciences Undergraduate School (Escuela and global society. To contribute to the goal of making de Ingeniería y Ciencias in Spanish), one Graduate Chile a developed country, more integrated into the School, 13 academic departments, 9 multidisciplinary global community, the FCFM needs to strengthen the centers, and 3 centers for technology transfer. The attention to activities included in the University’s third Undergraduate School currently provides a 4+2- mission. This is the purpose of this project. year long professional track in engineering (4 years, equivalent to a long bachelor degree) with 9 majors

10 1.1.2 An Overview on Institutional leading up to 16% in 2014 (from 5% in 2002). Post- Commitment to Continuous Improvement doctorate research positions have experienced rapid growth resulting in 80 active positions in the year UChile is working hard to become a truly world 2012 with only 37% held by . Fifty post- class higher education institution in engineering and doctorates and twenty-four full-time academics are technology during the next decade. This is indeed a foreigners. major challenge for a Chilean university, but we believe FCFM is in an exceptional and unique situation to • Growth in postgraduate and international embrace it. Such an enthusiastic perspective is based student registration: In the year 2002, there were on one of the main characteristics of our academic 434 master and 89 doctorate students. In a decade, community: a systematic and long-term effort for the doctoral programs documented a significant 152% implementation of continuous improvement strategies increase with 224 people registered in 2012, of in relevant areas, together with the political will and which 27% were foreign doctoral students. During technical capacity to implement radical changes, as the same period, registrations of master students we next show. also increased by 90%, with 13% being foreigners. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION In general, there were 1,050 postgraduate students In the year 2000 an initiative to evaluate and study in the FCFM in 2012 for which 164 were foreigners, the performance of the faculty was directed by the representing 16% of total. Dean. After that exercise, in 2001 the Faculty Council approved the Dean proposal to pursue three major • High competitiveness in raising funds from Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands lines of action: (1) a renewal of the academic staff to national agencies for science, technology and meet international standards and foster research, (2) a innovation: Annually, various national agencies curriculum change to diversify the teaching offer and grant about USD$21 million in financial support improve professional skills, and (3) a strong upgrade for research through programs such as FONDAP of the infrastructure to enable better education (4), BASALES (3), FONDEF, NUCLEOS, ANILLOS, experiences and enhance research. (names in Spanish, www.conicyt.cl), etc. The UChile is the only institution that has created Millennium As consequence, starting in 2002, several actions institutes in the engineering field with the Millennium were taken on critical elements with the following Institute on Complex Systems Engineering and outputs: the Millennium Institute for Cell Dynamics and Biotechnology. Resources obtained through • Increased productivity of academics in the field Millennium Institutes, FONDECYT, and postgraduate of research: In the year 2000, the faculty consisted financing, reach USD$11 million annually. On the of 176 full-time professors and 250 part-time other hand, FCFM has a strong relationship with lecturers. After changes were implemented in the CORFO, which is the main government agency selection and promotion criteria, in 2012 there were that promotes innovation, entrepreneurship and 206 full-time professors, resulting in a 17% absolute technological transfer. FCFM is the main local increase and a 50% replacement of the original partner for the installation of 2 out of the first 4 members. The number of papers went from 215 international centers financed by CORFO (CSIRO annually to 333 during the same period, representing and INRIA). Also, FCFM has sponsored about 20 a 55% increase in total production. This leads to an Innova-CORFO projects in the last 3 years, including average of 1.68 ISI papers published by full-time the recent program called “Go To Market: From the academics in the last five years. Published papers idea to the marketplace”. obtained more than 9,000 citations in 2012 and over 50% of them were published in journals belonging • Partnerships with productive and public sectors: to the top 25% according to their impact factor (Q1 With business oriented initiatives and services such category). as IDIEM (the Institute for Research, Development and Innovation of Structures and Materials), NIC • Increased quantity of foreign professors and Chile (the Network Information Center responsible post-doctorates: There has been an increase for .CL domain name allocations and directory of foreign full-time professors over recent years, services), the National Seismological Center, among

11 others, our faculty is able to maintain an important million. The project includes facilities for academics link with productive and public sectors, yielding an and students, offices for departments, laboratories, annual turnover of USD$50 million approximately. classrooms, common areas and sports facilities.

• Curricular change and commitment towards • Commitment to diversity: Diversity is a teaching quality: In the year 2002, work began fundamental value of UChile and we make our between academics, students and representatives best efforts to attract students of different genders, from the profession and industry to design a new cultures, opinions, perspectives and skills. Our syllabus for the bachelor degree (4 years), resulting students come from private schools (46%), in a new plan that was implemented in 2007. The subsidized private schools (30%) and public new plan includes a period equivalent to a semester schools (24%). About 30% of our students come of courses from which the student freely selects to out of Santiago. Concerning gender, only 20% of our complete his/her training in science and technology, undergraduate students are women; the situation is in turn, offering the opportunity to complete a not better in other Chilean engineering schools. In secondary field or minor. Two permanent units were 2013, FCFM decided to take affirmative actions to IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION created in this process: the Teaching Development explicitly and deliberately improve gender balance. Area (ADD, initials in Spanish) and Gestión Curricular We implemented a special admission program in the (Curriculum Management), that give permanent and 2014 selection process of first-year undergraduate in-house support to instructors, FCFM teaching students leading now to a 26% share of women committees, and departmental chairs. in the student population; the goal is to reach a

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands 30% in the next years. In addition, we are running • Leadership of CDIO in Latin America: The a campaign to promote and celebrate talented curricular change implemented in 2007 focused women in engineering and science. On the other on competences, rather than the more traditional hand, only 16% of our full-time faculty members are knowledge based syllabus, using the CDIO women. This year we are starting a pilot recruitment framework (Crawley, 2001): Conceive, Design, program, to promote equal opportunity employment Implement and Operate. In 2009, reforms were in academia. applied to different disciplines, establishing the leadership of FCFM as a center of studies and The strategy followed by the FCFM since 2000, dissemination of the CDIO initiative until now. This characterized by a harmonious development of is the newest result in a long and consistent history basic sciences, engineering, earth sciences and the of innovation in education. This ability to review sciences of business, management and economics, and dare to try different training and have fostered a unique multidisciplinary environment techniques is fundamental when transforming in training, diversity and richness of options that schools to become world class. these interactions have brought about. They generate different perspectives where knowledge is • Significant improvement of infrastructure: transformed to generate new solutions required by Several large investments have been made in the last the society. Importantly, in particular for a plan such decade at the Beauchef Campus, mostly financed as the one presented here, these changes have been with our own resources. Some highlights from this worked out in a harmonious, paced and inclusive venture include a modern classroom – the Galileo manner, where the whole community has been room – that enables an active learning environment involved, and resistance to change has been faced for physics, the remodeling of an old building with a reflective thought process based on a positive to foster electro-technologies laboratories, the questioning attitude. building of a large laboratory for digital fabrication and a modern new facility setting new standards for We can be proud of what we have achieved until now, campus life. Thus, the FCFM has 85 laboratories but this is not enough. The environment in which we dedicated to teaching and research purposes, with operate is challenging and continuously changing, equipment valued in several millions of USD. The so- and in some areas we cannot be satisfied with the called Beauchef Poniente project added 40,000m2 speed or scale of our progress, especially concerning of construction to reach a total of 120,000m2, an innovation and entrepreneurship based on Science additional 50% of space with a value of USD$80 and Technology (¡+e ST). Definitely more attention to society, industry, end users of research, innovation

12 and entrepreneurship is needed, and that in turn will Kauffman Foundation [Boh et al., 2012] shows require more interaction with other departments, that most of the i+e ST is carried out mainly by a centers, and institutes within the University, as well as combination of professors, postdocs, graduate and with companies, civic and professional institutions, business students. Research has been identified as a and other universities. cornerstone, therefore, being a necessary condition to have i+e ST.

1.1.3 Brief Gap Analysis From current literature [Boh et al., 2013; Crawley, 2001], our own benchmarking process [FCFM, 2013] FCFM has taken strong actions to strengthen its and the review of our strategic plan by CORFO research and education components over the international advisory board, we identify the key last 15 years. The level of research and the quality elements of success for i+e ST: of its alumni is well over acceptable in the Latin American region, but still lacks in comparison to (1) Institution rich cultural environment for i+e ST, that of developed countries. Quality (scientific (2) Leadership within the university in i+e ST, IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION merit, impact of the research in terms of citations, (3) The quality of research, international recognition) and impact (application (4) The quality of life within the country and use of the research outside of the academia) and the university, must be improved. Moreover, Technology Transfer (5) Government support, (TT) and innovation & entrepreneurship based on (6) Institution strategy,

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Science and Technology (i+e ST), although present (7) Students as drivers of entrepreneurial activities, and in the FCFM, are identified as the weakest area of (8) Close collaboration with business and industry our work. There is no structure within the FCFM to foster either TT or i+e ST at all levels (undergraduate Points (1), (2) and (7) are associated with the and graduate students, postdocs and faculty). In availability of courses, training and initiatives related particular, a tendency to work individually or by with i+e ST and with valorization of i+e ST within the disciplines appears to be a major obstacle in tackling school (at all levels). We have grouped these success more pertinent and challenging problems. elements in the so called i+e ST culture. Points (3) and (4) are grouped in the so-called multidisciplinary During our benchmarking process [FCFM, 2013], it work at the undergraduate and graduate level, and was established that public (state-owned) universities research and international collaboration. Point (3) is can be relevant actors in TT and i+e. Some important related to the pertinence and impact of the research, examples are those of the University of Waterloo multidisciplinary work among high level researchers (Canada), UCLA (USA), University of Manchester and a qualified PhD program, appearing as the main (UK) and Technion (Israel). In addition, international drivers of high-level research. Point (4) is associated research universities have improved the impact and with proper infrastructure and support for national pertinence of research through addressing global and international students and staff. Point (5) is problems in a collaborative way between disciplines considered as external and in some way granted. (multidisciplinary approach). They foster, either in a The Chilean government has been fostering i+e in direct or indirect manner, multidisciplinary activities general with different instruments and in particular at all levels. On the other hand, different actors from with this specific grant from CORFO. For point (6) the MIT, Cornell Tech and Technion highlighted the fact FCFM has been developing and implementing a clear that research is a key element to innovation and strategy of improvement of research quality, which entrepreneurship in Science and Technology. This has shown good results (in number of publications, evidence is also supported by the benchmarking citations and international recognition), being a key performed for the Skoltech initiative [Graham, 2013], element for i+e ST. The development of the current where the research capacity is identified as one of the strategy (for this grant) appears also to target point success factors for i+e ST. Skoltech benchmarking (6). Point (6) also refers to the direct or indirect also shows a high correlation between high level strategy to foster i+e ST. At this point we identify research and the best ecosystems for innovation the i+e ST administrative structure as a strategic in the world. In addition, a study performed by the element. Point (8) refers to the fact that innovation and entrepreneurship imply the commercial sector,

13 and the commercial sector can be a major provider i+e ST strategy, courses, trainings, sponsored of everything from stimulating projects for courses competitions, institutional and international support, and examples of interdisciplinary successes through an assessment instance and proper recognition of research topics, and financial support for research, the work developed on this topic. internships, fellowships, and general operations. Companies and universities may feed off of each III. Lack of administrative structure to foster i+e other, with mutually favorable results. ST and TT. The FCFM lacks of institutional structure From these key elements to succeed in fostering i+e for generating, supporting and assessing Scientific- ST, we have identified the main specific gaps that the Technologic innovation and entrepreneurship and FCFM should overcome: Technology Transfer.

I. Discipline rather than multidiscipline (at all levels). IV. A challenging environment within the country and Besides external (large) grants, there is a lack of the Latin American region. The lack of i+e ST is not an institutional incentives to perform coordinated, issue either at a the University level or at the Engineering focused and multidisciplinary research. In particular, Schools. Nevertheless, Chile is a challenging environment IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION undergraduate and graduate programs tend to for i+e ST due to different factors. individualized work in an atomized manner. These gaps have an impact on many of the areas a. More active education: There is a need for of development at the FCFM. Table 1.1 shows the a more active education that engages multiple relation between the gaps and areas. Quality research,

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands perspectives and disciplines on the solution on education and internationalization experience are world and regional problems. This requires the necessary conditions to foster i+e ST and TT, for this generation of assessment mechanisms, such as reason deficiencies on these fields indirectly impact the one proposed by the CDIO framework (Crawley, on the level of i+e ST and TT. 2001). New teaching methodologies and forms Table 1.1. Identified gaps and their impact within the items of learning, such as multi- and interdisciplinary defined by CORFO. learning, social learning, project-based learning, gaming, computer simulations, distance learning, backcasting, case-studies, policy-laboratoires, problem-based learning, bootstrapping, values Identified Gaps education, experiential approaches, reflective

journal writing, among others to be explored and Education Research i+e ST Transfer Technology Internationalization determined. Lack of tendency (at all levels) to work in a Multidisciplinary manner • More active (project-oriented) education b. Focused research: Most of the benchmarked • Stronger PhD Program X X X X X • Focused Research universities identify the focus in research as • Lack of coordinated relation with strength. The FCFM has not identified strategic national/international Industry areas where to focus and coordinate the work of Lack of administrative structure to foster i+e ST and TT X X X X the disciplines. External large grants have proved Lack of i+e ST culture (knowledge, valoriza- to be an unofficial for such a purpose. tion and support) X X X X A challenging Environment within the country X X X c. Stronger PhD programs: The PhD programs and the Latin American region for i+e ST need to grow in numbers, quality and they should support multidisciplinary research in specific areas where Chile has strategic advantages. 1.1.4 Trajectory and Strategy to Overcome the Identified Gaps d. Lack of coordinated relation with national/ international industry: In particular, lack of high CORFO, based on international evidence, has level coordination for internships and joint projects defined four possible trajectories that engineering with the national/international industry. schools might choose for development and trajectory based on: (i) , (ii) research and II. Lack of i+e ST culture (knowledge, value technology transfer, (iii) industry relationship and and support). In particular, the FCFM lacks of

14 outreach, and (iv) combination of the previous three. implementation simple and more effective to achieve On the other hand, CORFO has defined six strategies the desired results. to tackle the selected trajectory with a strategy of: (1) organic evolution, (2) aggressive renewal of faculty A simple effective action to improve our level personnel, (3) strong alliances, (4) build-operate- of research, education and internationalization transfer (BOT) approach, (5) digitalization and social with emphasis on i+e ST and TT is by fostering networks, and (6) a combination of the previous five. multidisciplinary work. Multidisciplinary work will be encouraged for research and graduate education, In particular, since 1997, the FCFM has been following and also for undergraduate education and for the the research and technology transfer trajectory, impact that our research and graduates have on the achieving great development gains in research, society. education, infrastructure and internationalization. The activities described in the diagnosis section of Figure 1.1 shows a scheme of how we see the [FCFM, 2013] suggest that the best overall strategy role of the multidisciplinary work in FCFM. The for the FCFM in the next years is the combination of multidisciplinary profile of students and staff will be IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION organic evolution with strong alliances, since most taught, encouraged and supported at the FCFM and of the radical strategies were already implemented. will be included as a desirable characteristic of our Even though, we will develop all the areas of the graduates, faculty and programs. Multidisciplinary university in an organic manner, the commitment to collaboration with local and foreign institutions will change at the FCFM is based on the opportunity to also be encouraged and supported with specific

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands improve the level of research and education through activities. i+e ST.

Therefore, the FCFM will drive a profound cultural and organizational change to foster innovation and entrepreneurship based on Science and World Class Engineering Science, Technology and Innovation Technology (i+e ST). The commitment of the FCFM with i+e ST is closely related to one of its goals: pursuing new high level knowledge for Chile, the Open Multidisciplinary Approach Latin American region and the world. Most of the interviewed universities in the benchmarking process mentioned that successful universities pay close attention to i+e ST not only to profit from it, but also to improve the levels of their graduates and research. Specifically, paying attention to i+e ST aids in making research more pertinent, improving the impact of it and developing the professional skills of its graduates. In most of the benchmarked universities, Figure 1.1. The strategic approach to improve the a high level research is seen as a necessary (but not three major dimensions of our school, and in turn, to sufficient) condition for i+e ST. In that sense, after the position the FCFM among the world class institutions benchmarking stage is now understood by the faculty in Engineering. By encouraging and supporting and students that improving our level of i+e ST will multidisciplinary work within UChile (Medicine, have a positive effect on our research, our graduates Sciences, Agriculture, Architecture, Design, Law, and the impact and pertinence that research and Business and Economics), engaging national and graduates can have on society. international industry, we will improve the pertinence and quality of our education, research and impact on UK Royal Academy of Science performed a study society. [Graham, 2012] where it is suggested that large and extended transformation are not usually the Multidisciplinary work appears as the right mean to best option, especially for institutions with inertia improve our education, research and internationalization, and history, such as the UChile. Instead, small and which are key to foster high-level i+e ST. However, it has deep focalized transformations tend to keep the

15 to be done in conjunction and coordination with other Lack of i+e ST culture I, II, high priority macro actions, which will be conducted (knowledge, valorization and III, I, II, I, II, I, II, IV, VI, support) IV, V, III, IV, III, IV, III, IV, VII within this project (a more detailed description of the VIII V V V actions is given in section 2): Challenging environment within the country and Latin VIII VIII VIII American Region I. The promotion of joint laboratories, project- oriented and multidisciplinary courses, and strategic alliances with disciplines beyond the FCFM scope within and outside UChile. 1.1.5 Proposed Transformation Plan II. A change in the institutional structure to foster, monitor and assess i+e ST and TT activities. Improving our level of i+e ST will require changes III. Courses and degrees in i+e ST. and coordination improvements. In this section we IV. Creation of an i+e ST Laboratory (Open Beauchef explain in more detail the proposed transformation in Lab). structure, education, research and external engaging V. PhD program will be strengthened, in focus, & outreach in order to foster scientific-technologic IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION multidisciplinary approach and size. innovation and entrepreneurship. VI. Formation of institutional structure to foster student quality of life and internationalization. The strategy plan will foster innovation and VII. Increasing the opportunities for active education entrepreneurship in science and technology by in order to learn and teach engineering and science enhancing the i+e ST culture (support, knowledge

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands in the context of addressing complex world and and value), which is correlated to the input, process regional problems, engaging students with their and output nomenclature of the MIT Skoltech study learning process beyond the classroom. The on innovative ecosystems [1]. We will support i+e ST use of digital tools to accelerate the information (input variables) by changes and optimization of the transfer to the students and the assessment organizational structure as well as with improvements of the new educational methodologies will be of policies and seed funds. instrumental for this. Improving the professional and communicational skills by fostering the engaging The knowledge will be foster with curricular and co- and outreach process. curricular activities. The extra curricular activities place VIII. International channels for deep cultural a key role not only to practice by applying what is change to i+e ST and TT within the FCFM and the learned in the curricular activities, but also to assess country – Cornell Tech and MIT REAP (Martin Trust the methodologies used in the curricular activities. Entrepreneurship Center) programs. Finally the value of i+e ST will be foster by valorizing The relation of these macro-activities with the these activities in our community and by leveraging, identified gaps and their impact on the pertinence through different mechanism, the technology transfer areas of the institution is presented in Table 1.2. activities. In this level our ambitious plan is to provide to Chile and the Region with a world class Technology Table 1.2. Macro-Activities and their expected impact within Hub. the gaps and in the areas (items) of the FCFM.

The activities of each level will count with the collaboration of specialized institutions, groups and experts for their development, implementation, Identified Gaps operation and assessment. Education Research i+e ST Transfer Technology Internationalization

Lack of tendency (at all levels) I, II, I, II, I, II, to work in a Multidisciplinary IV, IV, V, IV, V, I, IV, I, II, manner VII VII VII V IV, V Lack of administrative structure to foster i+e ST VI II II VI and TT

16 Our plan considers the following lines of action [EDA, entrepreneurship in Science and Technology (at all 2013]: levels) by means of Offices for Technology Transfer and i+e ST and a Scientific-Technology Innovation 1. Promoting student i+e ST and Entrepreneurship Laboratory (OPEN Beauchef 2. Encouraging faculty and staff i+e ST Lab). 3. Actively supporting the university technology transfer function 6) To improve our internationalization by means of an 4. Facilitating university-industry collaboration Associate Dean office for External Affairs. 5. Engaging with regional and local economic development efforts 7) To improve and accelerate our engagement and outreach processes.

1.1.6 Main Goals and Expected Results Project Outcomes:

For the year 2030, the main goal of FCFM will be to The success in the performance of the aforementioned IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION become a world class institution recognized by its goals will have several outcomes: leadership in science, technology, and innovation, driven by a multidisciplinary cutting-edge research Project term: facing the global challenges that society needs, and providing an outstanding and broad educational 1) A new hierarchical structure inside FCFM with new

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands experience, with social impact and responsibility Associate Deans, offices and laboratories. within the country and Latin American region. 2) A teaching methodology based on active learning, To carry out our main task, we state the following projects, multidisciplinary work, and the CDIO specific goals: approach, allowing the formation of engaged and globally minded students with improved skills in 1) By means of an active participation of our innovation and tools for entrepreneurship. community and by a steady diffusion of our activities, to develop the actions defined in our strategic plan 3) An increase in the number of graduate students and to adapt the FCFM institutional structure to foster, and in the impact of their research supporting the monitor and assess innovation and entrepreneurship innovation and entrepreneurship. based on Science and Technology. 4) New courses, graduate programs, co-curricular 2) To promote multidisciplinary research and activities and infrastructure fostering innovation and education, increasing the impact of our activities and entrepreneurship in our students. the pertinence of our education, generating enhanced innovation capabilities. 5) A new Scientific-Technology Innovation and Entrepreneurship Laboratory to formalize the hands- 3) Curriculum: to continue to deepen and improve on experiences of i+e activities. our curricular innovation process, in close alignment with the CDIO framework, focusing in two major 6) Agreements with world leader institutions and components: (1) assessment and (2) innovation and universities for supporting our transformation; in entrepreneurship training, improving the learning particular, new alliances with University of Manchester experience of our students. (UK), Cornell NYC Tech (USA), Technion (Israel), and MIT (USA). 4) Research: to improve the impact of our research on the national and global society by fostering Long term: multidisciplinary activities and strengthening graduate programs by number and focus. 1) A relevant improvement in our position of different rankings; in particular, to be among the best 100 5) i+e ST and TT: to push for a profound cultural engineering schools in the world and top 3 in Latin and organizational change, fostering innovation and America.

17 2) A profound cultural change in our faculty by 1.2 Human Capital and increasing the available knowledge, valorization and support of innovation and entrepreneurship of all Change Management its members with a strong component of science In this section we described the conceptual and technology. Based on this cultural change, knowledge in which the change management is an improvement in the ecosystem and strong based and the implementation designed to pursue it. collaboration with local and international industries is expected. 1.2.1 Change Management in Academia 3) A new scientific-technological hub to allow the The purpose of this section is to identify successful interaction and organic development of applied change management models and strategies and use research in conjunction with national and international them to define a plan to direct the implementation of industry, becoming a new framework within the our proposal. region to develop innovation and entrepreneurship based on Science and Technology.

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION The proposed strategy was defined after performing a literature review to identify available models and Project Mission: strategies for successful change management in academia and by meetings and interviews with the We propose to overcome the old style, twentieth- team leading the Ingeniería 2030 project at FCFM, century like approach to engineering and science the FCFM authorities, CORFO advisors, and experts Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands at FCFM by deeply transforming and strengthening in change management. our academic and management structures for R&D+i+e (Research, Development, Innovation Over the past decades, several change management and Entrepreneurship). These structural changes models have been developed and used to direct will emphasize multidisciplinary research, active change initiatives within industries and organizations. education, internationalization and engagement with Among these models, there are twelve crucial society and industry. Thus we expect to provide an elements [Bernard, 2012] outstanding and broad educational experience for our students, encouraging them to become leaders 1. Highlighting the idea for the change; and meet the national and global challenges facing 2. Defining the change initiative; society. Also, we will notably improve our standing in 3. Evaluating the climate for change; the world stage of distinguished academic institutions 4. Developing a change plan; and establish ourselves as a technology and science 5. Finding and cultivating a sponsor; based innovation and entrepreneurship hub for the 6. Preparing your target audience; Latin American region. 7. Creating a cultural fit and making the change last; 8. Developing and choosing a change leader team; 2030 Vision: 9. Creating small wins for motivation; 10. Constantly and strategically communicating the To be a leader in Science and Technology, becoming change; a pool of talent recruitment within the Latin American 11. Measuring the progress of the change effort; region, a world class institution that is well respected 12. Integrating lessons learned. and is known for its outstanding contributions to the advancements of society and public welfare. The FCFM model for sustainable academic progress and productive involvement with industry becomes a standard for developing countries: being the best, not the largest, with intelligence to exploit limited resources, undertaking targeted tasks rather than addressing general challenges, where sustainability means wealth, caring for people and the environment. By the year 2030, FCFM will be among the best 100 engineering schools in the world and of the top 3 in Latin America.

18 In addition, the following five themes are repeatedly to act independently and it may be difficult to get identified as being critical factors for successful a consensus on needed organizational change. change: Students, on the other hand, are supposed to follow a path that has been laid out for them and they have • Communication: The goals for effective little input in terms of the faculty and administration. communication are to increase the organization’s This is not that true in the Chilean case. Student understanding and commitment, reduce confusion, literally and consistently, in the last two decades, and prepare staff for the impact of change. have added and stopped initiatives in the agenda, administrative decisions. In foreign elite universities • Human Factors in Change Management: When this is also expectable. organizations undertake any transformational change process, they must make a distinction between the For successful implementation of large-scale strategic and tactical plans and actions to accomplish change initiatives with a strong impact on faculty, it the change, and the experience and emotions of the is important to pay special attention to the human people who will design, implement, and live with factors. The following change elements have been IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION the change. These elements must be systematically frequently mentioned as requiring special attention in addressed in the development and implementation of academic institutions [Berns, 2007; Bernard, 2012]. strategic plans to ensure the success of the change process. • Successful changes in academia are the result of discussion and approval by faculty (and shall not be

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands • Availability of Resources: Resources must be imposed by the university’s President and/or Dean). clearly identified and made available in order to If the initiatives are perceived to be “top-down” then successfully implement an initiative to support they do not work well. transformational change. Necessary resources may include additional staffing, additional funding, • Open communication is a vital component to the training in both change management and project successful implementation of change, especially in management, administrative support, technical academia where a significant number of members support, change management support, project are knowledge workers and may not respond to management support, and communication tools. typical incentives.

• Leading Change: Leading a change effort requires • Shared power for decision-making between faculty a strong sponsor and/or champion for the change. and administration along with transparency of the Change can be lead by one person or a group of process are critical for success. people who are passionate, visible, and committed to the effort. • The faculty needs to understand and contextualize the relevancy of a change to their own work, to their A university comprises three main constituent groups: department, and to the institution’s overall goals. the faculty, administration, and students. Each of these groups is vital to the overall organization and • When developing a strategy to overcome has its own set of characteristics that may assist or resistance, one must be aware that faculty have a hinder organizational change. strong tendency to perceive changes as a fad that will pass. A great deal of continuity of support and It can be difficult to successfully carry out change communication is needed to maintain momentum management if the affected parties have no incentive and overcome this perception. or do not understand or agree with the reasoning behind it. In this context, faculty members present • The majority of successful changes have actually an added challenge. While there is a defined chain come from the faculty themselves [Bernard, 2012]. of command among the administration and staff, Academics are more likely to embrace change the leadership and organizational change rules if it comes from one of their direct peers. Thus, in among faculty members is not as clear. In the addition to having the proper environment for change world of academia, tenured faculty may choose

19 implementation, it is important to gain support from responds to the conditions and challenges of influential faculty members. and the integration of Chile in the world, following a path that is consistent with the historical • The faculty needs some type of incentive, such as mission, state and national public nature and extra time for planning a new curriculum. commitment of the university. The task of reflecting on and proposing strategic plans to transform the FCFM School of Engineering and Sciences to that of a world 1.2.2 Change Implementation, class organization is undoubtedly a major challenge Organizational Change and Project Workforce that is entirely consistent with the IDP of UChile. Within this institutional framework, and motivated The above recommendations were followed in order by the invitation to participate in the national effort to design a structure and path to change. In particular proposed by Innova-CORFO to establish “A New by selecting to the right internal and external people Engineering for 2030” in Chile, a team composed that can be highly motivated passionate about the of officials, academics and professionals have project. conducted a critical diagnosis and benchmarking IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION study for the FCFM. In the organization of UChile, normative and strategic decisions lie in the Faculty Councils, chaired by the The main authority of FCFM is the Dean. Below the Deans, and for specific matters requiring high-level Dean is the Deputy Dean and there are currently approval, in the University Senate and University four Associate Deans: Chief Financial Officer (CFO),

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Council, both chaired by the President of the Academic and Research, Undergraduate School and University. The University Senate is a normative and Graduate School. Coherent with the Universidad de strategic council, with representatives of faculty Chile regulations, we propose to have three extra Units: (60%), students (30%) and staff (10%), elected by External Affairs, Innovation and Entrepreneurship their peers. The University Council is a collegiate Management (Gi-3aM in Spanish) and Technology executive board, composed of the Provost, Deans Transfer Management. In addition we propose to have and two external members appointed by the a National/International Academic/Industry Advisory . The Statute of the Corporation, in Board to collaborate with the strategic policies of the place since 2005, regulates the current system. Faculty and the evaluation of their implementation. The management offices will be coordinated with The initiatives are generated and studied at the local central university technology transfer office. level by Department committees, School councils and Faculty boards, with recommendations sanctioned At the University level, the Vice President for Research at the appropriate Faculty and University levels. and Development (VID, in Spanish) is in charge of Administratively, UChile is organized centrally in coordinating research, innovation and artistic creation terms of its academic and educational projects, with carried out by academic teams at the Universidad de general guidelines to be pursued by all the disciplines. Chile. In particular, this office coordinates between Nevertheless, the organization is decentralized for applied research projects, channeled by research managing the economic resources that are either directives per academic unit with the petitioners yearly allocated by the central authorities or directly of the services / products developed within the obtained through project funding and services. university, whether public or private. With regard to This scheme provides ample opportunities to each FCFM, the VID supports the development of high Faculty to best optimize the resources available and impact research projects, with a strong component reach their goals. in innovation, the establishment of criteria for proper legal protection, either through patents, copyrights There is an Institutional Development Plan (IDP), and industrial ownership, with the ensuing strategy to approved by the University Senate in 2006, which has reach other potential user markets from these project become the roadmap designed for UChile. The IDP results. The creation of a TT management Office at describes the vision of UChile as a higher education FCFM, aims to improve the early detection of market institution guided by international standards of opportunities that could be filled by applied research academic excellence, which creatively and effectively projects. In this sense, the VID will establish general

20 guidelines for possible cross synergies with other • Associate Dean for Academics & Research academic units to further improve the value proposal • Associate Dean for the Undergraduate School towards markets, reorient the research objectives, • Associate Dean for the Graduate School set early protection of results and allow for adequate • Chief Financial Officer technology transfer. The strategic plan includes the creation of the A schematic organizational chart is presented in following new units: Figure 1.2. • Technology Transfer Management Office (TTMO). Figure 1.2. Change in the Institution Structure • Deputy Associate Dean for External Affairs. • Innovation and Entrepreneurship Management Office (IEMO).

These directive units will meet weekly with the Dean and Deputy Dean at the Faculty Operating IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Committee (a regular committee already present at FCFM). In these committee meetings the Head of the Project will report on the implementation progress of the project. All the directive units will report on the IEMO status of the project activities under their supervision

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands to the Dean and to the Head of the Project. To this TTMO end, the staff of each existing unit will be increased in order to support administration and management of the planned tasks.

Each task will also be associated with one or more academics belonging to the Academic Committee. This committee is composed of the academics that participated in the strategic planning stage, as well as six other academic faculty incorporated for the implementation stage. One of the members of the academic committee will be named academic coordinator of the project and will be responsible for To ensure effective implementation and a follow-- coordinating the committee. They will meet weekly up plan during this project, and the whole period to assign specific tasks such as personnel hiring, of the strategic plan, we have committed the preparation and review of documents, resolution direct participation of at least 10% of our full­time of problems and corrective action proposals. The academics, representing different departments or Academic Committee as well as the Head of the areas at FCFM. Most of these academics are young Project will also report each semester to the FCFM researchers with recognized levels in research and council and the community about the development teaching, and will fulfill the function of supporting of the strategic plan. the faculty authorities and those responsible for the development of the project, detailed implementation The project will have an Advisory Committee plans, accountability, sustainability, corrective including the President of the Universidad de Chile actions, and reaction to change. This team will also together with individuals with extensive experience in support the participation of the rest of our faculty in entrepreneurship and innovation, private companies, the main activities of the strategic plan. the public sector, universities and/or be featured in the cultural or scientific field. The Project Advisory The activities are grouped according to the Committee will meet once or twice a year to advice responsible authority. The existing units in charge of on the implementation of the strategic plan. project activities are:

21 The Operations and Control unit of the Project will Table 1.3. Existing authorities and their function within the project consist of a chief administrator, an operational Name Position/ Dedication Function coordinator and one management controller. This of the Affiliation (monthly within the directive Duty hours) project unit will coordinate with the Deputy Head and the Chairs academic committee to: Ennio Full President 1 Advisory Vivaldi Professor Committee • Centralize all the necessary information to prepare Chairs the reports for monitoring and accountability. Academic Patricio Full & Operating • Provide administrative and operational support for Dean 16 Committees; Aceituno Professor Advisory the implementation and progress of the project and Committee the units to be created. member Felipe Associate Deputy Head of the Álvarez Professor Dean 44 Project The strengths of this configuration are upheld by the support and supervision of the Academic Committee Associate Academic Claudio Full Dean, 24 and research who offer their experience, specifically in the areas of Pérez Professor Academic activities IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION teaching and research. & Research Associate Post- Richard Associate Dean, 24 graduate The Senior Professional unit, composed of two part‐­ Weber Professor Graduate activities time professors, supports the project via its expertise School in innovation, entrepreneurship, technology transfer, Associate Aldo Associate Dean, Un- Under- Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands management and relationships with the private and 24 graduate Casali Professor dergradu- activities public sectors. ate School Chief Financial and Helmuth Associate Financial 24 administra- The Deputy Head has the function of maintaining a Thiemer Professor Officer tive activities direct and straightforward relationship with CORFO, therefore requiring extensive experience with the The Head of the project chairs the Project Operating characteristics and instruments of that agency. Committee, which further includes the Deputy Head, one academic coordinator of the academic committee The Academic Committee will be in charge of and one member of the professional unit. The Deputy preparing periodic benchmarking, support monitoring Head has an academic background and extensive and evaluation of contracts associated with the experience with Innova-CORFO, taking responsibility strategic plan, as well as organizing the annual for the communications with this government agency. conference where the results of the implementation of the strategic plan will be presented.

Every directive unit will be responsible for implementing the assigned tasks of its unit. All faculty authorities will meet weekly in the Faculty Operating Committee, where issues related to the implementation of the strategic plan will be addressed. Table 1.3 presents the existing authorities and their function within the present project.

The President of the Universidad de Chile, the highest authority, will head the Project Advisory Committee. The Faculty Operating Committee includes those shown Table 1.3 under the Dean’s supervision.

The Head of the Project is a position assigned to an academic scholar with at least five years of FCFM management experience.

22 Table 1.4. Project faculty and senior consultant teams Table 1.5. Project Advisory Committee Dedication Function Name Affiliation Position/Duty Expertise Name of Affiliation Position in (monthly within the Professor the Project hours) Project Information Ennio Universidad de Technologies; Associate Vivaldi Chile President Public Policies Felipe Project Professor Head 44 Leader on Education Álvarez (DIM) Innovation; Associate Claudio Telefónica Chile President Business and Juan Deputy CORFO Muñoz Professor 24 liaison Administration Velásquez (DII) Head Diego Antofagasta Executive Mining Assistant Supervises Hernández Minerals Group President Marcos Academic activities of Professor 20 International Díaz (DIE) Coordinator VP for Algorithms; Alliances Ricardo Yahoo! Europe data Baeza Research and Latin structures; Associate Supervises Humberto Academic activities America data retrieval Palza Professor Committee 20 of Applied (IQ&B) R&D&I Public Policies Sally Business Suc- Senior on Higher Assistant Supervises cess Coach Associate Education; Viviana Academic activities Bendersky IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Professor 20 Network Coach Innovation; Meruane Committee of Change Incubation (DIMec) Management Classroom.tv Juan Assistant Supervises Eduardo Innovator & Academic activities of Abeliuk TeselaGen Founder Entrepreneur Cristóbal Professor Committee 20 Entrepre- Biotechnology Zagal (DIMec) neurship

Assistant Supports and Figure 1.3 presents the organization chart for the Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Claudio Academic supervises Professor 16 some activi- present project. Existing FCFM units have been Falcón (DFI) Committee ties omitted. It has been established that an FCFM Associate Supports and authority will ideally occupy the Head of the Project. Leonardo Academic supervises Basso Professor Committee 16 some activi- If not possible, this position will be filled by an (DIC) ties academic with experience in management positions Assistant Supports and Willy Academic supervises in universities. This position has overall responsibility Kracht Professor Committee 6 some activi- (DIMIN) ties for, and answers to, the project and therefore must yield accountability and coordinate efforts at the Assistant Supports and Bárbara Academic supervises highest institutional level. The Faculty Operating Poblete Professor Committee 16 some activi- (DCC) ties Committee led by the Dean represents existing

Assistant Supports and faculty authorities. Jorge Academic supervises Professor 16 some activi- Pérez (DCC) Committee ties The project will have an advisory committee Assistant Supports and comprised of individuals with extensive experience in Martín Academic supervises Reich Professor Committee 16 some activi- private companies, the public sector, universities and (DGL) ties / or be featured in the cultural or scientific field. The Assistant Supports and Fabián Academic supervises Deputy Head has a principal function of establishing Rojas Professor Committee 16 some activi- (DIC) ties communications with CORFO. The academic coordinator represents the Academic Committee in Assistant Supports and Francisco Academic supervises the Project Operations Committee led by the Head Ortega Professor Committee 16 some activi- (DGF) ties of the Project.

Jaime Part­-time Senior Innovation Consulting 135 and Entre- Alée Lecturer Engineer preneurship Senior Teodoro Part-time Change Consulting 12 Management Wigodski Lecturer Manager

DIM: Mathematical Engineering Department; IQ&B: Chemical and Biotechnology Engineering Department; DIC: Civil Engineering Department DII: Industrial Engineering Department; DIMec: Mechanical Engineering Department; DIMIN: Mining Engineering Department; DIE: Electrical Engineering Department; DFI: Physics Department; DCC: Computer Engineering Department; DGL: Geology Department; DGF: Geophysics Department

23 Figure 1.3. Project organization chart annually. The Dean, Associate Deans, and Heads of academic units will provide annual progress reports that highlight that year’s strategic achievements and challenges and identify the areas of the plan yet to be implemented. These reports will also include new strategies to capitalize on opportunities or deal with challenges not identified at the beginning of the plan period.

As important as these published updates are, the process that leads to their development is what is truly essential. Each year, each unit will dedicate time to analyze the performance indicators, discuss the plan’s implementation to date with various stakeholders and consider new opportunities and IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION challenges. The Project team will also hold an annual retreat to bring together and consider the richness of information resulting from each unit’s update process and to make decisions accordingly.

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands In addition there is a series of other committees specifically designed to tackle internal technology transfer and entrepreneurship issues and an external committee to tackle the external (to FCFM) ecosystem issues. These committees have been already in exercise. The Head of the Project will be responsible for coordination of the different tracking and monitoring Strategic Board procedures as well as the implementation of various Mateo Budinich, Chairman, SONDA Director strategic plans. However, the Head of the Project will distribute these activities among each responsible Felipe Álvarez, Executive Secretary FCFM 2030 Director unit (each activity has a responsible unit with human Humberto Plaza, Executive Secretary TT Board, 2030 Academic Committee member resources and assigned materials). The Head of Juan Cristóbal Zagal, Executive Secretary EM Board the Project will also take care of the Operations 2030 Academic Committee member and Control unit of the project consisting of two Nils Galdo, General Partner at inverSur Capital engineers and a chief administrator that are in charge Fernando Lund, FCFM Full Professor, of consolidating the information with the support Chilean Academy of Sciences and supervision of the Academic Committee. In this Alejandro Maass, FCFM Full Professor. way, the tracking and monitoring procedures are the Javier Ramírez, Chair of the Innovation and responsibility of each unit and its corresponding staff, Technology Transfer Office, UChile while the Head of the Project will just coordinate the Andrée Henríquez, Innovation and Technology different activities. Transfer Office, UChile Teodoro Wigodski, Senior Consultant FCFM 2030 The Dean and Deputy Dean, by means of the Faculty Jaime Alée, Senior Consultant FCFM 2030 Operation Committee, will also be involved in these procedures as the Head of the Project will report Mauricio Morales, Project Engineer 2030 weekly to this committee on the activities. Moreover, the directive units will also meet with the Faculty Operating Committee on a regular basis. The performance measures indicated and detailed throughout the plan will be calculated and reported

24 Entrepreneurship Board members: • Orlando Castillo – Group Member of TT, General Manager in the Corporation of Technological • Rodrigo Palma, Chairman – Academic Department Development of Capital Goods. of Electrical Engineering, SERC Director at FCFM, UCH. • Luis Cuezzo – Group Member of TT, Entrepreneur

• Juan Cristóbal Zagal, Board Secretary – Scholar, • Rafael Epstein – Group Member of TT, Academic, Dept. Mechanical Engineering, FCFM, UCH Department of Industrial Engineering - FCFM.

• Jaime Alee, Roundtables Coordinator – Senior • Francisco Ortega – Group Member of TT Academic, Engineer, FCFM, UCH Department of Geophysics - FCFM.

• Varinka Farren – Vice Presidency of R & D, UCH • Javier Ruiz del Solar – Group Member of TT, Academic, Department of Electrical Engineering and • Juan Pablo Letelier – Scholar, Faculty of Sciences Director of the Advanced Mining Technology Center IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION UCH (AMTC) - FCFM.

• Mauricio Morales – 2030 Engineer, FCFM, UCH • Eduardo Sanhueza – Group Member of TT, Subdirector - IDIEM. • David Vargas – Entrepreneur, DUAM SA

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Ecosystem (Santiago) Committee - Regional • Barbara Silva – Entrepreneur, BST Innovation Entrepreneurship Accelerator Program (REAP) Team: • Pilar Marambio – Entrepreneur, Maraseed • Gonzalo Rivas, Chair of the National Council of • Robert Moser – Entrepreneur, BAU SA Innovation for Competitiveness (CNIC): http://www. cnic.cl. (Champion of the program and representing • Matías Voguel – Entrepreneur, Zero Motors SA the Government/Economic Development stakeholder)

• Enrique Allue – Entrepreneur CSJ Ltda • Claudio Maggi, Competitive Development Manager of the Production Development Corporation (CORFO) • Alejandra Mustakis - Entrepreneur IF (full name in Spanish: Corporación de Fomento de la Producción), which is a Chilean governmental agency • Pilar Henríquez – CEO, Sustainable Systems SA founded to promote economic growth in Chile. CORFO oversees a variety of programs aimed at generating • Paul Altimiras – Development Manager, SQM the economic development of Chile, through the promotion of inward investment and the advocacy of Technology Transfer Board members: competitiveness for domestic companies. CORFO’s main areas are Quality and Productivity, Innovation • Alejandro Jofré – President of TT, Academic, and Investment Promotion. (Representing the Department of Engineering and Mathematics; and Government/Economic Development stakeholder). Director of the Center for Mathematical Modeling (CMM) of the FCFM. • Aldo Labra, Founder and CEO of Innovaxxion; http://www.innovaxxion.com. (Representing the • Humberto Palza – Executive Secretary of TT, Entrepreneur stakeholder). Academic, Department of Chemical and Biotechnological Engineering - FCFM. • Nils Galdo, General Partner at InverSur Capital: http://www.inversurcapital.com. (Representing the • Jaime Alée – Strategic Groups Coordinator of both Risk Capital stakeholder). TT and Entrepreneurship groups. Senior Engineer of the Department of Electrical Engineering and Director • Mauro Valdés, former VP of BHP Billiton - Chile of Innovation Center -FCFM.

25 (BHP is the largest mining company in the word), greatest competitive opportunities, given the reality currently he is the CEO of a new R&D consortium of of the FCFM and UChile as well as Chile and the Latin mining companies operating in Chile. (Representing American region as a whole. the Corporate Representative stakeholder). Outside the FCFM but still within the UChile, the • Felipe Álvarez Daziano, Deputy Dean Facultad de multidisciplinary approach will be encouraged with Ciencias Físicas y Matemáticas (FCFM), Universidad some specific areas where physical/mathematical de Chile. (Representing the university stakeholder) sciences and engineering technologies may have a great impact. In fact, we will encourage interaction with academic departments and research teams of 1.3 Governance and Synergies the Faculty of Medicine, the Hospital, the Faculty of Sciences, the Faculty of Architecture and Urbanism, NOT APPLICABLE the Faculty of Law, the Faculty of Economy and Business, and the faculties of Agronomy and 1.4 Applied R&D&i and Veterinary as well. For instance, we will continue to IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Industry Engagement foster the current collaboration with the Department of Design at the Faculty of Architecture and Urbanism of 1.4.1 Multidisciplinary Areas UChile, in particular with the Industrial Design major. for Priority Development We expect to drive Scientific-Technology knowledge and innovation of the FCFM by interacting with Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands As mentioned above, research capacity is a these relevant areas for the development of Chile, key element for i+e ST. Although our research and the world, and their problems. We will foster the productivity is probably the highest in the country interaction with these groups through project oriented and one of the leading in the region, measured by courses and seed funds for collaborative research. the number and quality of publications as well as the size of R&D contracts with companies, we are On the other hand, in order to improve our standing still far from developed countries standards. We in the world ranking of distinguished academic are truly committed to improving our research institutions, FCFM must be recognized internationally productivity, elevating numbers and also the quality as a focused excellent research unit. Academic and pertinence of the research. There are still big prestige and global reputation will be attained by challenges to be addressed for the sustainable building capacities in priority development areas development of the country and the Latin American with a full use of our competitive strengths in region. Thus, the proposed activities in this area multidisciplinary research. center on the improvement of the dialogue with the exterior environment, to generate a cultural change The proposed selection of areas for priority and apply our R&D potential to solve major problems development does not exclude other emerging for industry and society. topics. But in the next 5 years these will be the areas where the disciplines of the FCFM will look for In order to improve the R&D quality, four main problems and, in a coordinated way, collaborate to measures will be taken: (1) promoting and supporting address them. multidisciplinary research within the FCFM, UChile, the country and abroad; (2) strengthening our PhD These areas are divided into three categories: program, in number of students (5-6 PhD students to 1 faculty, seems to be an ideal still far number) A. The first category corresponds toadvanced and also for standards of quality, attracting the best technologies for productive processes and wealth students of the region, (3) focusing our research on creation. problems where we have competitive advantages and with high impact on the society, and (4) attracting B. The second category is composed of key ST a larger postdoctoral and research fellows support. issues related to the public interest and welfare.

These activities, in turn, will be framed within C. The third category is related to advanced multidisciplinary strategic areas of R&D, both of technologies for cutting-edge basic research. national and international impact, which are the

26 The following table summarizes the priority • MAS: Millennium Institute of Astrophysics development areas and some specific topics, (http://www.astrofisica.cl) based on our (FCFM and UChile) expertise and the • SERC: Solar Energy Research Center necessities of our country. (http://www.sercchile.cl)

Table 1.6. Multidisciplinary Areas for Priority Development (MAPD). The MAPD will be reviewed every 5 years, where the A. Technologies for B. Technologies for C. Technologies productive processes issues of public interest for cutting-edge first review will be held in 2019. Based on the state and wealth creation and social welfare scientific research of maturity, impact achieved and necessities of the Energy Resilience Astronomy and country, the areas might be updated. The authorities - Solar - Natural hazards: Space of the UChile and the external board will hold the - Smart-grids earthquakes, - Radio astronomy - Geothermal tsunamis, floods. instrumentation review. - Fossil fuels - Climate change - Tools for substitution - Physical astronomical big - Electromobility and digital data - Storage systems infraestructure - Miniaturized - Instrumentation, satellites for 1.4.2 Technology Transfer Management sensor networks aerospace studies and big data IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION To focus our R&D activities to large-scale Mining Healthcare Biology - Specific - Health - Systems biology technological challenges, there is a need for a strong site operation information - Bioengineering transformation in our ecosystem and closer links technologies technologies - Genomics - Automation and - Chemical - Bioinformatics with industry, society, and the external environment robotics and biological - Planning and technologies in general, so as to show lines of existing FCFM

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands production control - Body area research, and in tandem, analyze its technological - Critical minerals networks for hightech - Wearable devices potential. The challenges that these new bonds industries - Environment and generate will drive new research lines for improving sustainability the Technology Transfer (TT) function. Smart Systems Education - Modeling, - Elementary From this dialogue and new ecosystem, new research optimization and high-school and operations teachers training opportunities will generate an increase not only in management standards - Information - Learning applied R&D contracts, but also in a greater number technologies and technologies and of technological products (patents, licensing, etc.). computational methods for STEM models fields This framed institutional change allows, for example, - Big data and web intelligence the creation of incentives and formalization of TT - Smart cities activities that generate internal synergies, and create a career of researchers within the FCFM, institutionally A key competitive strength to address these recognized to strengthen these areas. Therefore, Multidisciplinary Areas for Priority Development (MAPD) there is a need for a new structure, especially with is given by the Advanced R&D Centers with external the creation of a TT Management Office (TTMO), so funding which are currently hosted at FCFM, namely: as to enhance the role of R&D&i internally and to add innovation concepts to our culture and ecosystem. • AMTC: Advanced Mining Technology Center This may reduce the gap detected in our diagnosis: (http://www.amtc.cl) “a lack of a specialized administrative structure • CATA: Center for Excellence in Astrophysics and to foster innovation, entrepreneurship and Associated Technologies (http://www.cata.cl) Technology Transfer” [FCFM, 2013]. • CeBiB: Center for Biotechnology and Bioengineering (http://cebib.cl/) This will require a cultural change in our community, • CEGA: Andean Geothermal Center of Excellence among authorities, academics, researchers (http://www.cega.ing.uchile.cl) and students, so that properly applied R&D, TT, • CMM: Center for Mathematical Modeling innovation and entrepreneurship, are all valued. (http://www.cmm.uchile.cl) In this context of cultural change within the FCFM • (CR) 2: Center for Climate and Resilience there needs to be a strengthened collaborative Research (http://www.cr2.cl) effort among all stakeholders in R&D&i, going • ISCI: Complex Engineering Systems Institute beyond existing structures based on departments (http://www.isci.cl)

27 and/or local facilities, to achieve a multidisciplinary NIC Chile (www.nic.cl) is a spin-in that was created environment that enhances our activities. This 25 years ago, at FCFM, by faculty from the Computer clearly framed strategy on TT and R&D&i, originating Science Department. NIC Chile, which still depends from within the FCFM and coordinated by the new on FCFM, is the organization in charge of managing generated unit (TTMO), will bridge the deficiency and registering web sites with the .cl domain suffix gap: “Currently, there is no internal policy to and also in operating the technology that enables promote coordinated, focused, multidisciplinary these sites to work safely and efficiently. NIC Chile research” [FCFM, 2013]. and its developers have an impressive record of milestones on the history of Internet in Chile: to name Actually, within FCFM there are different mechanisms a few, they were the first ever to connect Chile to the for conducting R&D, ranging from individual academic web and they installed the first web server in Latin initiatives to centers with a strong emphasis on TT. America. In addition, there is a Foundation for Technology Transfer (UNTEC) and at least two units, IDIEM and Within the FCFM there are R&D Centers that are NIC Chile, that focus on service delivery, each with currently well positioned in their TT activities, being IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION a large network of industry contacts. This puts the a cornerstone in the desired change: AMTC, CMM, FCFM in a beneficial position to leap and improve its ISCI and SERC, for instance. Thus, the aim is to boost R&D&i. their role within our structure and be an example for research centers less oriented to TT and to enhance UNTEC (www.untec.cl) is a spin-off of FCFM that was and facilitate what academics see in the TT activities

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands created in 1989. Its goal is to promote and execute they perform. The plan is to create synergies between all class of activities leading to better use of scientific existing centers within the ecosystem of the faculty and technological knowledge, for the social, cultural to achieve the objectives. Thus we want to overcome and economic benefit of the country. UNTEC carries one of the gaps identified in our diagnosis: “a shortage out applied research and development projects as of good internships and coordinated multidisciplinary well as technical consulting, for the public and private projects coordinated with participation of national / sector. Mostly, researchers from FCFM work in these international industries” [FCFM, 2013]. projects, with the help from both external professionals and FCFM students. The Novos Business Incubator Despite the high quality of research carried out at (http://www.novos.cl) was created by UNTEC, where the FCFM, our diagnosis found that the size of our it operated between 2008 y 2011, mostly related to graduate school is a weakness, in turn, limiting its initiatives of FCFM. scope and impact. In this context, the gap detected was: “Still weak PhD programs as compared to IDIEM (www.idiem.uchile.cl) is an institution that world class institutions, evaluated by the ratio was founded in 1898 as a workshop of Strength of between number of students and full-time Materials, under the supervision of the School of professors”. Therefore, we need to strengthen Engineering of the UChile, with the main objective existing graduate programs, especially those to test and verify the quality of the materials used in associated with doctorates. This improvement in the public constructions, becoming in this way the first size and quality of our graduate program, shifting Lab for Technical Control of Materials that existed in towards an integrated R&D&i linked to the industry the country. In 2005 according to the Exempt Decree in a multidisciplinary environment, will generate No. 001338 of the Dean of the FCFM, the unit was best TT practices. In addition, doctoral graduates of renamed Centre for Research, Development and our programs will generate a cultural change in the Innovation of Structures and Materials. Currently external environment becoming relevant stakeholders the IDIEM is registered in the Official Register in our ecosystem. of Laboratories for Technical Quality Control Construction, according to Supreme Decree No. From the aforementioned, it is clear that we should: 10 of the Ministry of Housing and Urbanism, 2002, (1) strengthen our bond with the local, regional, in addition to multiple accreditations to the National and international industry; (2) strengthen the areas Institute of Standards (INN). of R&D&i defined in the strategic plan to boost our FCFM TT; (3) enhance the role of R&D centers that

28 exist in FCFM and support researchers currently these activities strengthen the internal ecosystem and focusing on TT; (4) increase R&D projects that are our relation with the external environment rather than effectively transferable; and (5) analyze the internal improving indicators of funding or resources. Of course, structure of the FCFM in order to improve the in the long term this is expected to have a significant ecosystem of R&D&i. These activities performed quantitative impact, not only for both FCFM and UChile, within a novel framework foster a cultural change that but for the Chilean economy as well. values and better harmonizes our applied research, our TT and innovation activities, and the training of entrepreneurial professionals. 1.4.3 Pilot technological projects

To achieve our goals, activities are grouped into three In order to evaluate feasibility, time, cost, adverse events, strategic areas that address the aforementioned and other effects related to the plan implementation, weaknesses and identified internal diagnosis of we propose to conduct small scale preliminary “tests” FCFM. These areas are: applied to some pilot technological projects, in an attempt to learn by doing and improve the design prior to IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION 1) Link with the national and international environment; performance of the full-scale activities. 2) Internal ecosystem of the FCFM and the University; 3) Multidisciplinary R&D&i of national and global The following is a list of some applied research initiatives relevance. being developed in the FCFM, which contemplate different ways of transferring technology to industry

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Each of these axes is associated with critical activities, and society. Participants were surveyed to establish the which may have additional sub-activities, so as to months in which they would achieve the first target for achieve a direct relationship with the indicators and each project and to determine a risk indicator in achieving the expected impact. Of these critical activities, one the target, as presented in the table (from 1-3). for each strategic axis has been selected as “pilot initiatives”:

• Create a TT Management Office for Relations with the Exterior Environment (UAM - in Spanish); • Competition for TT Acceleration; and • Promote multidisciplinary graduate theses with Industry.

Regarding the quantitative impact this project will have on our R&D&i, and therefore on certain indicators (KPI: Key Performance Indicators) that are requested by CORFO, it is necessary to contextualize the current reality of the FCFM. In 2014, the FCFM received about $10.000 million (Chilean pesos) in public funds for research. This amount does not include FONDECYT projects for which a majority of our academics possess. On the other hand, the FCFM receives nearly $3.700 million (Chilean pesos) annually for R&D&i contracts and services, excluding revenues of about $3.500 million (Chilean pesos) by the IDIEM. In this regard, the annual budget of this project is around 5% of our total revenues for R&D&i. Therefore, the impact to some indicators of this project such as those related to public sources of funding, or income from applied R&D contracts, will be limited by the size of our current numbers. This project is expected to have a significant impact on the quality of our R&D&i, rather than quantity in the short-medium term. Some of

29 Table 1.7. Shortlisted projects for pilots CENTER OR PRINCIPAL TERM RISK RESEARCHER PROJECT DESCRIPTION TYPE TARGET GOAL LEVEL INVOLVED MONTHS (1-3) AMTC, Advanced Development of software that allows the Software modeling and Licensing Mining Technology modeling of mineral deposits with 3D projection TT 6 2.0 mining planning Agreement Center optimization and mine planning tasks.

Developing a system that enables tomographic AMTC, Advanced Seismic tomography applied modeling, i.e., in sections from the seismic wave Licensing Mining Technology TT 8 1.7 to mining propagation for mining applications, safety reservoir, Agreement Center detection of hazardous areas, etc.

CMM, Center for Seismic monitoring system Monitoring system that allows real-time Licensing Mathematical in real time for underground seismicity in underground mines, reducing TT 12 1.6 Agreement Modeling mines operating risks and other features

Lithium Project (awarded Advanced system for electrical energy storage CE, Energy Center EN Spin-off 12 1.7 GoToMarket 2014) based on high density lithium batteries.

A system that allows monitoring and automatic AMTC, Advanced control of LHD operations and giant mining Automation and sensing of Licensing Mining Technology trucks in large mines carrying out their tasks TT 12 1.7 LHD and trucks. Agreement IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Center as well as in workshops and automated enclosures, etc.

A System that allows for the implementation of AMTC, Advanced Model Conversion for ongoing conversion, i.e., establishing a line of Licensing Mining Technology continuous mining TT 12 1.7 continuous processing in large mines of large- Agreement Center processes. scale operations

Solutions to central hydraulic micro plug & play to

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands MICRO HYDRO PLUG & CE, Energy Center meet local requirements for electricity in places that EN Spin-off 16 2.0 PLAY 2.0 - H 2.0 have a watercourse and a vertical drop.

Prof. Juan Docode software (awarded Software to detect plagiarism EN Spin-off 24 2.1 Velázquez GoToMarket 2013) in any web document

Prof. Humberto Plasticopper (awarded Nanostructured additives to produce Pos Spin- EN 24 2.3 Palza GoToMarket 2014) resins, plastics and antimicrobial paints off

Natural additives such as Natural additives such as reinforcements for Prof. Raul Quijada reinforcements for micro and micro and nano polymer compounds (awarded EN Spin-off 24 2.4 and Patricio Toro nano polymer compounds GoToMarket 2014 (awarded GoToMarket 2014)

A system that allows Big Data to be applied to Complex data collected using an eye-tracking system, Engineering Brain Informatics for Web pupillary dilation and Electro Encephalogram, to EN Spin-off 24 2.9 Systems Institute intelligence characterize the behavior of navigation and user / ISCI preferences.

Complex Text Mining for analyzing System that analyzes the mental health of Engineering mental illness by using people based on observed behavior in social EN Spin-off 24 2.9 Systems Institute data collected from social networks. / ISCI network

Software that allows modeling the office T-SCHEDULE: ERNC in power generation so as to include non- CE, Energy Center MODELING IN ELECTRICAL EN Spin-off 34 1.9 conventional renewable energy NCRE, unlike SYSTEMS modeling blocks.

INDUSTRY UNIVERSITY General PROJECT CO-R & D FCFM RESEARCH COLABORATION SECOND TT MOU 36 2.3 Electric- FCFM CENTERS AND GE CORPORATION GENERATION

Professor Manuel Ultraportable Ultrasound device Ultraportable ultrasound for checkups at point EM Spin-off 36 2.6 Duarte (award GoToMarket 2014) of care.

Automatic cleaning solar panels photovoltaic or CLEAN SOLAR: SOLAR CE, Energy Center thermal planes, which function through rotating EM Spin-off 40 2.3 PANELS SELF-CLEANING brushes.

30 An ad-hoc committee was formed to select 4 projects, 1.5 Technology consisting of the Deputy Dean, Felipe Alvarez, a representative of the technology companies, Mateo Commercialization and Budinich, a representative of the central Innovation Entrepreneurship Office of UChile, Andree Marcel, and a representative of the academic committee of the New Engineering 1.5.1 General Approach for 2030, Juan Cristóbal Zagal. The selection criteria felt the need to represent various forms of technology As stated previously, entrepreneurship, especially transfer to include entrepreneurship and research in technology, can be an excellent driver for contracts, considering the expected time to achieve multidisciplinary and more innovative education the target, the risk declared by the perpetrators and and research, producing more pertinent engineers their relationship with the priority areas stated in the and research. For this reason is key to develop an strategic plan of the Faculty. entrepreneurship culture (incentive, knowledge and recognition) within the FCFM. A structure will be With the above, the committee decided to present generated to allow us to coherently manage the IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION the following four initiatives as pilot projects in the entire development mechanism of the assignment context of this proposal: of promoting entrepreneurial activities among our diverse community. The task will be carried through • Plasticopper. www.plasticopperchile.com an organizational scheme fully integrated with the • Lithium Batteries / Baterias de litio. www.pcil.cl current soul at the FCFM in order to avoid resistance

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands • Real-time seismic monitoring system for to the entrepreneurial spirit. The program that will underground mines / Sistema de monitoreo sísmico be implemented to foster scientific and technology en tiempo real para minas subterráneas. www. entrepreneurship will be named as OPEN BEAUCHEF cmm.uchile.cl PROGRAM. This program is envisioned as a natural • Automation and sensing of LHD (Load Haul Dump) window where the FCFM will connect with the and trucks / Automatización y sensorización de society, encouraging to our community (student and LHD y camiones. www.amtc.cl staff) to coherently work to tackle relevant problems to the society. A business initiative by graduates stundents of the (from FCFM and Faculty of OPEN BEAUCHEF is formed by a series of foundational Sciences) is also included to broaden the spectrum of structural activities, called Critical Foundational case studies which take place based on this selection Activities, starting with an ad-hoc structural of pilot projects. This has to do with the company. administrative organization of the program, and a physical space, named OPEN BEAUCHEF LAB, for • Lab4U. www.youtube.com/watch?v=ULVQazz9tjQ training innovation and entrepreneurship. This OPEN BEAUCHEF LAB will consist of a co-construction and work area located at Beauchef Campus, focused on scientific and technological specialization of our student and staff and the entrepreneurial mechanism to transfer the innovations.

This space (OPEN BEAUCHEF LAB), where students and staff can gain experience on scientific and technology ventures, will also offer the connection between problems from outside (which anyone can bring - OPEN) and the expertise of the highly specialized laboratories of the FCFM. The lab will offer knowledge and practice in the sought out innovation mechanism and in the entrepreneurial path as a transferring (to society) mechanism. This lab will be responsible for the creation and execution of new curricular and co-curricular activities that

31 enhance the multidisciplinary work, the leadership The participation of “mentors” (outsiders, seasoned and entrepreneurship in science and technology. entrepreneurs) seems very appropriate for the idea of OPEN Beauchef. The relationship student / mentor, Initially, the plan calls for the creation of a highly when well organized, can be quite transformative in specialized digital fabrication laboratory (FABLAB terms of cultural change and i+e education. 2.0) formally associated with OPEN BEAUCHEF program, but transversal to the whole faculty, where The name “Lab” is not casual and deserves an the specialty of this place is coordinated with the explanation. Sometimes the word “center”, at least work of OPEN BEAUCHEF LAB. Within a three-year in our community, might imply economically auto- plan, additional laboratories will be added, starting sustainability. On the other hand the word “Lab” with a laboratory of high precision mechanical has the meaning that it is a place where hands-on workshops (MECHLAB 2.0) and continuing with experience is gained. In that sense the i+e ST Lab other laboratories, which may be upgrades to will be a space where the FCFM community will existing laboratories already collaborating with the have resources to learn, exchange experiences OPEN BEAUCHEF program. The relevance and with national and international i+e ST communities, IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION specification of the associated laboratories will result transfer research multidisciplinary knowledge and from the learning stage springing from following-up find financial information support. In that sense the the first Spin-Offs and Start-Ups prospects. Lab is devoted to educate in i+e ST and to identify motivated and skillful students avoiding the idea that This Lab will generate, foster, assess and the Lab is devoted to find marketable prototypes.

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands communicate all about the educational processes related to i+e ST. Its main function will be to identify On the other hand, the Innovation and Entrepreneurship the right people that next will be able to push Management Office (Gi-3aM in Spanish) will be i+e ST initiatives, coordinating efforts of both the responsible for coordinate and manage the i+e ST Undergraduate and Graduate Schools. It will also and TT strategy, training and hands-on activities. This provide i+e ST support for faculty and staff. The main will be in coordination with the University Technology objective of the Lab and all the i+e ST structure is to Transfer Office, depending of the Vice Presidency for provide hands-on experience on i+e ST and an easy Research and Development. interaction of the staff and students of the FCFM with the society. In that sense, this new structure has an educational value and auto-sustainability will be 1.5.2 Activities avoided. Thus, in the long term the Open Beauchef Lab should have a basal institutional support with a For the duration of the six-year project, we will budget allocated yearly, which will be calculated for implement activities promoting entrepreneurial culture the desired operation and not only on the profit of among the scientific and technological initiatives the activities related to them, being evaluated every within the context of the Faculty. Cultural support 3 years. should allow construction of six (6) key elements:

The Lab will work on the cultural change of the FCFM Join different worlds consistently (Stakeholders): and will hold activities to promote within our community Faculty scholars, students and professionals with (students, alumni and staff) the participation in i+e peers from other disciplines inside the University, ST training processes. What we call “i+e ST culture” with entrepreneurs and companies from the private has three dimensions: i+e ST knowledge, valorization sector, national entrepreneurial ecosystems, public and resources. Through the Lab we expect to sector needs, and with selected international centers improve the knowledge in i+e ST at all levels, among related to entrepreneurship and innovation. students and staff, advertising and organizing the knowledge available in coordination with the entire Educating in the third mission: To provide organizational structure and other offices. In addition, capabilities to train and educate students, scholars the Lab will be in charge of managing the i+e ST and professionals in the mission of transferring resources in order to improve the coordination and knowledge creation to society through known visibility of the i+e ST experiences within the FCFM. formal procedures. This is true for both the formal

32 undergraduate and graduate phase, as well as for Critical Foundational Activities

workshops, internships and ad-hoc courses that will Creation of the Management Office of OPEN BEAUCHEF gradually be generated. Creation of the Laboratory of innovation and entrepreneurship (Open Beauchef Lab) Supporting early innovators: There is an inventory Improvement of the Fab Lab for Digital Fabrication. (FABLAB 2.0) of developments in science and technology applied Improvement faculty Labs to participate in Open Beauchef, in- in laboratories and workshops of the Faculty, as well cluding a Mechanical Laboratory (MECHLAB 2.0) to be defined as multiple initiatives by research groups that could in detail from the learning process. be “accelerated” as an initial transference procedure, a first wave, an example or model. Support in the Ecosystem Activities form of resources will be provided to these groups Co-curricular activities: workshops, trips, competitions, men- —previously selected according to their interest and toring, small seeds, entrepreneurship – innovation - leadership potential— which will have access to expert technical courses and activities for students and staff (WORKSHOPS I&E) staff on these issues, information to external financial Offer mentoring and support for projects under a new line resources (incubators and venture capitals) and of enterprise “Open Beauchef”. (MENTORING EMP OPEN IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION national/international contacts, in order that they Beauchef) achieve the first results during 2015. INTERNATIONAL SCHOLARSHIP ACCELERATOR Generate network between students, academics and entrepre- Ability to measure the results: In order to assess the neurs. (NETWORKING 3aM) progress you have to build and measure performance Acceleration support for entrepreneurial niches

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands indicators that will permanently evaluate programs and achieved results. Foundational critical activities are designed to persist in time, evolving according to circumstances; Communicate properly: With an over-a-century- however, Ecosystem activities are destined to be old culture where education and research have recreated and modified in quantity and content every been the heart of the University and the knowledge year, according to how their effectiveness is proven transfer has been done in an informal way, a powerful gradually. communication model should be developed, both The initiatives proposed here were thoroughly internal and external, to attract stakeholders to discussed and validated by a diverse tactics participate and benefit from the culture together with board composed of eight entrepreneurs and seven avoiding resistance to the cultural change. academia members. A total of five tactic board meetings were held and regularly validated at the Ethical standards and protocols: In a State-owned strategic board level. The heterogeneous nature of University, combining public and nonprofit interest the board provides a wide and powerful focus for with elements that are principally aimed at promoting addressing the proposed task. entrepreneurship with the ultimate goal of creating jobs and development of high economic value for the The general goals are to enhance the R&D activities country, makes it necessary to create an adequate carried out by the Engineering School at large as well framework that allows the development of private as to prepare an ecosystem for expanding results of activities alongside the normal activities related to applied research to society through adequate value work remunerated and funded by the University, as creation mechanisms. This is strongly related to the well as to avoid possible conflicts of interest. At the activities of the faculty, professionals, graduate and same time, regulations should be kept simple and undergraduate students that ultimately generate open to avoid falling into more bureaucracy and knowledge that can be transferred to society. allowing creative freedom without exaggerated fears or restrictions. Similarly, the goals establish the requirement of promoting activities to encourage the creation of external units with their own, separate legal personalities, in order to mobilize these enterprises towards the national productive sector.

33 Indicators Short to Long-term goals: a Synthesis

With respect to the requested critical indicators, The goals for every indicator were extensively analyzed. the number of spin-offs (C.13) (legal entities that Aside from the indicators requested by CORFO, maintain a bond with the University; for example, marked as essential critical in the table, others were through licensing – whether a new company that set which related more to spin-off or start-up quality. emerges with the goal of commercializing a licensed These indicators are being analyzed, as there are still product or an existing company that acquires the doubts about the outreach mechanisms, considering license via a technological transference mechanism – the Faculty has no experience on the matter. or another with the same objective) and the number of start-ups (C.14) (legal entities that do not have a General activities (macrotasks) related to each stage bond with the University other than the recognition that its formation originated via an incubated and The Stages that have been defined in the project fomented initiative from within the Faculty and correspond to the natural process of learning, trying partially or fully implemented by members of the out new mechanisms and analyzing their impact. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION same community (academics, professionals and Due to the fledgling experience of the Faculty in this students), the Investments attracted (C.15) to the topic, the complexity of the response to incentives starting companies, the revenue generated by spin- to “culture” of our Faculty, besides the gradual offs (C.16) and the revenue generated by start-ups improvement of bureaucratic obstacles associated (C.17). with being a public body known to all, it has been

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands decided that at least 2015 will be a year for thinking, The baseline value of the first two indicators (C.13, stating hypotheses and testing. C.14) is extremely modest, and thus the initial efforts will serve to create an ecosystem that promotes We believe that the Lean Start Up method applied self-sustaining growth. For subsequent years, the to the model of organization and structure we are intent is to focus on improving indicators C.15, imagining is appropriate for our own challenge in C.16 and C.17, which requires a consolidated and the field of entrepreneurship. The complete model stable infrastructure of administration and follow-up. shown in this document is based on this concept and Therefore, indicators C.13 and C.14 will be the task is therefore organized on a foundation, which allows for the first year and a half, and the other indicators us to begin the transition successfully, with minimum are approximations that can be redefined and clarified risk and maximum flexibility. after that period of time. Spin-off Desired Conditions • Ecosystem creation stage: One desirable and essential condition of the Faculty is that the product or service developed by the creation 1. Conduct an inventory and selection of possible of knowledge complies with standards of science initiatives to be accompanied at the early and technology, thoroughness, and essence of the acceleration stage. work for which the University has been historically known for. At the same time, the resulting ecosystem 2. Develop an experimental acceleration mechanism feeds and generates new applied sciences and over the project base that originated within the technologies of high scientific impact, which the faculty, and with a selection mechanism that is Faculty aspires to maintain and improve over time. appropriate for the goal of promoting “sure winners”.

The idea is for the venture to be open to the community 3. Empirically test different models (for example, the and to be a new (non-mandatory) opportunity for Lean Startup Method), associated with tutoring and members of the University, promoting a win-win mentoring for the business sector that are oriented situation for entrepreneurs and companies operating toward this proposal and with proven models for this in Chile, without sacrificing the essence of identity, acceleration stage. This move also seeks to reflect achieved over more than a century of history and the diversity of projects in the Faculty models. evolution, oriented towards academic excellence.

34 4. Develop metrics and a prospect input mechanism Start -up as well as financial incentives for their support. • Experimental and measurement stage 5. Generate incentive tools, courses, workshops, practices and laboratories in undergraduate and 1. Develop one or more mechanisms to formally link graduate courses to generate new potential ventures (certify) start-ups originating from entrepreneurial for 2016 and onwards. ventures within the faculty.

6. Support student organizations that promote an 2. Seek possible thesis “cases” or scholarly i+e culture on campus. This is probably one of the and professional activities that can be gradually most effective and visible actions for producing incorporated into the system (alumni, professionals change and motivate faculty and mentors. related to the FCFM, etc.).

• Ecosystem acceleration stage 3. Follow-up cases that are still under control to avoid handling errors, erroneous expectations and IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION 1. Once the appropriate mechanisms are selected, to improve methodologies. create an acceleration system of formal ventures through a suitable structure and with associated 4. Generate incentive mechanisms, courses, funding. This structure needs to manage the KPI, workshops, practices and laboratories in which in turn monitors the progress of the set undergraduate and graduate courses and co-

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands objectives. curricular activities to motivate start-up creation and culture. 2. Establish intra-university and international cooperation systems that integrate the system • Follow up and management control stage acceleration spin-offs. 1. Incorporate potential start-ups certification to the • Ecosystem sustainability stage office for acceleration spin-offs, for further follow-up.

1. A spin-off system self-supported by funds and 2. Create proactive procedures to encourage mechanisms from compensation of the spin-offs this activity, such as laboratories, internships, already established. participation in entrepreneurial ecosystems, etc.

2. A validated ecosystem and integrated into • Sustainability Stage the evaluation incentives of the academic career evaluation system and by professionals within the The entrepreneurship ecosystem for start-ups goes Faculty. through a maturity stage of management officially measured and accepted by the Faculty. 3. Companion Programs (courses, workshops, laboratories) that are presently in permanent operation within the Faculty.

4. Permanent monitoring of trends and opportunities to adapt the incentive tools created.

35 1.6 International Alliances At the graduate and research level we will enhance our graduate programs (Master and PhD) attracting more student from the best universities of the region. International alliances have been part of the historical We will actively work on strategic programs to solve strategic development at the FCFM, collaborating the research deficits of other countries in agreement with international institutions in order to face and with their programs of development. We will enhance tackle more challenging problems which will lead our PhD program by establishing research exchanges to a more pertinent education of our engineers and with international partners and agreements for boosting the impact of the FCFM’s research. Some postdocs positions for our PhD graduates. These examples of current agreements with international professionals could come back to our University or institutions, made before this project, are: the Écoles Chile as postdocs, researchers or faculty. On the of France (Lille, Lyon, Nantes, Marseille and Paris), other hand we will support and keep contact with our University of Manchester (UK), University of Sheffield students that go to our partner institutions to pursue (UK), Google (US) and Yahoo (US). These agreements a PhD degree. We also expect to encourage to some are in the field of the mobility of students and staff as of our students to pursue graduate studies related to

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION well as joint research. applied research, for example in institutions such as Cornell Tech. We also want to attract to those PhD The international alliances are being established to graduates to our university as postdocs, researchers enhance the students’ formation, our research and or faculty. We expect that some of these PhD graduates our impact over the society, through our graduates (from our university or from our international partners) and staff (innovations, spinoffs and startups), and Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands could develop careers in the national or international our processes of technology transfer. We will act industry as innovators or entrepreneurs. at different levels in our institution and programs in order to achieve our goals. We expect to offer new We will also have a plan for training faculty and for courses and activities in leadership, innovation and recruiting new faculty, which could come from our entrepreneurship in collaboration with some of our partners’ institutions as well as from other institutions international partners. These courses should be around the world. available for students (undergraduate and graduate) and staff (professionals, postdocs and faculty). For In particular, for this project we have established students, these courses should be organized in a way specific relationships with a group of international that they can take isolated courses, but if desired, institutions not only to deepen the strategic plan of the the students might get a minor and even a master FCFM on multidisciplinary work (education, projects in the topic of innovation and entrepreneurship for and research) but also to foster the innovation and science and technology. In addition we expect to entrepreneurship “culture” (knowledge, support, offer courses to our students that can expose them to value). The institutions with which we have established the real flavor of the global challenges that Chile and agreements are: the world are currently facing. We will also support project courses, where students and staff could 1. MIT Gordon leadership group: This group will face problems in a multidisciplinary way, hopefully collaborate in the creation of curricular and co- connecting the research made in the FCFM with our curricular activities related to i+e ST and leadership students. for the engineering through staff (mainly faculty) training. Besides the curricular and co-curricular activities we will foster international exchange, internships 2. MIT Martin Trust Center for Entrepreneurship: and joint research with the industry. We will support This group will collaborate in the creation of exchange with our international partners at different curricular and co-curricular activities related to i+e levels (students and staff) not only for deepen some ST. As well they will be our partners for the creation technical knowledge but also for improving leadership, of an i+e ST competition with a possible (if the innovation and entrepreneurship knowledge and winner project has a global potential) acceleration skills. We also facilitate internships with international process in Boston. On the other hand, the center industries and incentivize joint research with local will support us in the formulation of a regional and international industry.

36 (Santiago) strategy to enhance our innovation and The above mentioned institutions will assist us or entrepreneurship ecosystem through the REAP collaborate with us at the educational level, both at program. the undergraduate and graduate level, at the research level and/or at the TT/i+e ST level (see scheme). 3. MIT Terrascope: This group will collaborate in Figure 1.4 shows a scheme where the above description is the creation of curricular and co-curricular activities summarized. related to multidisciplinary global challenges.

Enhancement of the National Ecosystem 4. Israel Institute of Technology (Technion): and the support to become global This University will collaborate in the creation of • MIT MTCE - REAP Program curricular and co-curricular activities related to i+e • MIT MTCE - GFSA Program • Cornell Tech ST as well as possible research collaboration on Global Universities critical subjects. and Companies 5. Cornell Tech: This fairly new institution will External/International Creation of Partners for graduate new companies IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION collaborate in the creation of curricular and co- level students curricular activities related to i+e ST. This institution • Latin American U. • National U. has the goal of enhancing i+e ST in New York City, as a partnership between Cornell University (USA) and Technion (Israel). This institute will support us if Internal Graduate Level International Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands new innovations and start-ups would like to reach a Postdoc • U. Manchester global market. •Ecole Central • U. Manchester Undergraduate •Technion • Technion Level i+e ST • Imperial During the process of this review we have started •Cornell Tech College • MIT GLG conversations and advanced in some specific actions • MIT MTCE with other international institutions, such as: • MIT Terra • Technion External/Internal • Cornell Tech Graduate Level Traditional i+e ST National 1. Imperial College: They will collaborate with Postdoc • U. Manchester • Cornell Tech Programs mobility of students and staff as well as with possible • Ecole Central joint research. • IC • Technion

2. University of Queensland: They will collaborate Faculty/sta Faculty/sta Formation and in the creation of curricular and co-curricular Training Exchange recruiting of New Faculty activities related to i+e ST, in particular for social • MIT GLG • MIT GLG innovation and entrepreneurship. • MIT MTCE • MIT MTCE • MIT GLG • Technion • Technion • MIT MTCE • Cornell Tech • Cornell Tech • Technion • Cornell Tech 3. The new NSF Innovation Corps (I-Corps) formed by University of California Los Angeles (UCLA), University of Southern California (USC) Undergraduate Level and Caltech: Some FCFM faculty are already • MIT GLG collaborating in this initiative, which opens avenues • MIT MTCE • MIT Terra for a more structural collaboration. We expect • Technion to exchange students and researchers for joint • Cornell Tech research.

In order to enhance our graduate programs we have developed a strategy for attracting talented international students, specifically from good regional universities (Latin America). Some activities are devoted to this purpose.

37 1.7 Curricular Harmonization following the CDIO paradigm (applied strongly at Chalmers and MIT); conceive, design, implement and Technological Graduate and operate processes and systems, followed by Programs a project workshop in the second year. But there still exists a lack of design-build courses in the A key project ingredient is to define specific activities middle years of the curriculum. On the other hand to adapt and manage a process of curricular our engineering education lacks the industrial harmonization of engineering programs currently and real-world approach from practitioners of the offered by the FCFM, using as a benchmark the best engineering profession. This gap is caused mainly practices that prestigious international engineering by the success of our graduates as employees in schools have at undergraduate and graduate levels. their respective workplaces, which has not created the necessity of change. Another probable cause is a International institutions use a variety of schemes somewhat smaller importance given to education in when training and educating future engineers. The our research-driven faculty. To achieve this cultural usual timeframe of their degrees (3+2 years scheme change it is important to place similar importance IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION of the Bologna agreement or the 4 years of the on teaching as well as research. For instance in the engineering schools in the US) is different from the one academic evaluation, include teaching training as used by our faculty: 6 (2+2+2) years, where 2 years part of the academic career (training lessons, peer are for the common core, 2 years for the long bachelor evaluation, mentoring). major and 2 for the professional degree. Following

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands the diagnosis of the FCFM, this timeframe difference Another aspect in the analysis of the difference is not a very important one in the development of between the benchmarked institutions and our faculty our students in their future workplaces, nor on their is the culture of engineering education outside the employability, as they possess strategic advantages curriculum. Extracurricular activities for students are given by the first two years of the common core, as fundamental in the future engineers: 50% of UCLA’s already discussed. undergraduate population partake in clubs related to their future engineering interests, and The University In our benchmark, we observed that traditional of Manchester’s students follow the same path. Even lectures, standard tests and evaluations, and regular more, Olin’s “Passionate Pursuits” is a for-credit curricula are mainly used by UCLA and The University instance where students follow their interests outside of Manchester’s engineering academics, either in the of the scope of their majors. These activities help first two-three years of their bachelor degree or the their students develop skills and abilities that cannot following two years of their master degree, ending be stacked in the curriculum directly or that are not with a capstone at the end of the fifth year. On the taken into account in traditional engineering education other hand, institutions like Olin College base their schemes, strongly emphasizing the “doing” part of educational approach on students doing project the engineering education. Infrastructure is needed work throughout the curriculum, and Waterloo’s for this point, and our faculty has taken long strides signature co-op program provides two years of real- since 2007 in this direction, but a gap can be clearly world work experience for students by the time they identified when the load of the curriculum makes it graduate. Many engineering schools have begun hard or even impossible for students and academics to move away from the traditional lecture style to partake in projects outside of the traditional and have taken recently a very proactive approach workload. The cause of this gap is related to the in engaging students in hands-on, interactive, structure of the curriculum, where solid mathematical team-oriented learning experiences from year one and physical background is sought in order to tackle within the curriculum to enhance the professional engineering problems, thus filling up the workload abilities of their graduates, namely teamwork, of the students and academics, leaving little time to leadership, communication and self-efficiency. These tackle interdisciplinary projects. A way to change this experiences last one to two semesters, involving paradigm is to emphasize the importance of such local and/or international stakeholders. active-learning and project-based workload either in the curriculum (increasing the weight of such courses Beginning in 2007, our school introduced a similar and methodologies in the curriculum) and by giving Introduction to Engineering course in the first year,

38 non-academic incentives towards the development national/international consultants and institutions of projects outside the scope of the curriculum. in order to offer the TT and i+e ST courses and acceleration of projects (spin-offs, and start-ups). There is an ever-increasing amount of technical Courses and applied research will be also performed knowledge that engineering students have to manage. in foreigner institutions of technology transferring There is also a growing recognition that young profiles such as the new Cornell NYC Tech campus. engineers must possess a wide range of personal, interpersonal skills. In order to give the engineering External Engaging and Outreach students both technical and personal/interpersonal skills, the FCFM has adopted the CDIO approach In particular, outreach activities will be used to tackle and implemented several activities of active learning. three weaknesses: (1) the understanding of the current Despite that, the percentage of active learning engineering challenges, (2) the transferring speed of activities in the classroom is still low; therefore, we the knowledge to the community outside our school, are determined to increase the number of active and (3) the communicational and professional skill learning activities in the classroom, as well as team of our graduates. We plan to publish and advertise IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION work and multidisciplinary learning experiences. over a University platform all projects developed within the courses. In this manner the students will Increasing the number of the students as well as improve the level of their output as their work will be improving their quality will strengthen the PhD read and utilized by people other than professor(s) program. The External Affairs Unit (EAU) will be of the course. The ethic related to plagiarism can

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands responsible for attracting foreign students from be also treated in context due to the fact that their Latin America. For example, some international work is going to be public, making the copy-paste Universities devote personnel to be in contact with practice a much more dangerous and detectable scholarship agencies in foreign countries in order to practice. We will implement clubs and some pilot facilitate the recruitment of outstanding students from programs based on the Terrascope initiative (from the region. In addition, this office in coordination with MIT), which brings challenging geophysical problems the Associate Dean for Academic and Research will to freshman students. The outputs of the projects are be responsible for the exchange program experience public in different formats, as reports, presentations (with our world class partners) of our PhD students and radio news. By using this material created by the and for the quality of life issues related to the PhD students we might accelerate the knowledge transfer students. The PhD program will be supported by this to the community and include them in the activities grant to encourage multidisciplinary collaboration under development by students and researches of between disciplines, with specific activities that will the FCFM. be described in detail in section 2. The i+e ST Lab will host a national and international As suggested by Boh et al., 2012, courses of i+e conference to report our advances and mistakes, on the ST will be offered to PhD students. Boh et al., 2012 subject of promoting innovation and entrepreneurship mention that one of the most effective strategies at engineering schools. This conference will help to to generate spin-offs, with a small effort from the distribute/exchange experiences with others, and faculty, is through a partnership of a faculty and PhD also will help us to systematize the developed work student(s)/postdoc(s). Limiting the Professor effort in annually generating spin offs and technology transfer is key to avoid either overload of work or decline of scientific The following defines the objects to channel efforts production or teaching quality. Any of these cases in the areas of the curricular harmonization project: might bring possible conflict within the institution. In addition, a partnership between faculty, PhD General Objective student(s) and business (MBA) students also shows effectiveness with an efficient effort from the faculty. Reduce the gap between the competencies Specific attention will be placed on project-oriented (knowledge, skills, attitudes, values) and those courses on technology commercialization. At the required by the global labor market of a recently beginning and with frequency we will partner with graduated FCFM student.

39 Specific Objectives It was identified within the diagnostic that the major lack of hands-on experience correlates with 1. Define and quantify the gap between skills that an the 3rd and 4th year of the bachelor degree. After FCFM graduate student has with those of an engineer the common core, during the first two years, the already in the labor pool. interaction of the students of one program/degree is minimal with students of other programs. We plan 2. Design an “improvement process” that gives FCFM to add multidisciplinary project courses after the graduates skills training in line with what is required common core, as electives courses, to let students by the current market. of different programs of UChile such as Engineering, Medicine or Agriculture, interact with each other. We 3. Define indicators that measure whether or not will have a Minor in Technology Innovation during these competencies are being taught, and if they are the 3rd and 4th year. Other multidisciplinary minors, being learned by recently graduated FCFM students. in Engineering for Sustainable Development for instance, will also be explored and promoted. We will 4. Develop a system of monitoring and quality control also have, as optional, a variety of i+e ST courses IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION of this new professional training process (to include available for students and staff. Last but not least, we regular and personalized monitoring). will promote multidisciplinary undergraduate thesis.

To comply with the aforementioned, activities and Figure 1.5. Schematic of the FCFM curriculum. milestones are detailed with their definition, time-line, Last 2 years Professional Degree and Master Degree Discipline1 Discipline2 Discipline11 Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands human and financial resources needed, as well as a mechanism that takes into account what was carried out in the process. i+e ST Lab i+e ST

Next 2 years long Bachelor Degree Regarding the curriculum, we plan to deepen Discipline12 Discipline13 our development based on competencies, adding two major components: (1) assessment i+e ST Lab and Minors i+e ST Lab and Minors of the new methodologies and (2) innovation and entrepreneurship teaching, which has been recently First 2 Years Common Core Basic & Eng. Sciences included in modern engineering curricula. Specialists

from the Gordon-MIT Engineering Leadership (GEL) i+e ST Lab program, will assist us in assessment procedures [Soderholm and Huttner, 2013]. During our interviews with specialists from the GEL program, it was In addition to the curricular harmonization analysis, brought to our attention that we will implement a number of specific changes to is more adverse to risk than US culture. In that sense, the current curriculum. The current lecture courses in order to develop an entrepreneurial spirit, we are in blue and the current project oriented courses should be starting with leadership development and within the common core are in . Red sections enhancement of the self-efficacy (a better indicator of show the courses and activities to foster interaction good performance within the STEM area). The courses among students (and with the high level knowledge) together with the assessment can be implemented from different disciplines. In order to overcome the by using more active (project-based) methodologies. lack of interaction among students from different We plan to take advantage of digital platforms as programs, we will use the new i+e ST Lab with active Classroom TV (a partner of UChile) to transmit the learning and project-oriented courses and activities, content of the courses to the students, then using the i+e ST minor, the improvement of the other minors the class time to work in synthesizing, operating and in order to foster multidisciplinary collaboration, and implementing the knowledge. In order to improve the generation of incentive mechanisms to foster the communicational and professional skill of our the development of multidisciplinary undergraduate students, it was suggested that the outputs of the thesis. projects become public, also improving our outreach speed.

40 Besides the courses, special attention will be paid 1.8 References to the national as well as international internships. Successful universities in TT and i+e ST have a strong [1] “Research, Development, innovation and commitment to the internships of their students. The entrepreneurship to meet global engineering Capstone program will be also analyzed to evaluate demands“, Implementation of Strategic Plan for its feasibility within our school. A New Engineering for 2030, a program of Innova CORFO, FCFM, 2013 In addition to the curricular activities, we will have multiple co-curricular activities, such as thematic [2] Graham, R., “Technology Innovation Ecosystem clubs, i+e ST and TT contests (local, regional and Benchmarking Study: Key findings from Phase 1,” international), common spaces for innovation and January, 2013. experimentation as the FabLab (http://fablab. uchile.cl/en). Through the OPEN Beauchef Lab, we [3] Boh, W. F. , De-Haan, U., and Strom, R. will support students and staff for application and , “University technology transfer through implementation of multidisciplinary projects. The

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION entrepreneurship: faculty and students in spinoffs,” Lab will also support for acceleration process of 2012. some ideas with international acceleration (Global Founders’ Skills Accelerator (GFSA) program from [4] Crawley, E. F. , “The CDIO Syllabus: A statement MIT- Martin Trust Center, Cornell Tech, etc.). We will of goals for undergraduate engineering education.,” support student organizations related to i+e as well. Massachusetts Institute of Technology, 2001. Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Finally, the Office of Engineering for Sustainable [5] Graham, R. ,”Royal Academy of Engineering and Development (OESD) of the FCFM was founded in MIT report on how to achieve long-term change in 2013, and seeks to promote and integrate a culture engineering education.,” March 2012. of engineering for sustainable development at the Faculty, enhancing the excellence of the formation [6] Soderholm, D. H. , and Huttner, E. , “The Gordon- of the students. In order to achieve this, the Office MIT Engineering Leadership Program: Relationship works in four dimensions: teaching, research, campus to CDIO Syllabus v2,” in Proceedings of the 9th operations and outreach. International CDIO Conference, 2013. The OESD and the FCFM Sustainability Committee [7] “The Innovative and Entrepreneurial University: state and understand the concept of sustainability Higher Education, Innovation & Entrepreneurship as the human aspiration to perpetuate life and the in Focus”, U.S. Department of Commerce, Office wellbeing of all forms of life in the planet. Thus, of Innovation and Entrepreneurship, Economic sustainability comprises social, environmental and Development Administration (EDA), 2013. economic development, harmonizing these three dimensions. The FCFM curriculum will incorporate [8] Berns, K., Charboneau, D., Foth, C., Hesley, J., & this concept, in the manner of focused and related Paggy, K.-K, “Directing Change Management at the sustainability courses, aiming to form professionals University of Minnesota”. University of Minnesota, that have an ethical and technical understanding in 2007. the matter. Some specific actions will be: [9] Bernard, A. J., “Change Management in • Incorporate sustainability topics and concepts in Academia”, Worcester Polytechnic Institute, 2012. the first two years of the education of the students • Design a Minor in Engineering for Sustainable Development • Create a Circular Economy Workshop for second year students • Design a Sustainability & Circular Economy Diploma for practitioners. • Develop applied projects with professors, professionals and students; mainly in the topic of life cycle analysis.

41 2. OPERATIONAL PLAN (NEXT 36 MONTHS) 2.1 Control and Tracking Recognize the value of Risk Management: Project Risk Management should be recognized as a valuable Methodology discipline that provides a positive potential return on investment for organizational management, project 2.1.1 Risk Management Principles and stakeholders (internal and external), the project’s Framework management and team members.

Risk management is the systematic process of Individual Commitment / responsibility: Project identifying, analyzing and responding to project risk. participants and stakeholders should all accept Managing project risk is an integral part of good responsibility for undertaking risk-related activities project management and critical to project success. as required. Risk management is everybody’s Project Risk Management provides benefits when it responsibility. is implemented with organizational commitment to the making of decisions and performing actions in an Open and honest communication: Everyone should open and unbiased manner. On the other hand, the be involved in the Project Risk Management process.

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION effect of not managing project risk may be disastrous. This includes any actions or attributes that hinder communication about risk, reduce the effectiveness A Framework and Key Success Factor approach of Project Risk Management in terms of proactive to Risk Management involves and engages all approaches and effective decision-making. stakeholders during the lifecycle of the project. It includes a special recognition of the value, Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Organizational Commitment: Organizational commitment, responsibility, communication, commitment can only be established if risk organization, and effort for the project success and management is aligned with the organization´s goals project management integration. and values. Project Risk Management may require a higher level of managerial support than other project The following figure shows the six key factors that management disciplines because handling some of most influence the success of a project’s Risk the risks will require approval of, or response from, Management process. others at levels above the project manager.

Figure 2.1. Risk Management Success Factors Risk Effort Scaled to Project: Project Risk Management activities should be consistent with the value of the project to the organization and with its level of project risk, its scale, and the other organizational constraints. In particular, the cost of Project Risk Management should be appropriate to its potential value to the project and the organization.

Integration with Project Management: Project Risk Management is not isolated from other project management processes. Successful Project Risk Management requires the correct execution of the other project management processes.

43 2.1.2 Planning and Monitoring & Control • Probability and impact of risks/opportunities: What are the chances of the risk/opportunity The processes of risks/opportunities management is occurring and what are the consequences for the represented in the following diagram: project?

Figure 2.2. Risk/ Opportunities Management Process • Periodicity: Defines when and how often the risk/ opportunity management process is performed during the project life cycle, and establishes the risks/opportunities management activities to be included in the project schedule.

• Reports: How will the information and communications be registered?

• Monitoring: Registration of the risks/opportunities IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION and lessons learned. The way the activities for risk/opportunity management process are carried out is defined during the planning phase. Comprehensive planning 2.1.3 Risk Identification Procedure improves the probability of success in the Monitoring

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands and Control phase. 2.1.3.1 Risk Response, Prevention and Correction Plan

Risk/opportunity management process planning The next step in the risk management process is the and monitoring is important to ensure the level, type development of strategies to reduce the probability and the visibility of the risks/opportunities that are of occurrence and mitigate the consequences should consistent with the relevance of the project for the they occur. Organization. There are some general strategies that can be applied The plan for the management of risks/opportunities to various types of risks such as: includes: • Avoid: Avoiding the risk involves changing the • Methodology: Defines the methods, tools and project management plan to eliminate the threats sources of information that can be used to manage represented by an adverse risk, which is equivalent risks/opportunities in the project. to isolating project objectives from the impact of the risk. Some risks that arise in the early stages • Functions and Responsibilities: Defines the of the project can be avoided by clarifying the leader, the support and the members of the risks/ requirements, obtaining information, improving opportunities management team for every type of communication, and reviewing lessons learned activity in the risk/opportunity management plan, from other projects. assigns people to these roles and explains their responsibilities. • Transfer: Transferring the risk requires the transfer of the negative impact of a threat, along • Budget: Allocates resources and estimates the with the responsibility for the response, to a third costs of the management of risks/opportunities in party. Transferring the risk simply changes the order to include them in the base-line project cost. party responsible for its management; it does not eliminate it. Examples of risk transfers are: hiring • Risk / Opportunity Categories: Provides a insurance, choice of the type of contract (if work is structure that guarantees a full process of systematic sub-contracted), clauses in purchase orders. identification of the risks/opportunities in a uniform level of detail, and contributes to the effectiveness • Mitigate: Mitigating the risk involves reducing the and quality of identification. probability and/or impact of an adverse risk event,

44 to an acceptable level. Taking early action to reduce share include the formation of joint risk associations, the probability of the occurrence of a risk and/or teams, and companies with special purposes or its impact on the project is often more effective temporary company alliances, which can be made than trying to repair the damage after the risk has with the express purpose of taking advantage of occurred. Adopting less complex processes, doing the opportunity, so that all parties benefit from their more testing, selecting a more stable supplier, actions. gaining experience and recruiting suitable staff are examples of mitigating actions. However, it should • Enhance: This strategy is used to increase take into consideration that mitigation strategies the probability and/or the positive impacts of an usually involve a higher price and therefore the opportunity. Identification and maximization of the cost/ benefit of implementing the strategy must be key driving forces of these positive impact risks analyzed. can increase their probability of occurrence. Some examples of enhancing opportunities include the • Accept: This strategy indicates that the project addition of more resources to an activity to finish team has decided not to change the project early. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION management plan to deal with a risk, or has not been able to identify any other appropriate • Accept: Accepting an opportunity is having the response strategy. It can be adopted for both risks will to take advantage of it if it arises, but not looking and opportunities. This strategy can be passive or for it actively. active. The passive acceptance does not require

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands any action, leaving the management in the hands 2.1.3.3 Monitoring and Control of Risks and Opportunities of the project team should the risk materialize. The most common Active acceptance strategy is Responses to the risks and opportunities are to establish a contingencies reserve, including the implemented from the planning stages until the end amount of time, money and resources needed for of the Project. However, there must be continuous their management. monitoring to detect new or changed risks and opportunities. 2.1.3.2 Opportunity Response Plan Monitoring and Control is the process of identifying, In the case of opportunities, the aim is to use them analyzing, planning and tracking the risks/ for the benefit of the project or the business. To do opportunities. Those on the monitoring list must this, a management plan must also be prepared for be analyzed again, the conditions that trigger the them, together with monitoring of the actions taken management plans tracked and the implementation on them. The different strategies are: of responses or actions reviewed for each risk/ opportunity while evaluating their effectiveness. • Exploit: This strategy can be used when the Process monitoring and Control, like other risk/ organization wants to make sure that the opportunity opportunity management processes, is a continuous becomes a reality, eliminating the uncertainty process, which takes place throughout the project associated with a particular positive risk and thus lifecycle. Other purposes of this process of Monitoring ensuring that the opportunity is fully realized. Some and Control are to determine if: examples of direct exploitation of the opportunities include; the assignment of the organization’s most • The assumptions of the project are still valid. talented resources to the project, to reduce the time • The risk/opportunity, as it was assessed, has to closure or to offer a lower cost than originally changed state, via the analysis of trends. planned. • Correct policies and management procedures are being followed • Share: Sharing a positive risk involves assigning • The reserves for contingencies of cost or schedule all or part of the property of the opportunity to a third should be amended to align with the project risks/ party, who is better able to capture the opportunity in opportunities. benefit of the project. Some examples of actions to

45 The risk/opportunity Monitoring and Control process A Project Control and Monitoring organization has may involve having to choose alternative strategies, been established for the correct management of risks implement a contingency or reserve plan, take in the 2030 New Engineering Project and its scope of corrective action and modify the project management work includes: plan. The Project Controller periodically reports to the Project Manager on the effectiveness of the plan, • Managing the Monitoring and Control of the project any unanticipated effects and corrections on the fly • Managing Communications and key Stakeholders. as needed to properly manage the risk/opportunity. • Change Management

To carry out this monitoring and control in practice, Figure 2.4. Project Control & Monitoring Scope it is recommended that each risk/opportunity is reviewed weekly, or more frequently, depending on the stage of the project, to check its status, associated management plan and the actions carried out during the week. All this should be documented IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION in the risk register, according to the following point (recording of risks/opportunities). 2.1.4.1 Roles and Responsibilities in Risk Management

2.1.4 Organization for Risk Management Project Risk Management should be included

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands as an integral part of all other Project processes The program structure has been defined in terms and aspects. Since project risk can affect project of the principal activities required to achieve the objectives, anyone with interest in achieving those objectives of the program as well as to establish a project objectives should play a role in Project Risk fluent communication level and optimal decision- Management. making process, including the risk management responsibilities: The roles and responsibilities for Risk Management should be clearly defined and communicated, Figure 2.3. Risk Management Organization Structure and individuals should be held responsible and accountable for results. This includes allocating responsibility for specific activities within the risk process, as well as for resulting actions required to implement agreed-upon responses.

The following table describes the Roles, Accountabilities and Responsibilities defined in the Risk Management process.

46 Table 2.5. Risk Management Roles and Responsibilities 2.1.4.2 Cycle of Risk Monitoring and Control

Roles Person Responsibilities Responsible For the monitoring and control of the project risks, the Steering Rector, Dean, Be informed about risk program’s Monitoring and Control Team, must lead Committee Vice-Dean, Director management. Involve Postgraduate key Stakeholders of the follow-up work, in order to assist the progress of School, Director the program to ensure Undergraduate their alignment with the the project. They will continuously make a qualitative School project. analysis of the identified risks (probability and impact) Risk Program Director Plan the project and monitor the execution of the defined response Management and Co-Program risk management plans and their results, as well as identifying new Directors during all phases of its implementation. risks. Structure the Risk Management Plan according to the The cycle of risk monitoring and control, for the project, guidelines of the Project Director. Carry out the seeks to assure risk management processes through initial identification of risks and create the preparatory meetings and a review of conclusions, project risk register. on a regular basis. Initially, the cycle will be executed

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Approve the action or response plans defined on a monthly base, although the periodicity can vary for the control of risks. depending on the speed of execution of the project. Designate the project team responsible for risk management support activities. Report the The diagram below shows the meeting cycle for status of the main risks one month. Meeting 1, during the second week, is a and the control measures Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands defined to the Program review of the risk status of each project. Meeting 2 is Steering Committee, for their information and a group meeting with the project teams of all areas to ratification. present the risk status of the month. Monitoring Project Control and Carry out regular and Control Monitoring team. meetings with the project The cycle of meetings is repeated each month and is of Risks team to update the risk register. Permanently represented on the following timeline: monitor control actions or response plans, defined for each of the Figure 2.1. Monthly Meeting Cycle risks and opportunities identified. Periodically inform key stakeholders about the status of risks and opportunities, their changes and short and medium term actions. Meetings should be held weekly or more frequently, depending on the stage of the project, to review the plans and actions of each item, to check if an item requires new actions.

47 2.2 Metrics and indicators 1.3.C Total number of students entering the Faculty increases by at least 1% per year in the Common 2.2.1 Critical Indicators Plan and among those of low and middle income.

Table C1.2. Projection according to database SIES Database. All the indicators demonstrate the base line from the Base Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Varia- % year 2013, unless otherwise indicated. tion Varia- 2013 2014 2015 2016 2017 2018 2019 6 tion 6 years years C1. Number engineering degrees granted (total and per area) 422 430 439 447 456 464 473 51 12%

Table C1.3. Projection following data base U-Campus. 1.1 Methodology Auto-evaluation-Cohorts Module All data on graduates of the accreditation module Base Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Varia- % from each specialty of the FCFM is compiled and tion Varia- 2013 2014 2015 2016 2017 2018 2019 6 tion 6 calculated to yield the total number of graduates. years years

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Graduate students who receive their degree 355 355 438 444 450 456 462 45 12% corresponding to the measurement year are considered in this calculation. The University of Chile projected to graduate 2,401 engineers during the six years of the project. 1.2 Baseline Table C1.1. Engineering degrees granted (total and per area) C2. Number of Master’s degrees granted (total and per area) Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands year 2013. Source: SIES. Year 2013 2.1 Methodology Major/Engineering Women Men Total Graduates of different FCFM master’s programs Civil 10 62 72 obtained by the graduate office were compiled. Those considered are students whose degree was Electrical 6 66 72 received in the year of evaluation. Biotechnology 9 7 16 Computing 3 24 27 2.2 Baseline Mining 6 20 26 Table C2.1. G Professional master’s graduates in 2013. Source: U-Campus Industrial 31 100 131 Program 2006 2007 2008 2009 2010 2011 2012 Total Mathematics 4 23 27 Name 451 Master in Mechanical 4 23 27 Management and Public 0 1 0 1 9 15 4 30 Chemical 13 11 24 Policy Total 86 336 422 452 Master in Information 0 0 0 1 3 2 0 6 Technology 1.3 Hypothesis and projection. 455 Master in In order to set the goals of graduates we consider the Administration for Globaliza- 0 1 0 5 21 14 0 41 following assumptions: tion 470 Master in 1.3.A Preferences of students completing the Engineering Sciences Re- Common Plan that determine if they choose to sources and 0 1 0 1 1 4 0 6 M.A Water pursue degrees in science or engineering, remain Sciences constant or lean toward engineering. 472 Master of Electrical 0 1 1 1 0 3 3 9 1.3.B Rates for voluntary dropouts and for being Engineering 475 Master expelled for academic reasons, remains at the levels of Science reached in the years 2011-2013. in Chemical 0 0 0 1 3 1 0 5 Engineering 476 Master of Science in Seismic 0 0 0 0 2 0 0 2 Engineering

48 C3. Number of PhDs in engineering degrees granted Program 2006 2007 2008 2009 2010 2011 2012 Total Name (total and per field). 477 Master of Engineering Science in 0 0 0 2 1 0 0 3 3.1 Methodology Transportation Graduates profiles are taken from each FCFM PhD 479 Master program, which are delivered by the postgraduate of Science in Mechanical 0 0 0 1 2 2 0 5 office. PhDs are those whose doctoral degree was Engineering received during the assessment year. 489 Master of Business 1 0 1 3 16 58 0 79 Administration 3.2 Baseline 498 Master Table C3.1. Number of engineering PhDs graduated in 2013 of Mining 0 1 0 0 2 7 0 10 Engineering Program Graduates 2013 499 Master of PhD of Engineering Sciences Business En- in Materials Science 3 gineering and 2 2 0 4 9 1 0 18 Information PhD of Engineering Sciences

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION 1 Technology in Fluid Dynamics Total general 3 7 2 19 69 107 7 214 PhD of Engineering Sciences n Mathematical Modeling 7 PhD of Engineering Sciences 2.3 Hypothesis and projection in Chemical Engineering 1 To set goals for master’s graduates we consider the PhD of Computer Science 4 Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands following assumptions: PhD of Electrical Engineering 5 2.3.A The preferences of graduates of the Faculty, PhD of Chemistry 1 which determine whether or not they will continue PhD of Engineering Systems 1 with a master program remains constant. Total general 23

2.3.B Rates for voluntary dropouts and for being 3.3 Hypothesis and projection. expelled for academic reasons remains at the levels To establish goals for doctoral graduates scheduled reached in the years 2011-2013. in engineering and / or technology, we consider the following assumptions: 2.3.C Total number of students admitted to master’s programs increased by 5% a year. 3.3.A Student preference to pursue a doctoral program at the FCFM remains constant or increases. 2.3.D Rates for voluntary dropout, postponement of studies and expulsion for academic reasons remain 3.3.B Rates for voluntary dropout, postponement of at the high levels as those reached between 2011- studies and expulsion for academic reasons remain 2013. at the levels reached between 2011-2013.

2.3.E Total number of students admitted to the 3.3.C The number of total foreign students admitted master’s program increases by 5% annually. to doctorate programs increased 6% for the year.

Table C2.2. Projection of professional master’s graduates derived from U-Campus database. Auto-evaluation Module Cohorts. Base Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Varia- % tion Varia- 2013 2014 2015 2016 2017 2018 2019 6 tion 6 years years 214 220 255 260 277 287 300 86 40%

New Engineering Initiative 2030 is committed to graduate 1,599 technological master’s students during the period 2014 to 2019.

49 Table C3.2. Projection of graduates of doctorate programs. 5.2 Baseline Base Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Varia- % The years 2008 – 2013 are considered for calculation tion Varia- of the average annual income from public sources for 2013 2014 2015 2016 2017 2018 2019 6 tion 6 years years R&D. Type of program: Technological Doctoral Graduates 19 23 24 24 25 25 26 7 37% 5.3 Hypothesis and projections. To set the goals of public R&D funding, the following Type of program: Total doctoral Graduates FCFM assumptions are considered: 23 36 There is an average public competitive funding It is estimated that from 2014 to 2019, 148 doctoral increase of 5% per year, meaning that the FCFM students will graduate programs in engineering and maintains its stake nationwide. technology. Table C5.1. R&D funds from public sources. C4. Industrial property generation Income IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Year (in pesos) 4.1 Methodology Base 2008-2013 9,389,018,174 Patents declared by the various academics, scientist Year 1 2014 10,327,919,992 and centers containing FCFM as industrial property Year 2 2015 10,327,919,992 assets are considered. Year 3 2016 11,360,711,991 Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands 4.2 Baseline Year 4 2017 12,496,783,190 Table C4.1 Industrial generation. Year 5 2018 12,496,783,190 Average Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 2019 12,496,783,190 2009-2013 2009 2010 2011 2012 2013 Variation 6 years 3,107,765,016 1 1 1 0 2 2 % Variation 6 years 33% 4.3 Hypothesis and projection. C6. R&D funds from private sources. To set the goals of industrial property assets we consider the following hypotheses: 6.1 Methodology All income from private sources, only declared by A Transfers of public funds for research to universities FCFM centers, were considered. The amounts from and to the FCFM increase at least 2% annually. private sources utilized by each center, are summed to obtain the total contribution to R&D. Table C4.2. Projection of patents obtained by the FCFM. Base Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Vari- 6.2 Baseline ation % Vari- 2009 ation 6 The average annual amounts for private R&D, - 2014 2015 2016 2017 2018 2019 6 years 2013 years between 2008 - 2013 were considered. 1 1 2 2 3 3 4 2 100% 6.3 Hypothesis and production Fifteen (15) new patents are expected during the To carry out the projection, we take into consideration project period. the support from private sources that will have a variable increase between 5 – 10% per year, meaning C5. R&D funds from public sources. that the FCFM maintains its stake nationwide.

5.1 Methodology Financing is procured through various FCFM R&D centers. Amounts given by public sources are obtained by the center, and summed to obtain the total contribution to R&D.

50 Table C6.1. R&D funds from private sources. C10. Income from research contracts with private Income companies. Year (in pesos) Base 2008-2013 2,080,567,225 10.1 Methodology Year 1 2014 2,288,623,948 All income from private sources, declared by FCFM Year 2 2015 2,288,623,948 centers was considered. The amounts from private sources are obtained by the center and summed to Year 3 2016 2,517,486,343 obtain the total contribution to R&D. Year 4 2017 2,769,234,977 Year 5 2018 2,769,234,977 10.2 Baseline Year 6 2019 2,769,234,977 The average amount of annual contracts for R&D Variation 6 years 688,667,752 from 2008 - 2013 was considered. % Variation 6 years 33% 10.3 Hypothesis and projection The amounts received by contracts that will increase

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION C7. Funding for R&D funds from NGOs or non-profit between 5-10% a year, meaning that the FCFM organizations and other national institutions not maintains its stake nationwide. included under indicators 5 and 6. Table C10.2 Income from research contracts with private 7.1 Methodology companies. Works with the accounting unit of the Faculty to Income Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Year (in pesos) disaggregate the source of financing. Base 2008-2013 2,080,567,225 C8. R&D funds from foreign institution. Year 1 2014 2,288,623,948 Year 2 2015 2,288,623,948 8.1 Methodology Year 3 2016 2,517,486,343 Works with the accounting unit of the Faculty to Year 4 2017 2,769,234,977 disaggregate the source of financing. Year 5 2018 2,769,234,977 C9. R&D interdisciplinary projects. Year 6 2019 2,769,234,977 Variation 6 years 688,667,752 9.1 Methodology % Variation 6 years 33% Project information from various FCFM centers were collected and classified in a binary fashion, C11. Income from research contracts with public indicating whether or not they were multidisciplinary: institutions. considering the multidisciplinarity as the presence of researchers over a wide field defined by CORFO or 11.1 Methodology researchers belonging to more than one of the three Works with the FCFM accounting unit to disaggregate following specific fields: Engineering and engineering the origin of the different revenues per contract. trades, Industry and production and Architecture and Construction. C12. Licensing e-contracts.

9.2 Baseline 12.1 Methodology Table C9.1. Multidisciplinary and non-multidisciplinary projects Contracts registered in the Di + unit of the University Item Quantity Percentage of Chile licenses are considered. Non-multidisciplinary 24 22% Multidisciplinary 85 78% 12.2 Baseline Table C12.1 Licensing contracts Total Projects 109 100% Item No. C12. Number of contract licenses. 0

51 12.3 Hypothesis and projections 14.3 Hypothesis and projections We assume that in the year 2016 a mechanism will be The first year and a half focuses on the creation established at the University of Chile to facilitate licensing. establishment of an entrepreneurship ecosystem that allows self-sustaining growth; therefore the initial Table C12.2 Projection number of licensing contracts. growth of the Start ups will be slow. Year 2014 2015 2016 2017 2018 2019 Numer of 0 0 1 3 6 9 Table C14.2 Projection of start up. contract licenses Year 2014 2015 2016 2017 2018 2019 Number of start up 0 2 2 3 4 6 C13. Spin offs. C15. Amount of investment attracted to companies. 13.1 Methodology Spin offs registered and reported by Di+ of the FCFM 15.1 Methodology are obtained. Spin offs are considered as entities Investments on Start ups or Spin offs recorded by the with legal representation that maintain a formal link Di+ FCFM unit are considered.

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION with the university; whether a company created to commercialize a licensed product or an existing 15.2 Baseline company acquiring the license in a technology transfer Table C15.1 Amount of investments attracted to companies. mechanism, or other mechanisms with the same goal. Item No. Investments attracted to companies 0

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands 13.2 Baseline Table C13.1 Spin offs. C16. University income from Spin off. Item No.

Spin offs 1 16.1 Methodology Recorded data of the Di+ unit of the FCFM is 13.3 Hypothesis and projections obtained. According to a CORFO response given on The first year and a half will focus on the creation 13/1/2014 for the C17 indicator, revenues are only and establishment of an entrepreneurship ecosystem those that reach the university (not those that the that allows self-sustaining growth; therefore the initial Spin off generates for itself). growth of the Spin off will be slow. 16.2 Baseline Table C13.2 Projection of Spin offs. Table C16.1 University income from Spin off. Year 2014 2015 2016 2017 2018 2019 Item No. Number of Spin offs 1 2 2 3 5 6 University income from Spin off. 0 C14. Start ups. 16.3 Hypothesis and projections Within its own model, the University does not consider 14.1 Methodology the revenue received by Spin off. Start ups recorded and reported by the FCFM Di+ unit are obtained. Start ups are considered as entities with legal representation that have no link with the Table C16.2 Projection of income for the university generated by Spin off. university, except the recognition that it orginated Year 2014 2015 2016 2017 2018 2019 from the initiative incubated and nurtured within Revenue for the university generated 0 0 0 0 0 0 the university, and partially or fully implemented by by spin off members of the same university. C17. University income from Start ups. 14.2 Baseline Table C14.1 Number of Start ups registered at the FCFM. 17.1 Methodology Item No. Registered data from the Di+ unit of the FCFM is Number of Start ups. 0 obtained. It is worth mentioning that in the university’s model for Start ups, revenue does not exist for the university.

52 17.2 Baseline C20. Number of CPD courses, diplomas or certificates Table C17.1 University income from Start ups. awarded (Continuous Professional Development Courses. Item No. University income from Start ups. 0 20.1 Methodology Professional graduates declared by the graduate office are considered. Data shown were collected for 17.3 Hypothesis and projections the year 2014. Data shown was collected for the year The University’s own model does not consider the 2014. perceived revenue by the start up.

Table C17.2 Projection of University income from Start ups. 20.2 Baseline Year 2014 2015 2016 2017 2018 2019 Table C20.1. Number of professional graduates in . Revenue for the University Typo Certified Professionals 2014 generated by 0 0 0 0 0 0 start up Diplomas 392

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Courses 238 C18. Jobs generated by Spin offs. Total EC 630

18.1 Methodology 20.3 Hypothesis and projections. Recorded data of the FCFM Di+ unit are obtained. Table C20.2 Projection of certified professionals. Employment signifies those working within a Spin off. Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Year 2014 2015 2016 2017 2018 2019 Certified 18.2 Baseline professionals 630 662 693 725 756 788 Table C18.1 Jobs generated by Spin offs. Item No. C21. Innovations with international potential. Job generated by Spin off. 0 21.1 Methodology Table C18.2 Projection of jobs generated by Spin offs. Internationally projected innovations such as patent Year 2014 2015 2016 2017 2018 2019 applications solicited from abroad or those that Job generated belong to the PCT system, are considered. by Spin off pp 6 8 15 45 60 21.2 Hypothesis and projections C19. Jobs generated by Start ups. Table C21. Innovations with international potential.

Base Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Vari- % Vari- 19.1 Methodology ation ation 6 2013 2014 2015 2016 2017 2018 2019 6 Recorded data of the FCFM Di+ unit are obtained. years years s/c s/c 2 2 3 3 4 2 100% 19.2 Baseline Table C19.1 Jobs generated by start up. C22. Students abroad. Item No. Jobs generated by start up. 0 22.1 Methodology They consider students who are at least one semester abroad or those participating in the Student Mobility 19.3 Hypothesis and projections Program (PME) or Dual Degree Program. Also Table C19.2 Projection of jobs generated by start ups. considered are practices or internships in companies Year 2014 2015 2016 2017 2018 2019 that exceed 10 weeks.

Jobs generated pp 6 8 21 32 60 Students who spend at least one semester abroad or by start up those participating in the Student Mobility Program (PME) or Dual Degree Program are considered. Also considered are practices of internships in companies that exceed 10 weeks.

53 22.2 Baseline C24. Number of undergraduate engineering degrees During the year 2013, 20 students spent a semester granted for female students. abroad. Table C22.1. Students studying abroad. 24.1 Methodology Year 2008 2009 2010 2011 2012 2013 2014 Total Data is obtained from the website portal www. Out 10 14 21 16 26 20 26 133 mifuturo.cl on graduates (who possess their degree) from each professional specialty taught at the FCFM. 22.3 Hypothesis and projections. The site contains data on total number of graduates, Table C22.2 Projection number of students with semester as well as the percentage that are women. stay abroad. Year 2014 2015 2016 2017 2018 2019 24.2 Baseline Table C24.1 Undergraduate engineering degrees granted to Out 26 30 34 38 42 46 female students. C23. Digitalization/ On-Line education. Year 2013 2013 % IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Program Women Men Total Women %Men 23.1 Methodology Civil Engineering 10 62 72 14% 86% All courses that are active within the curricula of Electrical all FCFM programs are considered. Of these, the Engineering 6 66 72 8% 92% classes declared as fully or partially digitized are the Biotechnological most outstanding. Engineering 9 7 16 56% 44% Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Civil Engineering in 23.2 Baseline Computer Science 3 24 27 11% 89% Table C23.1.Digitalization/ On-line education. Mining Engineering 6 20 26 23% 77% Courses 2013 Courses Level of digitalized 2013 digitalization Industrial Engineering 31 100 131 24% 76% 2310 0 0% Mathematical Engineering 4 23 27 15% 85% 23.3 Hypothesis and projections. Mechanical The growth of courses per year remains constant, Engineering 4 23 27 15% 85% being that the first year of project implementation, a Chemical higher figure is 0.3%. Engineering 13 11 24 54% 46% Total 86 336 422 20% 80% Table C23.2 Projection of digitized courses. Year 2014 2015 2016 2017 2018 2019 24.3 Hypothesis and projections No. Subjects digitalized 1 1 4 7 10 13 Table C24.2 Projection of Female undergraduate with engineering degrees. No. Total 2325 2340 2360 2375 2390 3005 subjects Year 2014 2015 2016 2017 2018 2019

% Subjects 0,04% 0,04% 0,1% 0,3% 0,4% 0,6% % women digitalized with degrees 20% 20% 21% 21% 22% 22%

Note: There is an online university-level platform C25. Students under Engineering 2030 program. called U-Cursos. This platform allows students to access relevant content for each of their courses 25.1 Methodology (both actual courses and those previously enrolled), When making a curricular change in any study such as audiovisual class material at the instructor’s program af the Faculty level, there is a resulting code disposal (class videos, podcasts, presentations, etc.), change. Furthermore, whenever new courses and tasks to be handed out, discussion forums of teaching new programs are enacted, a record is generated. staff members from each course, complementary Based on the above we will register students who material of the course, etc. Most importantly, one attend or participate in curricular and co-curricular can combine a set of tools to enhance and facilitate activities associated with the Engineering 2030 distance learning of each course. initiative.

54 25.2 Baseline 26.3.A The assumption is that all 8 departments and As the New Engineering Project 2030 began in 9 programs of study will agree to incorporate the September 2014, the baseline of this indicator is 0. curricular changes proposed by the program and its implementation will begin during the year 2016. To establish goals for students of Engineering Program 2030 the following assumptions: 26.3.B We suppose that the co-curricular activities began to be implemented in the between 2015-2016. 25.3 Hypothesis and projections Table C26.1 Projection of students graduated Engineering 2030 The following is used to establish goals for students Program. of the Engineering Program 2030: Year 2014 2015 2016 2017 2018 2019 Graduates 2030 0 0 50 100 200 400 25.3.A The assumptions is that the 8 departments and 9 programs agreed to incorporate the curricular changes proposed by the program and its 2.2.2 Minimal Indicators implementation will begin during the year 2016. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION

Table C25.1 Students in the Engineering Program 2030. All indicators are measurements taken into consideration for the year 2013, unless otherwise Year 2014 2015 2016 2017 2018 2019 noted. Students 0 50 100 200 400 500 M1. Number of engineering students (undergraduate) Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Between 2015 and 2019 the expectation is that 1,250 students will carry out curricular or co-curricular 1.1 Methodology activities associated with Engineering 2030. So the The calculation considers the total sum of enrolled table above shows only new students participating in students per undergraduate study program of the 2030 activities. FCFM, taking into account the number of students from engineering as the number of enrolled students C26. Students graduated under Engineering 2030 Program. declared per year.

26.1 Methodology 1.2 Baseline When making a curricular change in a program of Table M1.1. Number of undergraduated engineering students study at the Faculty level, there is usually a resulting (at start of year) code change. However, this is not always true. At Engineering 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 least in US engineering schools, most courses that Major are counted under an entrepreneurship path are old Common Plan (“Plan 1,988 2,012 1,557 1,908 1,954 2,347 2,618 2,823 2,703 2,441 Común” courses that are re-fashioned. We assume this will in Spanish)

certainly happen in our School. A possibility is to count Biotech- 77 102 89 92 91 81 72 65 69 72 the % of i+e content and methodologies and make a nology cut at 50%. Otherwise, we will be underestimating our Civil 493 553 486 445 420 421 401 431 473 524 Computer impact, or incentivizing meaningless code changes. 250 283 249 205 194 210 215 236 263 269 Science Based on the above, we will register graduates who Electrical 344 428 383 343 347 346 356 366 383 374 have completed or participated in curricular or co- curricular activities associated with the Engineering Industrial 688 845 751 712 721 716 754 795 839 826 Mathe- 83 84 66 69 93 95 95 108 121 135 2030 initiative. matics

Mech- 170 198 177 150 161 180 200 212 263 286 26.2 Baseline anical As the New Engineering Project 2030 began in Mines 99 130 112 112 138 171 191 248 300 316 September 2014, the baseline indicator of graduates Chemical 58 81 70 70 84 88 112 111 120 123

is 0. Total w/ Plan 4,250 4,716 3,940 4,106 4,203 4,655 5,014 5,395 5,532 5,366 Común

26.3 Hypothesis and projections Total w/ The following assumptions are used for goal setting out Plan 2,262 2,704 2,383 2,198 2,249 2,308 2,396 2,369 2,572 2,925 of graduates from the Engineering Program 2013: Común

55 1.3 Hypothesis and projections M3. Laboratories for academia. Table M1.2 Projection of total undergraduate engineering students to 6 years. 3.1 Methodology Year 2014 2015 2016 2017 2018 2019 A survey for laboratory courses will be implemented Total 5,366 5,366 5,366 5,366 5,366 5,366 to record the student opinion regarding compliance undergraduate of laboratories in relation to their teaching function students M4. Number of students in a Master program. M2. Rate of undergraduate -professors with a PhD degree. 4.1 Methodology The methodology considers that are enrolled in a 2.1 Methodology master’s of Engineering course taught by the FCFM Of the total academics appointed by the faculty, and that have no yet been granted the master’s they calculate the corresponding percentage of degree. academics with a doctorate degree, including the

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION professors such as contracted full-time, part-time 4.2 Baseline and per-hour basis, academics. Table M4.1 Students in master’s programs. Master’s Number 2.2 Baseline Table M2.1 Rate of undergraduate professors with PhD. MASTER OF ENGINEERING, IN WATER AND ENVIRONMENTAL RESOURCES 25 Academics Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands with Faculty 2008 2009 2010 2011 2012 2013 2014 MASTER OF ELECTRICAL ENGINEERING 23 appointment MASTER OF GEOTECHNICAL ENGINEERING 3 Total Full-time 548 517 507 498 480 480 454 and Part-time MASTER OF CHEMICAL ENGINEERING 12 Employment status MASTER OF MECHANICAL ENGINEERING 20 Full-time 205 208 212 220 219 227 228 MASTER OF SCIENCE IN EXTRACTIVE METALURGY ENGINEERING 16 Part-time 7 6 4 2 2 2 2 MASTER OF SCIENCE IN EARTHQUAKE 14 Per hour 336 303 291 276 259 251 224 ENGINEERING Level 2008 2009 2010 2011 2012 2013 2014 MASTER OF SCIENCE IN TRANSPORTATION 10 Doctor 244 247 254 259 254 268 269 MASTER OF COMPUTER SCIENCE 24 Master 56 50 47 48 52 50 43 MASTER OF OPERATIONS MANAGEMENT 32 Bachelor 246 218 204 191 174 162 141 MASTER OF GLOBALIZATION MANAGEMENT 117

Others/ not - MASTER OF BUSINESS ADMINISTRATION 233 bachelor or non- 2 2 2 1 graduate level MASTER OF MANAGEMENT AND PUBLIC POLICY 98 Percentaje of undergraduate 45% 48% 50% 52% 53% 56% 59% MASTER OF BUSINESS AND professors PhD INFORMATION TECHNOLOGY 50 MASTER OF ENGINEERING IN COMMUNICATION NETWORKS 5 2.3 Hypothesis and projections. MASTER OF MINING 37 It is assumed that the increase in full-time teachers with doctorates will be equivalent to the increase in MASTER OF INFORMATION TECHNOLOGY 47 part-time lecturers without a PhD, explaining how the TOTAL: 766 ratio is maintained.

Table M2.2 Projection rate of undergraduate professors with PhDs. Year 2014 2015 2016 2017 2018 2019 % Academics 59% 59% 59% 59% 59% 59% with Doctorate degree

56 4.3 Hypothesis and projections. 5.3 Baseline and projections Table M4.2 Projection of total students in master’s programs. Table M5.2 . Projection of total students in a PhD program in Base Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Vari- engineer. ation % Vari- ation 6 Year Year Year Year Year Year Vari- 2013 2014 2015 2016 2017 2018 2019 6 years Base % Vari- years Years 1 2 3 4 5 6 ation ation 6 6 years 766 804 845 887 931 978 1027 261 34% 2013 2014 2015 2016 2017 2018 2019 years No. PhD 194 198 202 206 210 214 218 24 12% M5. Number of students in a PhD program. students

5.1 Methodology M6. Rate of Master’s professors with PhD degrees. Considers students who are enrolled in one of the 6.1 Methodology engineering doctoral programs offered by the FCFM Calculated by collecting payroll data from FCFM and who have not yet received the doctorate degree. academics (includes name and degree level obtained) along with other various master and doctor programs. 5.2 Baseline They identify professors that join the FCFM and that IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Table M5.1 Students in a PhD program in engineer. possess a doctorate degree, resulting in two things: Doctor Number the total number of professors with PhD who teach DOCTOR OF MATERIALS SCIENCE 13 in graduate programs and the complete pool of DOCTOR OF FLUID DYNAMICS 9 professors. All the information is obtained towards the end of the measurement year. Some professors DOCTOR OF CHEMICAL ENGINEERING 20 Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands belonging to more than one (academic committees, DOCTOR OF MATHEMATICAL MODELING 35 claustro in Spanish) were counted anyway in each. DOCTOR OF COMPUTER SCIENCES 41 6.2 Baseline DOCTOR EN MINING ENGINEERING 10 Table M6.1. Rate of Master’s professors with PhD degrees DOCTOR OF ELECTRICAL ENGINEERING 41 belonging to academic committee of master’s programs. Percentage DOCTOR OF CHEMISTRY 3 Percentage of Without Doctors in without doctorates Doctors in DOCTOR OF ENGINEERING SYSTEMS 22 Master Total academic doctor in in academic committee academic academic committee TOTAL 194 committee committee Master of Business 8 88% 7 1 13% Engineering in I.T. Master of Extractive 8 88% 7 1 13% Metallurgy Master in Chemical 10 100% 10 0 0% Engineering Master of Science in Mechanical 13 92% 12 1 8% Engineering Master of Science in Geophysics 17 88% 15 2 12% Master of Science in Physics 17 100% 17 0 0% Master of Astronomy 18 94% 17 1 6% Master of Electrical 20 100% 20 0 0% Engineering Master of Computer Science 21 95% 20 1 5% Master of Mining Engineering 23 39% 9 14 61%

57 Table M6.2. PhD teachers belonging to PhD program academic M8. Study program rates redesigned with SCT-Chile committee. and other criteria. Percentage Percentage Without PhD in without of PhD in PhD in Doctor Total academic PhD in academic academic 8.1 Methodology committee academic committee committee committee Since all programs of study at the FCFM are Doctor of Mining redesigned with SCT-Chile, the total was recorded as 9 100% 9 0 0% Engineering the number of programs offered by the FCFM. Doctor of Chemical Engineering and 10 100% 10 0 0% 8.2 Baseline Biotechnology Table M8.1. Study programs redesigned with SCT-Chile among Doctor of Electrical other criteria. Engineering 16 100% 16 0 0% Major Engineering Doctor of Physics 17 100% 17 0 0% Biotechnology Doctor of 18 94% 17 1 6% Astronomy Civil Doctor en 18 94% 17 1 6% Computer Science IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Computer Sciences Doctor of Sciences Electrical in Mathematical 20 100% 20 0 0% Modeling Industrial Doctor of Fluid Mathematics Dynamics 22 100% 22 0 0% Doctor of Industrial Mechanical

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands 29 100% 29 0 0% and Systems Mines Doctor of Geology 30 90% 27 3 10% Chemical Doctor of Chemistry 43 12% 5 38 88% M9. Programs reduced in time length

Table M6.3. Rate of Master’s of professors with PhD degrees belonging to academic committees. 9.1 Methodology A program is considered redesigned only from the Item No. time when the redesign goes into effect for new Number of professors in academic committees 387 students. Study programs that have implemented Number of PhD professors in academic committees 323 the redesign of its course curriculum during or before Percentage of professors with PhD degrees 83% 2013 are counted. belonging to the academic committees 9.2 Baseline 6.3 Hypothesis and projections. Table M9.1. Programs reduced in time length. Table M6.4. Projected percentage of professors with PhD Year de Actual duration belonging to the academic committees. Major Engineering implementation of redesign (semesters for 2014) Year 2014 2015 2016 2017 2018 2019 Biotechnology 12 % Professors with doctorate Civil 12 degree belong- 83% 83% 83% 83% 83% 83% ing to claustros Computer Science 2007 11 Electrical 12 M7. Investment in R&D Lab Industrial 12 Mathematics 2014 11 7.1 Methodology Mechanics 12 Implementation of an accounting mechanism to centralize this information is set for September 2015. Mines 12 Chemical 12 Total redesigned programs redesigned 1 for 2013

58 9.3 Hypothesis y projections. M11. Rates of graduation within allotted time frame Table M9.2. Projection of number of study programs redesigned. Year 2014 2015 2016 2017 2018 2019 11.1 Methodology Total study This indicator takes into account the number of programs students graduated within the period of 7 years, reduced in 2 2 3 4 6 9 time length beginning with their year of commencement at the FCFM. The rate of graduation within the allotted time M10. Student retention. frame of different cohorts is calculated. Cohorts are reported until 2008, considering that this is the last 10.1 Methodology year in which to analyze the degree within the 7year Student retention for the first 4 years was calculated period, since the term ended in 2014. by considering the number of students who entered the FCFM cohort, then, for each cohort, the number 11.2 Baseline enrolled for the second year, then the third and finally Table M11.1. Rates of graduation within allotted time frame the fourth year. Students Graduation in 7 Rate (gradu- IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Year Admitted years or less ates) 10.2 Baseline 2005 596 92 15% M10.1. Number enrolled in the first 5 years. 2006 647 130 20% Enrolled Enrolled Enrolled Enrolled Year for 1st for 2nd for 3rd for 4th Enrolled 2007 631 114 18% Entered year year year year 5th year 2008 653 156 24% Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands 2005 596 528 499 473 458 2006 647 611 569 535 523 M12. Postgraduate programs (PhD and Master’s) in 2007 631 606 577 557 540 engineering related fields. 2008 652 599 562 546 540 12.1 Methodology 2009 683 629 606 602 588 Scientific nature programs were excluded. Master 2010 788 713 706 701 689 and doctoral programs taught by the FCFM, carried 2011 790 701 693 684 661 out through the graduate school are on the rise. 2012 786 735 725 714 2013 777 727 703 12.2 Baseline Table M12.1. Postgraduate FCFM programs. Based on the Table M10.1 retention is calculated for Doctors of Engineering (9): the first four years, whose percentage is detailed in DOCTOR OF MATERIALS SCIENCE Table M10.2. DOCTOR O FLUID DYNAMICS DOCTOR OF CHEMICAL ENGINEERING M10.2. Retention rate for first 4 years. DOCTOR OF MATHEMATICAL MODELING Year Enrolled for Enrolled for Enrolled for Enrolled for Entered 1st year 2nd year 3rd year 4th year DOCTOR OF COMPUTER SCIENCE 2005 89% 84% 79% 77% DOCTOR OF MINING ENGINEERING 2006 94% 88% 83% 81% DOCTOR OF ELECTRICAL ENGINEERING 2007 96% 91% 88% 86% DOCTOR OF CHEMISTRY 2008 92% 86% 84% 83% DOCTOR OF SYSTEMS ENGINEERING 2009 92% 89% 88% 86% Master level professionals (7): 2010 90% 90% 89% 87% MASTER OF MANAGEMENT FOR GLOBALIZATION 2011 89% 88% 87% 84% MASTER OF BUSINESS AND ADMINISTRATION MASTER 2012 94% 92% 91% MASTER OF ADMINISTRATION AND PUBLIC POLICIES 2013 94% 90% MASTER OF BUSINESS AND INFORMATION TECHNOLOGY MASTER OF COMMUNICATION NETWORKS MASTER OF MINING MASTER OF INFORMATION TECHNOLOGY

59 12.3 Hypothesis and projections. to 25% of half-time. With this the equivalent number Table M13.2 Postgraduate Programs at the FCFM. of full-time academics is calculated by adding the Year 2014 2015 2016 2017 2018 2019 equivalence of each day to full-time days. Doctor and master 16 16 16 17 17 18 15.2 Baseline (technological Table M15.1 Academics with full-time, part-time, and per- or professional) hour work schedules. Academic M13. Graduate Satisfaction Rate (undergraduate). Faculty 2008 2009 2010 2011 2012 2013 2014 Appointments

Doctor 13.1 Methodology 171 174 181 189 186 201 207 Pre-graduate students of each of the nine FCFM Full-time Doctor Engineering programs were given a survey to rate 6 5 4 2 2 1 1 Part-time their satisfaction. They were asked to agree or Doctor 67 68 69 68 66 66 61 disagree with the statement: “In general, the training hourly I received in my program of studies was of high Total 182,181 188,872 195,981 192,8 207,4

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION quality”. The answer to that question for each of the study programs was analyzed. In December 2015 M16. Number of FTE doctorates in R&D. CORFO will implement a methodology that utilizes a percentage-style survey with a 4-level rating. 16.1 Methodology CORFO will implement the proposed methodology in

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands 13.2 Baseline July 2015 Table M13.1 Satisfaction level of graduates. % that feel they Civil Engineering received high quality Number of graduates M17. R&D labs rate of use. Specialty training surveyed Biotechnology 94% 31 17.1 Methodology Civil 100% 124 Data from the Center for Mathematical Modeling (CMM), a leading center within the FCFM, is taken as Computer Science 100% 79 reference. This data contains the available hours of the Electrical 95% 163 largest computer center, dubbed “supercomputer” Industrial 99% 196 along with the number of hours utilized by users. With Mathematics 100% 58 these the percentage of computer use, compared to Mechanics 95% 13 the hours of use available was obtained. Mines 100% 30 17.2 Baseline Chemical 95% 41 Table M17.1 Rate of R&D Labs use Weighted Average 98% % Year- Total Usage % Down- Down- Users semester Time Usage time time M14. Graduate satisfaction rate (postgraduate). 2013-1 3,576 2,146 60% 53 1,48% - 2013-2 4,416 2,650 60% 58 1,31% - 14.1 Methodology 2014-1 4,320 3,024 70% 144 3,33% 227 In July of 2015 CORFO will implement the proposed methodology. M18. Number of scientific and technological disclosures.

M15. Full time equivalent hours of professors with 18.1 Methodology PhD. Academics are obliged to inform the R&D vice- president of any such findings who maintains a 15.1 Methodology record. The methodology considers all professors possessing a doctorate degree, and their corresponding work time status. Part-time is equivalent to 40% of full-time scheudule, and that the hourly status is equivalent

60 18.2 Baseline M22. Number of R&D contract with public entities. Table M18.1 Number of scientific, technological and innovative disclosures. 22.1 Methodology Item No. Methodology will be implemented during 2015 in Number of scientific, technological and 15 collaboration with FCFM research centers. innovative findings. (Disclosure 2013) M23. Number of publications. M19. Number of applied patents. 23.1 Methodology 19.1 Methodology The vice-president of Research and Development The University of Chile´s innovation direction at the University of Chile maintains a record of ISI keeps track of the patent applications, trademarks, publications by university academics in each of its published and obtained at the FCFM. This information faculties. yields the necessary indicator. 23.2 Baseline

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION 19.2 Baseline Table M19.1 Total number of applied patents Table M23.1 Number of publications at the FCFM. Item No. Year 2010 2011 2012 2013 Number of applied patents for 2013 4 Publications ISI and SCOPUS 370 380 405 432

19.3 Hypothesis and projections. M24. Number engineering related publications. Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Table M19.2 Projection number of applied patents. Year 2014 2015 2016 2017 2018 2019 24.1 Methodology Number of The vice-president of Research and Development applied 4 4 5 6 7 8 patents at the Universidad de Chile divides the publications carried out at the FCFM into different topics as well M20. Number of granted patents. as reports on the number of engineering publications.

24.2 Baseline 20.1 Methodology Table M24.1 Number of engineering related publications The University of Chile´s innovation direction Year 2010 2011 2012 2013 keeps track of the patent applications, trademarks, Number of engineering related published and obtained at the FCFM. This information publications ISI and/or 25 25 28 31 yields the necessary indicator. SCOPUS

20.2 Baseline M25. Citations. Table M20.1. Number of granted obtained. Item No. 25.1 Methodology Number of patents granted for 2013 2 The methodology will be implemented with the collaborative effort from FCFM research centers 20.3. Hypothesis y Projection. Table M20.2 Projection number of patents granted. M26. Number of publications by doctorate students. Year 2014 2015 2016 2017 2018 2019 Number of 26.1 Methodology patents s/c 2 3 4 5 6 The proposal makes student CVs a prerequisite for granted enrollment in doctoral programs. These CVs will be updated annually, creating records of students from M21. Number of R&D projects with private companies. different programs that have been published, as well as the number of publications. 21.1 Methodology Methodology will be implemented during 2015 in collaboration with FCFM research centers.

61 M27. Number of Interdisciplinary publications by 31.2 Baseline Table M31.2 Number of professors and corresponding hours doctorate students. in continuing education. Department Professors Hours 27.1 Methodology Dept. Industrial Engineering 37 766 The proposal would make student CVs a prerequisite for enrollment in doctoral programs. These CVs will Dept. of Computer Science 13 1801 be updated annually, creating records of students Dept. Mining Engineering 56 2249 from different programs that have been published, IDIEM 17 216 as well documenting the number of publications. Dept. Electrical Engineering 26 95 The publications will be credited with the scientific CMM 9 222 disciplines that deal (according to OECD classification), and doctors with publications in more Dept. Civil Engineering 16 192 than one of the above disciplines, will be listed as a Postgraduate School 18 144 doctor with multidisciplinary publications. Dept. Of Geology 21 280 Total 213 5965 IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION M28. Citation of doctorate students. M32. Number of Academics professionals dedicated 28.1 Methodology to activities of technology, entrepreneurship and To be implemented during the year 2015. innovation.

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands M29. Citations of interdisciplinary doctorate student 32.1 Methodology publications. Full-time academics are those researchers and all kinds of graduates working in a laboratory or a 29.1 Methodology center belonging to the FCFM center, who are active To be implemented during the year 2015. functionaries of the FCFM.

M30. Number and type of CPD courses offered (courses 32.2 Baseline that do not entitle the student to an academic degree Table M32.1 Academics and professionals linked to an FCFM after completion). center or laboratory. Center Academics and 30.1 Methodology Professionals The graduate school manages the Continuing Center for Mathematical Modeling (CMM) 129 Education courses offered at the university. The data Advanced Mining Technology Center (AMTC) 175 was obtained from the year 2014. Andean Geothermal Center of Excellence / Centro de Excelencia en Geotermia de Los 45 (CEGA) 30.2 Baseline Table M30.1 Total CPD courses offered. Complex Engineering Systems Institute / Instituto de Sistemas Complejos de 51 Type Quantity Engineering (ISCI) Graduates 29 Solar Energy Research Center / Centro de Investigación en Energía Solar (SERC-Chile) 50 Courses and specialization 15 Center for Climate and Resilience Research / Total from the year 2014 44 Centro de investigación del Clima y la 72 Resilencia (CR2) M31. Number of academics dedicated to programs Center for Astrophysics and Associated Technologies /Centro de Astrofísica y 21 mentioned in indicator N30 of this table. Tecnologías Afines (CATA) Center for Retail Studies / 31.1 Methodology Centro de Estudios del Retail (CERET) 6 The postgraduate school gathers the necessary Center for Business Intelligence Research / information. Centro de Investigación en Inteligencia de 21 Negocios (CEINE) Energy Center / Centro de Energía (CF) 0 Finance Center / Centro de Finanzas (CF) 14

62 Center of Academic Excellence in Biochemi- M37. Students (undergraduate and postgraduate) cal Engineering and Biotechnology / Centro participating in spin offs, star ups, R&D+i. de Excelencia Académica en Engineering 0 BioChemical y Biotechnology (CIByB) Center for Public Systems / Centro de Siste- 37.1 Methodology mas Públicos (CSP) 0 The Di + unit at the FCFM furnishes all the registerd Center for Operations Research of the Mining data. Industry / Centro de Investigación de 0 Operaciones para la Industria Minera (CIOMIN) 37.2 Baseline Total 584 M37. Number of undergraduate and postgraduate students participating in spin offs, start-ups and M33. Number of prototypes, processes or services R&D+i. developed.

Item No. 33.1 Methodology Students participating in spin offs, start-ups Methodology will be implemented during the year and projects of technological and innovation 0

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION 2015. transfer

M34. Number of professionals enrolled in a CPD M38. Number of products, processes or services course (courses that do not entitle the student to an transferred to and utilized by society. academic degree after completion).

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands 38.1 Methodology 34.1 Methodology An annual survey will be implemented starting in The methodology considers data obtained for the 2015. year 2014 and recorded by the graduate school related to professionals who have been enrolled in M39. Satisfaction level among students after any courses or CDP programs. completing CPD (non academic) courses.

34.2 Baseline 39.1 Hypothesis Table M34.1 Enrolled in continuing education courses and A standard survey will be created and applied to all programs. continuing education programs that take place in Item Quantity school. The survey will be implemented whenever a Enrolled in Continuing Education and programs 966 program ends; collecting feedback from participants.

M35. Courses with SCT. M40. International accreditation.

M36. Continuing Education retention rate 40.1 Methodology The Sub-Directorate of FCFM’s Educational 36.1 Methodology Management furnishes the necessary data. The retention rate consists of calculating the number of students currently enrolled in any of the courses 40.2 Baseline or continuing education program, and students who Table M40.1 International accreditation. received a certificate of discharge from the course Item No. or enrollment. A percentage was taken of graduates Programs internationally harmonized over the total student enrollment. The postgraduate or accredited 0 school furnished all the data. M41. International internships. 36.2 Baseline Table M36.1 Retention rate for Continuing Education. 41.1 Methodology Item No. This indicator was obtained from the Office of Retention rate for Continuing Education 97% International Relations, and consists of all students who participated in the International Internships for Engineers (IIE) program between the years 2007 and 2011.

63 41.2 Baseline M47. Publications with foreign co-authors. The Baseline is determined by calculating the annual average of students who took part in internships 47.1 Methodology abroad during the period 2007-2011. The annual survey will begin during the year 2015.

Table M41.2. Students participating in the IIE program between 2007-2011. M48. Patent applications- with international Total Annual average researchers. Item (2007-2011) (2007 – 2011) Baseline Number of students 48.1 Methodology that participated in the 90 18 18 The annual survey will begin during the year 2015. IIE program

M42. Number of R&D projects in association with M49. Proportion of minority students. international entities. 49.1 Methodology The annual survey will begin in 2015

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION 42.1 Methodology The annual survey will begin in 2015. M50. Graduation rate among minority students. M43. Number of initiatives of technological transfer, innovation and entrepreneurship in association with 50.1. Methodology international entities. The annual survey will begin during the 2015 year. Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands M51. Number of curricular hours of undergraduate 43.1 Methodology English. The annual survey will begin in 2015.

M44. Foreign Students. 51.1 Methodology This considers curricular hours of English expressed in the FCFM curriculum which are mandatory for all 44.1 Methodology students. This indicator is obtained by counting the regular graduate students at the end of 2014 registration year. 51.2 Baseline Table M51.1 Number of curricular hours of undergraduate 44.2 Baseline English. Table M44.1 Percentage of foreign postgraduate students, 2014. Item No. Year 2014 Hours of curricular undergraduate English 15 SCT Foreign postgraduate students 352 Total 1.420 M52. International postdoctorates in Chile. Percentage 25% 52.1 Methodology M45. Students involved in international activities. The annual survey will be implemented in 2015. M53. Chilean postdoctorates abroad. 45.1 Methodology This is defined as performing students that study abroad or participate in publications or projects with 53.1 Methodology Conduct an annual survey of students graduated international reach. from particular FCFM postgraduate programs and M46. Academics involved in international activities. learn about any kind of research being conducted abroad. 46.1 Methodology The annual survey will begin during the year 2015.

64 2.3 Activities, Projects, Results from Santiago, the capital. Although Santiago is the financial and administrative center, the economy of 2.2.1 Ecosystem activities the city is strongly based on services offered to the commodities sector (mining, agriculture, and fishing) which represents 18,4% of the GDP of the Based on the diagnostic and benchmarking country. The manufacturing industry is still far behind performed in the first stage of the grant, it was the commodity exportation and the added value in developed a strategy to improve the impact that our the manufacturing process is usually not so high. The work have in society. This impact requires a strong economy of Santiago therefore requires a motivating multidisciplinary research, which is connected to the push in order to lead the country to the development, undergraduate level in order to give to engineering offering a more diverse matrix of incomes to the city students more pertinent skills. In that sense we and the country. have developed a number of activities to facilitate multidisciplinary work (among disciplines and among Chile, and in particular Santiago, is very strong in the levels – graduate and undergraduate). services sector, which are already crossing country IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION boundaries. In particular, some are 2.3.1.1 Application to the MIT Regional being offered to other countries of the region. Retail Entrepreneurship Accelerator Program (REAP) chains (Falabella, Home Center, Jumbo, etc.) have expanded to , , Peru and Colombia. Objectives: To collaborate in the development of a In addition, companies related to logistics and rich, innovate, and entrepreneurial ecosystem. Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands transportation such as Sudamericana de Vapores and LAN Airlines have become major actors in the Detected Problem: Challenging Ecosystem for region with branches in Peru, Ecuador, Colombia, innovation and entrepreneurship in science and Argentina and Brazil. technology (i+e ST).

Different governmental institutions such as the Affects Indicators: C5, C6, C9, C10, C11. National Innovation Council for Competitiveness (CNIC) and the Production Development Corporation Activity 1 (Code S2): MIT REAP (CORFO) have been developing and advising The is ranked as a high-income different strategies and programs for fostering economy by the , and is considered one of innovation and entrepreneurship. Programs such ’s most stable and prosperous nations, as Start-up Chile from CORFO and the Fondef from leading Latin American nations in competitiveness, CONICYT (National Commission for Scientific and income per-capita, globalization, , Technological Research) have tried to change the and low perception of . In 2006, Chile innovation and entrepreneurial and became the country with the highest nominal GDP per help with the technology transfer from university and capita in Latin America. In May 2010, Chile became research centers. the first South American country to join the OECD. The Global Competitiveness Report for 2009-2010 ranked Nevertheless there are still a number of difficulties Chile as being the 30th most competitive country in to overcome in order to foster innovation and the world and the first in Latin America, well above entrepreneurship within the region. Some of the Brazil (56th), Mexico (60th) and Argentina, which critical difficulties in Chile are that: ranks 85th. The ease of doing business index, created by the World Bank, lists Chile as 34th in the world as 1. It has a strong dependency on the commodities. of 2014. During 2012, the largest sectors of Chilean 2. The culture does not support entrepreneurial GDP were mining (mainly copper), business services, behavior and risk-taking. personal services, manufacturing and wholesale 3. Venture capitals are scarce. and retail trade. Mining also represented 59.5% of 4. There is geographical isolation and a limited local exports in the period, while the manufacturing sector market relative to other regions in the world. accounted for 34% of exports, concentrated mainly 5. There are few world class research institutions in products, chemicals and , paper and within the region. others. Chile’s economy and administration is run

65 We expect to collaborate in solving these issues but 6) University: Felipe Alvarez, Deputy Dean, Faculty because most of the problems are out of our reach, of Physical and Mathematical Sciences (FCFM), they needs to be treated by all the stakeholders Universidad de Chile and director of the New involved. For this reason we have applied to the Engineering for 2030 grant. Regional Entrepreneurship Acceleration Program (REAP), which is offered in partnership between the For the next 2 years (2015 - 2017) the group will be Martin Trust Center for MIT Entrepreneurship and. educated and coordinated by MIT faculty and staff MIT Sloan Executive Education, in seeking of support in order to finish with a specific plan and actions to and international expertise to address this issues in a enhance the region. We expect to obtain task that coordinate manner. enrich our current development strategy plan.

We are taking strong internal actions to enhance 2.3.1.2 TRAINING CAPABILITY TO TECHNOLOGY innovation and entrepreneurship skills of our students TRANSFER (TT) AND INNOVATION & ENTREPRENEURSHIP (undergraduate and graduates) and staff (engineers, BASED ON SCIENCE AND TECHNOLOGY (I+E ST) postdocs, researchers and faculty). However the IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION region ecosystem (Santiago and also Chile) should Objective: Installing the “culture” for scientists- also be enhanced in order to see relevant changes for technological innovation and entrepreneurship the country. For these reason we applied to a regional through the creation of laboratory, specialized acceleration program from MIT, REAP. We have been courses, an international conference and i+e ST already selected to participate in the 2015 cohort contest.

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands with the following team: Detected Problem: There is no mature “culture” 1) Government (Champion): Gonzalo Rivas, Chair of for scientific-technological innovation and the National Council of Innovation for Competitiveness entrepreneurship. (i+e ST). Also, there is no (CNIC): http://www.cnic.cl. internal policy to promote coordinated, focused, multidisciplinary research. 2) Government/Economic Development: Claudio Maggi, Competitive Development Manager of the Affects Indicators: C5, C6, C7, C8, C9, C10. Production Development Corporation (CORFO) (full name in Spanish: Corporación de Fomento de Activity 2 (Code E2): OPEN Beauchef Lab (Scientific/ la Producción), which is a Chilean governmental Technology Innovation and entrepreneurship Laboratory) agency founded to promote economic growth This lab will be the place where multidisciplinary work in Chile. CORFO oversees a variety of programs will be encourage, through different actions and line. aimed at generating the economic development of This lab will collaborate in the support of curricular Chile, through the promotion of inward investment and co-curricular activities such as project oriented and the advocacy of competitiveness for domestic courses, innovation and entrepreneurship courses, companies. CORFO’s main areas are Quality and specific (technical) clubs, with the FCFM mission Productivity, Innovation and Investment Promotion. projects and with support activity for innovation and entrepreneurship. The lab will support the association 3) Entrepreneur: Aldo Labra, Founder and CEO of of people at different levels and expertise. In that Innovaxxion; http://www.innovaxxion.com. sense a group of researchers can expose to students with the development done in their own lab and 4) Risk Capital Expert: Nils Galdo, General Partner work together with externals and entrepreneurship at InverSur Capital: http://www.inversurcapital.com. expert on the potentialities or application of that technology. On the other hand problems might also 5) Corporate Representative: Mauro Valdés, former come from outside and they might seek expertise VP of BHP Billiton - Chile (BHP is the largest mining to tackle the engineering part of the problem, which company in the word), currently he is the CEO of a might require the collaboration of different groups new R&D consortium of mining companies operating and knowledge. In that manner we expect to connect in Chile. to our undergraduate students with the more novel solutions for the problems, improving their education,

66 and also improving the impact of our research, which missions act as a challenge that has to be addressed eventually will bring innovation and entrepreneurship by the FCFM, its students and staff. This has been based on science and technology. In this Lab will be encouraging the collaborative work (multidisciplinary hosted the students clubs that will be used to focus and different areas of expertise). It allows to on specialization in the selected missions and the undergraduate students to develop solutions in more strategic areas. realistic environment (it is a real challenge), with the support of senior engineers. But these solutions can Activity 3 (Codes E3 and E4): FABLAB 2.0 and MECHLAB be developed with more novel tools that are provided The FCFM has developed a Digital Fabrication Lab, by graduate students and researchers. This program which has accelerated the design-prototype path has been successful for the FCFM and we expect to for students and researchers. Due to the successful keep/accelerate our mission program and coordinate impact that this lab has had, the FCFM will enhance it with the selected priority areas. this lab in order to facilitate the fast fabrication to let more student to access to the Lab. On the other hand Activity 5 (Codes A22, A23 and A24): Curricular and a mechanical will be improved to have capabilities co-curricular activities IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION for more sophisticated and higher precision We expect to develop a series of curricular and co- mechanical products. Other labs and capabilities will curricular activities to educate our students together be integrated to this program. In particular the high with quantifying the intrinsic motivation and interest machinery capabilities of the Microwave Laboratory of them. In particular we will develop multidisciplinary from the Radio Astronomy Instrumentation Group. project and active-learning oriented courses

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands These labs will be the first coordinated labs especially in the 3rd and 4th year of the programs. associated to the OPEN Beauchef, described later in At that levels the students are already divided in the entrepreneurship activity section. These lab will specialties, therefore these courses should be enhance the machinery capabilities for the students transversal in order to encourage the multidisciplinary and researchers and the possibilities to actually build work. These courses can be optional in the beginning their designs. just to facilitate the evaluation of the pilots. We also expect to coordinate the courses in such a way that Activity 4 (Codes S3 and S4): Missions FCFM could be possible for the students to obtain a minor The FCFM has successful used the concept of in i+e ST and even a master. It has to be planned with seed mission projects. These projects are selected care in order to be integrated later to the curriculum. because there is a gap that the FCFM identifies Digitalization of courses and content could facilitate as relevant for the country, challenging to drive to concentrate in the application and development research but at the same time feasible to do with during class or university time. Therefore we will the FCFM capabilities. Previous examples are the take actions to support the digitalization of content, robocup (team to participate in international robotic by facilities to record content and to create more soccer competitions) and the eolian (the first solar automatized practice and evaluation process of car build in Chile). Where the motivation for those the content. These facilities for digitalization of projects were the lack of knowledge on Robotic and content should also be used to generate from the Renewable energy, but the development. Currently student outreach material. For example through these programs are still running with a sustainable documentaries or audio cats, which can be used mechanism, but the interest and expertise developed for external community. Finally we will support the there has for sure contributed in two technology creation of technology clubs, which will work to gain centers, the advanced mining technology center knowledge and expertise in some technological . (AMTC) and the Energy Center. Currently the FCFM is We expect that this deep knowledge will facilitate investing in a cubesat (an ultra-miniaturized satellite the use of this technology in later solutions. But [Jones, 2014]) program based on the lack of satellite coordination among the potential users and other technology in the country and the technological clubs has to be done. For this reason the clubs will expertise and infrastructure developed for other area, be settled in the OPEN Beauchef Lab. In addition, the radio astronomy instrumentation. The Cubesat competitions, mentoring programs, student team has been already funded for a second satellite incubators, jumps grants and entrepreneurship trips but now with an external grant (Fondecyt). These will be considered.

67 2.3.1.3 ORGANIZATIONAL STRUCTURE AND INFORMATION needs to understand and contextualize the relevancy SYSTEMS THAT CROSS SUPPORT THE IMPLEMENTATION of a change to their own work, to their department, OF THE STRATEGIC PLAN IN THE VARIOUS FIELDS. and to the institution’s overall goals. Furthermore, shared power for decision-making between faculty Objective: Generate operative, administrative, and administration along with transparency of the professional and academic skills to implement project process are critical for success.

Activity 6 (Code S1): Hiring supporting professionals and Affects indicators C25 and C26 academic participant incentives Activity 3 (Code G3): Hold “town-hall” meetings at Activity 7 (Code S6): Design, construction and implementation the beginning of each year where academics and of Data Mart System administrative staff gather in a single location so To develop a data mart system with a dashboard, that everyone receives the same information at the allowing FCFM to quantify the relevant indicators that same time. This type of forum allows participants to serve both to control the internal strategy as well as ask questions directly with the benefit of hearing the IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION respond to CORFO information requests. questions and concerns of others

The purpose of this meeting is to introduce the 2.3.2 Human Capital and Change objectives of the project, the results of the previous Management. Plan of action at FCFM year, the proposed plan of action with specific goals

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands for the upcoming year, the members in charge of the 2.3.2.1 ORGANIZATIONAL STRUCTURE AND GOVERNANCE project and the different channels of communication. It is very important to provide the reasoning behind Objective: Set up an organizational unit specifically the change, which should be backed up with facts designed to handle change management. This unit and data to influence the faculty members. should be formed by experts in change management, academics of the Engineering 2030 project as well as Activity 4 (Code G4): Conduct periodic surveys strategic FCFM leaders. and focus groups to receive feedback from faculty, administration, and students. Problem detected: There is a need to incorporate active learning techniques and training of professional 2.3.2.3 INCENTIVES AND RISK MITIGATION ACTIONS. skills at the undergraduate level. Objective: Define activities that encourage the Affects indicators C25 and C26 participation of everyone in the project, identify potential resistance and create activities to mitigate Activity 1 (Code G1): Create an organizational unit in it. charge of the change management. Problem detected: The Faculty has a strong tendency Activity 2 (Code G2): Identify natural leaders at to perceive changes as a fad that will pass. A great FCFM and empower them with the objectives of the deal of continuity of support, communication and project. incentives are needed to maintain momentum and overcome this perception. It is also very important to 2.3.2.2 COMMUNICATION STRATEGIES. identify possible resistance in an early stage and to develop strategies to handle or mitigate it. Objective: To generate the school’s strategic vision as well as specific activities to homologate in curricular Affects indicators C25 and C26 harmonization of engineering programs. Activity 5 (Code G5): Identify possible resistance Problem detected: Communication is a vital and develop a strategy to overcome it. component to the successful implementation of change, especially in academia where a significant Activity 6 (Code G6): Make public acknowledgements number of members are knowledge workers and (e.g., in the form of Awards) and visibility to innovators may not respond to typical incentives. The Faculty and entrepreneurs.

68 Activity 7 (Code G7): Provide support for faculty and Activity 1.1 (Code T2): Appraisal of industry needs staff, such as training in teaching methodologies or in in priority areas. innovation and entrepreneurship. Hold ongoing meetings of UAM professionals with stakeholders from the external environment, to Activity 8 (Code G8): Provide incentives for faculty, appraise issues and challenges of the industry and such as time for planning new curriculum, for training communicate these findings with academics and activities and the inclusion of relevant indicators in researchers from the Faculty to create joint projects. the evaluation process. Activity 1.2: Creation of a Faculty Club (Alumni Activity 9 (Code G9): Include relevant indicators VIP), a space or meeting place of leading Beauchef during the hiring procedure of new faculty and alumni and former Beauchef faculty that can work to administrative staff. strengthen and empower FCFM projects.

2.3.3 Governance and Synergies Activity 1.3: Generate industry internships in the FCFM from awarded projects. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION This project considers only one university in Chile. Develop professional internship programs from Therefore this section does not apply. industry or external environment in laboratories and FCFM centers. This activity has already begun in 2.3.4 Applied R&D&i and some FCFM centers such as the AMTC, and CMM. Industry Engagement Activities

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Activity 1.4: Incorporate industry professionals from 2.3.4.1 LINK WITH NATIONAL AND INTERNATIONAL external environment to thesis commissions. ENVIRONMENT Connect the thesis work from the faculty with the challenges of the industry or external environment, Objective: Improve the FCFM connection with the for example, the creation of a mentoring program so needs of the industry and society, strengthening that entrepreneurs, executives and professionals in existing structures and/or generating new ones. general, accompany the development of the thesis focused on R & D + I. Detected Problem: Shortage of goods, coordinated internships and coordinated multidisciplinary projects Activity 1.5: Promote leveraging of external funds. with participation of national/international industry. The different external financing channels (i.e., CORFO-INNOVA,Crowdfundings, Venture Capitals, Affects Indicators: M33, M38. etc.) for those projects in their premarket stages will be promoted. This includes advising researchers Activity 1 (Code T1): Create an Articulation Unit for relations on the possibilities of acquiring resources and/or with the external environment (UAM). relying on external entities such as an accelerator, This unit is responsible for centralizing information to investment networks, to achieve them. and from the Faculty on issues related to TT. The main focus of this unit is the generation of networks between Activity 2: Deepening the relationship between FCFM Centers, the external environment (companies, entrepreneurs, industry and society official departments, etc.) and research developed in Enhance ways to improve relationship with the the FCFM, so one needs to have an understanding of different agent networks through the new FCFM both what is internally researched and also the needs structure currently existing in the Centers. The Centers of the external environmental. The FCFM Centers will will be facilitators of dialogue between the FCFM and coordinate and enhance their existing TT networks the community that leverages the activities and other and activities, as well as create communication insiders. Actions that increase the amount of R&D channels with individual academics, by means of contracts with the environment and the generation of UAM. From the dialogue generated in this unit, one technological products (patents, licensing, etc.) will may participate with academic and / or departments be defined. that do not belong to existing facilities, so as to complement their own work, create a structure that supports them and link them to the Centers for FCFM and the external environment.

69 Activity 3: Disseminate TT developed in the FCFM to industry and the University in the field of TT, and generate an and society ecosystem that strengthens connectedness with the Activity 3.1: Develop a communication strategy. external environment. This plan seeks to boost the presence of media in mass information, social networks and the media Problem detected: Lack of a specialized industry, regarding R+D+i activities carried out at administrative structure to foster innovation and the FCFM. In this way, society will learn of different entrepreneurship and Technology Transfer. initiatives, generating an image that the FCFM can Affects Indicators: M32, M37, M38, M43. develop state-of-the-art R+D+i This will facilitate projects receiving major investor support, and the Activity 5: Strengthening the role of existing centers within image generated in the external environment will the FCFM allow it to rely on the Faculty to solve their problems Activity 5.1: Formalizing FCFM Centers or challenges. Analyze the formalization of particular centers so they can increase their impact on the current internal Activity 3.2 (Code T3): Promote dialogue for the structure IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION liaison between the FCFM and external environment. The objective is to position the faculty as an active Activity 5.2: Create synergy through improved agent in TT subjects according to their priority areas liaisons between the Centers created. by generating R+D+i themed seminars. The first Discuss the faculty power structure to formalize the activity will enhance current seminars conducted by professional research track within FCFM programs.

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands some centers as a formal faculty activity. In addition, we invite people from the external environment Activity 5.3: Strengthen TT in all FCFM Centers. to the faculty to participate in dialogues with our Create formal channels so that the Centers with researchers. These activities include organizing highest TT impact can motivate other Centers with breakfast, one-day laboratory internships, focus less focus in this area and invite other academics to groups, digital media lectures, etc. enrich the activities of Centers already in operation.

Activity 3.3 (Code T4): Creating a portal for TT to Activity 6: Maximize current University and Faculty structures receive complaints and promote activities. for TT This portal will help the UAM in its mission to Activity 6.1: Maximize the UNTEC role in Faculty communicate the technological projects that develop, processes. improving the communication between media and Discuss and disseminate within the FCFM community the university in themes of technology transfer. and the external environment, the role of UNTEC as a facilitator of technology transfer while generating Activity 3.4: Connecting professional master’s strategies between UNTEC and UAM. students with local projects Activity 6.2: Generation of networks between IDIEM Activity 3.5: Carry out work among master’s students, and the Centers and FCFM academics. and technological projects of the Faculty. Take advantage of the external environment networks of IDIEM to create and/or promote lines of Activity 4 (Code T5): Create a competitive fund for internal joint research between the IDIEM, academics and projects that enhance the TT. businesses. These endeavors carried out by the Create a competitive fund for the community with the IDIEM and academics will be shared, in relation to goal of developing projects that promote technology solving problems within the industry. transfer from the faculty and external entities. Activity 6.3: Fortify the link between the different 2.3.4.2 INTERNAL ECOSYSTEM OF THE FACULTY AND actors of the University related to TT and our Faculty. UNIVERSITY Coordinate R+D+i activities with other centers and/ or researchers from other Faculties and with the Vice- Objective: Increase the capacities to generate rectory to enhance TT strategy. synergies between the various structures of the Faculty

70 Activity 7: Improve the organization and TT functioning Activity 9.3 (Code T9): Create technological tours Activity 7.1 (Code T12): Create a permanent panel focused on priority areas. for discussion and development of incentives, These tours bring academics from the School to visit policies, strategies and best practices of TT. the industries that are at the top of technological development in order to get acquainted with both This panel will be responsible for discussing the technologies they use as well as the challenges incentives to generate a cultural change in TT, and and future opportunities. In addition, academics will fortify current and future TT structures, such as be presented with the latest trends in forms of work creating a professional research track within the and of relationships with the business ecosystem. FCFM associated with the centers. In addition, the Furthermore, it aims to create a relationship between panel will be responsible for generating discussion global industry and FCFM. on how the FCFM can address issues of national interest. This panel will be multidisciplinary, involving 2.3.4.3 MULTIDISCIPLINARY R+D+I OF NATIONAL both academics and centers such as external SIGNIFICANCE AND OF WORLD SCALE references (professionals, entrepreneurs, CEOs, etc.) IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION and postgraduate students. Objective: Fortify multidisciplinary R + D + i and the Technological Capacities towards the challenges of Activity 7.2: Create a standard knowledge database Industry and Society in the priority areas of FCFM for TT activities. by increasing graduate students and their improved This repository and/or forms of collaborative work will linkages with other centers and other agents focused

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands share documents to assist other units improve their on TT, actively promoting the co-supervision of internal processes. Examples of these documents theses across disciplines include: budgeting, valuation quantification of academic work, R & D contracts, intellectual property, Problem detected: 1) Still weak (compared to world agreements, regulations, etc. class institutions) the PhD program, evaluated by number of PhD students per full-time professor and Activity 8 (Code T6): Competition for TT Acceleration its quality; 2) Currently, there is no internal policy Create a competitive fund that allows laboratory to promote coordinated, focused, multidisciplinary prototypes to become industrial prototypes and research. subsequently transfer products to the industry or business ecosystem. A committee formed by Affects Indicators: C1, C2, C3, C21, M37 industry professionals and academics will select and accompany prototype proposals to be strengthened. Activity 10: Increase R+D+i by increasing number of graduate These funds may be supplemented by external students. resources or may act in counterpart with others. Activity 10.1 (Code T10): Disseminate national and international doctoral programs. Activity 9: Create mechanisms that support the development Initiate Latin American tours, together with the of TT with the industry graduate school, to countries such as Colombia, Activity 9.1 (Code T7): Create support funds for Cuba and Venezuela with the aim of spreading nomination of TT projects. postgraduate initiatives of the Faculty and interview This fund will help those academics that need candidates for the various programs. These tours financing in the stages previous to the allocation of will be enhanced every year by communication private or public funding. campaigns in traditional and digital media in Latin American countries. Activity 9.2 (Code T8): Brief TT training courses for academics, researchers, postdocs, postgraduates Activity 10.2 (Code T11): Create scholarship bridges. and administrative personnel. To support doctoral programs with lower demand, Create courses to provide skills for packaging and they will receive funding for freshmen with high marketing of technologies to the Faculty community probability of later getting scholarship grant funds to facilitate TT in the future. from public agencies i.e. Conicyt, whose projects have an orientation towards R & D + i. (20 seats). Partnership will be created in the private world

71 so they can invest in fellowships for the following Activity 11.3: Strengthen existing international graduate years. agreements currently in Centers Publicize existing international R+D+i cooperation Activity 10.3: Strengthen PhD and Postdoc Conicyt agreements within the FCFM community in such scholarships with the industry a way as to take advantage of their potential. The Students will learn about scholarship opportunities Centers are expected to take advantage of research for doctoral and postdoctoral industry positions as areas not currently developed with the participation well as companies that support the initiative. of other agents.

Activity 10.4: Generate an graduate school strategic Activity 12: Promote multidisciplinary approaches to plan. Postgraduate theses with industry Design a plan to first analyze the current failures Activity 12.1: Creating Faculty Seminars for centers in the weakest postgraduate programs and then to disseminate their activities to graduate students. execute actions to assist them in their areas of need. Seminars will be created at the graduate school A diagnostic of the postgraduate programs will be level, where centers showcase their objectives, IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION implemented and an action plan will be designed methodologies, and research so as to generate along with the committee members of the programs, multidisciplinary collaborations within reach of all the last in order to improve them so they can take graduate students. advantage of the strengthening of the graduate school. Activity 12.2: Creation of an internal body at the

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands FCFM, allowing graduate students to offer seminars Activity 10.5: Promote multidisciplinary to students from other graduate programs. undergraduate theses in collaboration with industry. The graduate school will allow postgraduate students A multidisciplinary and real world approach to access to seminars given by students of other the undergraduate thesis will better prepare the programs in order to enhance their thesis work while students for their early professional performance generating internal synergies and improving their and experience, diminishing the exit benchmark multidisciplinary focus. gap. Moreover, it would allow and incentivize them to envision what a graduate multidisciplinary thesis Activity 12.3: Encourage and facilitate graduate with the industry would be like. The latter would be program students in taking courses from other valid accomplished through the existing network between programs as electives. the FCFM centers and the external environment, and new agreements generated in the context of this The graduate school will generate a valid elective list project. of graduate program courses, which may be taken by students. The motive behind this is to generate a Activity 11: Promote research priorities through the Centers strategy for such activities that are encouraged and Activity 11.1: Validate and enhance research lines in required. priority areas. Create a committee to discuss the priority areas Activity 12.4: Promote multidisciplinary graduate of FCFM. This panel will be responsible for thesis with Industry. disseminating research and challenges present in the A multidisciplinary approach will enhance the priority areas and will also be in charge of generating postgraduate student theses with the industry, discussion around these issues among academics. through the existing network between the FCFM Involvement is expected of this committee of centers and the external environment, and new international researchers, centers, and external agreements generated in the context of this project national universities. Activity 13 (Code T13): Purchase and installation of Activity 11.2: Focus on priority areas by means of networks. FCFM Centers. The acquisition of networks for new laboratories Create a strategic plan that allows FCFM Centers and installations at 851 Beauchef support applied to coordinate and generate greater synergy and/or research focused on modeling of complex systems, focus on all strategic areas. which will enhance the capacity of the supercomputer

72 BigData Center for Mathematical Modeling, opening macrotasks previously indicated, propose changes new possibilities for technological applications for and improvements and act as Steering Committee of fields of astronomy, mining and a new area, the Smart the entrepreneurship education program presented Cities to CORFO.

2.3.5 Technology Commercialization Recurrent executive tasks and Entrepreneurship • Support the connection and interaction of different people/groups (within the FCFM and outside) which 2.3.5.1 STRUCTURE FOR I+E ST are trying to tackle a similar problem. • Support (expert exposure) and selection of the Objective: Improve the structure and infrastructure ideas that the teams can bring to tackle the desired for i+e Education problem. • Assigning stage categories to each team, depending Problem detected: Lack of structure, coordination on the level of development. and support for education in entrepreneurship • Approval of advancement to the next stages of IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION support (information, meetings, business model) Activity 1 (Code E1): OPEN Beauchef Management Office • Management of early acceleration process. Affects Indicators C13, C14, C15, C16, C17, C18 y C19. Coordination Tasks The objective is to create a professional and highly • Coordination with entrepreneurship teaching units

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands specialized administrative structure that allows us and laboratories of the FCFM to disseminate innovation and entrepreneurship • Window entry to those interested in participating in knowledge and expertise, together with promoting/ the process, facilitating multidisciplinary work in order to identify • Window-to-market and coordination with University and tackle Innovation niches. This structure will act as TT structure, internal and external window for input and output of • Window with networks of investors and businessmen requirements and manage the transversal processes of the ecosystem in particular alumni, that enable actors or leaders of prospects learn and • Contracts with associated acceleration companies advance in the process of technology development, from outside the FCFM. through acceleration support (information), networking and administrative support to release to Activity 2 (Code E2): OPEN BEAUCHEF LAB the market. Affects Indicators C13, C14, C15

Description This Lab will be transversal to the FCFM activities, This office must meet the objectives of acting as in this section are described lab profile related to proactive support and coordination to innovation and entrepreneurship. This venture space aims to enable entrepreneurship education. This office will manage entrepreneurs in the various specialties of the FCFM this mission at the FCFM, directly under the deputy to meet with their workteams to undertake their Dean (see new structure). This office will receive a projects. fix annual basal budged, carefully designed to be absorbed by the FCFM budget after the engineering Description 2030 grant is finished and to avoid the requirement The entrepreneurship space should benefit from of auto sustainability of the basal activities (without the facilities that technology delivers in order to detriment to attract external funding for other undertake. The content of the laboratory is divided activities). This office will serve as a hub to facilitate the into three pillars: Its infrastructure, personnel and interaction among different actors (multidisciplinary) technological equipment. in addition to serve as a firewall of the associated (Open Beauchef) labs and activities to be aligned •Infrastructure: The laboratory will occupy an area with the goals of the strategic plan. The main tasks of 400 square meters available on the second floor that this office should have are: of the southwest tower at Beauchef 851 —the new complex of Faculty buildings. The space has Supervisory Tasks an open floor plan; the idea is to keep most of the • Oversee the management and advancement of

73 spaces open by establishing an internal organization o Modeling of ideas: To provide tools for entrepreneurs, in different areas aimed at creating an environment the lab will feature a screen or monitor with an interface where entrepreneurship is a contagious process that offers video tutorials on how to use various among those working. tools for accelerating the conception and design of projects (brainstorming, mind maps, empathetic map, There will be five large spaces. These are the co- prototyping, validation board, etc.), mentioning the work, meetings, modeling ideas, exhibitions and purpose of each one, the necessary materials and coffee areas. The divisions will be performed partially how to use it, along with examples. To enhance this, (not making a closed room) with opaque glass walls, there will be a shelf with several drawers, which have which also serve as whiteboards. a number that will match the videos mentioned above, and contain all the materials needed to use the tool •Equipment: The equipment will be divided into five described in the tutorial. The monitor interface also major areas outlined in the previous section: allows for the option of streaming to mobile devices via an Apple TV or Google Chromecast. o Co-work: First, it is necessary for both chairs and o Presentations: There should be a central computer IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION tables in the laboratory to be easily movable, in order and a projector for presentations, along with mobile to promote a dynamic work environment. It is worth chairs with support for writing. As with the meeting noting that there will be tables for general work and space, this area will feature a webcam on the some reserved for projects with a higher degree of monitor and a central computer, which will allow advance. In addition, there should be some beanbag videoconferencing. This sector can be used for

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands chairs with coffee tables. talks by international entrepreneurs to laboratory There will be a secretary desk, with a printer, scanner entrepreneurs or the university community. and plotter. The first two would facilitate distribution o Recording Studio: This area will feature recording of any document or scanning of the same and the and editing tools necessary for entrepreneurs to create last would server for generating logos or some kind of audiovisual content that may be submitted to diverse advertising for the projects. competitive funds, investors or the entrepreneur and Lockers around the area will be available so that student community. There will also be an expert attendees can store their belongings there as well from the audiovisual field who will be able to support as in work desk spaces designed for that purpose. entrepreneurs in the creation of such content. Monitors will also be incorporated with streaming o Coffee: People will have access to a coffee maker devices, so that different groups can use them when and a mini fridge with , beverages, sandwiches needed. and other snacks. In addition, tables, chairs and Finally, in order to enhance networking among beanbag chairs will be available for entrepreneurs entrepreneurs who have at some time used the room, to relax a moment and share with their peers. there will be computers installed for two purposes: so that entrepreneurs can access them whenever they At the secretarial office, iPads will be available for use in need and so that through an interface, they may register the various areas. Finally, we have to mention the constant voluntarily as entrepreneurs, sharing information about presence of experts who are responsible for analyzing their business venture, contact information and even how students, with their particularities, interact with putting human capital requirements to enhance their the different spaces offered by the laboratory, with the development (search for a specific kind of engineer, purpose of rearranging them if necessary, or enhancing for example) in order for others to join. them, generating impact metrics of such spaces. Also o Meetings: Requires a central table and movable worth mentioning is the search for companies which are chairs. To allow wireless transmission of digital content, business ventures with young people, and require the the room will have a monitor connected to a streaming insertion of enterprising students interested in enhancing device (Apple TV or Google Chromecast), which can their business model and provide the possibility to insert link to any mobile device (smartphone, computer or them into a long-term entrepreneurship reality. tablet) to show presentations, images, videos or any other didactic element. The area will also have a web camera on the monitor and a central computer, which will allow videoconferencing.

74 Figure 2.6. Layout of the laboratory. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands

Activity 3 (Code E3): FABLAB 2.0 Examples of required equipment is shown below: Tormach PCNC 1100, Torchmate Plasma Cutter. 3D Printing Lab with limited series production capacity It affects indicators C13 and 14

The objective is to reach fast prototyping and initial production capacities for intermediate volumes.

Description Current equipment at FABLAB is taking a couple of hours to produce just one unit, and molds for greater volumes require high initial investment. It is necessary to buy equipment for printing units at intermediary production volumes to validate their marketing potential.

Milestones • Buy equipment to improve intermediary production volume capacities inside the laboratory.

75 Activity 4 (Code E4): OTHER LABS AND MECHLAB 2.0 term activities (workshops) and long term activities Extension of laboratories associated with other (courses for students), which can be coordinate to Faculty areas. conduct to minors and master degree in the case of the students. Affects indicators C13 and C14 The objective is to create a network of laboratories Description associated with OPEN BEAUCHEF that offer The focus is on students, academics and researchers, specialized services for participants/groups in in order to improve their skills in innovation and innovation and entrepreneurship activities, which entrepreneurship; in particular teaching contents and can be formed with people from inside and outside methods such as: the University of Chile. There is an alliance with the University of Sheffield for students and researchers • Business models exchange in the area of high precision machinery. • Maker Movement There is a strategy of complementing that exchange • Lean Startup with some machinery for prototyping and design in at • Trends in entrepreneurship and innovation IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION least two specific labs. There is also high precision • Technological Entrepreneurship machinery capabilities within the Radio Astronomy • Patenting and law for new ventures Instrumentation group that should be coordinated • Venture development with the OPEN Beauchef initiative. To enable joint laboratories with OPEN Beauchef, the Faculty The workshops will be conducted both nationally

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands will invest in instrumentation for IDIEM, teaching and internationally (especially with our alliances with laboratories in the department of mechanics and Cornell Tech and Technion), where experts can be others. invited from abroad or the country, and can send people belonging to the community of faculty abroad Description to learn in key locations around the world, where the This stage would begin in 2016 making investments innovation and entrepreneurship happens. to improve a mechanical laboratory and specialized workshops for developing products with a high As for the courses, they focus on of craftsmanship and complex elaboration. and graduate students, and aim for the development To achieve this, learning for the first year will be of an entrepreneurship and innovation project by incorporated into project monitoring. Afterwards, students during a semester course, all this with the other laboratories will be added according to a support of part time teachers coming from the world program that will take place in 2016 and 2017. of entrepreneurship and have teaching skills needed to transmit their knowledge to students. 2.3.5.2 ENHANCEMENT OF THE I+E ST EXPERIENCE Activity 6 (Code E6): Perform mentoring and support for Objective: Increase and enhancement the activities projects under a new line of entrepreneurship “Open for i+e ST. Beauchef” (MENTORING ENTP OPEN BEAUCHEF) Affects indicators C13 and C14 Problem detected: Lack of knowledge, practice and support for i+e ST. Goal The aim is to create a new line of ventures, allowing Activity 5 (Code E5): Innovation and entrepreneurship all people with projects or developments, both from workshops and courses for students, scholars and inside and outside the Faculty, to be sponsored researchers (i&e WORKSHOPS) by mentors who guide and accompany them in their entrepreneurial initiatives, supporting their Affects Indicators C13, C14 and C15 undertaking based on their own experience, even up It is intended that the university community (students, to the financing stage. academics and researchers) have opportunities for improvement focused on entrepreneurship and Description innovation methodologies, consisting of short- Tutoring programs consisting in sponsorship by

76 entrepreneurs for venture projects, by students and Activity 9 (Code E10): Funding for acceleration of venture others at the FCFM. Sponsor entrepreneurs should niches be strongly linked to the entrepreneurship field, Affects Indicators C13, C14 and C15 with wide knowledge of methodologies for current Provide financial information support for the various entrepreneuring, such as Lean Start Up, and the FCFM ventures in order to be able to apply to the various processes, and their particularities, related right support external fund. to the same (conception, design, implementation, and marketing). Their work can be compared to that Description of coach. In addition to support provided by tutors, It is intended to boost these ventures providing the program contemplates setting up a website financial information support (applications to seed where entrepreneurs can present their projects in funds) in their early stages or leveraging projects of prototype phase, with the aim of recruiting people interest in order to access greater funding later. with different skills to support their design process and conception with a specialized focus, while encouraging the formation of multidisciplinary teams. 2.3.6 International Alliances IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Finally, to support the process of financing ventures that show potential in the University, the program will The activities related to the international alliances support investment attraction (alumni networking) that we will develop during the next 3 years are and and contacts. In the first year, there will take place an they have 3 main axis, detailed below. open call competition with well-defined, transparent

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands methodologies to select potential ventures evaluated 2.3.6.1 INFRASTRUCTURE ENHANCEMENT by an external committee. Affects Indicators: M40, M41, M44, M45, M46, M47. Activity 7 (Code E7): International Accelerator Internships Affects Indicator C15 Activity 1(Code: R1): Definition of the type of structure The objective of the alliance with specialized to support the international/external relationships international accelerators (Cornell Tech, MIT Martin and alliances. Trust, Cambridge, etc.) is to allow certain existing ventures with great potential within the FCFM to gain Activity 2 (Code R2): Search and selection of new extra support personnel to support the international alliances.

Description Activity 3 (Code R3): Foundation of New External Through the creation of alliances or relationship Affairs Office. with international accelerators, we will support and foster existing ventures inside the Faculty. The Activity 4 (Code R4): Development of a strategy to aforementioned support will be carried out through the enhancement of the networks with national and funding won in joint venture competitions. international institutions (External Affairs office): This office will organize the current agreements of the Activity 8 (Code E8): Create networks among students, FCFM with external institutions in order to operatize academics and entrepreneurs the agreement. The office will help to make the match Affects Indicators C13, C14, C15, C16, C17, C18 and C19 between the implementation parties (offices, research Create networks among students, academics and groups, professor, students and staff). This office also entrepreneurs. will be seeking and supporting new agreements for:

Description • Internships. This will require a plan to define the Develop network activities so that entrepreneurs, as outcomes of the internships and to interact with well as students, academics, and faculty researchers, international companies. have access to roundtables of associations with • Attraction of International PhD students with entrepreneurs from other expert areas, as well as scholarships form their countries. This will require from other University areas. activities with ambassadors, policy agencies and university presidents, deans of the international

77 target country/university. and foreign students to spend some time abroad • Student exchange (either short terms of 15-30 days, up to long terms • Faculty Exchange such as a semester). Also, we will be actively • Research collaborations with leading institutions attracting foreign students to our Faculty for short or and companies long terms studies within the FCFM. We will actively • Collocation of our PhD students in Postdocs care and support that the stay and the educational positions at leading institutions and world class experience of the international students. companies. In addition, this office will be working toward the Sustainability of the project. Activity 10 (Code R10): Enhance international internship programs: Currently the international 2.3.6.2 FOSTERING FORMATION internships are limited in number and programs. We will increase the number of students making abroad Affects Indicators: C21, M42, M43, M44. M46, internships, the number and level of companies M47, M48. offering them. This office will coordinate and support the students with the process of internships. Taking IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Activity 5 (Code R5): Development of a plan of action the information coming from the External Affairs this to increase the number of international students in office will operate the internships. It will take special our graduate programs. This plan should require care of the international internships. interaction with authorities of international universities as well as the authorities of these countries in order to Activity 11 (Code R11): Training of faculty in

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands find the common interests between our specialization Leadership and i+e ST: Professors from the FCFM and their needs. will be trained in Leadership and i+e ST in world class institutions: Gordon Leadership Group and Martin Activity 6 (Code R6): Attraction of international Trust Center from MIT and JTCII from Cornell Tech. specialist to the improvement and creation of new optional courses on leadership and i+e ST: In 2.3.6.3 OUTREACH ACTIVITIES collaboration with international institutions (Cornell Tech, Technion, MIT Gordon Leadership Group, Affects Indicators: C21, M42, M43. MIT Martin Trust Entrepreneurship Center) we will evaluate our current courses and we will develop Activity 12 (Code R12): Scientific-Technological courses related to leadership and i+e ST. Innovation and Entrepreneurship Conference: The Scientific-Technological Innovation and Activity 7 (Code R7): International internships for Entrepreneurship Conference is an annual opportunity PhD students: The goal of this activity is to enhance for experts and world leaders in these fields to meet, and foster international cooperation with leading share best practices, network and learn from each research and innovation institutions. other. This conference is also an opportunity for students of the FCFM to present their developments Activity 8 (Code R8): In coordination with the graduate and to know what is been done internationally. school the external affairs office will help with the contact-with and support-to PhD graduates: We will Activity 13 (Code R13): FCFM i+e ST Challenge: develop a system to keep aware of the opportunities In the same logic of the BizTech Entrepreneurship around the world for our PhD graduates and to be Challenge from the Bronica Entrepreneurship able to promptly communicate those opportunities to Center at Technion we will host an entrepreneurship them. competition where the process and award will be to support the acceleration of the projects (acceleration We will keep up contact with our PhD graduates might be performed abroad with partner institutions to improve the FCFM network and to help them to such as Cornell Tech). International judges should connect with other alumni. participate, increasing our international visibility.

Activity 9 (Code R9): Student Exchange with partner Activity 14 (Code R14): Outreach of the agreements institutions: This item includes the generation of and results to the international community: periodic scholarships for undergraduate, graduate

78 Communication of the agreements and their results to entering the FCFM, significantly impacting their initial the FCFM community and to the External environment adaptation and their performance during the first is relevant to keep attracting opportunities. The years of the program. Most students need to develop communication will be handle in coordination with (in an unguided and proper way) the necessary tools the communication office to function within a challenging curriculum. This problem originates from the formative years 2.3.7 Curricular Harmonization and in . With this in mind, we plan to Technological Graduate Programs Activities study this multidimensional phenomenon to better understand how incoming students arrive to the The globalization has driven the international FCFM, what their skills and abilities and interests are, curricula to standardization in order to facilitate the and what needs to function correctly in the university mobility among institutions and countries. This trend environment. has not been indifferent to the Universidad de Chile and specifically to the FCFM, which has intensified Considering the information available at the FCFM, the work of continuously reviewing curricular aspects a complementary task is provided, with students IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION of engineering in order to facilitate mobility of their entering engineering professions, major universities students and graduates. In fact, since 2007, Computer in Chile and other countries, in order to compare the Engineering program decided to shorten the time to level with entering FCFM students and recognize any obtain the degree from 12 semesters to 11 semesters. area of skills deficiency. In the initial strategic plan presented by the FCFM in

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands January 2014 the duration of the degrees was not To complete this task, the following milestones are considered, due to the grant specifications, although defined: the issue was present at meetings of the project team and the authorities of the Faculty/University. Milestone 1.1 (Code A1): Initial diagnosis of strengths and weaknesses of In May 2014 Corfo, together with communicating that students entering the FCFM. we were granted with the fund, required us to explicitly address the issue of curriculum harmonization • Necessary human resources: National consultant in (review the duration of the engineering programs) human resources and engineering. in this reformulation plan/report. This justifies that • Methodology: Qualitative-Quantitative; 3 focus we propose diagnostic and benchmarking activities groups with first and second year FCFM students + 1 for this specific aspect (they were not specifically final questionnaire to all the students enrolled in their conducted in the previous stage, because they were first year of studies at the FCFM + Final report. not explicitly requested). • Duration (diagnosis execution): 6 months • Time frame: 2.3.7.1 INFORMATION GATHERING AND GAPS January and February 2015: Bidding for award of CHARACTERIZATION study March 2015: Awarding Objective: To generate the school’s strategic vision as April to August 2015: Execution of study (includes well as specific activities to homologate in curricular interim progress report results for the end of May) harmonization of engineering programs. September 2015: Final report

Problem detected: There is a need to incorporate Milestone 1.2 (Code A2): active learning techniques and training of professional Benchmark of selection process, welcoming, and skills at the undergraduate level. balance of strengths and weaknesses of students Affects indicators C25 and C26 entering engineering programs in Chilean universities. • Necessary human resources: consultant in Human Activity 1: Entry Benchmark Resources and Engineering • Methodology: Qualitative; 7 semi-structured There is currently great heterogeneity in knowledge, interviews with members of 7 Chilean universities skills, attitudes and values possessed by students renowned in engineering education (one interview per university)

79 • Duration (diagnosis execution): 6 months Milestone 1.5 (Code A5): • Time Line: Benchmark of selection process, welcoming, and January and February 2015: Bidding for award of balance of strengths and weaknesses of students study. entering engineering programs in Asian universities. March 2015: Awarding • Necessary human resources: consultant in Human April to August 2015: Execution of study (includes Resources and Engineering interim progress report results for the end of June) • Methodology: Qualitative; 10 semi-structured September 2015: Final report interviews members of 10 Asian universities renowned in engineering education (one interview Milestone 1.3 (Code A3): per university) + Final report. Benchmark of selection process, welcoming, and • Duration (execution of diagnosis): 6 months balance of strengths and weaknesses of students • Time frame: entering university engineering programs in the January and February 2015: Bidding for award of . study March 2015: Awarding IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION • Necessary human resources: consultant in human April to August 2015: Execution of study for 10 resources and engineering Asian universities (includes interim progress report • Methodology: Qualitative; 10 semi-structured results for the end of June) interviews with members of 10 U.S. universities September 2015: Final report renowned in engineering education (one interview

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands per university) + final report. Activity 2. Exit Benchmark • Duration (execution of diagnosis): 6 months • Time Line: Nowadays, a significant gap exists between the January and February 2015: Bidding for award of knowledge and skills that students possess at the study moment of graduating from the FCFM, in comparison March 2015: Awarding to the minimum that is required by the best companies April to August 2015: Execution of study for 10 and institutions that seek young engineers. Among U.S. universities (includes interim progress report these skills there are also those that were not results for the end of June) developed fully during the university studies, for September 2015: Final report example, the lack of interpersonal skills, practice and experience in genuine work environments. Milestone 1.4 (Code A4): Benchmark of selection process, welcoming, and Considering the constant and demanding changes in balance of strengths and weaknesses of students engineering training, it is important to study the gaps entering engineering programs in European between generic skills that students possess upon universities. graduation from FCFM, compared to the minimum that the best companies and institutions demand of • Necessary human resources: consultant in Human engineers. Some of these skills may go undeveloped Resources and Engineering during the years of university study; for example, • Methodology: Qualitative; 3 focus groups with first- improving interpersonal skills and gaining practical year students from 3 leading European universities experience in real working environments. in engineering education (one focus group per Because of this, recent graduates must invest time to university) + Final report. adjust to their new situation (being a newly qualified • Duration: (execution of diagnosis): 6 months engineer with challenges and responsibilities within • Time frame: a company), which in some cases, may lower the January and February 2015: Bidding for award of performance curve during the first years of one’s study career March 2015: Awarding April to August 2015: Execution of study for 3 To address this problem we have proposed European universities (includes interim progress multidimensional study of this phenomenon to report results for the end of June) understand the condition the students are in upon September 2015: Final report graduating from the FCFM, for example, if they meet

80 the graduate profile, what their interests are and last two years (must belong to 10 different industries) what they need in order to function properly in the + Final report. professional environment. • Duration (execution diagnosis): 6 months To complement the information available in the • Time frame: FCFM, a similar study will be carried out, but now January and February 2015: Bidding for award of considering students who graduate engineering study degrees from major universities in Chile and other March 2015: Awarding countries, in order to compare the level held by April to August 2015: Execution of study (includes graduates FCFM and detect weak areas that could interim progress report results for the end of June) be improved. September 2015: Final report

To complete this task, the following milestones are Milestone 2.3 (Code A8): defined: Diagnosis of how engineering students are currently graduating from universities in the U.S. Milestone 2.1 (Code A6): IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Diagnosis of the FCFM student condition upon • Necessary human resources: Consultant in human graduating; for example, their exiting, competencies, resources and engineering. networks, etc. • Methodology: Qualitative; 3 focus groups with alumni over the last two years from 3 U.S. universities • Necessary human resources: National consultant in that are leaders education and engineering (each

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands human resources and engineering group must consist of engineers from different • Methodology: Qualitative – Quantitative; 7 focus disciplines with a maximum of 3 engineers from the groups with FCFM alumni during the last two years same university) + 7 semi-structured interviews with (maximum of one focus group per specialty) + 10 U.S. managers that have hired recent engineering semi-structured interviews with managers that have graduates from these 3 U.S. universities that lead in contracted recently graduated engineers from the engineering + Final report. FCFM in the last two years (they should belong to • Duration (execution of diagnosis): 6 months 10 different industries) + 1 final survey to all of the • Time frame: graduates during the last two years at the FCFM + January and February 2015: Bidding for award of Final report. study • Duration (execution of diagnosis): 4 months March 2015: Awarding • Time frame: April to August 2015: Execution of study for 3 January and February 2015: Bidding for award of universities in the U.S.(includes interim progress study report results for end of June) March 2015: Awarding September 2015: Final report April to June 2015: Execution of study (includes interim progress report results for the end of May) Milestone 2.4 (Code A9): July 2015: Final report Diagnosis of how engineering students are currently graduating in other universities in Europe. Milestones 2.2 (Code A7): • Necessary human resources: consultant in Human Diagnosis of how engineering students are currently Resources and Engineering graduating from other universities of Chile. • Methodology: Qualitative; 3 focus groups with • Necessary human resources: consultant in human alumni over the past two years from 3 universities in resources and engineering Europe leading in engineering education (each group • Methodology: Qualitative; 7 focus groups with must consist of engineers of different disciplines with alumni over the last two years from 5 leading a maximum of 3 engineers from the same university) Chilean universities in engineering education (each + 7 semi-structured interviews with managers that group covers a specialty and each has a maximum have hired recent engineering graduates from those 3 of one student per university) + 10 semi-structured universities in Europe that lead in engineering + Final interviews with managers that have contracted report recent engineering graduates from these 5 Chilean • Duration (execution of diagnosis): 6 months universities that lead in engineering education in the

81 • Time frame: Milestone 3.1 (Code A11): January and February 2015: Bidding for award of Diagnosis of skills and achievement levels that newly study graduated engineers need in order to be valued in a March 2015: Awarding national work environment. April to August 2015: Execution of study for 3 universities in Europe (includes interim progress • Necessary human resources: National consultant in report results for end of June.) human resources and Engineering. September 2015: Final report • Methodology: Quantitative (National character survey to managers of companies and organizations Milestone 2.5 (Code A10): + Final report) Diagnosis of how engineering students are currently • Duration (execution of diagnosis): 5 months graduating in other universities in Asia • Time frame: January and February 2015: Bidding for award of • Necessary human resources: consultant in Human study Resources and Engineering March 2015: Awarding IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION • Methodology: Qualitative; 3 focus groups with alumni April and May 2015: Preparation of measurement over the past two years from 3 Asian universities instruments. that lead in engineering education (each group must June to July 2015: Execution of study. consist of engineers from different disciplines with a August 2015: Final report maximum of 3 engineers from the same university)

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands + 7 semi-structured interviews with managers who Activity 4. Gap analysis of incoming students have hired recent engineering graduates from those 3 leading Asian universities in engineering + Final Upon completion of the previous studies, we will report. conduct a comprehensive compilation of information • Duration (execution of diagnosis): 6 months and an analysis of the gaps between the skills that • Time frame: students possess when entering the FCFM and January and February 2015: Bidding for award of the “desired minimum base” that students should study demonstrate at the beginning of their studies. March 2015: Awarding April to August 2015: Execution of study for 3 This information from the FCFM will form the base universities in Asia (includes interim progress of the study and data obtained from national and report results for end of June) international universities will be used as a point of September 2015: Final report reference or comparison to propose a comprehensive set of strategies that improve the performance of Activity 3. Benchmark of (national) market requirements the FCFM in matters of engineering education. The analysis also takes into account the initial skills of We propose a hypothesis regarding the gap between the students, so as to provide the necessary tools to the knowledge, skills and abilities that students make the most of their college studies. possess upon graduation from FCFM, comparing them to the minimum required by top companies and To accomplish this task, the following milestones are institutions that need engineers and young engineers. defined: To identify (and potentially shorten) this gap, we will study the problem and ascertain skills and Milestone 4.1 (Code A12): achievement indicators that companies require when Analysis of the gaps between the skills that students hiring recent engineering graduates. have upon entering the FCFM and “desired minimum base” with those that students should demonstrate To accomplish this task, the proposal includes, in all at the start of his/her engineering studies. interviews and focus group companies (defined in the previous milestones), an article of questions related to • Necessary human resources: An Industrial Engineer this subject. Therefore, the basic information needed + a Psychologist (preferably with experience in for this task is attached to the previous one and has competency-based education) only one item regarding national exploration as a way of quantifying the needs of companies.

82 • Methodology: Review of primary sources (all Affects indicators C25, C26, M40, M41, M44 and reports generated in studies conducted in Stage 1). M45. Generating a report characterizes the situation at the FCFM. Activity 6. Skill Delivery Design Methodologies • Duration: 3 months • Time frame: To carry out this challenge, the Teaching Development September 2015: Recruitment of an (Engineer and Area (ADD, initials in Spanish) of the FCFM will be Psychologist) strengthened, with the purpose of promoting teaching Oct. and Nov. 2015: Execution of analysis. excellence, supporting the teaching and learning, (Includes preliminary report) within the educational model of the Universidad de December 2015: Final report Chile and in alignment with the standards set by the CDIO initiative for engineering education. In addition, Activity 5. Gap Analysis of Graduates the ADD will also assume the standards established as a result of the analyses conducted in stages 1 In depth analysis of the gaps between the skills (information gathering) and 2 (gap analysis). IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION possessed by students upon graduation from FCFM and the “desired minimum base” that professionals To promote continuous improvement of teaching and should possess in the area of engineering at the start learning, the ADD offers support and advice, at least of their careers. in the following areas:

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands To accomplish this task, the following milestones are • Teaching innovation: Preparation of proposals defined: for setting learning outcomes, incorporating new methodologies (multi- and interdisciplinary Milestone 5.1 (Code A13): learning, social learning, project-based learning, Analysis and diagnosis of the gaps between the skills gaming, computer simulations, distance learning, of FCFM graduates possess and the requirements of backcasting, case-studies, policy-laboratories, the labor market. problem-based learning, bootstrapping, , experiential approaches, reflective journal • Necessary human resources: An Industrial Engineer writing, among others), assessment strategies + a Psychologist and instructional technology, and also foster the • Methodology: Review of primary sources (all incorporation of global, regional and national reports generated in studies from Stage 1). It ends challenges in the courses in order to be consistent with a report that accounts for all studies carried out with the 2030 mission in terms of emphasizing the and the analysis of the information, characterizing the engagement with society and industry. This process situation at the FCFM. must be carried out carefully while supporting the • Duration: 3 months Curriculum Management Unit, as it affects the • Time frame: curriculum and graduate profile. September 2015: Recruitment of an (Engineer + Psychologist) • Transferable skills for engineering and science: Oct. and Nov. 2015: Execution of analysis. promotion, development and assessment of (Includes preliminary report) skills such as professional ethics, oral and written December 2015: Final report communication, teamwork and leadership

2.3.7.2 TRANSFORMATION PROCESS AND • Formulation of projects for strengthening HARMONIZATION OF CURRICULA teaching in engineering and science.

Objective: Implement the school’s strategic vision as • Teacher training workshops for academics well as specific activities to homologate in curricular and teachers. This includes a training program for harmonization of engineering programs. adjunct professors and assistants, in order to assure a minimum rate of participation within the academic Problem detected: There is a need to incorporate community. active learning techniques and training of professional skills at the undergraduate level.

83 • Other educational needs arising through this • Methodology: The ADD team will be fundamental project that are related to the teaching area and new in the study of current teaching methodologies in methods of engineering education that should be the FCFM and in the proposals of new (or better) implemented in FCFM. teaching methodologies, aimed at setting out the basic engineering skills required for the professional The ADD will be responsible for leading the processes world, while strengthening the cognitive development of empowerment methodologies for teaching science of engineering students. and engineering. • Duration: 7 months On the other hand, the Office of Engineering for • Time frame: Sustainable Development (OESD) of the FCFM is June and July 2015: First design of methodologies responsible for the incorporation of sustainability in + implementation proposal the curriculum, in the manner of focused and related Aug. to Nov. 2015: Piloting of first designed courses, aiming to form professionals that have an methodologies ethical and technical understanding in this matter. December 2015: Pilot project report results

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION To complete this task, the following milestones are Activity 7. Methodology Design for Skills Development defined: To carry out this challenge, together with the previous Milestone 6.1 (Code A14): activity, the ADD team will be responsible for leading Strengthening the Teaching Development Area within the implementation of new (or better) teaching

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands the FCFM. methodologies in the FCFM for the development • Necessary human resources: Team with skills in the of personal skills (e.g., ability to reflect, capacity teaching of engineering to express one’s self, writing skills), management • Methodology: Hiring an expert in engineering skills (leadership, teamwork, personal management, teaching methodologies who works in conjunction negotiation, etc.) and skills for “learning to learn” with the ADD (Proposed profile: PhD in engineering (how to reinvent one’s self so as to not become education) + Pedagogical Advisor of university obsolete in the workplace? How to accept that I do environments. These professionals are responsible not know something? How to get help? Where can for defining the new skills needed by the team of the I learn? What mood should I be in to maximize my ADD and establish the basic guidelines of the area. learning?). These skills will be transferred to FCFM • Necessary human resources: Team with skills in the teachers, who will be supported and accompanied teaching of engineering by ADD in its implementation and deployment. • Methodology: Professionals are responsible for defining the new skills needed by the team of the To complete this task, the following milestones are ADD and establish the basic guidelines of the area defined: • Duration: 3 months • Time frame: Milestone 7.1 (Code A16): March 2015: Search and recruitment of (PhD +_ Design and pilot the first methodologies to strengthen Pedagogical Advisor the development of personal skills, management April and May 2015: Definition of ADD guidelines skills and the ability to learn how to learn. and future member profiles • Necessary human resources: Team with skills in Milestone 6.2 (Code A15): engineering education Analyze the most appropriate methodologies for each • Methodology: The ADD team is fundamental in course taught at the FCFM, to strengthen the delivery the study of current FCFM teaching methodologies of minimum skills required for the professional world. and the proposal of new (or better) teaching Apply methodologies to strengthen the cognitive methodologies, aimed at developing key engineering development of an engineering student (e.g., teach skills in the world today, such as personal skills, thinking skills, modeling, design solutions) management skills and the ability to learn to learn. • Duration: 7 months • Necessary human resources: Team with skills in • Time frame: teaching engineering June and July 2015: First design of methodologies

84 + implementation proposal (includes choosing a • Necessary human resources: Team with skills in control group to evaluate the results) guidance and personal development Methodology: Aug. to Nov. 2015: Piloting of first designed Hiring of expert in personal development methodologies in select courses. methodologies in engineering environments December 2015: Report with results of the pilot. (Proposed profile: PhD in Human Resources) + Advisor/Counselor. These professionals, while Activity 8. Initial Leveling providing the basic guidelines of the area, will be in charge of defining the new skills needed by the AGC To carry out this challenge, the Career Management team. Area (AGC) within the FCFM will be created, whose • Duration: 4 months purpose is to design and implement mechanisms • Time frame: and strategies required to accompany and guide March 2015: Seek and hire (PhD + advisor/ students during their academic life with the intention counselor) of enabling them to develop their full student potential. April to June 2015: Defining AGC guidelines and To achieve the aforementioned, the agency will offer future member profiles IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION support and advice, at least in the following areas: Milestone 8.2 (Code A18): • Measurement of strengths and weaknesses of Design instrument to measure strengths and students entering the FCFM: assessment and weaknesses of a student entering the FCFM. analysis of knowledge, skills and abilities, and

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands creating strategies for strengthening weaknesses • Necessary human resources: Team with skills in throughout the academic period. (Some of these guidance and personal development activities are already covered by the Quality of Life • Methodology: The AGC team will support the study area at the FCFM. Therefore, the objective is for the of current teaching methodologies at the FCFM and AGC to support their work and participate in the participate in the proposed new (or better) teaching massification of these guidelines and help turn them methodologies in engineering, with a focus on into a standard). assessing strengths and weaknesses of students. • Measurement and development of transferable • Duration: 13 months skills for engineering and science: definition, • Time frame: design of measuring instruments and assessment July 2015 to Feb. 2016: Design of evaluation of generic skills in students (e.g., oral and written instrument + proposed implementation. communication, teamwork, leadership, etc.) March to June 2016: Piloting the first evaluation • Design, implement and support a leveling process instruments for students entering the FCFM. (This includes July 2016: Report results of pilot experience remedial courses of knowledge and personal development workshops targeting FCFM students.) Milestone 8.3 (Code A19): • Other educational needs arising through this project Design and piloting of leveling process for new FCFM that are related to student area and/or new methods students. of engineering education. • Necessary human resources: Team with skills in The AGC will be responsible for monitoring and guidance and personal development evaluating the processes of personal and professional • Methodology: The AGC team will design and lead development of students, serving as support to other a pilot project to support the leveling process of new FCFM units. students to the FCFM program. • Duration: 12 months To complete this task, the following milestones are • Time frame: defined: Aug. 2016 to Feb. 2017: Design of leveling process + proposed implementation Milestones 8.1 (Code A17): March to June 2017: Piloting of leveling process Creation and implementation of the Career July 2017: Report results of pilot experience Management Area within the FCFM.

85 Activity 9. Harmonization of curricula • Necessary human resources: Team 2030 + Curricular Management Unit + AGC + OESD To begin this complex process, we have defined • Methodology: A proposal for adapting curricula to two key stages to allow for debate, assessment of respond to the agreements reached at the previous relevance, setting of expectations and providing the stage will be held in conjunction with the departments. new basic guidelines to incorporate into engineering This will be accompanied by the creation of a syllabus teaching at the FCFM. Considering the complexity of for each new course to be included in the mesh, the organization, the following milestones are defined which lay the foundation for new content and skills for this activity: that you want the students to integrate upon entering the engineering degree program. Milestone 9.1 (Code A20): • Duration: 6 months Internal discussion and agreements per department, • Time frame: which includes academics and students of the FCFM January to May 2016: First design of adapted curricula • Necessary human resources: Team 2030 + AGC + June and July 2016: Definition of basic syllabus IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION OESD (It is noteworthy that the Department CTD be for each course included as well as a representative of the Curriculum Management Unit). 2.3.7.3 MONITORING AND QUALITY CONTROL • Methodology: Due to the complexity within the FCFM, there will be general work groups Objective: guarantee quality and assessment of the

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands (with representatives of Team 2030 + manager new curricular activities representatives from each department at the FCFM) and months of extended work (work groups in each Problem detected: There is a need to incorporate department), which will allow for visualizing and active learning techniques and training of professional consideration of the entire organization and reduce skills at the undergraduate level. the rejection of change. These work groups will define the core skills of a graduate’s career, and Affects indicators C25 and C26 cross courses, specific to each specialty, all of which should point to the long term goal proposed at the Activity 10. Establish Quality Standards FCFM. • Duration: 9 months To safeguard the quality of education provided at the • Time frame: FCFM, the minimum standards that must have new March 2015: Definition of work groups courses, workshops, laboratories, assessments, etc. April to July 2015: are defined First stage of discussion regarding new teaching methodologies and skills necessary to train FCFM To complete this task, the following milestones are students. It ends with a preliminary report for each defined: department and the general board report. Aug. to Nov. 2015: Second stage of discussion: Milestone 10.1 (Code A22): Initial design of new cross courses and specifics Define quality standards for courses in engineering December 2015: Final report with definition of professions taught at the FCFM minimum skill requirements for a engineering graduate to possess; definition of new cross • Necessary human resources: Team 2030 + ADD + courses geared towards delivering these skills. Curricular Management Team + AGC + OESD • Methodology: Considering the information gathered Milestone 9.2 (Code A21): on methodologies for engineering Adaptation of curricula to new requirements and definition and abroad, and considering the identified gaps, of Basic Syllabus for new cross courses to include in the the minimum standards are defined, regarding the curricula. Due to the extensive work involved, the syllabus minimum standards at the FCFM; for example, design will be carried out over the next 24 months for all minimum contents, quality of teaching, quality of previously existing FCFM courses. materials, quality and relevance of evaluations,

86 quality of adjunct teachers and assistants, etc. This Activity 12. Development of pilot testing process will involve various FCFM stakeholders and some external consultants in engineering education. After evaluating and adjusting the Alpha version • Duration: 5 months of the system, one should evaluate the behavior • Time frame: of the system in a real environment. Therefore, Oct. 2015 to Feb. 2016: Internal debate one must perform a pilot phase to assess the at the FCFM, workshops and Final report and Beta version (or Minimum Viable Product) system summary of the work and proposed quality under real conditions, for which there is a trial run standards for new courses to be started at the and adjustment, which aims to make a sample FCFM. representative of courses, teachers and students at the FCFM. Activity 11. Design of monitoring systems and quality To accomplish this task, the following milestones are control defined:

Based on accreditation standards, mechanisms Milestone 12.1 (Code A24): IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION and existing systems to track and to perform quality Piloting a system for monitoring and quality control for control of the courses taught in FCFM will be new courses included in the curricula within FCFM. improved. • Necessary human resources: Team Development (+ To accomplish this task, the following milestones are Support of AGC + ADD + Team 2030) defined: • Methodology: Select a representative sample of

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands courses, teachers and students, and the Minimum Milestone 11.1 (Code A23): Viable Product (MVP) system will test them for an entire Design and development of prototype system for semester. During this period there will be constant monitoring and quality control of new courses adjustments to monitoring and quality control to included in the FCFM curricula. provide a minimum stability, achieve high usability and ensure that the objectives are fulfilled. • Necessary human resources: Development team (+ • Duration: 6 months Support of: AGC + ADD + Team 2030) • Time frame: • Methodology: A survey of requirements will Mar. to Jul. 2017: Trial run and continuous system be performed; defining processes, roles, users, adjustments technology architecture and performance needs. Aug. 2017: Evaluation and preparation of Final Some minimal functions that the system must have report that supports the process of design, may include: monitoring student (performance, development, testing and improvements made. co-curricular activities, etc.), quality assessment The basic system documentation (manual data (courses, infrastructure, etc.) and a metrics module and process) is also made. and indicators. Existing systems will be evaluated and new modules will be developed by a group of engineers. Testing will be conducted in controlled Activity 13. Magister i+e (Code A25) environments (Alpha version) to yield minimum system stability. It is noteworthy that strategies to interpret the information, mechanisms for controlling and measures to take in different scenarios must be created. • Duration: 12 months • Time frame: March to June 2016: Sample of requirements and conceptual design system July 2016 to Feb. 2017: Alfa development system version, testing in a controlled environment and making improvements.

87 2.4 Gantt Chart Code Months Activity 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 ECOSYSTEM

S1

S2

S3

S4

S5

S6 HUMAN CAPITAL AND CHANGE MANAGEMENT

G1

G2

G3

G4

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION G5

G6

G7

G8

G9 APPLIED R&D&I AND INDUSTRY ENGAGEMENT Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands T1

T2

T3

T4

T5

T6

T7

T8

T9

T10

T11

T12

T13 TECHNOLOGY COMMERCIALIZATION AND ENTREPRENEURSHIP

E1

E2

E3

E4

E5

E6

E7

E8

E9

E10

E11

E12

88 Code Months Activity 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 INTERNATIONAL ALLIANCES

R1

R2

R3

R4

R5

R6

R7

R8

R9

R10

R11

R12

R13 IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION R14 CURRICULAR HARMONIZATION

A1

A2

A3

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands A4

A5

A6

A7

A8

A9

A10

A11

A12

A13

A14

A15

A16

A17

A18

A19

A20

A21

A22

A23

A24

A25

89 Below are the details of the activities with their critical milestones and implementation period. Code Name of the Activity Description Milestones Start Date Date of ending ECOSYSTEM S1 Hiring Academics Decree May 2015 August 2017 appointments S2 Participate in MIT The MIT REAP (Regional Entrepreneurship Forms and report. November December REAP Program Acceleration Program) is a global initiative created 2014 2016 to help regions accelerate economic growth and job creation through entrepreneurship based on innovation (IDE). The partner regions are part of multidisciplinary teams and commit to two years of learning with MIT. The MIT team will collaborate in the creation of curricular and extracurricular activities Innovation and Entrepreneurship. This initiative sets out to generate a regional strategy for promoting the innovation and entrepreneurship through the REAP program. S3 Satellite Launch Within the plan to promote FCFM missions is Forms and report. September September

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION project that the faculty finances projects to encourage 2014 2016 students to address complex technological problems, as a way of generating opportunities to develop professional skills and implement active learning methods. Following this line is a multidisciplinary challenge run by academics and students, consisting of the creation of satellite for later use in space for scientific and research purposes. Currently there is already a miniaturized

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands satellite, weighing 1 kg and has a liter in volume, and the principal amount of the reservation release was performed. S4 Missions FCFM Multidisciplinary project March 2016 August 2017 S5 Improvement of Equipment improvement to strengthen bonds Equipment recieved March 2015 December IDIEM equipment with industry 2016 S6 Design, May-2015 Febru- construction and ary-2016 implementation of Data Mart system HUMAN CAPITAL AND CHANGE MANAGEMENT G1 Create an This unit will be responsible for monitoring Identification of May 2015 September organizational progress of project implementation and providing major change 2015 unit in charge ongoing risk assessment management of the change strategies, management. identifying the most significant risks. G2 Identify natural Build alliances with opinion leaders within the Identify the May 2015 September leaders at FCFM Faculty. main objectives. 2015 and empower them Generate a list of with the objectives stakeholders and of the project. establish strategies. Define operative measures involving. G3 Hold “town-hall” Disseminate project progress Plan first meeting. August 2015 September meetings at the Systematize August 2016 2015 beginning of collected August 2017 September each year where information. 2016 academics and September administrative 2017 staff gather in a single location so that everyone receives the same information at the same time. G4 Conduct periodic Mechanisms to monitor opinions of the bodies Design and October November surveys and that make up the Faculty apply consult 2015 2015 focus groups to mechanisms. October November receive feedback 2016 2016 from faculty, October November administration, and 2017 2017 students.

90 Code Name of the Activity Description Milestones Start Date Date of ending G5 Identify possible Risk identification mechanisms according to ISO Update information November January 2016 resistance and 31,000 on preliminary risks. 2015 January 2017 develop a strategy Ensure stakeholder November to overcome it. involvement 2016 in mitigation measures.

G6 Make public Recognize outstanding individuals in the field of Establish selection January 2016 March 2016 acknowledgements entrepreneurship and technological transfer. committee. January 2017 March 2017 (e.g., in the Establish criteria for form of Awards) choosing people to and visibility to be awarded innovators and Define annual entrepreneurs. award plan. G7 Provide support Implement courses and workshops to promote Report proposal. April 2016 December for faculty and innovation and entrepreneurship Report on proposal 2016 staff, such as implementation. training in teaching methodologies or in innovation and IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION entrepreneurship. G8 Provide incentives Propose implementation of measures to free up Report proposal. April 2016 December for faculty, such as time of academics based on their involvement in Report on proposal 2016 time for planning innovation and entrepreneurship. implementation. new curriculum, for training activities and the inclusion of

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands relevant indicators in the evaluation process. G9 Include relevant Propose criteria to incorporate into the Report proposal. April 2016 December indicators during recruitment process. Report on proposal 2016 the implementation. hiring procedure of new faculty and administrative staff.

APPLIED R&D&i AND INDUSTRY ENGAGEMENT T1 Create an This unit is responsible for centralizing • Standards and May 2015 September Articulation Unit information to and from the Faculty on issues policies for the 2015 for relations related to TT. The main focus of this unit is the Internships. with the external generation of networks between the external • Creation of a environment (UAM) environment (companies, entrepreneurs, official Research Data base departments, etc.) and research developed in the and mechanism FCFM, so one needs to have an understanding for searching of both what is internally researched and also multidisciplinary the needs of the external environmental. The research with FCFM Centers will coordinate and enhance their industry application. existing TT networks and activities, as well as • Policies and create communication channels with individual mechanism for the academics, by means of UAM. From the dialogue Legal support. generated in this unit, one may participate with • Definition of the academic and / or departments that do not attraction mechanism belong to existing facilities, so as to complement (short and long their own work, create a structure that supports terms) of external them and link them to the Centers for FCFM and no-governmental the external environment. investments. • Plan and evaluation procedure for increment of joint project with industry for the first 3 years. • Plan and evaluation procedure for increment of patents and licenses for the first 3 years. • Plan and evaluation procedure for increase of startups and spinoffs for the first 3 years. • The office will determine opportunities for technology transfer.

91 Code Name of the Activity Description Milestones Start Date Date of ending T2 Appraisal of Hold ongoing meetings of UAM professionals • Create new September January 2015 industry needs in with stakeholders from the external environment, opportunities for the 2015 priority areas to appraise issues and challenges of the industry industry. and communicate these findings with academics • Call for academics and researchers from the Faculty to create joint and researchers. projects. • Creation of joint projects with the industry. T3 Promote dialogue The objective is to position the faculty as an • Survey of current September January 2015 for the liaison active agent in TT subjects according to their seminar centers. 2015 between the FCFM priority areas by generating R+D+i themed • Improve current and external seminars. The first activity will enhance current seminar centers. environment seminars conducted by some centers as a formal • Design new faculty activity. In addition, we invite people seminars. from the external environment to the faculty to • Hold seminars. participate in dialogues with our researchers. These activities include organizing breakfast, one- day laboratory internships, focus groups, digital media lectures, etc. T4 Creating a portal This portal will help the UAM in its mission to • Design Portal. January 2016 May 2016 IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION for TT to receive communicate the technological projects that • Programming complaints and develop, improving the communication between portal. promote activities media and the university in themes of technology • Survey of transfer. technological projects. T5 Create a Create a competitive fund for the community • Generaction of June 2016 July 2016 competitive fund with the goal of developing projects that promote bases.

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands for internal projects technology transfer from the faculty and external • Call to compete. that enhance the TT entities. • Allocation of funds. T6 Competition for TT Create a competitive fund that allows laboratory • Generation of Acceleration prototypes to become industrial prototypes and bases. subsequently transfer products to the industry • Call to compete. or business ecosystem. A committee formed • Allocation of by industry professionals and academics will funds. select and accompany prototype proposals to be strengthened. These funds may be supplemented by external resources or may act in counterpart with others. T7 Create support This fund will help those academics that need • Generation of funds for financing in the stages previous to the allocation bases. nomination of TT of private or public funding. • Call to compete. projects • Allocation of funds. The FCFM will foster and support the • To gather August 2016 September development of multidisciplinary scientific and information regarding 2016 technological projects, involving the whole FCFM the projects that are community (faculty, under and graduate student, being developed in postdoc, industry and alumni). It is expected the FCFM. that these projects have a strong impact on • To foster the the undergraduate students by their active development of new participation. Examples of such projects are the projects. next generation of the satellite, solar car, ultra- • Formalize and light airplane among others. centralize the management of the projects. T8 Brief TT training Create courses to provide skills for packaging • Increase the August 2016 February courses for and marketing of technologies to the Faculty skills necessary 2015 academics, community to facilitate TT in the future. for packaging researchers, and marketing of postdocs, technologies. postgraduates • Implement and administrative courses. personnel T9 Create These tours bring academics from the School • Define industries August 2016 February technological tours to visit the industries that are at the top of with high 2015 focused on priority technological development in order to get technological areas acquainted with both the technologies they use development. as well as the challenges and future opportunities. • Make contact with In addition, academics will be presented with the academics. latest trends in forms of work and of relationships • Recognize with the business ecosystem. Furthermore, it problems and aims to create a relationship between global opportunities of industry and FCFM. said industries.

92 Code Name of the Activity Description Milestones Start Date Date of ending T10 Disseminate Initiate Latin American tours, together with • Design the tour. September February national and the postgraduate school, to countries such as • Generate 2016 2015 international Colombia, Cuba and Venezuela with the aim communication doctoral programs of spreading postgraduate initiatives of the plan. Faculty and interview candidates for the various programs. This tour will be enhanced every year by communication campaigns in traditional and digital media in Latin American countries. The goal of this activity is to rethink and redesign • Definition of the Graduate School of FCFM, from its current detailed features of small influence/operation to a strong and the new Graduate influent Graduate School, where information and School. management is centralized. Expected results • Appointment are increased enrollment from top Chilean and of the associate foreigner students, a boost in S&T research and dean of Graduate transfer, and a more efficient use of resources. Studies. • Hiring personnel. T11 Create scholarship To support doctoral programs with lower demand, • Generation of January 2017 June 2017 bridges they will receive funding for freshmen with high bases. probability of later getting scholarship grant funds • Call to compete. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION from public agencies i.e. Conicyt, whose projects • Allocation of have an orientation towards R & D + i. (20 seats). funds. Partnership will be created in the private world • Generate alliances so they can invest in fellowships for the following with private world. graduate years. T12 Create a permanent This panel will be responsible for discussing • Define positions. June 2015 September panel for discussion incentives to generate a cultural change in TT, • Planification of 2015

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands and development of and fortify current and future TT structures, first meeting. incentives, policies, such as creating a professional research track • Convene strategies and best within the FCFM associated with the centers. meetings practices of TT. In addition, the panel will be responsible for generating discussion on how the FCFM can address issues of national interest. This panel will be multidisciplinary, involving both academics and centers such as external references (professionals, entrepreneurs, CEOs, etc.) and postgraduate students. T13 Modernization of Enable network infrastructure to enhance the • Big requests. October September social networks for development skills of applied research in the • Allocation. 2014 2016 big data mining, astronomy, health, etc. • Execution of works. • Network reception.

TECHNOLOGY COMMERCIALIZATION AND ENTREPRENEURSHIP E1 Crear oficina The i+e lab encourages entrepreneurship and • Definition of the May 2015 September GI-3aM. innovation across the FCFM, bringing together Director’s profile. 2015 many cross-curricular interests, fostering team- • Definition of the based and entrepreneurial activities among FCFM work schedule. students, faculty, industry, and alumni. The main • Definition of the purpose of the innovation and entrepreneurship personnel profile. laboratory is to exploit our research findings, and • Set-up to empower young talents on their pathway to infrastructure. innovation and entrepreneurship. The Innovation • Hiring personnel. and Entrepreneurship Lab will act as a bridge between research and industry, promoting an ecosystem where innovation happens.

93 Code Name of the Activity Description Milestones Start Date Date of ending E2 Create OPEN The i+e lab encourages entrepreneurship and • Definition of the May 2015 September Beauchef Lab innovation across the FCFM, bringing together Director’s profile. 2015 many cross-curricular interests, fostering team- • Definition of the based and entrepreneurial activities among FCFM work schedule. students, faculty, industry, and alumni. The main • Definition of the purpose of the innovation and entrepreneurship personnel profile. laboratory is to exploit our research findings, and • Set-up to empower young talents on their pathway to infrastructure. innovation and entrepreneurship. The Innovation • Hiring personnel. and Entrepreneurship Lab will act as a bridge between research and industry, promoting an ecosystem where innovation happens. The goal of this activity is to create a dedicated • Set-up space with all the necessary tools for groups of infrastructure. students to develop innovative and entrepreneur’s • 2 clubs in projects with a strong scientific and technological operation. focus. The projects will be self-initiatives by the students. There is the expectation to have students of different levels and specialties working on the same project.

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION The FCFM will foster and support the • To gather development of multidisciplinary scientific and information technological projects, involving the whole FCFM regarding the community (faculty, under and graduate student, projects that are postdoc, industry and alumni). It is expected being developed in that these projects have a strong impact on the FCFM. the undergraduate students by their active • To foster the participation. Examples of such projects are the development of

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands next generation of the satellite, solar car, ultra- new projects. light airplane among others. • Formalize and centralize the management of the projects. The accelerator will support technology-based • Definition of goals, projects with strong commercial potential and mission, vision where the core team members are students, staff and metrics of the and alumni at and from FCFM. It will provide Accelerator. support in: • Definition • Coaching - ongoing coaching from national- management/ international mentors and grants application control procedures. support • Conditioning of • Office space – dedicated premises with office the facilities. workspace, kitchen, rooms, teleconference, etc. • Hiring personnel. • Contacts and network – access to potential • 1 start up each investors, partners and clients year. • Financial support –project with potential global impact will have financial support for international acceleration. E3 Improve FabLab for Strength the implement path of CDIO curriculum • Launch the new September August 2017 packaging through the enhancement of our FABLAB FABLAB facilities. 2014 facilities. Improvement of current and new technological • Internal call teaching laboratories to align them with the for laboratory- strategic plan of ING2030 project. The focus will improvement be the “operation” part of the CDIO curriculum. proposals. • Layout. • Select and purchase new equipment. • Purchase of new requirements. E4 Improvement of Improvement of current and new technological • Internal call October August 2017 other laboratories teaching laboratories to align them with the for laboratory- 2015 strategic plan of ING2030 project. The focus will improvement be the “operation” part of the CDIO curriculum. proposals. • Layout. • Select and purchase new equipment. • Purchase of new requirements.

94 Code Name of the Activity Description Milestones Start Date Date of ending E5 Create workshops, The goal of this activity is to create a dedicated • Set-up September February innovation courses space with all the necessary tools for groups of infrastructure. 2015 2015 and entrepreneur- students to develop innovative and entrepreneur’s • 2 clubs in ship projects with a strong scientific and technological operation. focus. The projects will be self-initiatives by the students. There is the expectation to have students of different levels and specialties working on the same project. In collaboration with international institutions • Evaluation of (Cornell-Tech, Technion, MIT Gordon Leadership current i+e courses. Group, MIT Martin Trust Entrepreneurship Center) • Improvement we will evaluate our current courses and we will of the current i+e develop courses related to leadership and i+e ST. courses. • Creation of new leadership courses. • Creation of new i+e courses.

E6 Perform tutoring The aim is to create a new line of ventures, • Definition of the October February and support to allowing all people with projects or developments, profile. 2015 2015 IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION projects both from inside and outside the Faculty, to • Call to compete be sponsored by mentors who guide and Allocation of accompany them in their entrepreneurial projects. initiatives, supporting their undertaking based on • Hiring. their own experience, even up to the financing • Induction. stage. E7 Implement This item includes the generation of a support • Call to apply and March 2016 February

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands international program for long term stays of FCFM faculty select applicants. 2017 accelerator at international institutions. The objective is to internships create strong links with top research groups and to improve the impact of our research. E8 Create networks Develop networking activities for students, • Design of March 2016 August 2017 among students, academics, researchers, faculty to have access networking academics and to rounds of partnerships with entrepreneurs from activities. entrepreneurs. other areas of expertise as well as other areas of • Communication the University. with entrepreneurs.

E9 Create funds to Provide financial support for different FCFM • Generation of April 2016 July 2016 support activities of projects based on a process of open and bases. April 2017 July 2017 the ecosystem transparent selection. • Call to compete. • Allocation of funds. • Generate alliances with private world.

E10 Create acceleration The FCFM will foster and support the • To gather April 2016 July 2016 funds of niche development of multidisciplinary scientific and information April 2017 July 2017 enterprises technological projects, involving the whole FCFM regarding the community (faculty, under and graduate student, projects that are postdoc, industry and alumni). It is expected being developed in that these projects have a strong impact on the FCFM. the undergraduate students by their active • To foster the participation. Examples of such projects are the development of next generation of the satellite, solar car, ultra- new projects. light airplane among others. • Formalize and centralize the management of the projects. E11 Early acceleration Resources to support initiatives led by people Define regulation for July 2016 October funds (intra FCFM) who have formal links with the Faculty. application. July 2017 2016 October 2017

E12 Acceleration Support resources for initiatives involving people Define regulation for July 2016 October Contract funds who do not belong to the academic and student application. July 2017 2016 (external) body. October 2017

95 Code Name of the Activity Description Milestones Start Date Date of ending INTERNATIONAL ALLIANCES R1 Definition of the This activity aims to define the optimal way to • Define priority March 2015 June 2015 type of structure structure international relations and alliances that countries. to support the are desired. • Define type of international/ institutions that external alliances want. relationships and alliances. R2 Search and Search and selection of the associated deans of • Define profile. May 2015 September selection of new Technology Transfer and i+e ST, Students Affairs • Call to compete. 2015 personnel to support and International Affairs. • Approve the international Competition. alliances. • Recruitment. • Induction. R3 Foundation of New The Associate Dean of TT and i+e ST: She will foster • Definition of goals, July 2015 February External Affairs TT and i+e ST through a central and hierarchical missions, visions 2015 Office organizational structure. All the TT activities will be and metrics. centralized and supported by this specific unit having • Definition of the authority inside the faculty. It is also contemplated management and

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION to improve the search of opportunities and project control procedures. management related with TT by the creation of a new • Definition of the TT Office. An accelerator office will be also created to personnel profile. support the start up and spin off formation. • Hiring personnel. • Set-up The Associate Dean of Students Affairs: She will infrastructure. implement (and will verify the quality) the external experiences of the undergraduate and graduate students. In particular will deal with the exchange Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands programs, with the visiting experiences of our students abroad and the international students at the FCFM. It will also manage the national and international internships, implementing the established designs and agreements made by the Associate Deans of External affairs and TT. The Associate Dean of External Affairs: She will be in charge to look for and establish all the external relations of the FCFM. In that sense it is the office that will work with external, national and international, institutions in order to enhance education, research, i+e ST and TT. This office will pay close attention to establish national and international internships, to attract international undergraduate and graduate students, to search and communicate collocation opportunities for our graduate students and to search for investment opportunities outside the FCFM. The implementation of the agreements will be handle for other offices but this office will establish the link. In addition this office will support with the preparation and execution of conferences at the FCFM. In addition, This office in conjunction with the Associate Dean of TT and i+e ST will be actively working toward the sustainability of the strategic plan.

R4 Development of This office will organize the current agreements • Protocols for July 2015 February a strategy to the of the FCFM with external institutions in order establishing the 2015 enhancement to operatize the agreement. The office will help agreements. of the networks to make the match between the implementation • Data base with with national parties (offices, research groups, professor, the agreements, and international students and staff). This office also will be seeking executors and institutions (External and supporting new agreements for: expected results. Affairs office) • Internships given the standard produced by the • Methodology TT office and policies for • International PhD students with scholarships seeking external form their countries opportunities. • Student exchange • Procedure for the • Faculty Exchange implementation of • Research collaborations with leading institutions the agreements. and companies • New agreement. • Collocation of our PhD students in Postdocs positions at leading institutions and world class companies In addition this office will be working toward the Sustainability of the project.

96 Code Name of the Activity Description Milestones Start Date Date of ending R5 Development of This activity aims to conceive and f implement • Define profile of September March 2016 a plan of action best practices to promote the flow of people from foreign students 2015 to increase abroad to faculty in graduate programs. that come to the the number of FCFM. international • Design incentives students in our to attract foreign. graduate programs • Study the best communication strategy to attract foreign.

R6 Attraction of In collaboration with international institutions • Evaluation of September June 2007 international (Cornell-Tech, Technion, MIT Gordon Leadership current i+e courses. 2016 specialist to the Group, MIT Martin Trust Entrepreneurship Center) • Improvement improvement and we will evaluate our current courses and we will of the current i+e creation of new develop courses related to leadership and i+e ST courses. optional courses • Creation of new on leadership and leadership courses. i+e ST • Creation of new i+e courses.

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION R7 International The goal of this activity is to enhance and foster • Call to apply and March 2016 August 2017 internships for PhD international cooperation with leading research select applicants. students and innovation institutions. R8 In coordination with We will develop a system to keep aware of • Hired a March 2016 July 2016 the graduate school the opportunities around the world for our professional to the external affairs PhD graduates and to be able to promptly follow up and office will help with communicate those opportunities to them. contact our alumni.

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands the contact-with We will keep up contact with our PhD graduates • Develop the and support-to PhD to improve the FCFM network and to help them to necessary software graduates connect with other alumni. infrastructure to assist in the process. R9 Student Exchange This item includes the generation of periodic • Scholarships for March 2016 August 2017 with partner scholarships for undergraduate, graduate and the students. institutions foreign students to spend some time abroad • Managing (either short terms of 15-30 days, up to long protocol of the terms such as a semester). Also, we will be students exchange actively attracting foreign students to our experiences with Faculty for short or long terms studies within the partner institutions. FCFM. We will actively care and support that the stay and the educational experience of the international students R10 Enhance Currently the international internships are limited • Pilots of March 2016 August 2017 international in number and programs. We will increase the standardized. internship programs number of students making abroad internships, industry internships. the number and level of companies offering • Policies and them. This office will coordinate and support the procedures for students with the process of internships. Taking industry internships. the information coming from the External Affairs • Contact with this office will operate the internships. It will take companies willing special care of the international internships. to offer structured internships. R11 Training of faculty Professors from the FCFM will be trained in • Identification of July 2015 June 2017 in Leadership and Leadership and i+e ST in world class institutions: the priorities of the i+e ST Gordon Leadership Group and Martin Trust training. Center from MIT and JTCII from Cornell-Tech. • Definition of the training goals. • Definition of Mechanism for transferring the knowledge to the rest of the community. • Execution of the training.

97 Code Name of the Activity Description Milestones Start Date Date of ending R12 Scientific- The Scientific-Technological Innovation and • Contact June 2016 August 2016 Technological Entrepreneurship Conference is a annual international and June 2017 August 2017 Innovation and opportunity for experts and world leaders in these national specialists Entrepreneurship fields to meet, share best practices, network and for first conference Conference learn from each other. This conference is also an in year Nº2. opportunity for students of the FCFM to present • One conference their developments and to know what is been organization in year done internationally. Nº2. • One conference organization in year Nº3. R13 FCFM i+e ST In the same logic of the BizTech Entrepreneurship • Design of the June 2016 August 2017 Challenge Challenge from the Bronica Entrepreneurship challenge. Center at Technion we will host an • Search for entrepreneurship center where the process and Sponsors and award will be support for acceleration of the mentors. projects (acceleration might be performed abroad • Implementation of with partner institutions such as Cornell-Tech) annual Challenge. R14 Outreach of the Communication of the agreements and their Communication March 2017 August 2017 agreements and results to the FCFM community and to the policies and IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION results to the External environment is relevant to keep attracting protocol. international opportunities. The communication will be handle community in coordination with the communication office. CURRICULAR HARMONIZATION

A1 Initial diagnosis The goal of this activity is to restructure • Generate April 2015 June 2015 of strengths and several aspects of the Undergraduate School technical bases.

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands weaknesses of to align them with the context of the current • Call for bids. students entering project. Giving a special focus on technological • Allocate bids. the FCFM. innovation. • Hiring of an expert to act as a consultant. • Generate final report. • Final payment. A2 Benchmark of The goal of this activity is to restructure Generate technical May 2015 July 2015 selection process, several aspects of the Undergraduate School bases. welcoming, and to align them with the context of the current • Call for bids. balance of strengths project. Giving a special focus on technological • Allocate bids. and weaknesses of innovation. • Hiring of an students entering expert to act as a engineering consultant. programs in Chilean • Conduct universities. semi-structured interviews. • Generate final report. • Final payment. A3 Diagnosis of The objective of this activity is to generate a • Generate June 2015 August 2015 strengths and profile view of engineers entering engineering technical bases. weakness of programs in the US. • Call for bids. students entering • Allocate bids. engineering • Hiring of an programs in the expert to act as a U.S. consultant. • Conduct semi-structured interviews. • Generation of final report. • Final payment. A4 Diagnosis of The objective of this activity is to generate a • Generate tecnical July 2015 September strengths and profile view of engineers entering engineering bases. 2015 weakness of programs in Europe. • Call for bids. students entering • Allocate bids. engineering • Hiring of an programs in the expert to act as a Europe. consultant. • Conduct semi-structured interviews. • Generaate final report. •Final payment.

98 Code Name of the Activity Description Milestones Start Date Date of ending A5 Diagnosis of The objective of this activity is to generate a • Generate technical August 2015 October strengths and profile view of engineers entering engineering bases. 2015 weakness of programs in Asia. • Call for bids. students entering • Allocate bids. engineering • Hiring of an expert programs in the to act as a consultant Asian universities • Conduct semi- structured interviews. • Final report. • Final payment. A6 Diagnosis of how We will evaluate our program to check coherency • Generate tecnical September November FCFM students are with declared graduate profiles. We will also bases. 2015 2015 currently graduating evaluate the pertinence of our declared graduate • Call for bids. with regard to profiles. • Allocate bids. their exiting, • Hiring of an expert competencies, to act as a consultant network, etc. • Evaluation of the actual engineering profile we produce, matching it to the current curriculum. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION • Final payment. A7 Diagnosis of how The aim is to assess the current national standard • Generate tecnical October December FCFM engineering of graduates of various engineering programs. bases. 2015 2015 students are • Call for bids. currently graduating • Allocate bids. from other • Hiring of an universities of Chile. expert to act as a

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands consultant. • Conduct semi- structured interviews. • Form focus groups. • Generate final report. • Final payment. A8 Diagnosis of how The objective is to evaluate the standard among • Generate tecnical November January 2016 FCFM engineering current students in engineering programs in the bases. 2015 students are US • Call for bids. currently graduating • Allocate bids. from other • Hiring of an universities in the expert to act as a U.S. consultant. • Conduct semistructured interview. • Form focus groups. • Generate final report. • Final payment. A9 Diagnosis of how The objective is to evaluate the standard among • Generate technical December Febrero 2016 FCFM engineering current students in engineering programs in the bases Call for bids. 2015 students are Europe • Allocate Bids. currently graduating • Hiring of an from other expert to act as a universities in the consultant. Europe. • Conduct semi-structured interviews. • Form focus groups. • Generate final report. •Final report. A10 Diagnosis of how The objective is to evaluate the standard among • Generate January 2016 March 2016 FCFM engineering current students in engineering programs in Asia technical bases. students are •Call for bids. currently graduating • Allocate bids. from other • Hiring of an universities in the expert to act as a Asia. consultant. • Conduct semi-structured interviews• Form focus groups. • Gernerate final report. • Final payment.

99 Code Name of the Activity Description Milestones Start Date Date of ending A11 Diagnosis of skills The goal is to understand the profile of graduates • Generate technical February April 2016 and achievement that industry values in the field of engineering bases. 2015 level that newly • Call for bids. graduated • Allocate bids. engineers need in • Hiring of an order to be valued expert to act as a in a national work consultant. environment. • Conduct national survey to managers of companies of different orgnaizations and companies. • Generate final report. • Final payment. A12 Analysis of the gaps The goal of this activity is to restructure • Hiring of an March 2016 May 2016 between the skills several aspects of the Undergraduate School expert to act as a that students have to align them with the context of the current consultant. upon entering the project. Giving a special focus on technological • Definition of FCFM and “desired innovation. detailed features IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION minimum base” of the new with those that undergraduate students should school. demonstrate at the start of his/her engineering studies A13 Analysis and The goal is to identify gaps. • Final report April 2016 June 2016

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands diagnosis of the characterizing teh gaps between the FCFM situation. skills of a FCFM graduate and needs of the workplace A14 Strengthening This activity will improve and strengthen current • Strengthen March 2016 October the teaching implementation of the CDIO curriculum in the teaching support 2016 development area FCFM. In particular, we will evaluate the current office. within the FCFM curriculum, integrate innovation-entrepreneurship • Define metrics education and develop, with the assistance to evaluate the of professionals related to CDIO, MIT Gordon implementation Leadership Group and Skoltech, assessment of the CDIO strategies for the new curriculum. curriculum. • Search and selection of human resources. • Improvement of teaching. infrastructure • Define metrics to evaluate the implementation of the CDIO curriculum (assessment). • Improve of teaching infrastructure. • Implementations. This activity has the goal to improve the • 5 trained teaching skills and methods of the Professors. professors per year, Professors will be trained through LASPAU with international program and CDIO in order to include more active partners, within methodologies within the classroom. new teaching methodologies. • 2 workshops per year, with the trained professors, about the new methodologies and the experience of implementing them in our classrooms. This activity aims to gather all the information a • “FCFM faculty faculty member needs to know, and write it in guide” textbook. an official document. This information includes teaching; research and technology transfer activities, and others metrics required for faculty member in the context of this strategy plan.

100 Code Name of the Activity Description Milestones Start Date Date of ending A15 Analyze the The goal of this activity is to restructure • Hiring of an April 2016 July 2016 most appropriate several aspects of the Undergraduate School expert to act as a methodologies for to align them with the context of the current consultant. each course taught project. Giving a special focus on technological • Definition of at the FCFM, to innovation. detailed features strengthen the of the new delivery of minimum undergraduate skills required for school. the professional world. Apply This activity has the goal to improve the • 5 trained methodologies teaching skills and methods of the Professors. professors per year, to strengthen Professors will be trained through LASPAU with international the cognitive program and CDIO in order to include more active partners, within development of an methodologies within the classroom. new teaching Engineering student methodologies. • 2 workshops per year, with the trained professors, about the new methodologies and the experience of implementing them IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION in our classrooms. This activity aims to gather all the information a • “FCFM faculty faculty member needs to know, and write it in guide” textbook. an official document. This information includes teaching; research and technology transfer activities, and others metrics required for faculty member in the context of this strategy plan. Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands A16 Design and pilot the The goal of this activity is to restructure • Hiring of an July 2016 November first methodologies several aspects of the Undergraduate School expert to act as a 2016 to strengthen the to align them with the context of the current consultant. development of project. Giving a special focus on technological • Definition of personal skills, innovation. detailed features management skills of the new and the ability to undergraduate learn how to learn school. This activity has the goal to improve the • 5 trained teaching skills and methods of the Professors. professors per year, Professors will be trained through LASPAU with international program and CDIO in order to include more active partners, within methodologies within the classroom. new teaching methodologies. • 2 workshops per year, with the trained professors, about the new methodologies and the experience of implementing them in our classrooms. A17 Creation and This activity aims to lay the requirements for the • Define profile. July 2016 October implementation creation of Career Management Area, and then • Call for bids. 2016 of the Career implement it. • Approve Management Area competition. within the FCFM • Hiring. • Induction. • Definition of new skills requried for CMA team. • Implementation. A18 Design instrument The objective of this activity is to propose • Deffine profile. August 2016 October to measure new teaching methodologies based on the • Call for 2016 strengths and assessment of the strengths and weaknesses that competition a weaknesses of a FCFM students currently possess concurso. student entering the • Approve FCFM competition. • Hiring. • Induction. • Study of current teaching methodology at the FCFM. •Proposed new teaching methodologies.

101 Code Name of the Activity Description Milestones Start Date Date of ending A19 Design and piloting The goal of this activity is to restructure • Hiring of an August 2016 November of leveling process several aspects of the Undergraduate School expert to act as a 2016 for new FCFM to align them with the context of the current consultant. students. project. Giving a special focus on technological • Definition of innovation. detailed features of the new undergraduate school. A20 Internal discussion The objective of this activity is to define minimum • Generation of September December and agreements per skill required of new engineering graduates and interdisciplinary 2016 2016 department, which new cross courses geared to delivering these work teams. includes academics skills. • Definition of basic and students of the competencies of FCFM. graduates from each program, and a report. • Initial design of new specific and transversal courses. • Final report. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION A21 Adaptation of The goal of this activity is to restructure • Hiring of an October February curricula to new several aspects of the Undergraduate School expert to act as a 2016 2015 requirements and to align them with the context of the current consultant. definition of Basic project. Giving a special focus on technological • Definition of Syllabus for new innovation. detailed features cross courses of the new to include in the undergraduate

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands curricula. school.

This activity will improve and strengthen current • Strengthen implementation of the CDIO curriculum in the teaching support FCFM. In particular, we will evaluate the current office. curriculum, integrate innovation-entrepreneurship • Define metrics education and develop, with the assistance to evaluate the of professionals related to CDIO, MIT Gordon implementation Leadership Group and Skoltech, assessment of the CDIO strategies for the new curriculum. curriculum. • Search and selection of human resources. • Improvement of teaching infrastructure. • Define metrics to evaluate the implementation of the CDIO curriculum (assessment). • Improve of teaching infrastructure. • Implementations. A22 Define quality The goal of this activity is to restructure • Hiring of an September February standards for several aspects of the Undergraduate School expert to act as a 2016 2015 courses in to align them with the context of the current consultant. engineering project. Giving a special focus on technological • Definition of professions taught innovation. detailed features at the FCFM of the new undergraduate school. A23 Design and The goal of this activity is to restructure • Hiring of an October March 2017 development of several aspects of the Undergraduate School expert to act as a 2016 prototype system to align them with the context of the current consultant. of monitoring and project. Giving a special focus on technological • Definition of quality control innovation. detailed features of new courses of the new included in the undergraduate FCFM curricula school.

102 Code Name of the Activity Description Milestones Start Date Date of ending A24 Piloting a system The goal of this activity is to restructure • Hiring of an March 2017 August 2017 for monitoring and several aspects of the Undergraduate School expert to act as a quality control to align them with the context of the current consultant. for new courses project. Giving a special focus on technological • Definition of included in the innovation. detailed features curricula within of the new FCFM undergraduate school. This activity will improve and strengthen current • Strengthen implementation of the CDIO curriculum in the teaching support FCFM. In particular, we will evaluate the current office. curriculum, integrate innovation-entrepreneurship • Define metrics education and develop, with the assistance to evaluate the of professionals related to CDIO, MIT Gordon implementation Leadership Group and Skoltech, assessment of the CDIO strategies for the new curriculum. curriculum. • Search and selection of human resources. • Improvement of teaching IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION infrastructure. • Define metrics to evaluate the implementation of the CDIO curriculum (assessment). • Improve of teaching

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands infrastructure. • Implementations. A25 Magister i+e • Magister April 2015 December Creation Form. 2015 • Magister Regulation. • Approval of Magister.

103 IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands

3. RISK MANAGEMENT AND ANALYSIS

104 Introduction 3.1 Risk Management Objectives

The definition of a Project Risk or Opportunity is an The objective of Project Risk Management is to uncertain event or condition that, if it occurs, has a decrease the probability and the impact of events negative or positive impact on the project’s scope, in the Project. In addition, there is a subsidiary schedule, cost and quality. objective related to positive events, where the target is to increase the probability and impact of capturing The successful performance of any project is closely those opportunities. related to the management of the risks/opportunities at all stages of the project life cycle. In the assessment Risk and Governance phase, the most important sources of risks/opportunities are financial, technical, organizational, political, legal, The management of risk is used to control and limit image, environmental and community aspects of the the exposure of the Project to situations that may project. When the proposal is awarded and the Project have a negative impact on the project itself or the Management starts, sources of cost, time, quality

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION business objectives. and safety become the focus of risks/opportunities management. In general, risks and opportunities are defined in terms of their impact on the project and their prob- It is essential that risks/opportunities management ability of occurrence. This classification could be encompasses a wide range of situations of qualitative or quantitative. Qualitative classifications Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands uncertainty to provide a solid process that leads to could be as simple as defining low, medium, high or project management actions. Risks/opportunities be defined with greater detail, ranging in probability management aims to identify, analyze, assess, of ‘very low’ to ‘almost certain’ and impact from ‘neg- strategize, monitor and control the risks/opportunities ligible’ to ‘catastrophic’. that are directly or indirectly connected to the project and which could affect (negatively for risks In the governance of risk management, the role of the and positively for opportunities) compliance the project manager is: objectives of the project and/or the business case. • Identify and understand the risks associated with The context for the management of risks/opportunities the project. will vary depending on: • Determine appropriate measures to lower their probability of occurrence, if possible, and minimize • Economic aspects, such as; financial situation, the impact on the project and business. costs and benefits. • Monitor them during the execution of the project • Make sure that the mitigation measures are carried out • Support and commitment of the Organization to the • Be constantly repeating the cycle since the risks project. are dynamic; some disappear and new ones emerge. The project manager can respond to those risks • Technical aspects in the design, implementation through generic strategies, such as: and operation. • Avoid the risk. This document describes the methodology, process • Transfer the risk, or share it with another actor of and results for the initial risk identification for the 3 the project. key aspects identified as Curricular Harmonization, • Mitigate the risk or reduce the consequences if the Entrepreneurship and Technology Transfer. risk materializes. The documents included in the plan are described in • Acceptance together with the implementation of man- the Table 3.1. agement strategies, which can be passive or active.

Table 3.1. Documents Document File Name Risk Plan – This document Risk Plan v0 – PDF Format Risk Register Risk Register v0 – Excel Format

105 In the case of the opportunities, the strategies should Opportunity Source Identification be developed to maximize the benefits. Actions to consider include: The following table describes the main sources of opportunities, in order to facilitate their identification: • Exploit Table 3.3. Opportunity Source Definition • Share Sources Definition • Enhance Time Opportunity that the project finishes earlier • Accept than planned Cost Opportunity that the project costs less than planned Quality and Opportunity that the quality of the 3.2 Risk Identification Completeness deliverables exceeds design requirements Scope Opportunity to create a positive precedent The risk Identification, is a process where the pro- by following an efficient process that ject team; the project manager and the risk manager minimizes change controls hold an open discussion about the objective and out- Reputation Opportunity to highlight the company’s

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION (includes reputation by controlling the information/ comes of the projects. information data/records, communication, behavior, security) etc. During the workshop the focus is to review and iden- Team Objectives Opportunity to positively impact on tify any possible circumstance or event with an effect different areas of the company with excellent team management on any part of the project. Labor Relations Opportunity to build long-term Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands relationships with the client or with The risk identified is recorded in the Risk Register file. companies involved in the project Stakeholder Opportunity for the company to manage Management Stakeholders in many ways, not only for Risk Source Identification this project but also for future ones

There are several sources of risk, the following table serves as a guide to identify them. Table 3.2. Risk Source Definition Source of Risk Definition Time The risk that the project could take more time than expected. Cost The risk that a project could cost more than expected. Quality The risk that the quality of the results does not comply with the requirements of the design or the customer’s expectations Scope The risk that a badly defined scope and / or the inefficient management of change requests can affect the goals of the project Team The risk that poor management of the pro- Management ject team could have a negative impact on any of the objectives of the project. Reputation The risk that mismanagement of information (includes handling, communication with Stakeholders, information behavior, etc. may affect the reputation of security) the company Labor Relations The risk of underestimating the role of groups with interests related to the project, could have a negative impact on any of the objectives of the project Stakeholder The risk of a negative impact on any of the Management objectives of the project due to mismanage- ment of the stakeholders (the Stakeholders Plan deals with this risk separately).

106 Risk assessment and analysis Opportunity assessment and analysis

Once the risks have been identified, they can be Opportunities should be analyzed and classified in classified by probability and impact in a 5 by 5 matrix. the same way as risks with a similar 5 x 5 matrix: The following diagram shows the matrix and indicates the risk level and the respective actions to be taken. Figure 3.5. Opportunity Classification Matrix Impact Table 3.4. Risk Classification Matrix Likelihood 1 2 3 4 5 Impact Insigni- ficant Low Middle Major Soaring Likelihood 1 5 5 2 3 4 5 10 15 20 25 Insigni- Catas- Very >=90% Low Middle Major (Medium) (Significant) (High) (High) (High) ficant trophic Likely 5 5 10 15 20 25 4 [30%, 4 8 12 16 20 Very >=90% (Medium) (Significant) (High) (High) (High) Probable 90%] (Low) (Medium) (Significant) (High) (High) Likely 3 [10%, 3 6 9 12 15 4 [30%, 4 8 12 16 20 Possible 30% ] (Low) (Low) (Medium) (Significant) (High) Probable 90%] (Low) (Medium) (Significant) (High) (High) IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION 2 [3%, 2 4 6 8 10 3 [10%, 3 6 9 12 15 Unlikely 10%] (Low) (Low) (Low) (Medium) (Significant) Possible 30% ] (Low) (Medium) (Medium) (Significant) (High) 1 1 2 3 4 5 <3% 2 [3%, 2 4 6 8 10 Slight (Low) (Low) (Low) (Low) (Medium) Unlikely 10%] (Low) (Low) (Medium) (Medium) (Significant) 1 1 2 3 4 5 <3% Slight (Low) (Low) (Low) (Low) (Medium) Oportu- Interpretation Action

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands nity level High Risk level Interpretation Action Identification Plan the opportunity management of a very strategy carefully but quickly High A risk identified Define a strategy and action plan important and implement it at the right as high immediately opportunity, time. Unlike the action to which could be manage a high level risk, the Significant A risk identified Define a strategy and action plan relatively easy key to materializing a high level as important to review in the next status meet- to materialize opportunity is in implementing ing (weekly) with good action in the proper time frame, management. wich may not be immediately. Medium A risk identified Define a strategy and action This opportunity must be with low plan to review in the risk meeting monitored constantly, it required importance (monthly) rapid communication with stakeholders of the project. Low A risk identified Monitoring and review the risk as low status. No action required. Significant Identification Carefully plan a strategy to of an important manage the opportunity. But opportunity. action must not be made in haste since the more relevant the opportunity, the lower is its probability of occurrence. Medium Identification Analyze the opportunity while of a potentially prioritizing the management of interesting risks. Check its status at project opportunity. progress meetings. Low Identification of Monitor the opportunity and a low interest develop a management strategy, opportunity. only if the coast/benefit relation warrants it. Trying to materialize some low level opportunities may distract the project team from its main functions and impede it from meeting some of its obectives.

107 Risk and Opportunity cross aspect identification Metrics for Risk Monitoring - Key Risk Indicators, KRIs

The cross aspect identification defines a classification The risk monitoring and management processes will for each risk or opportunity to understand culture, be measured using a set of Key Risk Indicators - KRI. strategies, impact situations external to the project, governance and compliance with methodology. These The KRIs has been chosen from the best practices aspects could affect different activities of a single content or as defined in: project or a different project in a program. The analysis of the cross aspect is a good start for - The Practice Standard for Project Risk Manage- preparation of the response plan to reduce the impact ment from the Project Management Institute. or probability of occurrence. - Operational Excellence best practice. The following table contains a selected subset of Key Table 3.6. Cross Aspects Description Risk Indicators (KRI). Cross Description Aspects The KRI structure has the following description:

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Organization • Retain the management team, training • Availability of resources, both in time and skills • Financing • Risk ID: A unique identifier. • Dependence with other projects • Key Risk Indicator: Name of the indicator. Project • Governance Management • Use of a project management methodology for control • Description: An explanation about the concept in- Methodology • Project planning and estimations volved in the KRI. What does it measure? • Identify users and end users of the product or service Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands • Effective change management and communications • Formula: The text of the formula to calculate the indicator. External • Regulatory, legal • Time Range: Period of time when the indicator must • Changes in the market or customer be measured. • Other external factors, universities, reforms, lows • Effort Direction: The action required according to External by • Selection of Consultants providers • Contractual agreements the result of measurement. • Dependencies, work dependence with other projects • Unit: Name of the measure. Technical • New Curriculum unproven • Complexity of processes to transform • Incorporation of Technology, technology matu- rity, obsolescence • Prior requirements, quality Strategic • How the organization plans to make changes • Culture alignment • Internal definition, politics

108 Table 3.7. Key Risk Indicators Risk ID Key Risk Indicator Description Formula Time Effort Unit Range Direction KRI02 % of unassessed Percentage of unassessed [Unassessed identified Per Minimize Percentage risks identified risks. risks] percentage of [Total month identified risks] KRI03 Recurring audit Number of Audit finding repeated [number of Audit] Per Stabilize Number finding instances during the project time in month different areas KRI04 Number of Risk Number of actual risk events [number of Risk Event] Per Minimize Number Events that have occurred in a certain month period. Could also be expressed as frequency. The risk event occurs when a risk becomes an issue or the likelihood is 100% KRI05 Risk Trend Risk Trend could be increasing, [number of Risk Per Trend Number decreasing or stable accumulated per month] month KRI07 % of risks which Percentage of risks for which [identified risks measured] Per Maximize Percentage

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION have probable the probable frequency of percentage of [Total month frequency of occurrence and the probable identified risks] occurrence and magnitude of the business probable magnitude impact have been measured, of impact measured within the scope. KRI08 % of staff trained Percentage of staff trained [staff trained in risk Per Maximize Percentage in critical risk in critical risk management management] percentage month management techniques (e.g., standard of [Total project staff] Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands techniques risk analysis techniques, crisis management, project management, skills to detect when something is amiss). KRI12 Cycle time from Cycle time from the discovery [number of days between Days Minimize Time discovery of a of a control deficiency (e.g., the risk identification and control deficiency vulnerability event) to a risk the action plan definition to risk acceptance acceptance decision. start] decision KRI14 Frequency of risk Frequency of risk management [number of days between Days Minimize Time management activity activity reporting. one risk report and the reporting following] KRI17 % of risk mitigation Percentage of risk mitigation [risk mitigation plans Per Maximize Percentage plans executed on plans executed on time (per executed on time] month time management’s decision, set percentage of [total risk date). identified] KRI19 % of risk incident Percentage of risk incident [risk mitigation plans Per Minimize Percentage response plans past response plans past their next overdue] percentage of month their next required required review date. [total risk identified] review date KRI22 Number of risk Number of risk incident response [number of risks with Per Minimize Number incident response plans without an accountable response plans without month plans without an owner. responsible] accountable owner KRI23 % of overdue risk Percentage of overdue risk [risks overdue (not solved)] Per Minimize Percentage vulnerabilities vulnerabilities. percentage of [total risks month identified] KRI24 Average number Average number of days that risk [total days between risk Per Minimize Time of days that risk vulnerabilities open identification and report month vulnerabilities open day] divide by [days of the report period] KRI28 % of re-opened risk Percentage of re-opened risk [number of reopened risk] Per Minimize Percentage vulnerabilities vulnerabilities. percentage of [total risk month identified]

109 Risk and Opportunities Recording

The risks and opportunities log or Risk Register contains information about their identification in the project. This record can be held in any project management collaborative software or simply documented and circulated to the Organization using and excel format file. Figure 3.1. Example of Risk Register in Excel IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands

The Dictionary of fields in the risk register contains: Table 3.8. Risk Register Field Description Field Name Description ID A unique correlative number to identify the risk. Status A value of Identified, Deleted or Unassessed is registered for each risk. Scope Area The area or specific project affected by the risk/opportunity. Risk Name A description of the risk name. Explanation A explanation to introduce understanding of the risk Risk Origen Different aspect of source of the risk, according to detailed description. Cross Aspect Different aspects like strategic, technical, organizational, external or project management. Likelihood Probability of occurrence of risk. Impact Effect on the project if the risk occurs. Rating The product of the probability by the impact. Rating Value A number scale to identify if the risk is Low, Medium, Significant or High. Assessment By The name of person or team that identified the risk. Assessment Date The date of the assessment. Risk Responsible Person responsible for the risk and the execution of response plan. Impact A description of the impact of the risk if it occurs. Generic Strategy Identification of the risk strategy to reduce the probability or impact: Avoid, Transfer, Mitigate or Accept. Risk Response Plan The name of person or team that identified the risk response plan. Identified by Risk response plan Description of the risk response plan. Project Outcome The outcome, objective or activity in the project affected or impacted by the risk. Risk Response Date Date when the risk plan was identified

110 3.3 Context for A New 3.3.1 Context for the Curricular Engineering for 2030 program Harmonization Project The Curricular Harmonization project evaluates and The University of Chile’s project “A New Engineering proposes a strategy that facilitates the definition for 2030”, emerged as a key result of the deep and of specific activities to adapt and manage an permanent transformations in its Faculty of Physical enhancement process of the engineering programs Sciences and Mathematics (FCFM), especially in the that are currently taught in the FCFM. It uses the best academic and management areas, and mainly in practices observed from engineering schools of high the structures which support and promote research, international reputation, both at the undergraduate development, innovation and entrepreneurship. and graduate levels, as a reference point. In this way, the regional leadership in matters of science and In this context, the New Engineering for 2030 program, technology is sought, leading to the FCFM being sets out 4 areas of interest that are the foundational established as a world class institution by the year pillars for the achievement of its goals during the 2030. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION process of construction. These have been identified as Curricular Harmonization, Entrepreneurship, The project objectives that have been defined to guide Technology Transfer and International Relations. the efforts in the area of curricular harmonization are Figure 3.2. New Engineering 2030 Program Model the following:

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands 3.3.1.1 General Objective

Reduce the gap between the competencies (knowledge, skills, attitudes and values) of a student who recently graduated from the FCFM and a professional who is already capable of generating value in a work environment.

3.3.1.2 Specific Objectives

The specific objectives for Curricular Harmonization are:

The model described also includes the key aspects • Define and quantify the gap between the skills of of management required for the construction of graduates of the FCFM and those of an engineer who the ultimate goal, which is the transformation of is already in the work environment. the FCFM’s processes for New Engineering in the • Design an “improvement process” to enable the year 2030. These keys to success are: Stakeholder delivery of training in competencies to the FCFM Management, Organization Management, Risk graduates, in accordance with what the market needs. Management and Project Management. • Define indicators that can measure the decrease of these gaps existing between a new graduate from The management of change, for the construction of FCFM and a professional with experience. the pillars, articulates and operates on the basis of • Design a system to monitor and control the quality proper management of key aspects of the project. of this new process of professional training, including individual and periodic monitoring.

In order to achieve the defined objectives within the scope of the 2030 Curricular Coordination project, various stages and activities have been identified and are summarized in the following table:

111 Figure 3.9. 2030 Curricular Coordination Activities Stage Activity Description Information Com- Entrance Considering the information available to the FCFM, a complementary study pilation Benchmarking has been prepared, of students admitted to engineering in the leading universities in Chile and other countries, in order to compare the level with which the FCFM students enter and recognize any deficient skills. Graduation Benchmarking To address this problem, a study of this multidimensional phenomenon has been proposed in order to understand the level of the students graduating from FCFM, if they meet the graduate profile, what their interests are and what they need to develop successfully in the professional environment. Market (local) requirements To identify (and potentially decrease) this gap, it is proposed to study this Benchmarking issue to identify competencies and indicators of achievement that are currently required by businesses that hire recent graduate engineers. Gap Entrance Gap analysis Perform a general compilation of information and an analysis of the gaps Identification between the competencies that students possess at the time of entering the FCFM and the “desired minimum base” that a student should have to start his studies.

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Graduate Gap Analysis Analysis of the gaps between the competencies that students possess at the time of graduation from FCFM and the “desired minimum base” that an engineering professional should have at the beginning of their working life. Transformation Design Strengthen the Area of Teacher Development (ADD) of the FCFM, the purpose Process methodologies to deliver skills of which is to promote teaching excellence, supporting the teaching - learning processes and their actors, within the framework of the educational model of the University of Chile. These standards are aligned with the CDIO initiative for engineering education and those established as a result of the analyses carried Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands out at stage 1 (information gathering) and 2 (gap analysis). Design of The ADD team will be responsible for leading the implementation of new (or methodologies to develop skills improved) teaching methodologies in the FCFM. The ADD will be responsible for the development of personal skills (for example, capacity for reflection, ability to express themselves, writing, etc.), managerial skills (leadership, teamwork, personnel management, negotiation, etc.) and ‘learning to learn’ skills (How to reinvent yourself so as not to become obsolete in the workplace. How to accept that I don’t know something? How to ask for help? Where can I learn? In what state of mind should I be to maximize my learning?). Curricular Coor- Initial Create the Career Management Area (AGC) within the FCFM, whose purpose dination equalization will be to design and put in place the mechanisms and strategies necessary to accompany and guide students during their academic life, with the intention of helping them to develop their maximum potential. Curricular Assess relevance, adjust expectations and establish the basic guidelines of Coordination the new direction desired by 2030 Engineering Monitoring and Establishment Protect the quality of the education provided in the FCFM, setting the Quality Control of quality minimum standards that new courses, workshops, laboratories, and standards assessments must have. Design of monitoring and quality Based on the designed quality standards, existing mechanisms and systems control systems will be improved to track and to execute the quality control of the courses that are taught in the FCFM. Development of pilot tests Perform a pilot to evaluate the Beta version (or minimum Viable product) of the system under real conditions. To do this, a semester-long trial run and adjustment has been arranged, which will be carried out with a sample of representative courses, teachers and students of the FCFM.

112 3.3.2 Context for Entrepreneurship Table 3.10. Entrepreneurship Project Activities Activities Description The FCFM requires that the products or services Foundational Creation of an administrative structural developed by the creation of knowledge, meet the organization called the Office for the Management of Innovation Support in the Third rigorous scientific and technology standards and Mission GI - 3 aM work ethics that have historically identified this Creation of a physical space for institution. So that the resulting ecosystem virtuously entrepreneurship as a place of work and co- construction, focused on the scientific and feeds the generation of innovative science and technological specialization of the enterprises applied technology with scientific impact. that will be created, called Open Beauchef. Ecosystem Coherently unite the different worlds of academics, students and professionals of the Entrepreneurship should be open to society and be faculty, and peers in other disciplines within the an opportunity for the members of the University, as University, with entrepreneurs and companies in the private world, with ecosystems of well as for entrepreneurs and companies operating in entrepreneurship in the country, with the needs of the state, with selected international centers the Chilean society to integrate. and related to the creation of enterprise and innovation. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION 3.3.2.1 General Objective Educating on the third mission. That is, to provide capabilities to train and educate students, academics and professionals in The overall objective for the entrepreneurship project, the mission to transfer knowledge creation to society through known and formal under the New Engineering for 2030 program, is to mechanisms. Doing this during the formal strengthen R & D in the FCFM, extending its work undergraduate, and postgraduate phases as well as in workshops, internships and ad-hoc Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands to research applied to society through mechanisms courses that will be gradually generated. of value generation and through the development Support the early innovators. Those groups, of competencies in its students and the University previously selected according to their potential and interest, will be supported with resources. community in general to launch and commercialize That is, with technical staff expert in the area, with financial resources and local and technology. international contacts. Measure results with performance indicators 3.3.2.2 Specific Objectives that permanently evaluate the programs and results. The specific objectives for the Entrepreneurship Properly and powerfully communicate, both internally and externally, to disseminate and project, are defined as: attract stakeholders to participate and benefit from the ecosystem. • Facilitate the development of entrepreneurial and Establish standards and ethics protocols to create an adequate framework that permits technology commercialization capabilities in pre and the proper development of private activities post-graduate students. together with activities funded by the University and unpaid work, while avoiding any possible • Encourage and support entrepreneurship in conflicts of interest. students. • Encourage and support the commercialization of technology.

To achieve these objectives, the following activities have been defined:

113 3.3.3 Context for Technology Transfer Therefore, there is a need for a new structure, as an articulated unit, so as to enhance the role of R+D+i The Technology Transfer Project, will focus on the internally and to add innovation concepts to our culture challenges of the country and the region. and ecosystem. This may reduce the gap detected in our diagnosis: “a lack of a specialized administrative Thus, the activities will center on the improvement of structure to foster innovation, entrepreneurship and dialogue with the external environment, to generate Technology Transfer”. cultural change and apply our R&D potential to solving major problems within industry and society. These 3.3.3.1 General Objective activities in turn, are framed within strategic areas of R&D, both of national and international impact, which The general or strategic objectives of Technology have the greatest competitive opportunities, given Transfer, can be summarized as: the reality of both the FCFM as well as Chile and the region as a whole. • Improve the connection of the FCFM with the needs of industry and society, strengthening existing IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION To focus our R&D activities on technological structures and/or generating new ones. challenges of scale, there is a need for a complete • Increase the capacities to generate synergies transformation in our ecosystem and closer links between the various structures of the Faculty and with industry, society, and the external environment the University in the field of TT, and generate an in general, in order to show lines of existing FCFM ecosystem that strengthens connectivity with the Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands research, and in tandem, analyze their technological external environment. potential. The challenges that these new bonds • Fortify multidisciplinary R + D + i towards the generate will drive new research lines for improving challenges of Industry and Society in the areas of Technology Transfer. priority for the FCFM by increasing graduate students From this dialogue and new ecosystem, new research and improving their links with other centers and other opportunities will generate an increase in the number agents focused on Technology Transfer, actively of technological products (patents, licensing, etc.). promoting their co-supervision across disciplines. This organized institutional change facilitates, for example, the creation of incentives and formalization 3.3.3.2 Specific Activities of Technology Transfer (TT) activities that generate internal synergies, and the creation of a Researcher’s In accordance with the objectives of the project, the course within institutionally recognized schools, to following table summarizes the relevant activities for strengthen these areas. the Technology Transfer project:

114 Table 3.11. Technology Transfer Project Activities Objective Activities Description Improve Create an Articulation Unit This unit is responsible for centralizing information to and from the the FCFM’s for relations with the external Faculty on issues related to TT. The main focus of this unit is the connection environment (UAM) generation of networks between the external environment (companies, with the needs entrepreneurs, official departments, etc.) and research developed in of the industry the FCFM, so one needs to have an understanding of both what is and society, internally researched and also the needs of the external environmental. strengthening existing structures Appraisal of industry needs in priority areas. and/or generating new ones. Generate industry internships in the FCFM from awarded projects. Incorporate industry professionals from external environment to thesis commissions. Promote leveraging of external funds. Deepening the relationship between Enhance ways to improve relationship with the different agent networks FCFM Centers, industry and society through the new FCFM structure currently existing in the Centers. Disseminate TT developed in the Develop a communication strategy to boost the presence of media in

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION FCFM to industry and society mass information, social networks and the media industry, regarding R+D+i activities carried out at the FCFM. Promote dialogue for the liaison between the FCFM and external environment Create a portal for TT to receive complaints and promote activities Connect professional master’s students with local projects

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Carry out work among master’s students, and technological projects of the Faculty. Create a competitive fund for internal Create a competitive fund for the community with the goal of projects that enhance the TT developing projects that promote technology transfer from the faculty and external entities. Increase the Strengthening the role of existing Analyze the formalization of particular centers so they can increase capacities centers within the FCFM their impact on the current internal structure. to generate synergies between Create synergy through improved liaisons between the Centers created. the various structures of Create formal channels so that the Centers with highest TT impact the Faculty and can motivate other Centers with less focus in this area and invite other the University in academics to enrich the activities of Centers already in operation. the field of TT, and generate Maximize current University and Maximize the UNTEC role in Faculty processes as a facilitator of an ecosystem Faculty structures for TT technology transfer while generating strategies between UNTEC and that strengthens UAM. connectedness with the external Take advantage of the external environment networks of IDIEM to environment. create and/or promote lines of joint research between the IDIEM, academics and businesses. These endeavors carried out by the IDIEM and academics will be shared, in relation to solving problems within the industry. Coordinate R+D+i activities with other centers and/or researchers from other Faculties and with the Vice-rectory to enhance TT strategy. Improve the organization and TT To achieve this action, TT will create a permanent panel for discussion functioning and development of incentives, policies, strategies and best practices of TT; create a standard documentation repository for TT activities and create a system to quantify the TT within the FCFM. Competition for TT Acceleration Create a competitive fund that allows laboratory prototypes to become industrial prototypes and subsequently transfer products to the industry or business ecosystem. A committee formed by industry professionals and academics will select and accompany prototype proposals to be strengthened. These funds may be supplemented by external resources or may act in counterpart with others. Create mechanisms that support the Create support funds for nomination of TT projects development of TT with the industry Training courses for academics, researchers, postdocs, postgraduates and administrative personnel Create technological tours focused on priority areas Disseminate national and international doctoral programs

115 Objective Activities Description Fortify Increase R + D + i by increasing Create scholarship bridges: multidisciplinary number of graduate students R + D + i towards Strengthen PhD and Postdoc Conicyt scholarships with the industry. the challenges of Industry Generate a postgraduate strategic plan, to analyze the current failures and Society in the weakest postgraduate programs and then execute actions to in the priority assist them in their areas of need. areas of FCFM by increasing Validate and enhance research lines in priority areas creating a graduate students committee to discuss the priority areas of FCFM. This panel will be and their improved responsible for disseminating research and challenges present in linkages with the priority areas and will also be in charge of generating discussion other centers around these issues among academics. Involvement is expected of this and other agents committee of international researchers, centers, and external national focused on TT, universities. actively promoting the co-supervision of theses across disciplines. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION

Promote research priorities through Create a strategic plan that allows FCFM Centers to coordinate and the Centers generate greater synergy and/or focus on all strategic areas. Strengthen existing international agreements currently in Centers,

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands publishing existing international R+D+i cooperation agreements within the FCFM community in such a way as to take advantage of their potential. The Centers are expected to take advantage of research areas not currently developed with the participation of other agents. Create Faculty Seminars for centers to disseminate their activities to graduate students. Seminars will be created at the graduate school level, where centers showcase their objectives, methodologies, and research so as to generate multidisciplinary collaborations within reach of all graduate students. Promote multidisciplinary approaches Create of an internal body at the FCFM, allowing graduate students to to Postgraduate theses with industry offer seminars to students from other graduate programs. Encourage and facilitate graduate program students in taking courses from other valid programs as electives. Promote multidisciplinary graduate thesis with Industry.

116 Risk Identification Workshop 3.4 Risks Identification for Date: 11/12/2014 – 19/12/2014 – 06/01/2015 Curricular Harmonization Project FCFM Attendance Name Role Department (Y/N)

3.4.1 Risk / Opportunities Workshops Juan Cristobal Entrepreneurship Mechani- Yes Zagal cal The risks/opportunities workshop was the starting Marcos International point to fill out the attached file Risk Register v0 with Díaz Relations Electrical Yes the record of risks/opportunities. Teodoro Company Wigodski Director Adviser Industry Yes The workshop addressed all points in this document Barbara International Computer Yes necessary to complete the Excel annexed to this Poblete Relations Science plan. The topics of the workshop were: Willy Change Kracht Management Mining Yes • Initial identification of the Risks/ Opportunities Martin Curricular Coordination Reich Engineer Geology Yes

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION • Analysis and evaluation of each of the items identified, Francisco International classifying them in a 5 X 5 matrix of probability versus Ortega Relations Physics Yes impact. Leonardo • Management plan for each of the items depending Basso International Relations Civil Yes on individual analysis and previous classification Felipe Vice-Dean and Mathe- Alvarez Project Director matics Yes Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands The following table shows the attendance and the Cristian Project Engineer Industry Yes date when the workshop was held: Chehade

Table 3.12. Curricular Harmonization Project Risk Identification Mauricio Project Engineer - Yes Workshop Attendees Morales

Risk Identification Workshop Ma José Sub-Director Teacher Staff Yes Date: 11/12/2014 – 19/12/2014 – 06/01/2015 Contreras Administration

FCFM Attendance Richard Director Postgraduate Industry Yes Name Role Department (Y/N) Weber School

Juan Ignacio Project Engineer - Yes Velasquez Project Sub-Director Industry Yes Díaz

Claudio Curricular Aldo Director Undergraduate Mining Yes Falcón Coordination Physics Yes Casali School

Fabián Curricular Ingrid Sub-Director Postgradu- Staff Yes Rojas Coordination Civil Yes Sepúlveda ate School Jorge Curricular Computer Pérez Coordination Science Yes 3.4.2 Conclusions of Risk Identification Francisco Curricular Industry Yes Molina Coordination 3.4.2.1 Classified summary of the risks identified Viviana Change Mechani- Meruane Management cal Yes The rating classification represents the likelihood by Humberto Palza Technology Transfer Chemistry Yes the impact analysis, according to the matrix defined in the plan.

117 Table 3.13. Curricular Harmonization Project Risk Classification Rating Risk Name High Academic overload makes it difficult to implement new learning methodologies. Failure to comply with the strategic vision of harmonization. Non-compliance due to the time required for internal and external bureaucracy. Lack of information from the academics on the project. Losing ethos of the common plan. Loss of branding by making curricular changes. Poor communication of the project to the students. The speed of the project acts to the detriment of the communications. Going too fast may result in poor communication with stakeholders and the community. Significant Focus on entrepreneurship can hamper public approval of the graduates. Lack of incentives for master students to participate in activities of i + e

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Lack of information from the academic body. Loss of positioning (value and quality) in the labor market. Make changes in the curricula of the courses that affect the accreditation. Negative impact on entrance pass grade due to the project’s innovative teaching methods.

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Reduction of the academic quality standards. Medium Dissent from academics to implement new methodologies. Failure to comply with the deadline of September 2015 for the strategic vision. Implementation of a national engineering measurement system. Given the advanced talks that there are over doing a test to the Bachelor of Engineering from around the country. Incomplete information gathering. Lack of interest in postgraduate co-curricular activities. Lack of interest in the offer of continuing education of the FCFM (diffusion-information). Low credibility of proposals with academics, head teachers, directors, etc. Low participation of PhD students in activities of i + e. Non-integration of the different areas of the FCFM (ADD) to support new methodologies. Not detect the needs of former students in continuing education. Not having a platform for continuing education, which sustains the process of maintaining a link with graduates. Quality control problems in the provision of continuing education. Reduction of the appeal for the applicant. Lower positioning of the undergraduate program in view of applicants via PSU. The administrative structure of the FCFM is not compatible with shortening the duration of studies. Low Competition for masters students (human capital) to leverage research. Compliance with master’s creation dates. Lack of interest of students or graduates to take the i + e Master’s due to lack of differentiation or coherence with current market needs. Obsolescence of the master’s program. Opposition from an internal FCFM stakeholder to the i + e Master. The mater’s program does not pass all of the internal approval instances of the FCFM - U. de Chile. Time pressure that promotes doing without thinking.

118 3.4.2.2 Visual Dashboard and Conclusion for Curricular Harmonization

The review of the risk identification and analysis show:

1. The main sources of risks for the project are associated with the management of Stakeholders and Communication, definition of scope, time, and expected quality.

2. The organizational risks identified, make mention of lack of incentives, information, interest and the time of students and academics. Project management risks, are directly related to the organizational aspects.

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION 3. The risk strategies and mitigations that will be generated aim to control and reduce the ranking from High – Significant to Medium or Low. That is, they aim to mitigate 64% of the identified risks.

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands 4. The risks are concentrated in the upper right quadrant; of high probability of occurrence and major impact.

Figure 3.3. Curricular Harmonization Project Risk Dashboard

5. In general, the risks identified, together with their ranking, have a strong component of stakeholder management. This requires a management strategy consistent with their identification and aligned to the handling of communications and change management.

119 3.4.2.3 Risk Source analysis

The risk source classification shows a better arrangement in order to understand the risk: Table 3.14. Curricular Harmonization Risk Classification by Source Risk Origen Risk Name Cost Academic overload makes it difficult to implement new learning methodologies Image or Focus on entrepreneurship can dampen the public approval of the graduates Reputation Implementation of a national engineering measurement system. Lack of information from the academics on the project. Loss of branding by making curricular changes Making changes in the curricula of the courses that affect the accreditation. Reduction of the appeal for the applicant. Lower positioning of the undergraduate program in view of applicants via PSU Labor Relations Competition for masters students (human capital) to leverage research

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Quality Failure to comply with the strategic vision of harmonization Incomplete information gathering. Loosing ethos of the common plan Obsolescence of the master’s program

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Quality control problems in the provision of continuing education Reduction of the academic quality standards. Scope Lack of interest in postgraduate co-curricular activities Low credibility of proposals with academics, head teachers, directors, etc. Negative impact on entrance pass grade due to the project’s innovative teaching methods. Not detecting the needs of former students in continuing education Not having a platform for continuing education, which sustains the process of maintaining a link with graduates. The administrative structure of the FCFM is not compatible with shortening the duration of studies The master’s program does not pass all of the internal approval instances of the FCFM - U. de Chile Stakeholders Dissent from academics to implement new methodologies and Communications Lack of incentives for master students to participate in activities of i + e Lack of information from the academic body

Lack of interest by students or graduates to take the i + e Master due to lack of differentiation or coherence with current market needs Lack of interest in the offer of continuing education of the FCFM (diffusion-information)

Loss of positioning (value and quality) in the labor market.

Low participation of PhD students in activities of i + e

Non-integration of the different areas of the FCFM (ADD) to support new methodologies

Opposition from an internal FCFM stakeholder to the i + e Master

Poor communication of the project to the students.

The speed of the project acts to the detriment of the communications. Going too fast results in poor communication with stakeholders and the community. Team Management Time pressure that promotes doing without thinking.

Time Compliance with master’s program creation dates

Failure to comply with the deadline of September 2015 for the strategic vision

Non-compliance due to the time required for internal and external bureaucracy

120 3.4.2.4 Strategies and Action Plans • Accept: the project team has decided not to change the project management plan to deal with a risk, or Strategies to decrease the probability of occurrence has not been able to identify any other appropriate and mitigate the consequences should risks arise are response strategy. Normally used for low risks. classified generically as Avoid, Transfer, Mitigate, or Accept. The detail of action plans to avoid or reduce the risks’ probability or impact, can be reviewed in the • Avoid: change the project management plan to Appendix of this document. eliminate the threats that represent an adverse risk. Usually used for High risks. For risks identified as High (more likely 2-Unlikely to impact greater than 2-Low), a risk mitigation • Transfer: move the negative impact of a threat, strategy, to reduce the probability and impact has along with the responsibility for the response, to a been established. This includes the definition of a third party. The risk is not eliminated. delineated response plan and a person responsible for driving it. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION • Mitigate: reduce the probability and/or impact of adverse risk event to an acceptable threshold through a plan of work, resources, time and costs.

Table 3.15. Curricular Harmonization Risk Response Plans

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Risk Risk Risk Risk response plan ID Responsible Name 1 Project Loss of branding by Regular meetings with Stakeholders, listening to their views on the impact of the Co-Director making curricular activities on the branding of graduates from Beauchef. changes Presence in organizations like the Institute of Engineers. Generate a dissemination strategy. Presence in social networks. Highlight renowned alumni. Track the impact of the proposals on the branding of the FCFM. Controlling and measuring perceptions of the positioning of the graduates. Measure the actions taken to strengthen the positioning and their results. 2 Project Lack of information to Send a weekly email indicating 5 relevant points of the week, and the main active Co-Director the academics on the risks that require action in the short term. project. Monthly meeting with the complete Curricular Harmonization team. Define two teachers responsible for each of the five areas of Curricular Harmonization. Monthly report on the progress of the project to the rest of the academic community. In addition, allow them to send suggestions so that they feel that they are heard. Create a web page for the project where project information is published, progress or milestones that are completed and goals that are proposed in the future. Create a Twitter account for the project. 23 Dean Losing ethos Identify the ethos of the common plan. of the Generate a dissemination strategy with a focus on communicating how the common plan project affects or otherwise, the ethos of the common plan. 24 Project Director Poor communication Communicate the benefit and impact of the project to internal stakeholders. of the Deploy a communication plan including internal and external workshops on the project status and key point of the project. to the students. Inclusion of project information in current media diffusion. Presentation of the project to students, aimed at explaining the conceptual bases, and how it strengthens the FCFM without changing its ethos or academic tradition. 27 Undergraduate Academic overload Organize short workshops in flexible time periods to encourage the participation School Director makes it difficult to of academics. implement new Define a process to induce in new methodologies to new academics. learning methodologies Create new criteria in the evaluation process. Engage the ADD.

121 Risk Risk Risk Risk response plan ID Responsible Name 30 Project Director The speed of the project Hold two events per year, which bring together all the teachers in order to acts to the communicate the project status, together with relevant points. detriment of the Hold an annual conference to which the whole FCFM community invited, to communications. Going communicate the project status, together with relevant points. too fast may result in Show the results of some of the project activities to people, inviting them to poor communication participate in it. with stakeholders and the community. 32 Project Director Non-compliance due Integrate relevant actors that allow you to leverage processes of obtaining to the time required for information and approval for the project. internal and external Make an identification of processes. bureaucracy Deploy the time management plan, including the schedule with time estimation according to expert judgment and previous experience. Generate a monitoring plan for each process and activities or procedure relating to the project. 37 Project Director Failure to comply Share the Curricular Harmonization vision. with the deadline of Integrate existing activities and courses with curriculum Harmonization proposals. September 2015 for the Coordinate efforts with the existing areas of the FCFM. strategic vision of Cur- Work from aspects macros to micro, maintaining continuity in the process. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION ricular Harmonization. Establish a time management plan and identification of critical path for its control.

All of these risks arise from Stakeholder & Communication, Image or Reputation, Quality, Cost or Time and Scope.

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands The area of Project Monitoring and Control and Communication will be responsible for following up the risk response plan assigned.

122 Table 3.16. Entrepreneurship Project Risk Identification 3.5 Risk Identification for Workshop Attendees Entrepreneurship Project Risk Analysis Workshop Date: 06/03/2015 FCFM Attendance 3.5.1 Risk Workshop Name Role Department (Y/N) Juan Project Sub- Industry Yes A risk analysis workshop with the New Engineering Velasquez Director for 2030 team project was held to review the work Claudio Curricular Falcón Coordination Physics Yes done during the phase of risk identification with the Fabián Curricular Entrepreneurship team. Rojas Coordination Civil Yes Jorge Curricular Computer The workshop addressed all points in this document Pérez Coordination Science No necessary to complete the risk register annexed to this Francisco Curricular Industry Yes plan. The topics of the workshop were: Molina Coordination Viviana Change Meruane Management Mechanical Yes IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION • Risk identification, evaluation and response plan review. Humberto Technology Palza Transfer Chemistry Yes • Review of the analysis and evaluation of each of the Juan items identified, classifying them in a 5 X 5 matrix of Cristobal Entrepreneurship Mechanical Yes probability versus impact. Zagal

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands • Management plan for each of the items depending on Marcos International Electrical Yes individual analysis and previous classification. Díaz Relations Barbara International Poblete Relations Industry Yes The following table shows the attendance and the date when the workshop was held: Willy International Computer Kracht Relations Science No

Martin Change Reich Management Mining Yes

Curricular Francisco Coordination Geology Yes Ortega Engineer Leonardo International Basso Relations Physics Yes Felipe Vice-Dean and Alvarez Project Director Mathematics Yes Mauricio Morales Project Engineer - Yes Ignacio Díaz Project Engineer - Yes Jaime Alée Entrepreneurship - Yes Luis Salas Project Engineer - Yes

123 3.5.2 Conclusions of Risk Identification

3.5.2.1 Classified summary of the risk identified

The rating classification represents the likelihood by the impact analysis, according to the matrix defined in the plan. Table 3.17. Entrepreneurship Project Risk Classification Rating Risk Name 01 High Access of students to the OpenBeauchef carrying out activities that have no bearing whatsoever on entrepreneurial undertakings. Lack of interest of academics to participate in activities which encourage entrepreneurship for postgraduate students OpenBeauchef Infrastructure does not encourage the co-working spirit for which it was intended Rejection by the academics to participate in the entrepreneurship undertaking The space for OpenBeauchef is not ready when required

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION The understanding of the objectives of the entrepreneurship undertaking varies among the participants to the March 6, 2015 workshop. This stands true also for the rest of the relevant stakeholders. 02 Significant Lack of alignment among those responsible to manage the entrepreneurship plan (Admin) and those responsible for OpenBeauchef. Lack of an IT platform to provide a comprehensive support to the entrepreneurship undertaking Lack of capability to attract ideas and the interest from investors and the industry for entrepreneurship Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands undertakings based on science and technology Lack of time/interest of good entrepreneurship prospects or current entrepreneurship researchers to attend and participate in innovation and entrepreneurship activities Lack of visibility of the FCFM in i + e may derive in missing opportunities to strengthen links with its external environment; thus at the end of the 3 years, there could be no recognition for the faculty and the university. Misunderstanding by academics, researchers and students of the purpose of the entrepreneurship undertaking. 03 Medium Lack of interest by students in participating in the OpenBeauchef, co-working activities, workshops and the ENT undertaking in general. Misunderstanding by the academics of the purpose of the entrepreneurship undertaking Not having enough mentors to provide continuity of the Entrepreneurship endeavor. Projects being assigned to people from the 2030 group That the quality of entrepreneurship does not fulfil the standards of the FCFM 04 Low Lack of interest of external incubators to generate alliances with the FCFM

124 3.5.2.2 Visual dashboard for Entrepreneurship Figure 3.4. Entrepreneurship Project Risk Dashboard

The review of the risk identification and analysis show:

1. The main sources of risks for the project are associated with the Interest in participation, work space and definition of scope.

2. The strategic aspect identified as the most important classification for this project makes mention of a lack of interest, participation and misunderstanding of the project scope by the stakeholders.

3. The risk strategies and mitigations that will be generated aim to control and reduce the ranking from IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION High – Significant to Medium or Low. That is, they aim to mitigate 67% of the identified risks.

4. The risks are concentrated in the upper right quadrant; of high probability of occurrence and major impact. Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands

125 3.5.2.3 Risk Source analysis

The risk source classification shows a better arrangement in order to understand the risk: Table 3.18. Entrepreneurship Project Risk Classification by Source Risk Source Risk Name Image or Lack of visibility of the FCFM in i&e may derive in missing opportunities to strengthen links with its external Reputation environment; thus at the end of the 3 years, there could be no recognition for the faculty and the university. Projects being assigned to people from the 2030 group. Interest of Lack of interest of academics to participate in activities which encourage entrepreneurship for postgraduate students. participation Lack of interest of external incubators to generate alliances with the FCFM. Lack of interest by students to participate in the OpenBeauchef, co-working activities, workshops and the ENT undertaking in general. Lack of time/interest of good entrepreneurship prospects or current entrepreneurship researchers to attend and participate in innovation and entrepreneurial activities. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Not having enough mentors to provide continuity of the Entrepreneurship endeavor. Rejection by the academics to participate in the entrepreneurship undertaking. Quality Lack of an IT platform to provide comprehensive support to the entrepreneurship undertaking. That the quality of entrepreneurship does not fulfil the standards of the FCFM.

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Scope Misunderstanding by academics, researchers and students of the purpose of the entrepreneurship undertaking. Misunderstanding by the academics of the purpose of the entrepreneurship undertaking. The understanding of the objectives of the entrepreneurship undertaking varies among the participants to the March 6, 2015 workshop. This stands true also for the rest of the relevant stakeholders. Stakeholders Lack of capability to attract ideas and the interest from investors and the industry for entrepreneurship and undertakings based on science and technology. Communications Team Lack of alignment among those responsible for managing the entrepreneurship plan (Admin) and those Management responsible for OpenBeauchef. Work Space Access of students to the OpenBeauchef carrying out that have no bearing whatsoever on entrepreneurial undertakings. OpenBeauchef Infrastructure does not encourage the co-working spirit for which it was intended. The space for OpenBeauchef is not ready when required.

3.5.2.4 Strategies and Action Plans • Accept: the project team has decided not to change the project management plan to deal with a risk, or Strategies to decrease the probability of occurrence and has not been able to identify any other appropriate mitigate the consequences should risks arise are classified response strategy. Normally used for low risks. generically as Avoid, Transfer, Mitigate, or Accept. The detail of action plans to avoid or reduce the risks’ • Avoid: change the project management plan to probability or impact, can be reviewed in the Annexes eliminate the threats that represent an adverse risk. of this document. Usually used for High risks. For risks identified as High (more likely 2-Unlikely • Transfer: move the negative impact of a threat, to impact greater than 2-Low), a risk mitigation along with the responsibility for the response, to a strategy, to reduce the probability and impact has third party. The risk is not eliminated. been established. This includes the definition of a delineated response plan and a person responsible • Mitigate: reduce the probability and/or impact of for driving it. adverse risk event to an acceptable threshold through a plan of work, resources, time and costs.

126 Table 3.19. Entrepreneurship Project Risk Response Plans Risk Risk Risk Risk response plan ID Responsible Name 43 Director Access of students to the Open Develop a mini project: “Governance and protocol model for the use of of Open Beauchef carrying out activities OpenBeauchef” E.g. profile of the users; selection/filters; duration in the Beauchef that have no bearing whatsoever space; booking of spaces; establish clear rules to cancel the accessibility on entrepreneurial undertakings rights of people not following the guidelines; develop an access control mechanism using IT systems; etc... The plan needs to generate a culture of entrepreneurship activities. Nevertheless, it is needs to be remembered that OpenBeauchef is an open space in which many ideas may precisely emerge in conversation or even while developing other activities. 47 Director Open Beauchef Infrastructure Develop and implement a mini project: “OpenBeauchef needs to the of Open does not encourage the co- consistent with the purpose of the ENT endeavour” e.g define and design of Beauchef working spirit for which it was the lay out, furniture, accessories, ancillary services, equipment, space feeling; intended operational support to maintain the space and ensure that it is kept adequately 48 Director The OpenBeauchef space is not It should be part of the mini project for risk # 47. Have alternative of Open ready when required temporary spaces to start the co-working environment whether outside Beauchef the faculty or in other areas within the faculty. 51 Entrepre- Lack of time/interest of good The plan was conceived in such way that for the first year, the program neurship entrepreneurship prospects would be concerned about those projects which had potential and with IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Project or current entrepreneurship a greatest probability of success. During this first stage, the program Engineer researchers to attend and would rest in all sure winners. It is expected that this strategy will assist in participate in innovation and creating awareness among researchers entrepreneurship activities 56 Project Lack of an IT platform to provide Agree and maintain adequate contracts and relationships with IT service Co-Director comprehensive support to the providers. Have a Plan B like manual systems in place to be used at the entrepreneurship undertaking beginning while the IT platform becomes fully operational Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands 58 Director GI Lack of capability to attract This strategy should be treaty as a mini project: “developing capacities 3M-a ideas and the interest from to attract investment”, ideas: strengthen capabilities of the researchers investors and the industry for to capture the needs of the industry. Develop a mechanism to detect entrepreneurship undertakings the interests of the industry and investors and to link them with based on science and technology entrepreneurship projects. Involve postgraduate teams since they work with the industry. Create mechanisms to capture foreign investors to mitigate the risk of solely depending on nationals. Strengthen the association with Alumni VIP. Create alliances with incubators. Place researchers in attractive fields so that they can be captured by investors. There are some ideas which have the potential to become a business. However, the FCFM lacks a Business View and the ability to create links with the industry. Former students must also be part of the strategy. 62 Project Lack of alignment among those Coordination of activities, resourcing and budgeting. Incentives and Engineer responsible to manage the qualification of personnel to achieve required outcome. Governance entrepreneurship plan (Admin) and well defined roles to minimize confusions since there are 2 different and those responsible for roles. OpenBeauchef is a co-working portal orientated to exchanging Openbeaucheff information and creating innovation teams of people in the bounds of the ideas. At the beginning, it is essential that the GI- 3M-a Office be located sharing facilities with OpenBeauchef 64 Project Lack of interest of academics This mitigation plan will be carried out as a mini project. Some ideas: Co-Director to participate in activities which Recruit ambassadors for the 2030 Engineering Program from each encourage entrepreneurship for department. There could be incentives offered to the ambassadors and postgraduate students academics by the faculty such as: validation of UDs, creating AUCAI, assisting in the creation of a unit to support academia so that their participation in the entrepreneurship undertaking does not affect their own tasks in terms of time and logistics. 111 Director of Misunderstanding by academics, The Strategic Communication Plan needs to convey that this is a Faculty the GI 3A-m researchers and students of the Project bringing everybody together purpose of the entrepreneurship undertaking 112 Director of Rejection by the academics to On one hand, incentives for those academics who may refuse to the GI 3A-m participate in the entrepreneurship participate need to be defined. On another, it is a cultural “attitude” which undertaking needs to be changed within the faculty and that would require motivation among the academics themselves. 113 Vice-Dean, The understanding of the objectives Reach an agreement as soon as possible about the objectives of the Director de the of the entrepreneurship undertaking entrepreneurship undertaking GI 3A-m, other vary among the participants to the relevant people 6-MAR-2015 workshop, let alone to from the project the rest of the relevant stakeholders 114 Director of Lack of visibility of the FCFM Carry out events in which researchers can show their projects or speak the GI 3A-m in i&e may derive in missing about their research. Show cases of success. Place researchers where opportunities to strengthen links they can be seen. with its external environment; thus at the end of the 3 years, there could be no recognition for the faculty and the university.

127 3.6 Risk Identification for 3.6.2 Conclusions of Risk Identification Technology Transfer Project 3.6.2.1 Classified summary of the risk identified 3.6.1 Risk Workshop The rating classification represents the likelihood of occurrence by the impact analysis, according to the In order to identify risks, a series of review meetings matrix defined in the plan. have been held jointly with the project teams.

Table 3.21. Technology Transfer Project Risk Classification The following topics were reviewed and ratified dur- ing the meetings: Rating Risk Name 01 High Adoption of R & D methodologies in industry is regarded as expenditure and not investment • Risk identification, evaluation and response plan. and this holds back the generation of • Review of the analysis and evaluation of each of technological products. the items identified, classifying them in a 5 X 5 ma- Impact on the research processes due to promotion of technology transfer. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION trix of probability versus impact. Lack of alignment between the different units • Management plan for each of the items depending to be created in Technology Transfer and on individual analysis and previous classification. Entrepreneurship. 02 Significant Disagreement or lack of definition within the Table 3.20. Technology Transfer Project Risk Identification academic body of the priority areas defined by Workshop Attendees the Faculty.

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Risk Identification meeting review Low appreciation, interest, perception of value Date: 03/03/2015 - 05/03/2015 and incentives, in activities of integration with FCFM Attendance the environment and of Technology Transfer. Name Role Department (Y/N) 03 Medium Capture of resources for Technology Transfer Juan Project initiative by special interest groups, may have Velasquez Sub-Director Industry Yes a bias. Humberto Technology Confidentiality, safety and industrial secrecy Palza Transfer Chemistry Yes restrictions, impact on the open relationship with industry and access to facilities. Mauricio Project Morales Engineer - Yes Difficulty of attracting critical mass of industry participants to the Technology Transfer Alejandro seminars, given the wide range of these Jofré CMM Director Mathematics Yes activities on the market, could derail the initiative. Director Richard Postgraduate Industry Yes Internal resistance within the FCFM to formal Weber School incorporation of the new “Researcher” degree. Ignacio Project Internal resistance within the FCFM to the Díaz Engineer - Yes incorporation of simple communicational language, that ensures the dissemination of the work. Lack of coordination to take advantage of the synergies between the University Research Office, the different structures of Technology Transfer used by the Centers and mechanisms which individual academics use. Poor collaboration between scholars and the FCFM Centers, about strategic information, confidentiality, disclosure prior to publications, specific knowledge or knowledge generation costs. 04 Low Difficulties and/or cultural resistance in linking with international environment. Participation in industry internships, may interfere with other initiatives for involvement of students with the world of work.

128 3.6.2.2 Visual dashboard for Technology Transfer Figure 3.5. Technology Transfer Project Risk Dashboard

The review of the risk identification and analysis show:

1. The main sources of risks for the project are as- sociated with the Stakeholder and communication, Interest of participation and confidentiality barriers in the industry and internally to FCFM.

2. Organizational and external aspect were identified as the most important classification for this project make mention of participation of the industry, syner- gies between different center of the FCFM between others. IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION

3. The risk strategies and mitigations that will be generated aim to control and reduce the ranking from High – Significant to Medium or Low. That is, they aim to mitigate 36% of the identified risks. Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands 4. The risks are distributed round the center of the matrix. That is, with medium probability and impact medium.

129 3.6.2.3 Risk Source analysis 3.6.2.4 Strategies and Action Plans

The risk source classification shows a better arrangement The risks identified as ‘High’ and their response in order to understand the risk: plans, have been assigned to the director of the Coordination with the Environment Unit (UAM): Table 3.22. Technology Transfer Project Risk Classification by Source Risk Source Risk Name Table 3.23. Technology Transfer Project Risk Response Plans Confidentiality Confidentiality, safety and industrial secrecy Risk Risk Risk Risk response plan restrictions, impact the open relationship with ID Responsible Name industry and access to facilities. 78 Director of Impact on Increase the number of Poor collaboration between scholars and the UAM the research academics in the Faculty to FCFM Centers, about strategic information, processes due work in Technology Transfer. confidentiality, disclosure prior to publications, to promotion Incorporate and validate specific knowledge or knowledge generation of technology Technology Transfer aspects costs. transfer. in the academic career and recognize those people who Culture in Difficulties and/or cultural resistance in linking only engage in transfer, as is different with international environment. the case of the scientists in

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION countries the CMM. Governance Lack of coordination to take advantage of the 91 Director of Adoption Define a roadmap for working to Technology synergies between the University Research UAM of R & D with various industries and Transfer Office, the different structures of Technology methodologies companies, and start work Transfer used by the Centers and mechanisms in industry is with those that have areas which individual academics use. regarded as of R & D and where there expenditure is a synergy for Technology Image or Internal resistance within the FCFM to the and not Transfer. Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Reputation incorporation of simple communicational investment Define plans of work to language, that ensures the dissemination of the and this holds manage the industry’s work. back the demands, aligned to its generation of strategic objectives Interest of Internal resistance within the FCFM to formal technological Show samples of Technology participation incorporation of the new “Researcher” degree. products. Transfer solutions in timely manner to reduce negative Low appreciation, interest, perception of value impacts of industry volatility. and incentives, in activities of integration with Assimilate into the functions the environment and of Technology Transfer. of the UAM Coordination Unit. Stakeholders Adoption of R & D methodologies in industry Create internships for and is regarded as expenditure and not investment industry people in the FCFM Communications and this holds back the generation of Centers to ensure technology technological products. transfer. Review and evaluate the Capture of resources for Technology Transfer creation of intermediate initiative by special interest groups, may have companies, sponsored the a bias. FCFM, that carry out to research and Technology Difficulty of attracting critical mass of industry Transfer. participants to the Technology Transfer seminars, given the wide range of these activities on the market, could derail the 110 Director of Lack of A committee to review initiative. UAM alignment synergies between between the Technology Transfers and Disagreement or lack of definition within the different units Entrepreneurship projects will academic body of the priority areas defined by to be created be created. the Faculty. in Technology Transfer and Impact on the research processes due to Entrepre- promotion of technology transfer. neurship. Lack of alignment between the different units to be created in Technology Transfer and Entrepreneurship. Participation in industry internships, may interfere with other initiatives for involvement of students with the world of work.

130 3.7 Key Risk Indicators Table 3.24. Program Key Risk Indicators as at March 31st 2015 KRI Key Risk Indicator Name Unit 31-MAR-2015 Effort (KRI) Measures ID Needed KRI02 % of unassessed risks % 4,5% → The KRI’s as of March 31, 2015, are shown in the KRI03 Recurring audit finding N° 11 → following table. instances KRI04 Number of Risk Events N° 0 → Analysis of the results of the indicators shows that: KRI05 Risk Trend N° 67 → a) There are 67 identified risks. Their correct KRI07 % of risks which have % 100.0% → probable frequency management should decrease this number. of occurrence and probable magnitude of impact measured b) There are 3 unassessed risk in the Entrepreneurship KRI08 % of staff trained % 100.0% → Project. in critical risk management techniques

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION c) There is no risks that has not been evaluated or risk KRI12 Cycle time from days 15.6 → events that have been realized or whose probability discovery of a control deficiency to risk has reached 100%. acceptance decision KRI14 Frequency of risk days 30 ↓ d) The time that passes between a risk being identified management activity reporting

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands and when an action plan for its control is defined is a little more than 13 days. This indicator should be KRI17 % of risk migration % 0.0% ↑ plans executed on time monitored because it establishes the reaction times. KRI19 % of risk incident % 0.0% → response plans past e) Currently a risk review is held every 30 days. their next required Reducing this to biweekly reviews is in the proposal. review date KRI22 Number of risk incident N° 0 → response plans without f) Someone has been defined as accountable for each an accountable risk. However, some of them have been assigned to a KRI23 % of overdue risk % 0.0% → future role, but not to someone in particular. vulnerabilities KRI24 Average number of days 61.8 ↓ days that vulnerabilities g) At 31/03, risks remain open on average 61 days open – without their probability or impact having been KRI28 % of re-opened risk % 0.0% → reduced by 100%. vulnerabilities

131 IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands

4. MODIFIED BUDGET

132 Note: The amounts in the following tables are expressed in thousands of Chilean pesos. Table 4.1. Contributions CORFO and University per Area. 2014 2015 2016 2017 Total UCHILE CORFO UCHILE CORFO UCHILE CORFO UCHILE CORFO UCHILE CORFO TOTAL Human Capital and Change 17.891 15.173 74.515 60.036 81.915 92.036 45.943 85.556 220.264 252.802 473.065 Management Applied R&D&i and Industry Engagement 403.231 15.173 74.515 198.486 227.438 354.536 142.958 240.555 848.142 808.751 1.656.892 Activities Technology Commercialization and 18.291 15.173 248.036 454.960 308.993 477.116 209.229 354.494 784.549 1.301.744 2.086.293 Entrepreneurship International Alliances 17.891 15.173 83.515 53.236 90.915 108.836 51.934 76.756 244.264 254.002 498.265

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Curricular Harmonization and Technological Graduate 17.891 15.173 78.115 139.936 85.515 124.436 48.343 103.156 229.864 382.702 612.565 Programs Activities 475.194 75.865 558.695 906.655 794.775 1.156.961 498.417 860.518 2.327.081 3.000.000 5.327.081 Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands Note: CORFO has awarded a $ 3,000 million pesos grant for 3 years that is equivalent to $ 5 million US dollars. Table 4.2. Contributions CORFO and University of Chile per kind of cost. 2014 2015 2016 2017 Total UCHILE CORFO UCHILE CORFO UCHILE CORFO UCHILE CORFO UCHILE CORFO TOTAL Human Resources 32.102 68.574 233.574 303.981 338.574 485.781 265.716 344.847 869.996 1.203.183 2.073.149 Operational Expenses 57.752 7.291 35.700 399.449 35.700 606.780 35.700 471.405 164.852 1.484.925 1.649.777 Investment 385.340 0 289.421 176.925 420.501 8.000 197.001 6.667 1.292.263 191.592 1.483.885 Administration 0 0 0 26.300 0 56.400 0 37.600 0 120.300 120.300 475.194 75.865 558.695 906.655 794.775 1.156.961 498.417 860.519 2.327.081 3.000.000 5.327.081

Table 4.3. Distribution of central administration per area. 2014 2015 2016 2017 Total UCHILE CORFO UCHILE CORFO UCHILE CORFO UCHILE CORFO UCHILE CORFO TOTAL Human Capital and Change 6.121 15.173 5.915 26.436 5.915 28.436 3.943 23.156 21.893 93.202 115.095 Management Applied R&D&i and Industry Engagement 6.121 15.173 5.915 26.436 5.915 28.436 3.943 23.156 21.893 93.202 115.095 Activities Technology Commercialization and 6.121 15.173 11.315 26.436 11.315 28.436 7.543 23.156 36.294 93.202 129.495 Entrepreneurship International Alliances 6.121 15.173 14.915 26.436 14.915 28.436 9.943 23.156 45.893 93.202 139.095 Curricular Harmonization and Technological 6.121 15.173 9.515 26.436 9.515 28.436 6.343 23.156 31.493 93.202 124.695 Graduate Programs Activities 30.603 75.865 47.574 132.181 47.574 142.181 31.716 115.781 157.467 466.008 623.475

133 Table 4.4. Distribution of transversal activities per area. 2014 2015 2016 2017 Total UCHILE CORFO UCHILE CORFO UCHILE CORFO UCHILE CORFO UCHILE CORFO TOTAL Human Capital and Change 11.770 0 68.600 0 76.000 0 42.000 0 198.370 0 198.370 Management Applied R&D&i and Industry Engagement 11.770 0 68.600 0 76.000 0 42.000 0 198.370 0 198.370 Activities Technology Commercialization and 11.770 0 68.600 0 76.000 0 42.000 0 198.370 0 198.370 Entrepreneurship International Alliances 11.770 0 68.600 0 76.000 0 42.000 0 198.370 0 198.370

IMPLEMENTATION OF THE STRATEGIC PLAN / A NEW ENGINEERING FOR 2030 OF THE STRATEGIC IMPLEMENTATION Curricular Harmonization and Technological 11.770 0 68.600 0 76.000 0 42.000 0 198.370 0 198.370 Graduate Programs Activities

Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands 11.770 0 68.600 0 76.000 0 42.000 0 198.370 0 991.850

Table 4.5. University of Chile contributions. 2014 2015 2016 2017 Total Hiring New Academics 0 150.000 255.000 210.000 615.000 Satellite Launch Project 58.851 0 0 0 58.851 Improvement of other laboratories (articulation with Openbeauchef) 0 96.421 149.978 99.986 346.385 Purchase and installation of networks to Bigdata in Astronomy, Mining and Smart Systems 385.340 0 145.523 97.015 627.878 Other operational contributions 0 68.000 0 0 68.000 Operational Expenses FabLab 400 35.700 35.700 35.700 107.500 Improvement of IDIEM equipment 0 125.000 125.000 0 250.000 Hiring Staff Central Administration Project 16.457 47.574 47.574 31.716 143.321 Human Resources Fablab 14.146 36.000 36.000 24.000 110.146 475.194 558.695 794.775 498.417 2.327.081

134 ACKNOWLEDGEMENTS

We wish to thank the anonymous referees for their careful review and constructive criticism on the first version of our proposal. We highly appreciate the comments and suggestions of Prof. Craig Gotsman (Cornell NYC Tech), Prof. Sergio Celis (FCFM- UChile) and Ms. Claudia Mac-Lean (FCFM-UChile), which significantly contributed to improving the presentation and contents of this report.