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University Collaboration on Technology Transfer Pdf 4.9 MB
University Collaboration on Technology Transfer: An All-Island Feasibility Study University Collaboration on Technology Transfer: An All-Island Feasibility Study Contents FOREWORD 03 EXECUTIVE SUMMARY 04 SECTION 1 CONTEXT 08 SECTION 2 CURRENT ENVIRONMENT 10 SECTION 3 PROFILE OF THE SECTOR 16 SECTION 4 OPPORTUNITIES FOR COLLABORATION 19 SECTION 5 EXTERNAL PERSPECTIVES ON THE SECTOR 23 SECTION 6 WHAT WORKS ELSEWHERE 25 SECTION 7 CONCLUSIONS & RECOMMENDATIONS 30 APPENDICES APPENDIX 1 METHODOLOGY 35 APPENDIX 2 CASE STUDIES 46 APPENDIX 3 RELEVANT PUBLICATIONS 56 APPENDIX 4 GLOSSARY 58 DISCLAIMER InterTradeIreland, Universities Ireland and the Irish Universities Association are confident that the information and opinions contained in this document have been compiled by the authors from sources believed to be reliable and in good faith, but no representation or warranty, express or implied, is made to their accuracy, completeness or correctness. All opinions or estimates contained in this document constitute the authors’ judgement as of the date of this document and are subject to change without notice. This publication is intended to provide general information to its readers concerning the subject matter of the publication. It is not intended to provide a comprehensive statement of the subject matter of the publication and does not necessarily reflect the views of InterTradeIreland. While care has been taken in the production of the publication, no responsibility is accepted by InterTradeIreland for any errors or omissions herein. ACKNOWLEDGEMENTS InterTradeIreland, Universities Ireland and the Irish Universities Association would like to thank Technology & Research Services (Heriot-Watt University), the universities across the island, North and South, and the consultees who participated in the research, for their assistance with the development of this report. -
South West England and South East Wales Science and Innovation Audit
South West England and South East Wales Science and Innovation Audit Annex K: Resilience, Environment and Sustainability Theme Report A Science and Innovation Audit Report sponsored by the Department for Business, Energy and Industrial Strategy K Annex K: Resilience, Environment and Sustainability Theme Report 1. Introduction The Resilience, Environment and Sustainability theme of the Audit has been undertaken to assess the opportunities for the region to enhance prosperity and resilience associated with climate and environmental change and sustainable development. Quotes from business, captured through an independently commissioned survey, highlight the essence of the theme: “new business models will be unlocked through future energy and environmental demands and concerns”, “the mood and the climate is think differently, do things differently, look for different opportunities”. This theme recognises the extensive, vibrant and internationally excellent capability, assets, and research in the region and builds on a broad environmental goods and services sector, alongside regional priority sectors in environmental futures, agri-food/tech, energy, digital, water, low carbon and high value manufacturing. Over a quarter of the UK’s major environmental research organisations have a base in the region and there are almost 2,000 scientists working in relevant areas. The total research expenditure on this theme in 2014-15 was £271m, and relevant university research activity is showing much stronger growth compared to the Russell Group. There are 25,000 enterprises in the region based in sectors relevant to the theme and 153,000 jobs. Employment has grown sixteen times faster than other sectors in the region. In Devon the concentration of environmental scientists is four times higher than the national average. -
Value for Money in Higher Education
House of Commons Education Committee Value for money in higher education Seventh Report of Session 2017–19 Report, together with formal minutes relating to the report Ordered by the House of Commons to be printed 24 October 2018 HC 343 Published on 5 November 2018 by authority of the House of Commons The Education Committee The Education Committee is appointed by the House of Commons to examine the expenditure, administration, and policy of the Department for Education and its associated public bodies. Current membership Rt Hon Robert Halfon MP (Conservative, Harlow) (Chair) Lucy Allan MP (Conservative, Telford) Ben Bradley MP (Conservative, Mansfield) Marion Fellows MP (Scottish National Party, Motherwell and Wishaw) James Frith MP (Labour, Bury North) Emma Hardy MP (Labour, Kingston upon Hull West and Hessle) Trudy Harrison MP (Conservative, Copeland) Ian Mearns MP (Labour, Gateshead) Lucy Powell MP (Labour (Co-op), Manchester Central) Thelma Walker MP (Labour, Colne Valley) Mr William Wragg MP (Conservative, Hazel Grove) Powers The Committee is one of the departmental select committees, the powers of which are set out in House of Commons Standing Orders, principally in SO No 152. These are available on the Internet via www.parliament.uk. Publications Committee reports are published on the Committee’s website at www.parliament.uk/education-committee and in print by Order of the House. Evidence relating to this report is published on the inquiry publications page of the Committee’s website. Committee staff The current staff of the Committee are Richard Ward (Clerk), Katya Cassidy (Second Clerk), Chloë Cockett (Committee Specialist), Anna Connell-Smith (Committee Specialist), Victoria Pope (Inquiry Manager), Natalie Flanagan (Senior Committee Assistant), Olivia Cormack (Committee Assistant), Hajera Begum (Committee Apprentice), Gary Calder (Senior Media Officer) and Oliver Florence (Media Officer). -
The Student Visa System: Principles to Reform
THE STUDENT VISA SYSTEM: PRINCIPLES TO REFORM EXECUTIVE SUMMARY Universities UK, GuildHE, MillionPlus, the Russell Group, University Alliance and UK Council for International Student Affairs (UKCISA) have identified five principles that should underpin the design of the new student visa route and several actions that must be taken to achieve this reform. These actions include improving the international student experience, reducing the administrative burden and increasing reliability, transparency and accountability of the immigration system. BACKGROUND Under the current immigration system universities wishing to recruit international (non- EEA) students must sponsor these students, requiring the university1 and student to comply with a range of duties. In December 2018 the UK government published an Immigration White Paper announcing plans for a post-Brexit single visa route for all non-UK domiciled students. The White Paper outlined a commitment to streamlining the existing immigration system to develop more ‘light touch’ sponsorship procedures. The International Education Strategy published on 16 March 2019 reiterates this intention, stating that the government will ‘…keep the visa application process for international students under review, with the aim of improving the customer journey both for students and their sponsoring institutions’. The strategy’s intention to strengthen the UK’s visa offer for international students is central to achieving its ambition of growing the UK’s education exports to £35 billion a year and increasing the number of international higher education (HE) students in the UK to 600,000 by 2030. Together, the commitments in the Immigration White Paper and the International Education Strategy present an opportunity to rethink how the student visa system operates for universities and students. -
SWW SIA Annexes
South West England and South East Wales Science and Innovation Audit Annexes A–F Annex A: Consortium membership, governance and consultation Annex B: Universities, Colleges and Research Organisations Annex C: LEPs and Local Authorities within SIA area Annex D: Science Parks and Innovation Centres Annex E: Theme Rationale Annex F: LEP / Welsh Government Strategic Alignment A Science and Innovation Audit Report sponsored by the Department for Business, Energy and Industrial Strategy A–F Annex A: Consortium membership, governance and consultation Consortium Membership The following organisations were members of the South West England and South East Wales Science and Innovation Audit consortium, and were consulted during the development of the Expression of Interest, and subsequently during the SIA process. Business Aardman General Dynamics UK AgustaWestland / Finmeccanica Gooch & Housego Airbus in the UK Goonhilly Earth Station Ltd. Airbus Defence & Space (formerly HiETA Technologies Ltd. Cassidian) Airbus Group Innovations UK Huawei Airbus Group Endeavr Wales Ltd IBM Global Business Services Andromeda Capital IQE plc BAE Systems Johnson Matthey plc BBC Oracle Boeing Defence UK Ltd. Ortho Clinical Diagnostics Bristol is Open Ltd. Renishaw Broadcom UK Rolls Royce Centre For Modelling and Simulation South West Water ClusterHQ Toshiba Research Cray Watershed EDF Energy R&D UK Centre Wavehub First Group plc LEPs Cornwall and Isles of Scilly LEP Swindon and Wiltshire LEP GFirst (Gloucestershire) LEP West of England LEP Heart of the South West -
A CRITICAL PATH Securing the Future of Higher Education in England
A CRITICAL PATH Securing the Future of Higher Education in England IPPR Commission on the Future of Higher Education 2013 1 IPPR RESEARCH STAFF Nick Pearce is director of IPPR. Rick Muir is associate director for public service reform at IPPR. Jonathan Clifton is a senior research fellow at IPPR. Annika Olsen is a researcher at IPPR. ACKNOWLEDGMENTS The Commissioners would like to thank Nick Pearce, Rick Muir, Jonathan Clifton and Annika Olsen for their help with researching and writing this report, and London Economics for modelling the higher education funding system. They would also like to thank those organisations and individuals who submitted evidence or agreed to be interviewed as part of this project. In particular, they would like to thank the staff and students who facilitated their learning visits to higher education institutions in Sheffield and Newcastle. They would also like to thank Jon Wilson, along with all those who organised and participated in the joint seminar series with King’s College London, and Marc Stears for his guidance in the early stages of the project. ABOUT IPPR IPPR, the Institute for Public Policy Research, is the UK’s leading progressive thinktank. We are an independent charitable organisation with more than 40 staff members, paid interns and visiting fellows. Our main office is in London, with IPPR North, IPPR’s dedicated thinktank for the North of England, operating out of offices in Newcastle and Manchester. The purpose of our work is to assist all those who want to create a society where every citizen lives a decent and fulfilled life, in reciprocal relationships with the people they care about. -
Excellence, Concentration and Critical Mass in UK Research
Concentration and diversity: understanding the relationship between excellence, concentration and critical mass in UK research A report by University Alliance Libby Aston and Liz Shutt December 2009 Research Paper 2009/01 © Copyright University Alliance 2009 ISBN 978-1-908190-04-8 Concentration and diversity: understanding the relationship between excellence, volume and critical mass in UK research Executive Summary 1. Selectivity not concentration has driven excellence • A policy of selectivity – funding research based on quality – has driven up the quality of UK research since the introduction of the RAE, not concentration. • Selectivity has resulted in concentration of research funding where quality exists. This is fully supported by University Alliance. • The UK has one of the most highly selective research funding methods in the world – QR funding in 2009-10, based on RAE 2008, has not changed that: o In 2007-8, four institutions received 29 per cent of Quality-related (QR) funding (and 23 around 75 per cent). o In 2009-10, four institutions received 32 per cent of QR funding (and 25 around 75 per cent). • Selectivity can, however, be taken too far. HEFCE’s ‘Fundamental Review of Research Policy and Funding’ concluded that “a major increase in selectivity could reduce the number of research-led institutions to a level that would be inconsistent with the general health of the UK research base, in terms of both its economic and its social contribution…leading to complacency and ossification.” 2. Excellence is not determined by volume alone • There is no direct correlation between volume and excellence outside some of the physical sciences. -
Knowledge Exchange and Commercialisation: The
KNOWLEDGE EXCHANGE AND COMMERCIALISATION: THE STATE OF THE PROFESSION IN UK HIGHER EDUCATION Knowledge Exchange and Commercialisation: The State of the Profession in Higher Education “Knowledge Exchange and Commercialisation: The state of the profession in UK Higher Education” This report was commissioned by PraxisUnico Contact: [email protected] Authors: Rob Johnson and Mattia Fosci www.researchconsulting.co.uk Contact: [email protected] Report dated: February 2016 This work is licensed under a Creative Commons Attribution 4.0 International License. http://creativecommons.org/licenses/by/4.0/ 2 CONTENTS Foreword 5 Executive summary 7 Background and methodology 9 The KEC profession in UK higher education 11 The work of KEC professionals 19 Profiling KEC professionals 25 Improving the effectiveness of the KEC profession 31 Key trends and challenges 37 Appendix 1 43 Appendix 2 44 Appendix 3 46 3 Knowledge Exchange and Commercialisation: The State of the Profession in Higher Education 4 FOREWORD The focus on taking research knowledge into commercial products and services, policy and social interventions is intense. PraxisUnico has represented professionals working at the interface between researchers and external organisations for almost 15 yearsI. During that time we have seen the work of such intermediaries become increasingly recognised and respected. The UK is ranked 4th in the world for university- industry collaboration in R&DII. The government’s ambition is that universities should ‘continue to increase their collaboration with industry to drive At a time of growth research commercialisation’ and increase the ” in the economy income they earn from working with business III and others to £5 billion by 2025 . -
The High-Potential Learners Project: Increasing the Participation in Russell Group Universities of High Potential Learners from Low-Performing Institutions
Widening Participation Research Fund Final Report Project Title: The High-Potential Learners Project: Increasing the participation in Russell Group universities of high potential learners from low-performing institutions Principal Investigator: Professor Leon Tikly. Co-Investigators: Dr Jo Rose, Dr Liz Washbrook. A brief description of the research project as presented in the original proposal, including the objectives and the research methodology The aim of the research is to provide new evidence on the key influences on the decision-making of disadvantaged learners with high potential from different types of low-performing institutions1. Using a mixture of quantitative and qualitative methods, this research will investigate which home, school, and personal characteristics of KS5 students are the key influences on decision-making potentially leading to HE and RG university participation. The focus will be on evaluating the relative importance of individual factors such as: the nature of career aspirations; financing considerations; knowledge of opportunities and the “system”; self- confidence; and perceptions of school and teacher support; and school- and teacher-level factors, such as: school ethos; setting and streaming; leadership focus on HE/RG attendance; parental engagement; and use of mentors and role models. Such school- and teacher- level factors may directly influence aspirations, or have an indirect effect on aspirations for HE/RG entrance by supporting high attainment, and we will explore this relationship further. Further factors may be added to this list of individual and school/teacher level influences as the research progresses. In the first strand a set of key influences will be identified from quantitative analysis of a large-scale nationally representative dataset of learners at Key Stages 4 and 5 who potentially started HE in 2010. -
Bracingfor Brexit
BRACING FOR BREXIT 01 Discussing international education BRACING FOR BREXIT 09 Torn between our best friends 24 In conversation with Sir Anton Muscatelli 30 Putting Europe on the map in India 33 Brussels’ Brexit blues SUMMER 2019 BRACING FOR 02 BREXIT CONTENTS 04 EDITORIAL 05 CONTRIBUTORS 06 SYSTEM OUT OF ORDER (APOLOGIES FOR THE INCONVENIENCE) A look at the malfunctioning political system that brought us Brexit 09 TORN BETWEEN OUR BEST FRIENDS Published by Caught between the UK and the EU, Ireland faces a hard choice European Association for International Education PO Box 11189, 1001 GD Amsterdam, the Netherlands 12 REDISCOVERING OUR SUPERPOWERS TEL +31-20-344 51 00 E-MAIL [email protected], www.eaie.org Universities must overcome outrage to lead the fight against Brexit Editor Douglas Proctor 15 CHARTING THE FLOW OF BREXIT Publications Committee Douglas Proctor (Chair), ‘Brexit flowchart guy’ Jon Worth guides us through the twists and turns Irina Ferencz, Jos Beelen, Han Aarts, Lucia Brajkovic, Jacob Gibbons 18 BRIDGING THE ANGLO-GERMAN DIVIDE Deputy Executive Director, Strategic Engagement Partnerships may prove key to softening the blow of Brexit Elise Kuurstra Associate Director, Knowledge Development and Research Laura E. Rumbley 21 PARTNERSHIPS IN PERIL Editorial Coordinator Jacob Gibbons Uncertainty reigns for UK students and staff in Spain and vice versa Graphic Designer Nhu Nguyen 24 IN CONVERSATION WITH SIR ANTON MUSCATELLI E-MAIL [email protected] Glasgow University Principal Anton Muscatelli on what’s at stake Advertising Contact [email protected] for more information. 28 THE BREXIT BACKDROP: WHAT DOES THE DATA TELL US? The EAIE welcomes requests for advertising space from Facts and figures on UK higher education and its place in the world companies and organisations whose aims and values are compatible with those of the Association and its members. -
Research Findings
Fair admissions to higher education - a review of the implementation of the Schwartz Report principles three years on: Report 2: Research Findings Centre for Education and Inclusion Research, Sheffield Hallam University and Institute for Access Studies, Staffordshire University December 2008 Research Team: Centre for Education and Inclusion Research, Sheffield Hallam University and Institute for Access Studies, Staffordshire University: Colin McCaig, Tamsin Bowers-Brown, Kim Slack, Ruth Barley, Nick Adnett, Caroline Cripps, Claire Wolstenholme and Ben Willis Acknowledgements The researchers would like to express their thanks to the participating higher education provider institutions that took part in this review through responding to the questionnaire and also to those members of staff who took part in interviews with the researchers to provide qualitative information for the good practice case studies. We also wish to thank the project steering group: Gregory Boone (DIUS); Leslie Currie (SPA); Annie Doyle (SPA); Janet Graham (SPA) and Elaine Underwood (DIUS), with input from stakeholders on the SPA Steering Group. In particular Janet Graham and Annie Doyle of the Supporting Professionalism in Admissions Programme (SPA) for their help and guidance throughout this project. Alternative Formats This is a web-based publication available as a PDF or word document at www.spa.ac.uk or http://www.dius.gov.uk/publications/index.html. If you require this document in any other format, please contact [email protected] Funding This review was funded by the Department of Innovation, Universities and Skills and managed by the Supporting Professionalism in Admissions Programme Intellectual property rights and copyright statement All intellectual property rights and copyright are owned by UCAS on behalf of SPA. -
Vice-Chancellors' Pay, Benefits and Educational Backgrounds
UP CLOSE AND PERSONAL: VICE-CHANCELLORS’ PAY, BENEFITS AND EDUCATIONAL BACKGROUNDS / r f r d o o e e e o l f s y m a t t v l t o i l t d d o e d d d a a ) ) ) ) t m fi r o e s y a u h y a a a u u f £ £ £ £ u o e c t h o b r e ( ( ( ( r e e e d d t n n c y s c n f n f p e e g a h g t h h h o a a n o e d l s e o 9 0 9 0 0 0 0 i a f i g g i r r n x t n e n n n e n t t t t i a t s b f o i h 0 1 0 1 1 1 1 n n g g i r e e n r o o y o s - - - - - - - d n n n u r r d u r c o d i a a i i r r t p t e e e e - f s l e e e n 8 9 8 9 9 9 9 e e u i u s i s s u h h r r e v r l r r r a u c e e l e t t e a d d i 0 0 0 0 0 0 0 r c l n n n r r r c c i g h c a t t s o c a s c p n n n t u 0 0 0 0 0 0 a 0 e i t l e e e f x u u u h r e y o n n n c Y c a T o p U c d U 2 i C p i % 2 P 2 % 2 p e T 2 O 2 S 2 c V U g I Robert Gordon University No affiliation J.