Universities and Cities: Fostering Creative Learning Environments

1. Universities and Cities: Fostering Creative Learning Environments Magna Charta Universitatum, Bologna 19th – 20th September 2013

2. Summary • Coimbra Group • Theme: Universities and cities • Rheme: Fostering creative learning environments • Case studies

3. A network of 39 European universities with a specific profile 4 characteristics: • high quality research universities • long – established in their context • In cities where the university has a strong impact, normally not capitals • Comprehensive (multidisciplinary)

4. Origins and mission Coimbra Group set up in 1985 as network of universities with similar profile and similar challenges (strong regional engagement, historical buildings...) Committed to the promotion of academic collaboration amongst its members on three basic levels: mutual exchange of experience development of best practice influencing European policy

5. Theme: Universities and cities: a brief historical overview Relationships between towns/regions and universities in three basic scenarios: • Universities in but not of the city (± 1200 - ± 1800) • Universities integrated or developed/founded in cities – architecturally, culturally, professionally (± 1800 – today) • Campus universities – originally on moral grounds, i.e. away from the temptations of the city Then 21st century – “learning regions” “The University and the City 1200-2000”, by Lawrence Brockliss, Magdalen College Oxford; in: Town and University: A Dynamic Symbiosis, Leuven/Louvain-la-Neuve, 2000

6. Corpus Christi College, Cambridge Old Court, Corpus Christi College, Cambridge. It is the only college founded by townspeople, the Cambridge Guilds of Corpus Christi and the Blessed Virgin (1352)

7. Göttingen: A university with a city Georg-August Universität of Göttingen Founded in 1737, extends into the sphere of daily life in Göttingen, as much due to its sheer size as anything else. The university and the hospital alone employ more than 13,000 people, and at the moment more than 24,000 students are enrolled at the university, of which 12% are international students. Take into account that the city has only 120,000 residents and you can imagine the effect of the university on the city.

8. Louvain-la-Neuve Louvain-la-Neuve, a city founded to house a university, seen from the lake

9. Rheme: Fostering creative learning environments Universities can foster creative learning environments? Cities can foster creative learning environments? Universities and cities together can foster creative learning environments? Universities and cities are fostering creative learning environments? Universities and cities should foster creative learning environments? What is a creative learning environment? Who is it for (who learns?) ?

10. Rheme: Fostering creative learning environments Universities and cities together should, can and are fostering creative learning environments. Who learns ? • Students and staff (diversity: undergraduate, postgraduate, doctoral candidates, postdocs, continual professional development for inside and outside... ) • Society at large (children, over 50s, general public...) • Business and industry (incubators, spin-offs, start-ups, patents...) • Universities...

11. Rheme: Fostering creative learning environments What is a creative learning environment? Originality – Appropriateness – Future orientation – Problem-solving ability (EUA Creativity Project, 2007) It can be anywhere (classroom, cafeteria, lab, gardens, industry, museum…) Factors for encouraging creative learning environments: • Diversity and openness • Technology, Talent and Tolerance (Richard Florida, 2005) • “Inter-”s

12. Rheme: Fostering creative learning environments “Inter-”s • Inter-personal (team work) • Inter-national • Inter-cultural • Inter-lingual • Inter-generational • Inter-sectoral • Inter-disciplinary • Inter-level (bottom-up/top-down) • ….. • Plus • Forward looking (future not past) • Ability to change/adapt (autonomy)

13. Case study 1. Trinity College Dublin Creativity, the City & the University A Case Study of Collaboration between Trinity College Dublin and some nearby Cultural Institutions Johanna Archbold

14. Case study 1. Trinity College Dublin Areas of collaboration (Arts and Humanities) • Collections and conservation • Teaching and learning • Research and publications • Exhibitions • Professional expertise • Outreach and tourism

15. Case study 2. Burren College of Art, NUI Galway Creativity, the City & the University A Case Study of Collaboration between Trinity College Dublin and some nearby Cultural Institutions Johanna Archbold

16. Case study 2. Burren College of Art, NUI Galway Founded in 1993 by Michael Greene and Mary Hawkes-Greene, to give student artists the opportunity to develop their creative potential in the unique environment of the Burren. He wanted to enable creative people from around the world to work and be inspired by it while helping the local community thrive as a result. The college would reconnect with the tradition of learning established by the Brehon and Bardic schools of the 6th century; it would recruit artists internationally, grant degrees, re-energise the local community.

17. Case study 2. Burren College of Art, NUI Galway Centre for Creative Learning in all disciplines “Time, Space, Inspiration”

18. Case study 3. University of Granada Health Sciences Technology Park, Granada

19. THE PTS GRANADA : PROMOTERS Fundación Parque Tecnológico de Ciencias de la Salud

22. PTS Model Business and Industry Research • Companyincubator BIC Granada • Centre forInnovation • Patents and IP Centre (OTRI) • Pharmaceutical and Food • Development Centre • UNIVERSIDAD DE GRANADA Medicine; Pharmacy; Dentistry; Health Sciences • Research institutes • General services • Campus of Excellence • University-industrycooperation • Spin-offs • Strategicalliances • Promotinginnovation • EmergencyServices • Control Centre • University Hospital Teaching and Learning Health care Transfer • Chemisty • Food Science and Nutrition • Biotechnology • Biomedicine (CSIC and UGR) • Forensic Medicine • Pharmacy

23. LEARNING ENVIRONMENT IN THE PTS International – intercultural – intersectoral – interdisciplinary… High-quality undergraduate learning in the biomedical sciences (Medicine, Pharmacy, Dentistry, Nursing, Physiotherapy and Occupational Therapy). Postgraduate programmes linked to the PTS priority research lines for graduates from Spain and abroad. Bespoke high-level training for technicians and other professionals. Excellent research with high translational potential. Promoting the establishment of technology-based companies. All sharing common spaces. Synergies to optimize human capital and scientific resources.

24. To sum up Universities and cities/local communities/regions together should, can and do foster creative learning environments of all kinds, of all sizes, for all disciplinary fields. Diversity is a key message: one size does not fit all.

25. Thank you for your attention !