Stakeholder Analysis Report
Total Page：16
File Type：pdf, Size：1020Kb
Stakeholder Analysis Report August 2020 Contents Section 1: Introduction 1 1.2 Methodology and Scope 2 1.3 Headlines 2 Section 2: Literature and Contextual Review 4 2.1 Scope and Aims 4 2.2 Introduction 4 2.3 The perceived value of CCIs 6 2.4 The Challenge 8 2.5 Definitions and Concepts 12 2.6 CCI Impact – beyond economic 15 2.7 The labour and employment market as a whole 19 2.8 CCI as an economic sector 20 2.9 The experience of workers in CCIs 24 2.10 Skills and CCIs 27 2.11 Education and CCIs 33 2.12 A place-based approach: Spatial variance of CCIs 36 2.13 Vocational training and CCIs 37 2.14 CCIs, innovation and skills 41 2.15 Working collaboratively in CCIs 44 2.16 Facilitating collaboration and innovation: physical and virtual spaces 46 2.17 Digital and non-digital divergence 49 2.18 Intermediaries, hubs and clusters 50 Section 3: Case Studies 53 3.1 Introduction 53 3.2 Participation: Provider and Audience 53 3.3 Education and training Formal/Informal 55 3.4 Peer to Peer Learning 56 3.5 Cross cohort education 57 3.6 Location specific or virtual digital space 58 3.7 Co-creation – working with partners, developing relationships 58 3.8 Inclusion – marketing accessibility 59 3.9 Delivery, targeting and marketing to end users 60 3.10 Efficiency of resource deployment 60 3.11 Assembling best practice, maximising impact 60 3.12 Business models and funding sustainability 61 3.13 Make spaces, coworking, incubators, hubs 62 3.14 Collaborative and multidisciplinary working 63 3.15 Training for CCIs 64 3.16 Conclusions 65 Section 4: Workshops 67 4.1 Introduction 67 4.2 Stakeholders 68 4.3 Key themes 69 4.3.1 An identity crisis / definitions / a fragmented sector 69 4.3.2. Collaboration/Cooperation: Value 71 4.3.3 Barriers to collaboration 72 4.3.4 Collaboration – need for structure 73 4.3.5 Need for physical space 74 4.3.6 Types of Skills Required for the CCI 75 4.3.7 Important Skills: ‘Soft’ Skills 75 4.3.8 Skills gaps: Practical Business / Entrepreneurial Skills 77 4.3.9 Business / Entrepreneurial Skills: Complement not displace… 80 4.3.10 Skills gaps: Personalise 81 4.3.11 Value of informal / peer learning 81 4.3.12 Importance of Industry Engagement with Education Programmes 83 4.3.13 Experience with on-line platforms 85 4.4 Summary of findings 88 Section 5: Survey Analysis 90 5.1 Introduction 90 5.2 Conclusions 91 Section 6: Conclusions and Recommendations 93 Bibliography 96 Appendices 103 Workshop data: 103 Survey Analysis 106 Survey respondent breakdown 129 Survey responses: List of existing VET platforms 132 Case study summaries 135 The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Section 1: Introduction The stakeholder analysis seeks to provide background information to inform and shape the subsequent execution and development of the DeuS project work packages. The aim of the DeuS project is to co-create a learning and training approach in design, critical thinking and entrepreneurship as a VET (Vocational Educational Training) project that responds to local and regional needs of the Creative and Cultural Industry (CCI) sector 1. The stakeholder analysis report seeks to identify the particular characteristics of and challenges faced by the CCI sector in relation to skills needs, education and training, cross-sectoral collaboration and co-working, and economic sustainability; it highlights responses that already exist to these characteristics and challenges and reflects insights gathered from those directly involved in the sector. The report is formed of six sections: Section 1 – Introduction Section 2 – Literature and contextual review Section 3 – Case Studies Section 4 – Workshops Section 5 – Surveys Section 6 – Conclusions and recommendations 1 There is no single definition of CCI. Several approaches are discussed in section 2.5 along with their implications. 1 1.2 Methodology and Scope The findings of this study rely on a mixed-method approach of both quantitative online surveys to (CCI practitioners, CCI employers and business owners, CCI educators, as well interdisciplinary stake-holders including researchers, policy-makers and advocacy groups), as well as qualitative methods, including a literature review, case studies and focus group workshops (see sections 2, 3 and 4 respectively). The data was gathered from March to August 2020, with a specific focus on Austria, Denmark, Finland, Italy, Lithuania, Malta, the Netherlands and the United Kingdom. 1.3 Headlines The value and perception of CCIs ● CCIs are valued and promoted at government level and are considered growth industries and vital contributors to economies ● The experience of those working within CCIs is often that of being undervalued with precarious employment ● Non-monetary value of CCIs (culture, diversity, social cohesions etc.) is difficult to measure and quantify and is often overlooked Characteristics of CCIs ● The CCI sector is extremely diverse in all dimensions: activity type, employee profile, size of business ● Some CCIs can operate more easily in a digital/virtual environment, whereas others are more rooted in physicality, e.g. crafts, applied arts ● The sector is dominated by small and micro businesses and these have specific needs ● Location is important; CCIs exhibit geographical variation Skills and CCIs ● Both employers and employees report skills issues 2 ● There are existing skills and competency classifications and structures (for example EntreComp) that can provide frameworks upon which to build further training structures ● The increasing interconnected nature of economies generates a need for a wider skill base ● Commentary on skills is often framed around their benefit to the national/global economy rather than their value to the individual ● Future employment in general will be less routine and require more individual autonomy ● Flexibility, agility and resilience will become ever more important in the labour market in general, including CCIs ● Creative subject teaching in schools has been in decline ● Innovation is seen as key to economic growth, and this often happens at the boundaries and interface of different disciplines; collaboration and cooperation are innovation drivers ● Innovation happens when people have the right skill mix and interact in a suitable environment (physical or virtual) 3 Section 2: Literature and Contextual Review 2.1 Scope and Aims This literature and contextual review aims to provide a broad overview of the CCI sector in the context of the DeuS project. It specifically investigates issues surrounding the skills needed and used by workers within the sector, the nature and makeup of the sector and the views and actions of those who influence and make policy affecting the sector. The review references the extensive literature on the subject, but within the broad remit of the DeuS project is not exhaustive. Instead an effort is made to concentrate on recent and contemporary references both within the formal literature but also from other stakeholder and research sources in an effort to provide a full and comprehensive overview. 2.2 Introduction This review outlines the value placed upon the CCI sector by others such as policy-makers (Winner, et al., 2013); (British Council, 2020); (NESTA, 2018); (Welsh Government, 2017); (HM Government, 2018). The term ‘creativity’ is increasingly cited by policy makers (as evidenced below) as fundamental to future economic growth and innovation of the economies of the EU and other post-industrial nations. Creative skills are highlighted as fundamental to ‘future-proofing’ our workforce and addressing the challenges posed by globalisation and greater automation of job roles (Carey, et al., 2019). Despite this optimism, the current state of play indicates poorer prospects for CCI graduates and practitioners in terms of employability and income, as indicated by employment and earnings research and statistics (Britton, 2017), (Carey, et al., 2019), (HESA, 2016), (Britton, et al., 2020). There is a significant gap between how CCIs are presented and perceived by governments and policymakers, and the lived experience of those who work and practice within the sector. The review expands on this theme and cites evidence to support this situation and presents examples of approaches that can be used in mitigation. 4 Key emerging policy trends which tackle these challenges are presented in brief (Bacigalupo, et al., 2016), (NESTA, 2018), and three main areas are introduced: awareness of the diverse nature of the sector, the need to develop complementary skills and competencies, and collaborative working. The diversity of the CCI sector is a constant theme, from the use of definitions, through to effective statistical data collection and the experience of those working in the sector. In all realms, the evidence points to the range and fragmentation of activity in CCIs and how this imposes constraints and limitations if fixed solutions are implemented. Therefore, responses should be tailored to the problems they seek to address and take full account of the variables encountered – people, place, activity, etc. Raising awareness of the true range and nature of CCIs for those who seek to develop policy - a specific holistic response rather than generic reductionist is required. A recurring theme and one that the evidence suggests has growing recognition is that of skills developments in CCIs. It is clear it requires much greater attention and that the range and depth of skills needs to be expanded. In addition, skills need to be tailored to both the individual and the employment they wish to undertake. Skills should be seen as both critical fuel for economies, but also as tools of empowerment for individuals.