Transcript Slide 1

- Mobilising Actors Universities, Researchers & the Lisbon
Strategy
Lesley Wilson
Secretary General,
European University Association (EUA)
»Implementing the Lisbon Strategy – policy coordination through « open »
methods », London, 10.11. 2005
Structure of Presentation
I.
II.
III.
IV.
V.
Introduction - Context and responsibilities for higher
education and research in Europe
Policy developments 2005
The revised Lisbon Strategy
Relevance for universities and researchers
Conclusions
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I.
Higher Education & Research in Europe – shifting
responsibilities and different contexts
Bologna process/European Higher Education Area: A large
Europe (45 countries) looking for convergence in HEd - through
common structures and tools The EU 25’s Lisbon Strategy : A smaller Europe with ambitious
economic and social goals - a greater focus on research & a
wider societal transformation process
Limited EU competence for Higher Education but growing
competence in relation to research
EUA represents 34 National Rectors’ Conferences and 750
individual universities in 45 countries
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II. Policy Developments 2005
Bologna Process – Bergen Ministerial meeting half way to
2010 and the creation of the European Higher Education Area
A revisited Lisbon Strategy – recognition of the importance of
knowledge & innovation for growth
 more & better investment in education & training , in research and
development
 More mobility = framework for professional qualifications and
simplifying the recognition of qualifications
Debate on the EU Financial Perspectives 2007 – 2013 – push
for a doubling of the research budget
Hampton Court Summit – more world class universities for
Europe…
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III. The revised Lisbon strategy
1- from an EC perspective
Knowledge and innovation for growth and jobs = meeting the
target of 3% GDP on R&D by 2010
 Increasing the number of researchers (2003 estimate:+ 700,000
needed)
 Improving the tax environment & revising state aid frameworks
 At EU level thro’ FP7, incl. the establishment of a European Research
Council
 Reinforcing universities’ role in creating & disseminating knowledge
 Developing innovation poles - proposal to establish a European
Institute of Technology
Education, training and skills = increasing investment in LLL
Partnership EU/member states to develop an environment for
innovation and support excellence in Europe’s universities…
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III. The revised Lisbon strategy –
- from a university perspective
Making the universities one of the top priorities for Europe
(cf Barroso at EUA convention in Glasgow, April 2005)
Understanding that HEIs have a particular role to play in
linking the different policy agendas:
 as key actors in implementing the Bologna reforms
 through their research and research training responsibilities
crucial in meeting the research and innovation goals of the
Lisbon Process
Recognising that this requires rethinking the role of
governments in their relation to universities
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IV. Lisbon, Universities and Researchers
1. – Increasing the number of researchers
Increasing the number of researchers - 2003 estimate = + 700,000
Focus on research training & doctoral programmes –in response to
changing needs of a wider labour markets
 Doctoral programmes as third cycle in higher education
 Meeting labour market needs > interdisciplinary training & transferable
skills
 Doctoral candidates as both students and early stage researchers
Creating more favourable career prospects & working conditions for
researchers
Promoting mobility between countries & sectors, i.e. academia,
private/public research & solving related social security, pension
issues etc.
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IV. Lisbon, Universities and Researchers
1. – Increasing the number of researchers – an EUA project
Pilot project on doctoral programmes > 49 universities working
together
“Salzburg recommendations” - input to the policy debate:
 Core component = the advancement of knowledge thro’ research
 Embedding in institutional strategies and policies, achieving critical
mass, promoting innovative structures
 Importance of diversity – underpinned by quality
 Doctoral candidates as early stage researchers
 Critical role of supervision & assessment
 Duration 3-4 years
 Increasing mobility
 Ensuring appropriate funding
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IV. Lisbon, Universities and Researchers
2 – Promoting competitiveness at European level
Through the inclusion in FP7 of the establishment of a
European Research Council – competitive funding for
frontier research at European level
Development of a Researchers Charter and Code of
Conduct for the Recruitment of Researchers
Through reinforcing universities’ role in creating &
disseminating knowledge
Through the development of innovation poles - proposal
to establish a European Institute of Technology
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IV. Lisbon, Universities and Researchers
3 – Researchers need institutions
Underlining the role of universities as institutions –
 A perspective that links research with teaching at all levels
 Developing research strategy & policies, setting priorities …
 Promoting cooperation & facilitating a multidisciplinary
approach
 A common infrastructure at the level of the institution/across
several institutions
 Responsibility for managing institutional partnerships with
different actors
 Responsibility for budget allocation, human resource & career
development
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V. Conclusions
Policy framework seems to be positive to ‘mobilising actors’ in
higher education and research – role of universities in
responding to the challenges of the emerging knowledge
societies
Tension between strengthening research universities &
supporting research based teaching in all universities
Europe’s universities are under funded which makes
competition with other, comparable systems difficult
Encouraging governments to view funding higher education
and research as an investment for the future rather than just a
cost factor
All the actors have a responsibility – EU , member states,
institutions
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