1 / 21

The describer of European University-Business Cooperation (UBC) The UBC Ecosystem

A simple model for increasing the understanding of European University-Business Cooperation (UBC). The describer of European University-Business Cooperation (UBC) The UBC Ecosystem. The UBC Ecosystem: Created during the Hippo Study. Objectives

yves
Télécharger la présentation

The describer of European University-Business Cooperation (UBC) The UBC Ecosystem

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A simple model for increasing the understanding of European University-Business Cooperation (UBC) The describer of European University-Business Cooperation (UBC)The UBC Ecosystem

  2. The UBC Ecosystem: Created during the Hippo Study Objectives • To chart the current situation regarding UBCin Europe, • Todescribe the factors that facilitate or inhibitUBC, • To identify and describe 30 examples of good practicein European UBC. • 6,280 total responses • Largest study ever into European university-business cooperation (UBC) • 4,123 academics • 2,157 from HEI Mngt. 2

  3. The UBC Ecosystem DEF_University-Business Cooperation (UBC) All types of direct and indirect, personal and non-personal interactions between HEIs and business for reciprocal and mutual benefit. DEF_ The UBC Ecosystem • A model that describes how the act of University-Business Cooperation is affected, influenced or supported by other aspects including drivers, barriers, perceived benefits, supporting mechanisms and key UBC stakeholders. • The model also shows the complex interrelationship and co-reliance among these elements within the UBC ecosystem

  4. 2. Outcomes for HEIs (direct) • DEFRefers to the direct outcomes experienced at an HEI / business from University-Business Cooperation specifically in regard to: • teaching, • research and • knowledge transfer ACTION Promote these within the HEI 4

  5. 3. Outcomes for society (indirect) • DEFRefers to the indirect outcomes experienced by society generally from University-Business Cooperation • The indirect social contribution of UBC includes: • creates jobs and stimulates economic growth, • increases living standards, productivity and social cohesion. • Key to building the Knowledge Society • With the creation of the Europe 2020, the European Union’s (EU) growth strategy for the coming decade, and the higher education modernisation agenda, Europe is embracing the need to create a more connected and functioning relationship between Government, business and HEIs ACTION Promote these with key stakeholders 5

  6. 1. Extent of UBC DEFRefers to the extent of UBC being undertaken by a HEI or academic. Fact: Those types of UBC offering more direct, measurable, and promotable benefits… are the most developed ones. 6

  7. 1. Extent of UBC Approximately 2 of every 5 academics are responsible for most of the UBC activity 1of every 3 HEIs undertake no or a low amount of UBC activity ACAD HEIs 7

  8. 4. Influencing factors • 4. Influencing factors hare made up of: • Situational factors (e.g. age, faculty, years in business, etc.) • Barriers • Drivers • Perceived benefits 8

  9. 4. Influencing factors: Years in business • d) All Situational factorshelptoexplain UBC • ...but only a few of them have practical implications Scale: 1 = none, >1 - 4 = low >4 - 7 = medium >7 - 10 = high Fact: The extent of UBC is significantly lower for those with no experience in business 9

  10. 4. Influencing factors: Country GERMANY European leaders in UBC Collaboration in R&D Mobility of students Commercialisation of R&D Below average extent of UBC Curriculum development & Delivery Lifelong learning Governance Scale: 1 = No UBC, >1 - 4 = low ; >4 - 7 = medium ; >7 - 10 = high

  11. 4. Influencing factors: Barriers to UBC • Lack of funding and excess of bureaucracy at all levels are the highest barriers to UBC… but removal of barriers does not create UBC Fact:All academics and HEI representatives see the same barriers to UBC 11

  12. 4. Influencing factors: Drivers of UBC • Personal relationships drive UBC. It’s a people game! Existence of mutual trust and commitmment are the most important drivers of UBC for both academics and HEIs. Fact: Those academics or HEIs perceiving higher drivers for UBC are more engaged in UBC than those perceiving low drivers for UBC 12

  13. 4. Influencing factors: Perceived benefits • Perceptions of high benefits & incentives drive UBC. Academics recognise benefits for different stakeholders… however to a lower extent the personal benefits they receive from UBC. HEIs rated the highest benefits for students, followed by business… then the ability of UBC to contribute to the mission of the HEI in third place with the lowest benefits perceived for society. • Fact:The higher the perceived benefits, the higher the extent of UBC carried out ACTION: In order to encourage UBC, the right incentives need to be in place 13

  14. 5. Supporting mechanisms • The creation and development of supporting mechanisms are critical for UBC • Strategic instruments • Documented e.g. vision / mission, • Implementation e.g. incentives • Structural instruments or approaches • positions i.e. personnel • agencies i.e. units of focus • Operational activities • Academic focussed • Student focussed • Framework conditions Having a dedicated: strategy, program / agency / responsible person, activity, Has a substantial effect on stimulating the different types of UBC • Fact: The UBC supporting mechanisms that are easier to implement, are much more developed than those that are more difficult to implement 14

  15. 5. Supporting mechanisms • DEVELOPMENT • The development of the 4 Pillars (supporting mechanisms) from the most developed to least is: • Operational activities(5.4), • Structures and approaches(5.1), • Strategies (4.9), and • Framework conditions(4.5). • IMPACT • The impact on UBC from the 4 Pillarsfrom the highest to lowest is: • Strategies (58%)(especially implementation strategies) • Operational activities(53%), • Structures and approaches(52%), and • Framework conditions(40%). ACTION:A greater focus on strategies (especially implementation strategies) is required 15

  16. 6. Stakeholders 16

  17. Hippo Study: A summary of key findings 10 key findings • UBC is vital in creating a knowledge society • UBC ecosystem is complex and integrated • UBC in Europe is at an early stage of development • Those UBC types with more direct, measurable, and promotable benefits are the most developed (e.g. collaboration in R&D, mobility of students) • Situational factors(e.g. age, faculty) help to explain UBCbut there is little that can be implemented from these results • Lack of funding and excess of bureaucracy at all levels (HEI, national, European) are the highest barriers to UBC • Personal relationships drive UBC. It’s a people game! • Perceptionsof high benefits & incentives are motivators of UBC • The creation and development of supporting mechanisms (especially those with the highest impact) are critical for UBC • In the UBC ecosystem, the multiple actors need to work cooperatively and in a coordinated manner 17

  18. RESULT 10: UBC Ecosystem Analysis takes place in this direction University-Business Cooperation 8 types of UBC Result level Lifelong learning Collaboration in R&D Academic mobility Student mobility Commercial-isation of R&D results Curriculum development &delivery Entrepren-eurship Governance D D D D Factor level SituationalFactors Benefits Barriers Drivers E E E E G G G G 1. Strategies 2. Structures & approaches 3. Activities 4. Framework Conditions Action level Government HEIs Business EU Nat. Local Mngt. KTPs ACAD

  19. The UBC Ecosystem • The model works from bottom to top. All aspects are measurable (benchmarking) Economic development Impactlevel (indirect) 3 Contribution to society Outcomes for HEIs Outcomelevel (direct) 2 Contribution to teaching, research and knowledge transfer at a HEI Outcomes for HEIs from UBC and society Result level 1 University-Business Cooperation (UBC) The extent of UBC taking place The factors that have an influence over the success of your actions in stimulating UBC Influencing factors Factors influencing UBC including perceived benefits of UBC, drivers and barriers to UBC and situational factors affecting UBC Influencing factors Factor level Includes benefits of UBC, drivers and barriers to UBC, situational factors affecting UBC 4 Supporting mechanisms 5 Includes strategies, structures and appraoches, activities and framework conditions Here is where action by key stakeholders takes place in the form of supporting mechanisms Action level Key stakeholder including HEIs (academic, management and UPBs), Government (EU, national, regional) & business Key stakeholders 6

  20. TEAM HIPPO • Todd Davey, Project Manager • Dr. Thomas Baaken, Project Director • Victoria Galan Muros, Analysis Management • Arno Meerman, Data Management and Analysis • David Serbin, Survey Design and Data Management • Michael Deery, Case Study Management 20

  21. CONTACT Contact Science-to-Business Marketing Research Centre Germany University of Applied SciencesMuenster Corrensstr. 25 D-48149 Münster Germany Tel.: +49 251 83-65683 Fax: +49 251 83-65534 Web: www.science-marketing.de Contactpersons Todd Davey davey@fh-muenster.de Prof. Dr. Thomas Baakenbaaken@fh-muenster.de 21

More Related