Measurement of the innovation and entrepreneurship of universities Lluis Tort. European Consortium of Innovative Universities and Universitat Autonoma de Barcelona
INPUT Public funds Federal State Region Private funds Corporations Companies Citizens Families/ students OUTPUT Graduates Masters Ph.D. Scientists Patents Know-how Publications Technology Image: The evolution of the universities. MOOC by C.Roper and M. Hirth, 2005. J. Higher Educ. Outreach, Engagement 10: 3-21 PERFORMANCE Societal Impact Knowledge increase Development Economy growth Income growth Jobs / new jobs Cultural growth More roles are demanded to universities and results and performance is increasingly assessed
Direct Indirect. We research on them UN-2030 Induced. Results from our action Universities are anyway involved in all of them
ECIU University of Nottingham 11 European Members 1 Associate Partner in Mexico. Mostly young universities (under 50) Entrepreneurial and innovative Not protected by the capital of the country or a big city. Most of them in non-central regions of the country. With high committment and close collaboration within the region EUROPE Tampere. FIN Stavanger. NOR Linköping. SWE Aalborg. DEN Kaunas. LIT Hamburg. GER Twente. NET Dublin. IRE Nottingham. UK Barcelona. SPA Aveiro. POR + Monterrey. MEX European Consortium of Innovative Universities (ECIU), founded in 1997 Entrepreneurship and social impact of research Teaching and Learning Steering committees European action
Tampere is the most populous Finnish city outside the Greater Helsinki area and inner Finland's major urban, economic and cultural hub. It has an important hydroelectric power source throughout history, with an industrial past as the former center of Finnish industry. Now, TUT is the driver of industrial development attracting companies as Nokia or Rolls-Royce or developing entrepreneurship models for students such as DEMOLA. TAMPER E LINKÖPIN G The origins of Linköping University date back to the 1960s. In 1965, The Swedish locate some programmes within the fields of technology and medicine to Linköping. And later in humanities, social sciences, natural sciences and medicine. In 1997 a campus was opened in the neighbouring city of Norrköping, a place with a declining textile and paper mill industry. Linköping University is now the revitalizing core of the region. Stavanger is the third-largest urban zone and of Norway. The city's history is a continuous alternation between economic booms and recessions after the rise and further decline of industries of shipping, shipbuilding, and fish canning industry. The city's rapid population growth in the late 20th century was primarily a result of Norway's booming offshore oil industry. Stavanger University is the nucleus of economic development and oil industry transformation and diversification in the region. STAVANG ER TWENTE Twente is the first campus university of the Netherlands created due to the existence of a previous strong manufacturing industy (textiles, metal, electrical engineering, chemicals) and the necessity for innovation of the textile industry. The firm lobby of that textile industry together with the Eastern Holland government agencies, founded a University in a region far from the economic and political decision centres Univ. of Twente is now the Center of Innovation and core of economy of the east region of the Netherlands.
SOCIAL IMPACT AT ECIU REGIONS and COMMUNITIES AAU Innovation. U. Aalborg. Denmark AAU Innovation facilitates knowledge collaboration at all levels, develop knowledge dissemination and bridge building to businesses, organizations and educational institutions. Triangulum. U. Stavanger. Norway Triangulum is one of the three European Smart Cities and Communities Lighthouse Projects, set to demonstrate, disseminate and replicate community solutions and frameworks for Europe s future smart cities, focusing on sustainable mobility, energy, ICT and business opportunities. Novel-T (Kennispark). U.Twente. Netherlands. The largest innovation campus in Netherlands (Enschede) with about 400 companies, the second largest center for job creation. Best businesspark in the Netherlands with 10% of the fastest growing tech-companies and 60-70 new startups annually. Technology-Based Entrepreneurship Courses (CEBT). U. Aveiro. Portugal An initiative of neighbour universities in Spain and Portugal and the Chamber of Commerce. Goals: Stimulation capacities for entrepreneurship, technology based companies creation in the region and provision of mentoring and training.
SOCIAL IMPACT AT ECIU REGIONS and COMMUNITIES Solidarity network. U. Autonoma de Barcelona. SPAIN About 400 students and 60 staff and Faculty are directly involved each year in specific programs of solidarity in the region. Programs include lessons in prisons, accompaining volunteers for disabled students, attention to refugees, missions in developing countries Access to higher education. U. Nottingham. UK. 72,000 places on widening participation outreach activities. 27% students entering from lowincome backgrounds. 80 primary schools and 10 FE colleges, are engaged through our widening participation programme Entrepreneurship for families. TEC de Monterrey. Mexico. A special massive entrepreneurship programme for families, creating, diversifying or expanding family business to directly impact society. Linked to Social Service that students have to fulfil as a free contribution. (similar to Service Learning at PolyU)
ECIU exercise on measuring key performance indicators of University Impact Principles under ECIU Multi Assessment Tool Add-value: Address target groups (students, talented researchers..) User-driven: Cross targeting the tool and providing different levels of information Multidimensionality: to reflect the multiple missions of HEIs Multilevel: to reflect the different levels (areas of subject, departments, researcher, students) and compare institutions at different levels Comparability: Address comparison between similar profiles Context-driven: to reflect the differences between contexts: Regions, policies, traditions, funding, dimensions or other.s. Added value and jobs Intersectorially generated value and jobs Overall production generated directly or indirectly INTERSECTORIAL DIRECT INDIRECT INDUCED Evaluate...what? -evaluate only what is necessary -recognise when sufficient (do not complicate the analysis) -avoid the meaningless (but easy to measure) -be proportionate and use relative numbers -use simple and representative indicators as much as possible CONTRACTS ADDED VALUE AND JOBS INCOME TAX Suriñach, Murillo & Vayá. Lab. Applied Economy, UB and ACUP, Barcelona 2017
Overview of indicators (ECIU) Focus on induced quantitative KPI Innovation New product/process development Joint developments Active researchers R&D Projects (funded) Active projects R&D Projects Interdisciplinary projects Collaboration projects R&D investment. R&D budget Open innovation presence ROI (return on investment) metrics Teaching methods programs Built networks Impact case studies Altmetrics (alternative metrics) Internationalisation Number of international projects Budget for international projects Entrepreneurship Incubators and support infrastructures Number of startups. / Income of startups Regional impact/engagement Number of graduates employed in the region Number/Income of projects with companies in the region Knowledge transfer Number of Patents Number of Licenses Number of Spin-offs Revenues created from commercialization of IP QUANTITATIVE INDICATORS R+D budget or % of R+D over total budget # % Relationship external funding/ internal funding % Annual number of entrepreneurs/spin-offs /partnerships # Amount of tax R+D deduction in the region # Regional public-private projects (number of companies involved). PECT like projects Economic and social agents involved in innovation # Population with completed higher education degree % Increase rate of population with a higher education degree Increase rate of technological jobs % # %
Examples of KPI in ECIU Universities Linköping (Sweden) Initiation Contacts Valorisation Mobility (% adjunct personal, % industrial PhDs) External funding (, contracts) Impact Case Studies Education in co-operation Employability Side-line activities 1140 Ideation No. of ideas in 277 26 4 % 3 Qualification 71 2 No. of qualified ideas 48 1 % Realisation No. of Spin-outs, licensing 0 34 24 % 9 8 7 6 5 Innovation Contacts Ideas in Innovation projects (qualified) Start-ups (incl. licences) Start-ups for Incubation RoI incubator (tax based) Investments, nr of employees (Public funding, tax financed, in) (returning tax income out) 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Innovation 2016
Myths versus realities on university innovation activity Entrepreneurial activities hamper science. TTO s are crucial to arrive at scale/scope of technology transfer activities (TTO s are the engine behind the third mission). Entrepreneurial activities generate a substantial funding for universities (allowing to decrease more traditional types of university funding). A more entrepreneurial orientation is beneficial for industries and R&D Innovation Legislations are not relevant. Quantitative analysis contributes to measure and compare universities and making rankings KPI and Rankings distort institutional and academic behaviour Qualitative Analysis (assessment against Mission influenced KPIs) is an alternative to Quantitative -Entrepreneurial performance of European Universities. Van Looy et al., 2011. -Nick Harris. Former Director of UK Quality Assurance Agency. -ECIU (European Consortium of Innovative Universities). No. Scientific capabilities are the engine of entrepreneurial performance. Overall, scientific strength (# publications, #academic staff), is correlated to entrepreneurial performance. This effect remains present after introducing variables like size, discipline and the R&D intensity of the regional environment. Higher Education specific legislative frameworks legitimating university entrepreneurship, help to encourage entrepreneurship inside university. Incentives work Not necessarily. Distributed entrepreneurial efforts (within the university) benefit from specialized support staff and a strategic commitment ( internal triple helix ). But discipline effects are definitely present for spin off activities (engineering) and patent activity (engineering, medicine). Not much. Universities will always require funding for research (market failures) and education (as long as we organize it as a public good ). So, not decrease of other funding, but increase the global. Therefore, entrepreneurial activities of universities could/should not be organized for monetary purposes. Yes, it can happen, but the specific role of universities within innovation systems is situated in the vicinity of the market, not in the center. No. There are considerable country effects, signaling not only the importance of national innovation framework conditions, but also opportunities for science growth related to regional economical activity Yes. Because QA become increasingly transparent. Centralised QA provide consistency across the HEI. The cost effectiveness of QA or KPI survey reduces after 1 st rounds. Yes. HEI faculty staff learn to playing the game, so modifying the production habits at long term. UK experience show that the use of quantitative indicators at programme level have a major impact. Yes. It provides a survey of the university progress and helps to differenciate among universities, but it does not help to Rankings
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