dr ellen hazelkorn dublin institute of technology, ireland
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Globalisation of Knowledge: Challenges & Opportunities for Higher Education and Higher Education Institutions. Dr Ellen Hazelkorn Dublin Institute of Technology, Ireland Programme in Higher Education and Research Policies University of Lausanne November 2005. - PowerPoint PPT PresentationTRANSCRIPT
Globalisation of Knowledge: Globalisation of Knowledge: Challenges & Opportunities for Challenges & Opportunities for Higher Education and Higher Higher Education and Higher
Education Institutions Education Institutions
Dr Ellen HazelkornDr Ellen HazelkornDublin Institute of Technology, IrelandDublin Institute of Technology, IrelandProgramme in Higher Education and Programme in Higher Education and
Research PoliciesResearch PoliciesUniversity of LausanneUniversity of Lausanne
November 2005 November 2005
For the first time, a really international world of learning, For the first time, a really international world of learning,
highly competitive, is emerging. If you want to get into highly competitive, is emerging. If you want to get into
that orbit, you have to do so on merit. You cannot rely on that orbit, you have to do so on merit. You cannot rely on
politics or anything else. . . politics or anything else. . .
RResearch is a core element of the mission of higher esearch is a core element of the mission of higher
education. The extent to which higher education education. The extent to which higher education
institutions are engaged in research and development institutions are engaged in research and development
activities has a key role in determining the status and the activities has a key role in determining the status and the
quality of these institutions and the contribution, which quality of these institutions and the contribution, which
they make to economic and social development. they make to economic and social development.
ThemesThemes
1.1. Higher Education in a Global Knowledge Higher Education in a Global Knowledge
MarketplaceMarketplace
2.2. Restructuring the University for ChangeRestructuring the University for Change
3.3. Challenges and Opportunities for Challenges and Opportunities for
Policymakers and Higher Education Policymakers and Higher Education
InstitutionsInstitutions
1. Higher Education in a Global 1. Higher Education in a Global Knowledge MarketplaceKnowledge Marketplace
. …. …we cannot be complacent…because other international we cannot be complacent…because other international
competitors like Australia, China and India are making big competitors like Australia, China and India are making big
strategic investments in their best research and if we do not do strategic investments in their best research and if we do not do
the same we will slip down the research league (UK Department the same we will slip down the research league (UK Department
for Education and Skills, 2004).for Education and Skills, 2004).
… … if Europe wants to remain competitive at international level, if Europe wants to remain competitive at international level,
more investments both public and private, are going to be more investments both public and private, are going to be
required to generate scientific and technological that can be required to generate scientific and technological that can be
compared to the performance of the USA or Japan (Rainer, 2004).compared to the performance of the USA or Japan (Rainer, 2004).
The continued transition to more knowledge-based economies, The continued transition to more knowledge-based economies,
coupled with growing competition from non-OECD countries, has coupled with growing competition from non-OECD countries, has
increased reliance of OECD countries on the creation, diffusion increased reliance of OECD countries on the creation, diffusion
and exploitation of scientific and technological knowledge, as and exploitation of scientific and technological knowledge, as
well as other intellectual assets, as a means of enhancing growth well as other intellectual assets, as a means of enhancing growth
and productivity. (OECD, 2004a)and productivity. (OECD, 2004a)
Changing Idea of the University Changing Idea of the University
Classical University: mission and role of higher Classical University: mission and role of higher
education and academic research distinct from education and academic research distinct from
commercial activity commercial activity
American Graduate School: mission to train the American Graduate School: mission to train the
next generation of scholar-researchersnext generation of scholar-researchers
Polytechnics and New Generation UniversitiesPolytechnics and New Generation Universities – –
new model new model catering for wider range of socio-catering for wider range of socio-
economic groups and educational requirementseconomic groups and educational requirements
Post-WW2, post-Sputnik Post-WW2, post-Sputnik era...era...
Economic and demographic boom Economic and demographic boom
Significance of scientific discovery Significance of scientific discovery
Perceived gap between investment and output in Perceived gap between investment and output in
terms of innovation and contribution to the national terms of innovation and contribution to the national
economyeconomy
Subdivision of disciplines and professionalisation of Subdivision of disciplines and professionalisation of
academic careersacademic careers
Heightened importance of educational attainment Heightened importance of educational attainment
Post-1970s PressuresPost-1970s Pressures
Fiscal crisis Fiscal crisis management by market forces management by market forces
Knowledge-based economyKnowledge-based economy
Sophisticated labour market & student demandSophisticated labour market & student demand
Restructuring of HEIs Restructuring of HEIs pressures on the academy pressures on the academy
Massification and universalisation of higher Massification and universalisation of higher
educationeducation
Accountability and responsibilityAccountability and responsibility
Changing HE environmentChanging HE environment
Globalisation and internationalisationGlobalisation and internationalisation
Demographics and enrolment patternsDemographics and enrolment patterns
Technological revolutionTechnological revolution
Stricter regulatory environmentStricter regulatory environment
New educational sites and formatsNew educational sites and formats
Changing nature of the workplace and Changing nature of the workplace and
academic workacademic work
New Model of HEI?New Model of HEI?
In contrast to older, traditional universities, new HEIs In contrast to older, traditional universities, new HEIs have grown exponentially and now majority of all have grown exponentially and now majority of all HEIs around the worldHEIs around the worldchannelled mass demand away from historically channelled mass demand away from historically elite sector elite sector influenced wider debate about institutional and influenced wider debate about institutional and research diversityresearch diversityemphasize particular skills and training, emphasize particular skills and training, accommodate new areas of knowledge via accommodate new areas of knowledge via “innovative courses suited to the new economies” “innovative courses suited to the new economies” engage directly with the wider communityengage directly with the wider communitysupport both applied and long-term R&D support both applied and long-term R&D
Restructuring HE systemsRestructuring HE systems
Traditional institutional boundaries fading:Traditional institutional boundaries fading: Elite vs. MassElite vs. Mass
Vocational vs. AcademicVocational vs. Academic
Technological vs. TraditionalTechnological vs. Traditional
Undergraduate vs. PostgraduateUndergraduate vs. Postgraduate
New binary emerging?New binary emerging? Teaching vs ResearchTeaching vs Research
Third level vs Fourth level Third level vs Fourth level
Regional/community vs National/international statusRegional/community vs National/international status
Higher Education MissionHigher Education Mission
To produce new knowledgeTo produce new knowledge
To produce new knowledge workersTo produce new knowledge workers
To produce new knowledge producersTo produce new knowledge producers
Theories Underlying ChangeTheories Underlying Change
Competitive Advantage (Porter, 1990)Competitive Advantage (Porter, 1990)
National Systems of Innovation (Lundvall, 1992; National Systems of Innovation (Lundvall, 1992;
Nelson, 1993) Nelson, 1993)
Triple Helix (Etzkowitz and Leydesdorff, 1997) Triple Helix (Etzkowitz and Leydesdorff, 1997)
Mode 2 (Gibbons, et al, 1994; Nowotny et al, 2001)Mode 2 (Gibbons, et al, 1994; Nowotny et al, 2001)
Entrepreneurial University (Clark, 1998; Clark, 2004)Entrepreneurial University (Clark, 1998; Clark, 2004)
Competitive AdvantageCompetitive Advantage Distinguishes between Distinguishes between
ComparativeComparative advantage: inherited factors like cheap labour or advantage: inherited factors like cheap labour or energy, or natural resources energy, or natural resources
Competitive Competitive advantage which is created via a menu of advantage which is created via a menu of institutional or enterprise strategiesinstitutional or enterprise strategies
4 interlinked factors: 4 interlinked factors: Factor conditions: adequate infrastructure/funding, research Factor conditions: adequate infrastructure/funding, research
competence and capability competence and capability Demand conditions: relevance and interest in Demand conditions: relevance and interest in
research/academic outputresearch/academic output Organisational strategy: management/organisational structureOrganisational strategy: management/organisational structure Regional/national relations: membership/participation in Regional/national relations: membership/participation in
collaborative networks and partnershipscollaborative networks and partnerships
Role of Government criticalRole of Government critical
National Systems of InnovationNational Systems of Innovation
Technological advance in advanced industrial nations Technological advance in advanced industrial nations
proceeds through the close and complex interaction proceeds through the close and complex interaction
the close interaction between science, research and the close interaction between science, research and
development. development. Policy focused on creating the environment Policy focused on creating the environment
necessary for promoting collaboration and necessary for promoting collaboration and
interdependence between the different actors interdependence between the different actors
(universities, private firms, government/public sector)(universities, private firms, government/public sector) As a result, HEIs are now widely regarded as an As a result, HEIs are now widely regarded as an
integral part of the national innovation system. integral part of the national innovation system.
Triple HelixTriple Helix
Transformation of knowledge into wealth requires Transformation of knowledge into wealth requires tripartite collaboration or tripartite collaboration or triple helixtriple helix, which, which network between network between university/researchers-university/researchers-
industry-government industry-government each element recognises the mutual benefit of each element recognises the mutual benefit of
such co-operationsuch co-operation evolving networks of communication evolving networks of communication
Boundaries between public and private, science Boundaries between public and private, science and technology, university and industry are in flux. and technology, university and industry are in flux. Universities and firms are assuming tasks that Universities and firms are assuming tasks that were formerly the province of the other sectors. were formerly the province of the other sectors.
Mode 2Mode 2
Mode 2:Mode 2: Intellectual and strategic importance of collaborative Intellectual and strategic importance of collaborative
and interdisciplinary work focused on useful application, and interdisciplinary work focused on useful application,
with external partners including the wider community. with external partners including the wider community.
Achieves accountability and quality control via “new Achieves accountability and quality control via “new
knowledge production” does so through social knowledge production” does so through social
accountability and reflexivity. accountability and reflexivity.
Mode 1 Mode 1 Disciplinary or “curiosity-oriented” researchDisciplinary or “curiosity-oriented” research
Achieves accountability and quality control via the peer-Achieves accountability and quality control via the peer-
review process review process
Entrepreneurial UniversityEntrepreneurial University
Entire universities, and their internal departments Entire universities, and their internal departments
transforming themselves into organisations transforming themselves into organisations
capable of taking chances and earning additional capable of taking chances and earning additional
income in the educational marketplaceincome in the educational marketplace
Five characteristics:Five characteristics: Strengthened steering coreStrengthened steering core
Expanded developmental peripheryExpanded developmental periphery
Diversified funding baseDiversified funding base
Stimulated academic heartlandStimulated academic heartland
Integrated entrepreneurial cultureIntegrated entrepreneurial culture
HE Research as Economic HE Research as Economic DriverDriver
Global knowledge-economy Global knowledge-economy → → Strategic importance Strategic importance of national research strategy of national research strategy & formation of human & formation of human capitalcapital
NNational and regional development ational and regional development → → production of production of new knowledge, knowledge transfer and economic new knowledge, knowledge transfer and economic performanceperformance
Role and mission of HE → task of growing research Role and mission of HE → task of growing research capability and capacity no longer optionalcapability and capacity no longer optional
Innovation, application and knowledge specialization Innovation, application and knowledge specialization competitive advantage and performance competitive advantage and performance
Academic knowledge production Academic knowledge production + Innovation = + Innovation = Economic growthEconomic growth
Governments Examining Future Governments Examining Future of HE of HE
Backing Australia’s FutureBacking Australia’s Future, Australia, 2002-2004; , Australia, 2002-2004; Higher Education at the Crossroads, AustraliaHigher Education at the Crossroads, Australia, 2002, 2002; ; Achieving Excellence: Investing in People, Knowledge and OpportunityAchieving Excellence: Investing in People, Knowledge and Opportunity, Canada, , Canada,
20022002; ; Action Scheme for Invigorating Education Towards the 21st CenturyAction Scheme for Invigorating Education Towards the 21st Century, 2001, China; , 2001, China; Higher Education ActHigher Education Act, Czech Republic, 1998, 2001; , Czech Republic, 1998, 2001; University Act, DenmarkUniversity Act, Denmark, 2003; , 2003; Higher Education ActHigher Education Act, 2000, Hungary; , 2000, Hungary; OECD Thematic Review of Higher EducationOECD Thematic Review of Higher Education, Ireland, 2004, Ireland, 2004; ; A New Image of National University CorporationsA New Image of National University Corporations, Japan, 2002; , Japan, 2002; Shaping the SystemShaping the System, New Zealand, 2000; , New Zealand, 2000; The Distinctive Contributions of Tertiary Education OrganisationsThe Distinctive Contributions of Tertiary Education Organisations, , New Zealand, New Zealand,
2004; 2004; Law of Autonomy of UniversitiesLaw of Autonomy of Universities, Portugal, currently being debated in parliament; , Portugal, currently being debated in parliament; Brain Korea 21Brain Korea 21, South Korea, 2004; , South Korea, 2004; White Paper 3 on Higher EducationWhite Paper 3 on Higher Education, 1994, South Africa; , 1994, South Africa; Higher Education ActHigher Education Act, 1997, South Africa; , 1997, South Africa; Sustainability of University Research, Sustainability of University Research, UK, 2003; UK, 2003; Review of Research AssessmentReview of Research Assessment, UK, 2003; , UK, 2003; Future of Higher EducationFuture of Higher Education, UK, 2003. , UK, 2003.
Factors Influencing Policy Factors Influencing Policy ReviewReview
0
1
2
3
4
5
6
7
8
Making Universities MoreCompetitive
Knowledge Economy
Funding and Costs
Intensify HE Research
Greater Diversification
Government/University Relationship
Widen Participation
Bologna Compliance
Policy Trends (1)Policy Trends (1)
Battle for ‘world class excellence’ via concentration of resources around select few universities or departments
Strong focus on science and technology as economic driver
Creation of knowledge transfer networks, separating teaching and research via feeder institutions
‘Social’ or institutional contract between government and universities
Accountability and responsibility Management by market forces Stricter regulatory environment
Policy Trends (2)Policy Trends (2)
Differential, competitive or externally earned funding
‘User pays’ principle via de-regulated fees
R&D Policy TrendsR&D Policy Trends
Strong focus on science and technology as ‘wealth Strong focus on science and technology as ‘wealth
creators’creators’ Designation of a few priority research domainDesignation of a few priority research domain Growing emphasis on knowledge and technology Growing emphasis on knowledge and technology
transfer activitiestransfer activities Emphasis on ‘entreprenurial’ activities and Emphasis on ‘entreprenurial’ activities and
reorganisation of university to enable such activitiesreorganisation of university to enable such activities Growing separation between teaching and research Growing separation between teaching and research
activities and careersactivities and careers Academic salaries pegged to market value. Academic salaries pegged to market value.
International ExperiencesInternational Experiences Taiwan: three-tiered system: <10 research-oriented Taiwan: three-tiered system: <10 research-oriented
universities, state colleges and community collegesuniversities, state colleges and community colleges
Brazil: S&T investment in well-established universities at Brazil: S&T investment in well-established universities at expense of newer research centres in remote parts of expense of newer research centres in remote parts of countrycountry
Japan: research funding, competition and evaluationJapan: research funding, competition and evaluation
China: ‘211’ policy will develop 100 world-class universities China: ‘211’ policy will develop 100 world-class universities
Baltics: merging universities and research institutes in drive Baltics: merging universities and research institutes in drive for competitivenessfor competitiveness
South Africa: merging universities and Technikons to create South Africa: merging universities and Technikons to create better and more competitive HEIsbetter and more competitive HEIs
Russia: call for ‘Russell Group’ of ‘top-rated’ universitiesRussia: call for ‘Russell Group’ of ‘top-rated’ universities
International ExperiencesInternational Experiences Denmark/Sweden: Denmark/Sweden: tradition of research-based teachingtradition of research-based teaching
Canada: Canada: Innovation Fund focus on innovation/return on Innovation Fund focus on innovation/return on investment in research, i.e. commercialisationinvestment in research, i.e. commercialisation
UK and Australia: UK and Australia: Research Assessment Exercise provides Research Assessment Exercise provides competitive funding to ‘best’ research departments and competitive funding to ‘best’ research departments and institutions, and forcing developing of ‘centres of excellence’institutions, and forcing developing of ‘centres of excellence’
Ireland: Ireland: National Development Plan, Science Foundation National Development Plan, Science Foundation Ireland and Enterprise Ireland developing institutional Ireland and Enterprise Ireland developing institutional capacity in internationally competitive HE research and capacity in internationally competitive HE research and collaboration with industrycollaboration with industry
New Zealand: New Zealand: HE HE resource allocation resource allocation driven by economy driven by economy and society and no longer student choiceand society and no longer student choice
ObservationsObservations
Policy similarities transcend national boundaries and Policy similarities transcend national boundaries and political party in power.political party in power.
Ever-widening global knowledge production divide Ever-widening global knowledge production divide between ‘research-rich’ and ‘research-poor’ nations.between ‘research-rich’ and ‘research-poor’ nations.
Developing countries operating at huge knowledge and Developing countries operating at huge knowledge and technological disadvantage because they ‘technological disadvantage because they ‘lack a lack a sufficient pool of trained personnel to perform research sufficient pool of trained personnel to perform research and development in new technologiesand development in new technologies [my emphasis]’. [my emphasis]’.
Active and selective use of policy instruments is criticalActive and selective use of policy instruments is critical
Implications for HEImplications for HE
Greater competition Greater competition alliances, mergers, alliances, mergers, acquisitionsacquisitions
Governments and HEIs benchmarking performance Governments and HEIs benchmarking performance in international terms in international terms
Funding tied to measurable outcomesFunding tied to measurable outcomes National priority-settingNational priority-setting
Transversal themes vs. defined ‘technologies’ Transversal themes vs. defined ‘technologies’ Value-added & commercialisation vs. ‘simple’ knowledge Value-added & commercialisation vs. ‘simple’ knowledge
productionproduction Funding based upon outcomes, e.g. UK RAE Funding based upon outcomes, e.g. UK RAE Regional/local society not identified as priorityRegional/local society not identified as priority Declining role of HASS disciplinesDeclining role of HASS disciplines
Organisational ImplicationsOrganisational Implications
‘‘New knowledge production’: New knowledge production’: Partnerships with and between other knowledge-Partnerships with and between other knowledge-
producing institutions producing institutions
Knowledge production/dissemination conducted in diverse Knowledge production/dissemination conducted in diverse
contexts and with heterogeneous skillscontexts and with heterogeneous skills
Flatter and more temporary management structuresFlatter and more temporary management structures
‘‘Entrepreneurial model’: emphasis on autonomous Entrepreneurial model’: emphasis on autonomous
units and alternative revenue sources units and alternative revenue sources
Growing distinction between teaching & researchGrowing distinction between teaching & research
Impact of Policy ChangesImpact of Policy Changes
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-6
-4
-2
0
2
4
6
-ve +ve Mixed
Teaching/Research Nexus
Research and Scholarship
Funding Opportunites and Sources
Staff Morale
Staff Recruitment
Student Recruitment
Institutional Designation
Institutional Mission
Research Freedom
Policy Influencing Institution Policy Influencing Institution BehaviourBehaviour
‘…‘…universities…direct efforts in obtaining parts of the universities…direct efforts in obtaining parts of the earmarked funding whether for research, education, earmarked funding whether for research, education, knowledge transfer or organisational changes.’ knowledge transfer or organisational changes.’ (Denmark)(Denmark)
‘…‘…that funding is likely to accrue only to the quantum of that funding is likely to accrue only to the quantum of 3* research will mean massive reduction in funding.’ 3* research will mean massive reduction in funding.’ (UK) (UK)
‘‘continued trend towards formulaic performance-based continued trend towards formulaic performance-based funding…in the main…has benefited [us].’ (Australia) funding…in the main…has benefited [us].’ (Australia)
‘‘RAE has had huge effect on performance…generally…RAE has had huge effect on performance…generally…positive.’ (Scotland) positive.’ (Scotland)
Summary (1) Summary (1)
Globalisation having profound impact on higher Globalisation having profound impact on higher
education and academic research policyeducation and academic research policy
Governments and HEIs thinking more strategically Governments and HEIs thinking more strategically
about academic knowledge production & about academic knowledge production &
disseminationdissemination
Government policy more pro-active and Government policy more pro-active and
interventionistinterventionist
Summary (2) Summary (2)
Significant ‘system shaping’ and ‘super-market Significant ‘system shaping’ and ‘super-market
steering’ to maximise HE role in economic growth and steering’ to maximise HE role in economic growth and
performanceperformance
Small group of internationally-focused research-intensive Small group of internationally-focused research-intensive
universitiesuniversities
Larger group of nationally or regionally-focused mainly Larger group of nationally or regionally-focused mainly
teaching institutionsteaching institutions
‘‘New binary’ has implications for government efforts New binary’ has implications for government efforts
to move beyond the elite phase of higher education to move beyond the elite phase of higher education
and widen access to the knowledge society.and widen access to the knowledge society.
2. 2. Restructuring the University Restructuring the University for Changefor Change
Given that research practices are changing Given that research practices are changing
and the pressures to deliver significant and the pressures to deliver significant
outputs are intensifying, “[t]he key question outputs are intensifying, “[t]he key question
is how to structure and organise teaching and is how to structure and organise teaching and
research in the universities” research in the universities” (Gibbons et al, 1994).(Gibbons et al, 1994).
Strategic Planning and Priority-Strategic Planning and Priority-settingsetting
Shape what should do, not simply what can or are Shape what should do, not simply what can or are best equipped to dobest equipped to do
Optimal use of scarce resources (financial, human Optimal use of scarce resources (financial, human and physical)and physical)
Align institutional competencies with external Align institutional competencies with external environment and national aspirationsenvironment and national aspirations
Balance existing capability with potential and Balance existing capability with potential and opportunitiesopportunities
Institutional OpportunitiesInstitutional Opportunities
National and regional economyNational and regional economy
Institutional history and developmentInstitutional history and development
Research experience, capability and capacityResearch experience, capability and capacity
HE system and role of individual HEIsHE system and role of individual HEIs
Identifying Institutional MissionIdentifying Institutional Mission
Teaching-onlyTeaching-only
Research informedResearch informed
Research basedResearch based
Research activeResearch active
Research ledResearch led
Research intensiveResearch intensive
Research-onlyResearch-only
Process of Growing Research
Context Strategy Organisation
Global knowledge economy
National & regional economy
HE system & investment
HEI history & experience
Evaluation & benchmarking
Strategic plan & priority setting
Match competences with niche
Investment strategy
Align funding, recruitment to priorities
RAM
Alliances & collaboration
V-P Research
Research & KT/TT Office
Research teams & centres
‘Science parks’
Graduate School
HR policies
Infrastructure
Government vs HEI Mission? Teaching vs Research vs Scholarship? World-class vs National vs Region?; S&T vs HASS?
Key StepsKey Steps
Map institutional and researcher priorities and Map institutional and researcher priorities and
competences against external environment/prioritiescompetences against external environment/priorities
Identify goals and objectives, institutional prioritiesIdentify goals and objectives, institutional priorities
Draft strategy and realistic implementation planDraft strategy and realistic implementation plan
Put appropriate structures, finance, support services Put appropriate structures, finance, support services
and infrastructure in placeand infrastructure in place
Facilitate and encourage faculty, viz. reward/award Facilitate and encourage faculty, viz. reward/award
systems, career path, systems, career path,
Priority-setting ProcessPriority-setting Process
Centralised or top-downCentralised or top-down: : priorities and funding are priorities and funding are
determined by Pro-Vice Chancellor for Researchdetermined by Pro-Vice Chancellor for Research
De-centralised or bottom-upDe-centralised or bottom-up: priorities set by : priorities set by
individual researchers or departmentsindividual researchers or departments
Combination:Combination: priorities set via involvement of priorities set via involvement of
different vertical levels of university personnel, different vertical levels of university personnel,
boards and groupsboards and groups
Indicative Research StructureIndicative Research Structure
V-P Research
Research StrategyCommittee
Research OfficeTechnology Transfer
Office
Research Centres and Units
Science Parks and Incubator Centres
Graduate School
Research Active Faculty
Academic Departments
Research ManagementResearch Management
Director/Pro-Vice Chancellor for ResearchDirector/Pro-Vice Chancellor for Research
Research officeResearch office
Research strategy and management planResearch strategy and management plan
Priority-setting and evaluation processPriority-setting and evaluation process
Research units/centres with special resourcesResearch units/centres with special resources
Research OfficeResearch Office
Professional One-stop ShopProfessional One-stop Shop
Financial and budget adviceFinancial and budget advice
Identify funding opportunitiesIdentify funding opportunities
Project preparationProject preparation
Project managementProject management
Research training and mentoringResearch training and mentoring
Ph.D. programmesPh.D. programmes
Intellectual property and commercialisation Intellectual property and commercialisation adviceadvice
Technology Transfer OfficeTechnology Transfer Office
Professional project and contract managementProfessional project and contract management Professional advice regardingProfessional advice regarding
Pre-contractPre-contract Intellectual Property, patents, licensing and other forms Intellectual Property, patents, licensing and other forms
of exploitationof exploitation Sourcing new funding opportunitiesSourcing new funding opportunities Budget preparationBudget preparation Application writingApplication writing
Researcher and supervisor trainingResearcher and supervisor training Sector ‘intelligence’ Sector ‘intelligence’ MentoringMentoring Identifying and promoting links, research and Identifying and promoting links, research and
other projects between academia and industryother projects between academia and industry
Widening Definition of Widening Definition of ResearchResearch
Basic vs appliedBasic vs applied
Disciplinary vs interdisciplinary (Mode 1 vs Mode 2)Disciplinary vs interdisciplinary (Mode 1 vs Mode 2)
Professional and creative practiceProfessional and creative practice
Knowledge and technology transferKnowledge and technology transfer
Research vs Scholarship – Research and Research vs Scholarship – Research and Scholarship? Scholarship?
‘‘Culture of Scholarship’Culture of Scholarship’
Not everyone needs to be involved in researchNot everyone needs to be involved in research
Policies should enhance nexus between research Policies should enhance nexus between research
and teachingand teaching
Range of services, awards and rewards to Range of services, awards and rewards to
encourage and facilitate research should be encourage and facilitate research should be
introducedintroduced
Wider definition of scholarship, rather than a Wider definition of scholarship, rather than a
traditional dichotomous view of basic and applied, traditional dichotomous view of basic and applied,
would provide more encouraging environmentwould provide more encouraging environment
Identifying PrioritiesIdentifying Priorities
Applied researchApplied research Industry-related Industry-related Basic researchBasic research
Institutional significanceInstitutional significance CollaborationCollaboration InterdisciplinaryInterdisciplinary Regional or local significanceRegional or local significance New or emerging domainNew or emerging domain Creative practiceCreative practice
Strategic AlliancesStrategic Alliances
Collaboration paramount to developing Collaboration paramount to developing
programmes and sustainable researchprogrammes and sustainable research
external partners external partners
industry/commerceindustry/commerce
local and/regional economylocal and/regional economy
other and similar HEIs other and similar HEIs
Exploiting particular ‘niche’ advantages and Exploiting particular ‘niche’ advantages and
opportunitiesopportunities
Building teamsBuilding teams
Existing expertise, commitment and mutual Existing expertise, commitment and mutual
benefit/compatibilitybenefit/compatibility
Champion at both individual and institutional levelChampion at both individual and institutional level
Deep disciplinary knowledgeDeep disciplinary knowledge
Support structures, incl. funding Support structures, incl. funding
Relationship between research and teaching, to Relationship between research and teaching, to
institutional structuresinstitutional structures
Appropriate management competencesAppropriate management competences
How to grow such activity from How to grow such activity from ab initioab initio status? status?
Organising ResearchOrganising Research
Determining the teaching (departments) and research Determining the teaching (departments) and research (structures/units) nexus(structures/units) nexus
Distinguishing between ‘discipline oriented’ and Distinguishing between ‘discipline oriented’ and ‘problem solving’ research‘problem solving’ research
Linking research/commercialisation to society via Linking research/commercialisation to society via boundary-crossing unitsboundary-crossing units
Building collaborative research teams with other Building collaborative research teams with other universities, research labs, industry, organisations, etc.universities, research labs, industry, organisations, etc.
Growth of research/commercialisation ‘extended peripheries’ Growth of research/commercialisation ‘extended peripheries’ linked with societylinked with society
Collaboration between universities, and convergence with Collaboration between universities, and convergence with ‘external’ research labs‘external’ research labs
Reconfiguring the T and R Reconfiguring the T and R nexus?nexus?
ModelModel T-R NexusT-R Nexus OrganisationOrganisation CareerCareer
Type 1Type 1 T = RT = R Inclusive Inclusive departmentsdepartments
IntegratedIntegrated
Type 2Type 2 T & RT & R UndergraduatUndergraduate + e + units/pgraduatunits/pgraduatee
Active & Active & InactiveInactive
Type 3Type 3 T | RT | R Departments Departments + + autonomous autonomous centrescentres
Parallel Parallel PathwaysPathways
Type 4Type 4 T T R R University + University + autonomous autonomous institutesinstitutes
Separate Separate careers careers
Growth Strategies & HR Growth Strategies & HR IssuesIssues
To what extent should/can everyone be To what extent should/can everyone be involved in research? involved in research?
To what extent should reward and award To what extent should reward and award systems reflect the multiple systems reflect the multiple missions/disciplines/work/performance of missions/disciplines/work/performance of academic staff?academic staff?
What is the balance between research, What is the balance between research, teaching, practice and service? How can this teaching, practice and service? How can this be recognised in academic contracts/work? be recognised in academic contracts/work?
What is the appropriate time-horizon given What is the appropriate time-horizon given internal realities and external pressures? internal realities and external pressures?
Is ‘growing research from a fragile base’ Is ‘growing research from a fragile base’ possible? possible?
Building CompetenceBuilding Competence
RecruitRecruit
Re-invigorateRe-invigorate
TrainTrain
Re-orientRe-orient
EnableEnable
Incentives and RewardsIncentives and Rewards
Greater research timeGreater research time
Targeted grantsTargeted grants
Promotional opportunitiesPromotional opportunities
Enhanced facilitiesEnhanced facilities
Internships with industry or other partnersInternships with industry or other partners
Salary increasesSalary increases
Sabbatical leaveSabbatical leave
Financing ResearchFinancing Research
Government funding is decliningGovernment funding is declining
Rise in competitive external fundingRise in competitive external funding
Diversify funding baseDiversify funding base
Income generation via consultancy, services, Income generation via consultancy, services,
commercialisation, IPcommercialisation, IP
Investment strategiesInvestment strategies
Resource Allocation ModelResource Allocation Model
Criteria influenced by national/international Criteria influenced by national/international benchmarksbenchmarks
Institute or faculty assessment panels Institute or faculty assessment panels
Peer-review publications, research income, citations, Peer-review publications, research income, citations, PhDsPhDs
Role of professional or creative practice? consultancy?Role of professional or creative practice? consultancy?
Formulaic funding to match institutional/national Formulaic funding to match institutional/national objectives and prioritiesobjectives and priorities
Institutional ActionsInstitutional ActionsTypes of ActionsTypes of Actions
StrategicStrategic Prioritising, Focusing, Targeting, Resourcing, Prioritising, Focusing, Targeting, Resourcing, Partnering, Developing critical massPartnering, Developing critical mass
ManagementManagement Supporting, Resourcing, Appointing Heads of Supporting, Resourcing, Appointing Heads of Research, Professionalizing the service, Research, Professionalizing the service, Investing Investing
Organisational Organisational Research Secretariat, Funding and targeting Research Secretariat, Funding and targeting international programming, Priority-settinginternational programming, Priority-setting
Human ResourcesHuman Resources Targeted recruitment, International fellowships, Targeted recruitment, International fellowships, Research-only posts, Internationalisation of Research-only posts, Internationalisation of staffstaff
Other Other Linking to SME/local government, Linking to SME/local government,
BenchmarkingBenchmarking
Mapping resources to strategyMapping resources to strategy
Summary: Institutional ‘Best Summary: Institutional ‘Best
Practice’Practice’ Change from collegial to managerial structuresChange from collegial to managerial structures
Develop good research strategy, infrastructure, Develop good research strategy, infrastructure, supports, trainingsupports, training
Greater selectivity to support high quality research Greater selectivity to support high quality research via evaluationsvia evaluations
Emphasis on inter- and intra-institutional and Emphasis on inter- and intra-institutional and disciplinary collaborationdisciplinary collaboration
Monitor staff research activity, outputs, Monitor staff research activity, outputs, performanceperformance
Focus on formulaic drivers (research income, Focus on formulaic drivers (research income, outputs, completions)outputs, completions)
Develop Graduate SchoolDevelop Graduate School
Summary: Changing Research Summary: Changing Research PracticesPractices
Distinction between ‘discipline oriented’ and Distinction between ‘discipline oriented’ and ‘problem solving’ research‘problem solving’ research
Increasing tension between teaching Increasing tension between teaching (departments) and research (structures/units)(departments) and research (structures/units)
Emphasis on research teams and alliancesEmphasis on research teams and alliances
Growth of research/commercialisation ‘extended Growth of research/commercialisation ‘extended peripheries’ linked with society and via peripheries’ linked with society and via consultancy and other services, consultancy and other services, commercialisation, licensing, etc. commercialisation, licensing, etc.
Changes Not Without Changes Not Without ControversyControversy
University as locus of intellectual debate vs. University as locus of intellectual debate vs. commercialisation/corporatisation of knowledge commercialisation/corporatisation of knowledge
‘‘Academic freedom’ –Academic freedom’ – Individual vs. institutional research agendaIndividual vs. institutional research agenda Focus on external/private fundingFocus on external/private funding
Marketisation of higher educationMarketisation of higher education Competition for ‘best’ students and facultyCompetition for ‘best’ students and faculty Value for money/return on investment applicability to Value for money/return on investment applicability to
programme development?programme development?
‘‘Academic capitalism’Academic capitalism’ Changes in academic work practicesChanges in academic work practices Collegiality vs. Meritocracy Collegiality vs. Meritocracy
DebatesDebates
Bill Readings, Bill Readings, The University in RuinsThe University in Ruins (1996) (1996) Modern Modern University linked to the nation-state, promoting and protecting the University linked to the nation-state, promoting and protecting the idea of a national culture. Today, universities are turning into idea of a national culture. Today, universities are turning into transnational corporations, driven by market forces, more transnational corporations, driven by market forces, more interested in profit margins than in thought. interested in profit margins than in thought. Shelia Slaughter/Larry Leslie, Academic Capitalism Shelia Slaughter/Larry Leslie, Academic Capitalism (1997)(1997)
Higher education increasingly obligated to extra-academic market Higher education increasingly obligated to extra-academic market rather than the public good. As universities are forced to raise rather than the public good. As universities are forced to raise tuition, faculty are forced to seek outside funding, pushing research tuition, faculty are forced to seek outside funding, pushing research to become less "curiosity-driven" and more market-driven. to become less "curiosity-driven" and more market-driven. Gerard Delahunty, Challenging Knowledge (2001)Gerard Delahunty, Challenging Knowledge (2001) A new A new role and identity is emerging for university around democratisation role and identity is emerging for university around democratisation of knowledge. Because knowledge is more important today and of knowledge. Because knowledge is more important today and emanates from more than one source, the university can act as a emanates from more than one source, the university can act as a critical ‘avenue of communication’.critical ‘avenue of communication’.
3. Challenges and Opportunities 3. Challenges and Opportunities for Policymakers and Higher for Policymakers and Higher
Education InstitutionsEducation Institutions
‘‘The nature of higher education development is not The nature of higher education development is not
limited by national boundaries, but each nation must limited by national boundaries, but each nation must
have the capacity to examine the costs and benefits of have the capacity to examine the costs and benefits of
each new development and decide whether it is each new development and decide whether it is
appropriate for their own society or culture…..’appropriate for their own society or culture…..’
(OECD, (OECD, Review of Financing and Quality Assurance Reforms in Review of Financing and Quality Assurance Reforms in
Higher Education in the People’s Republic of ChinaHigher Education in the People’s Republic of China, 2003), 2003)
Research ExcellenceResearch Excellence
Competition for greater share of global knowledge Competition for greater share of global knowledge production marketproduction market
Government strategic emphasis on Government strategic emphasis on research, development & innovationresearch, development & innovation formation of human capital through education & training formation of human capital through education & training HE research as engine of economic growthHE research as engine of economic growth
Increasing emphasis on Increasing emphasis on collaborative, interdisciplinary collaborative, interdisciplinary and useful and useful knowledgeknowledge
Society demanding more from higher educationSociety demanding more from higher education
Creating world class Creating world class universities: two scenariosuniversities: two scenarios
Few research universities concentrate all world class Few research universities concentrate all world class
research across all disciplines; rest concentrate on research across all disciplines; rest concentrate on
undergraduate or professional teaching with limited undergraduate or professional teaching with limited
locally relevant applied research.locally relevant applied research.
Spread of teaching and research excellence with Spread of teaching and research excellence with
universities as ‘main proximity knowledge providers’ universities as ‘main proximity knowledge providers’
driven to specialise because of relevance and driven to specialise because of relevance and
competences. competences.
Late-developers and Late-developers and NewcomersNewcomers
Barriers or restricted barriers to entry Barriers or restricted barriers to entry
Disadvantages of starting late from poor base Disadvantages of starting late from poor base
Market forces Market forces devastating impact on late devastating impact on late
developer or newcomerdeveloper or newcomer
Close relationship between policymakers and Close relationship between policymakers and
dominant groupsdominant groups
Criteria and rules for research funding are Criteria and rules for research funding are
antipathetic to new HEIsantipathetic to new HEIs
‘‘Sheer under-development of Sheer under-development of profile’profile’
Not traditionally resourced for researchNot traditionally resourced for research
Poor institutional infrastructure Poor institutional infrastructure
Limited scale and critical mass Limited scale and critical mass
Academic staff often without necessary prerequisitesAcademic staff often without necessary prerequisites
Academic workload tensions Academic workload tensions
New disciplines without research tradition New disciplines without research tradition
Issues and Trends (1)Issues and Trends (1)
Competitive advantage of older institutions built over Competitive advantage of older institutions built over timetime
Close relationship between policymakers and dominant Close relationship between policymakers and dominant groupsgroups
Government policy appears to favour established institutionsGovernment policy appears to favour established institutions
Criteria and rules for research funding are antipathetic to new Criteria and rules for research funding are antipathetic to new HEIsHEIs
Insufficient regard for needs of late-developers or newcomersInsufficient regard for needs of late-developers or newcomers
Government policy facilitates operational differentiationGovernment policy facilitates operational differentiation
Issues and Trends (2)Issues and Trends (2)
Research = new binary?Research = new binary? Diversification vs. stratificationDiversification vs. stratification
Concentration of ResearchConcentration of Research
‘‘World Class’World Class’
Classification, ranking and ratings systemsClassification, ranking and ratings systems
Tensions between teaching – research nexusTensions between teaching – research nexus T + R = public good that needs to be proven T + R = public good that needs to be proven
Research helping to (re)define and (re)structure HE Research helping to (re)define and (re)structure HE
systemssystems
Definition of ‘university’Definition of ‘university’
Research university as default versionResearch university as default version
Intended/Unintended Intended/Unintended
ConsequencesConsequences
Ignore or restrict institutional development/changeIgnore or restrict institutional development/change
Re-introduce or re-confirm class binaryRe-introduce or re-confirm class binary
Encourage a single definition of universityEncourage a single definition of university
Privileges traditional definitions of researchPrivileges traditional definitions of research
Accentuate existing ‘uneven playing field’ Accentuate existing ‘uneven playing field’
Suck innovation out of the regionsSuck innovation out of the regions
Endorse ‘self-interested claim’ of established elite Endorse ‘self-interested claim’ of established elite
HEIs HEIs
Reinforces/re-introduces binary between institutionsReinforces/re-introduces binary between institutions
Policy IssuesPolicy Issues What roles should different institutions play:What roles should different institutions play:
tteaching and research within and between HEIS & eaching and research within and between HEIS & research institutes? research institutes?
public and private providers?public and private providers? regional/community and national/international focus? regional/community and national/international focus?
What strategies can help grow and organise innovative What strategies can help grow and organise innovative research? research?
What is the appropriate balance between teaching, What is the appropriate balance between teaching, research and innovation? research and innovation?
Should research funding be spread equitably or should Should research funding be spread equitably or should only a few concentrate on research and the rest focus only a few concentrate on research and the rest focus on teaching and training? on teaching and training?
Changing Nature of Academic WorkChanging Nature of Academic Work
Academics under more and new pressures Academics under more and new pressures teach larger number of students teach larger number of students conduct (more) researchconduct (more) research change role of teacher to facilitator change role of teacher to facilitator improve teaching improve teaching and learning and learning
Students demanding better quality and job assurancesStudents demanding better quality and job assurances
Change from promotion via seniority to meritocracy Change from promotion via seniority to meritocracy
Greater emphasis on accountability, performance and Greater emphasis on accountability, performance and assessmentassessment
Policy IssuesPolicy Issues
Teacher vs Researcher: integrated or Teacher vs Researcher: integrated or complementary careers?complementary careers?
Should reward and award systems reflect Should reward and award systems reflect
differences among academic staff:differences among academic staff:
teaching and research? teaching and research?
performance? performance?
Can workloads or career structures be sufficiently Can workloads or career structures be sufficiently
flexible to change/be negotiated over one’s career? flexible to change/be negotiated over one’s career?
Teaching-Research Nexus (1)Teaching-Research Nexus (1)
4 Trends causing disconnect between T and R 4 Trends causing disconnect between T and R (Clark, (Clark, 1995) 1995)
Massification of higher educationMassification of higher education Increased labour market demand for professional expertsIncreased labour market demand for professional experts Increasing gap between frontier knowledge and teachable Increasing gap between frontier knowledge and teachable
codified knowledgecodified knowledge Increasing government patronage and supervisionIncreasing government patronage and supervision
Most studies unable to confirm direct or simple Most studies unable to confirm direct or simple correlation between teaching and researchcorrelation between teaching and research T reinforces R, opening up new areas for consideration, T reinforces R, opening up new areas for consideration,
enabling testing of ideasenabling testing of ideas (Shore, Pinker, Bates, 1990)(Shore, Pinker, Bates, 1990) Separating T from R does not necessarily increase teaching quality Separating T from R does not necessarily increase teaching quality
(Ramsden and Moses, 1992)(Ramsden and Moses, 1992) T and R difficult to measure quantitatively: former measured via T and R difficult to measure quantitatively: former measured via
student assessments and latter measured by outputs. student assessments and latter measured by outputs. (Brew and (Brew and Boud, 1995)Boud, 1995)
Teaching-Research Nexus (2)Teaching-Research Nexus (2)
Problems arise from perception that T and R are Problems arise from perception that T and R are competitive and mutually exclusive, but …competitive and mutually exclusive, but … evidence suggests that ‘undergraduates select evidence suggests that ‘undergraduates select
universities on the basis of their research reputation or universities on the basis of their research reputation or
that of their professors because this reputation is the best that of their professors because this reputation is the best
assurance of a good job or admission to a preferred assurance of a good job or admission to a preferred
graduate or professional school after graduation.’ graduate or professional school after graduation.’ (Brooks, (Brooks,
1994)1994)
Students come to research universities preferring to listen Students come to research universities preferring to listen
to the ‘great men’ who wrote books and articles which to the ‘great men’ who wrote books and articles which
others only interpret. others only interpret. (Lipset, 1994)(Lipset, 1994)
‘‘While preparation for research work is research centred, While preparation for research work is research centred,
preparation for professional practice is increasingly research preparation for professional practice is increasingly research
informed.’ informed.’ (Clark, 1995)(Clark, 1995)
Policy IssuesPolicy Issues
Teaching vs. Research or Teaching + Research?Teaching vs. Research or Teaching + Research? Is there a contradiction between trends of Is there a contradiction between trends of
intensive research and mass education?intensive research and mass education? If not engaged in research, is it possible to do If not engaged in research, is it possible to do
advanced level teaching? advanced level teaching? Given international competitiveness and funding Given international competitiveness and funding
restrictions, does it make sense to distinguish restrictions, does it make sense to distinguish
between research and teaching HEIs?between research and teaching HEIs? Do institutional contracts which separate T & R Do institutional contracts which separate T & R
undermine each activity or facilitate them?undermine each activity or facilitate them?
University-Industry RelationsUniversity-Industry Relations
HEIs now seen as playing critical role in economic HEIs now seen as playing critical role in economic
growthgrowth
Increasing emphasis on ‘triple helix’ relationsIncreasing emphasis on ‘triple helix’ relations
Focus on commercialisation of university researchFocus on commercialisation of university research
Universities re-organising selves to enable this Universities re-organising selves to enable this
activityactivity
Internships, sabbaticals, etc.Internships, sabbaticals, etc.
Proximity matters for university-industry Proximity matters for university-industry
collaborationcollaboration
Reduced research capacity has knock-on consequences for Reduced research capacity has knock-on consequences for
regional economic performance and technology innovationregional economic performance and technology innovation
SMEs find it difficult to work with research departments on SMEs find it difficult to work with research departments on
other side of the countryother side of the country
Technology foresight studies can narrow fields of Technology foresight studies can narrow fields of
investigationinvestigation
Implications for Implications for new ideas and new theoriesnew ideas and new theories
Implications for arts, humanities and social sciencesImplications for arts, humanities and social sciences
Challenges (1)
Challenges (2)
Industry and university have different missions, Industry and university have different missions, needs and timetablesneeds and timetables
Mission of university is to produce new knowledge not new Mission of university is to produce new knowledge not new
products and services products and services
‘‘Short-term applied knowledge needs of research buyers’ Short-term applied knowledge needs of research buyers’
vs. research as discoveryvs. research as discovery
Research and teaching vs. research and commercialisationResearch and teaching vs. research and commercialisation
Requirement for ‘peer-review’ vs. need for confidentialityRequirement for ‘peer-review’ vs. need for confidentiality
Research is dependent upon individual researcher’s Research is dependent upon individual researcher’s
‘creativity’ and commitment‘creativity’ and commitment
Challenges (3)
Managing economic/commercialisation Managing economic/commercialisation expectationexpectation
Academic knowledge production Academic knowledge production + Innovation = + Innovation =
Economic growth?Economic growth?
Spin-off numbers and commercialisation possibilities Spin-off numbers and commercialisation possibilities
often inflatedoften inflated
IPR policies can inhibit or enable exploitationIPR policies can inhibit or enable exploitation
Ability to earn significant ‘third stream’ income to Ability to earn significant ‘third stream’ income to
overcome decline in public funding over-exaggeratedovercome decline in public funding over-exaggerated
Challenges (4)
Assuring the integrity & productivity of researchAssuring the integrity & productivity of research Research integrity vs. Patron productivityResearch integrity vs. Patron productivity
Public/government vs. private/industry funding: does the Public/government vs. private/industry funding: does the
‘piper play the tune’? ‘piper play the tune’?
Does emphasis on ‘return on investment’ & ‘value for money’ Does emphasis on ‘return on investment’ & ‘value for money’
undermine research as experimentation or discovery? undermine research as experimentation or discovery?
Does commercialisation of publicly funded research Does commercialisation of publicly funded research
potentially conflict with putting the public interest ahead of potentially conflict with putting the public interest ahead of
institutional benefit?institutional benefit?
Managing ethical concerns, e.g. ‘conflict of interest’Managing ethical concerns, e.g. ‘conflict of interest’
Policy Initiatives (1)Policy Initiatives (1) Widen funding mechanisms Widen funding mechanisms to to
Underpin Underpin diverse university missions diverse university missions
collaborative, inter-organisational researchcollaborative, inter-organisational research
research across all disciplines and research research across all disciplines and research methodologiesmethodologies
Reward improvements and potentialReward improvements and potential
Underpin link between research and teaching, Underpin link between research and teaching, especially postgraduate levelespecially postgraduate level
Encourage Encourage innovation networks, learning innovation networks, learning regions, community engagement, regions, community engagement, innovation and innovation and knowledge/technology transferknowledge/technology transfer
Investment strategy to grow research capability Investment strategy to grow research capability and capacityand capacity
Policy Initiatives (2)Policy Initiatives (2)
Overcoming late developmentOvercoming late development
‘‘Head-start’ grants Head-start’ grants
Staff development, mobility and HR strategiesStaff development, mobility and HR strategies
Support research training and career developmentSupport research training and career development
Strengthen institutional/research management and leadershipStrengthen institutional/research management and leadership
Appropriate reward and award systemsAppropriate reward and award systems
Researcher career structures Researcher career structures
Build critical research infrastructureBuild critical research infrastructure
Policy Initiatives (3)Policy Initiatives (3)
Widen evaluation metrics Widen evaluation metrics to to
Reward research (basic and applied) across all Reward research (basic and applied) across all
disciplines, and disciplines, and knowledge and technology transfer knowledge and technology transfer
activitiesactivities
Support diverse institutional missionsSupport diverse institutional missions
Encourage and reward Encourage and reward potential potential
Re-examine legislative or other constraints which
may impede the operation and development of
new universities
Institutional Strategic ChoicesInstitutional Strategic Choices
Disciplinary vs interdisciplinary/applied vs basic Disciplinary vs interdisciplinary/applied vs basic research?research?
Individual researchers vs research teams? Individual researchers vs research teams?
Recruit or grow?Recruit or grow?
T+R vs T/R?T+R vs T/R? Targeted/niche vs seed-corn/universal funding?Targeted/niche vs seed-corn/universal funding?
Institutional funding vs competitive funding?Institutional funding vs competitive funding?
Decentralised vs centralised management Decentralised vs centralised management structure?structure?
Basic vs Applied Research?Basic vs Applied Research?
Widening the definition of researchWidening the definition of research
Boyer: 4 scholarshipsBoyer: 4 scholarships
Gibbons: Mode 2Gibbons: Mode 2
Creative and Professional PracticeCreative and Professional Practice
ConsultancyConsultancy
Service Service
Individual vs Research Teams? Individual vs Research Teams?
Research is dependent upon individuals but is no Research is dependent upon individuals but is no
longer an individual activitylonger an individual activity
Shift locus of activity away from individuals and Shift locus of activity away from individuals and
towards clusterstowards clusters
Emphasis on critical mass of scholars based around Emphasis on critical mass of scholars based around
interdisciplinary teams with grant-awarding interdisciplinary teams with grant-awarding
reputations and timely outcomesreputations and timely outcomes
Recruit or Grow?Recruit or Grow?
Should an institution recruit new faculty or help Should an institution recruit new faculty or help
existing faculty develop new or enhanced skills? existing faculty develop new or enhanced skills?
ability to recruit good researchersability to recruit good researchers
availability of competenceavailability of competence
available fundingavailable funding
responsiveness of facultyresponsiveness of faculty
Teaching vs Research?Teaching vs Research?
Academic contracts usually include requirements Academic contracts usually include requirements
to teach and conduct researchto teach and conduct research
Research activity is a key criteria in appointment Research activity is a key criteria in appointment
and promotionand promotion
Dual career paths?Dual career paths?
Specialisation vs Specialisation vs
Comprehensive Research Comprehensive Research Activity?Activity?
Creating competitive advantageCreating competitive advantage
Priority setting activityPriority setting activity
Competitive funding opportunitiesCompetitive funding opportunities
Resource allocation models Resource allocation models
Identify research active facultyIdentify research active faculty
National or institutional priorities National or institutional priorities
Institutional vs. Competitive Institutional vs. Competitive FundingFunding
Selective use of institutional fundingSelective use of institutional funding Seed-fund new, potential or weaker fieldsSeed-fund new, potential or weaker fields
Underpin research active Underpin research active
Focus on research prioritiesFocus on research priorities
Matching funding Matching funding
To what extent should researcher be To what extent should researcher be Denied institutional fundsDenied institutional funds
‘‘encouraged’ to seek competitive fundsencouraged’ to seek competitive funds
Decentralised vs Centralised Decentralised vs Centralised management?management?
Layer-decision making: institute, faculty, Layer-decision making: institute, faculty,
department, centredepartment, centre
Professional management Professional management
Research officeResearch office
Institutional research committeeInstitutional research committee
Role of individual researchers?Role of individual researchers?
Recommendations (1)Recommendations (1)
Investment StrategyInvestment Strategy: Align budgets to support : Align budgets to support research, research active staff & competitive research, research active staff & competitive research; research;
Organisational StructuresOrganisational Structures: Establish research office : Establish research office and designated positions, including a graduate schooland designated positions, including a graduate school
Performance IndicatorsPerformance Indicators: Use benchmarks to shape : Use benchmarks to shape priorities, funding, recruitment, etc. priorities, funding, recruitment, etc.
Priority-settingPriority-setting: Map competences and niche : Map competences and niche specialisation against national/international priorities. specialisation against national/international priorities.
Recommendations (2)Recommendations (2)
Research CentresResearch Centres: Grow research groups capable : Grow research groups capable of winning external funding and recognition.of winning external funding and recognition.
Align PrioritiesAlign Priorities with teaching, funding and with teaching, funding and infrastructure.infrastructure.
Strategic Alliances: Strategic Alliances: Link with other HEIs and Link with other HEIs and
public/private organisations to match priorities public/private organisations to match priorities
Leadership: Leadership: Ensure Strategy is endorsed by Ensure Strategy is endorsed by President, senior management and boards of President, senior management and boards of trusteestrustees
Summary (1)Summary (1)
Today, new knowledge produced Today, new knowledge produced by a multiple of organisations in the public and by a multiple of organisations in the public and
private spheresprivate spheres in partnership between these spheresin partnership between these spheres
Higher education is only another player in a Higher education is only another player in a
complex global knowledge industrycomplex global knowledge industry HEIs (re)examining mission, strategies and HEIs (re)examining mission, strategies and
organisationorganisation R&DR&D is both an institutional and national is both an institutional and national
strategic concernstrategic concern
Summary (2)Summary (2)
Research capacity and capability influencing Research capacity and capability influencing institutional status and futureinstitutional status and future
Institutions need to make choices about their future and the Institutions need to make choices about their future and the
role of research in that futurerole of research in that future
New knowledge production requires new structures & New knowledge production requires new structures &
frameworks frameworks
Summary (3)Summary (3)
New HEIs are dynamically redefining the university for New HEIs are dynamically redefining the university for the 21st century the 21st century
Professionalising new disciplines, introducing new teaching Professionalising new disciplines, introducing new teaching
practices and broadening research activitypractices and broadening research activity
Lack demonstrated capacity and strong resource base of more Lack demonstrated capacity and strong resource base of more
established institutions. established institutions.
Experience barriers to success which are unlikely to be Experience barriers to success which are unlikely to be
overcome without a change in government policy. overcome without a change in government policy.
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