Transcript HE Business and community interaction survey

Heriot Watt April 2010
Engagement and benefits
Alice Frost
Head of Business and Community Policy
•
•
•
•
•
•
Development of third stream funding
Mission and integration
Benefits and academics
REF – and Employer Engagement
Innovation in the future
International collaboration and
comparisons
Third stream development
Third stream – a definition
• ‘trend among many universities toward a third
function, which has been described using a
range of terms such as knowledge transfer,
community service, community engagement
and the third stream.’
– ‘Third Stream is about the interactions between
universities and the rest of society.’ (SPRU, 2002)’
Transition from TT to KT to KE to
Beneficial Engagement?
Where we have come from…
Where we are going to…
STEM focus
All disciplines
Simple ‘transmission’ model of knowledge
Dynamic exchange model
(engagement, not outreach)
Wealth creation
Innovation, productivity, quality of
life, cultural enrichment, civic dev,
community regeneration etc.
Large, multi-national businesses
Spectrum from global to local/
regional and all users
A word on language
“There are a great variety of interrelated definitions within the
literature on Higher Education knowledge exchange, for
knowledge exchange itself, for civic and community impacts, and
for the related concepts of ‘public engagement’, ‘community
engagement’ and ‘widening participation’. It is therefore
unsurprising that HEIs have developed individual, although often
mutually informed, definitions of these concepts when determining
their role within society, in response to a growing recognition of the
opportunities presented by their interaction with society on a civic
and community level.”
PACEC/CBR ‘Knowledge Exchange – generating civic and community impacts’ April 2010
HEFCE Third stream timeline
• 1999 – HEFCE innovation of ‘third leg’: gains DfES and
DTI support
• 2000 – 1st round of HEFCE funding (HEROBC) and
introduction of metrics (HE-BCI survey)
• 2006 – achieve HEFCE’s original goal of formula/metrics
funding
• 2008 – all funding by formula, embedding in HEIs
Historical funding view
99
00
01
02
03
HEROBC 1
04
05
06
07
08
09
10
KTCF
HEIF 3
HEROBC 2
HEIF 1
HEIF 2
HEIF 4
HEIF 3
HEACF1
HEACF2
BUSINESS FELLOWS
Competitive application
Formula allocation
11
Glossary of terms
• Main programme:
– HEROBC – HE Reach Out to Business and the Community;
initial HEFCE programme (inclusive but small scale)
– HEIF – HE Innovation Fund; developed out of HEROBC
working with Science Budget funders; larger scale but
narrower focus to start
• Smaller initiatives rolled into HEIF 3:
– HEACF – HE Active Community Fund; Home Office funding
for voluntering
– Business Fellows
– KTCF – Knowledge Transfer Capability Fund: exploratory of
T intensive HEIs responsibilities
Higher Education Innovation Fund (HEIF)
Approximate contributions to HEIF 2002-11
160
140
120
£Millions
100
80
60
40
20
0
2002/03
2003/04
2004/05
2005/06
2006/07
Science budget
2007/08
HEFCE
2008/09
2009/10
2010/11
Pattern of sustained growth in major forms
of knowledge exchange (HEBCI survey)
Source: HE-BCI 2003-2007 Part
B Tables 1b, 2, 3 and 4c
Evidence of gross additionality
PACEC
All HEIs
Subjective
estimates of
gross
additionality
Views of
senior
academics
on gross
additionality
Cumulative KE Income 2001-2007 (£M)
Gross additionality (%)
10,279
Upper estimate
41
Lower estimate
28
Gross additional cumulative KE Upper estimate
income 2001-2007 (£M)
Lower estimate
4,229
2,877
•
Many KE activities would not have taken place and many
collaborative networks would not have developed
•
Would have focused more on short term income generation
•
Scale of KE activities would have been reduced
•
Speeded up the introduction and / or expansion of KE infrastructure /
activities
•
Crucial for developing KE infrastructure without which it would have
been hard to engage
•
Allowed HEIs to leverage other sources of funding
•
Achieved greater integration of KE services
12
12
Sources: Quotec (2007), PACEC/CBR case studies , PACEC/CBR analysis
Mission and integration
HEIF 4 overview - mission integration
Number of HEIs
Percent of total
respondents
Clearly integrated
100
79
Loose integration
26
21
No integration
0
0
Number of respondents
126
PACEC overview 08
“Our Enterprise Strategy has transitioned from
being a third leg of our institutional strategy
(the other two being Research and Teaching
and Learning) to being an underpinning
philosophy by which we deliver those core
activities.”
University of Reading
Drivers
• Dedicated funding programme
• Positive & pro-active & sustained campaign
by Government
• Leadership provided by a dynamic and
supportive vice-chancellor
• Growing financial constraints facing HEIs –
income as a means of greater financial
security and a way of decreasing their
reliance on public funding
Benefits and academics
HEIF 4 Overview: Outcomes assessment
Number of HEIs
Percent of total
respondents
Evaluates outcomes
41
34
Evaluates only inputs and
outputs
33
28
Yes but with little supporting
evidence
14
12
No or little evidence on
evaluation
32
27
Number of respondents
120
PACEC overview 08
Universities: ‘wish to become, and to be recognised as, active,
approachable and considerate partners in community life’
‘it is apparent that many HEIs do not often have a clear channel
through which smaller and hard-to-reach community and society
groups can contribute to the public engagement debate [and], to
institutions’ understanding of its own position within the
community’
PACEC/CBR ‘Knowledge Exchange – generating civic and community impacts’ April 2010
Changing perceptions of knowledge exchange
engagement in the HE sector
PACEC
More academics perceive a positive culture towards knowledge exchange
engagement in 2008 compared with 2001.
2008 %
Source of change
New positive
17
15% from neutral
2% from negative
61
% Academics
76
Consistently positive
59
31
8
New neutral
4
16
20
Consistently neutral
31
4
New negative
Consistently negative
Number of respondents:
757
2001
2008
Q18: How are interactions of external organisations with academic staff across the
university viewed by the academic staff in your department, and how were they viewed in
2001?
Sources: PACEC/CBR survey of academics
3% from negative
1% from positive
1% from neutral
CONFIDENTIAL – NOT FOR CIRCULATION
Nature of impacts of knowledge exchange on research by
type of HEI (% of respondents)
Research intensity cluster
Nature of impact on
research
All HEIs
Top 6
High
Medium
Low
Arts
It has given me new
insights for my work
48
56
48
44
48
51
It has led to new contacts
in the field
48
55
47
47
45
66
51
43
33
42
38
39
33
32
33
43
30
37
39
41
26
It has led to new research
projects
41
It has strengthened my
reputation in the field
34
It has had very little or no
impact
37
0
20
40
60
% respondents
Number of respondents
912
160
341
232
159
21
Effective sample size
508
127
237
91
75
25
PACEC/CBR analysis
Impact of knowledge exchange activities on teaching, by HEI type
(% academic respondents)
Research intensity cluster
Nature of impact on
teaching
All HEIs
Top 6
High
Medium
Low
Arts
37
30
38
55
60
34
22
34
50
45
18
15
22
30
34
13
9
16
31
47
6
10
2
4
11
34
7
15
9
3
3
4
40
54
46
29
17
It has led me to make changes in
the way I present
38
It has led me to make changes to
the course programme
33
It has strengthened my
reputation in the field
20
It has led to an increase in the
employability of my students
It has led to an increase in
entrepreneurial skills amongst
students
My work is research based and
the question does not apply
16
It has had very little or no
impact
45
0
20
40
% respondents
60
Number of respondents
912
156
335
227
158
21
Effective sample size
508
124
231
89
75
25
PACEC/CBR analysis
The REF framework
Outputs (60%)
Quality of all types of research
Expert review of
selected outputs
(informed by citation
information in
appropriate UOAs)
Impact (25%)
Economic, social, cultural
and quality of life benefits
Case studies
and narrative
statement,
supported by
indicators
Environment (15%)
Quality and sustainability of
the research environment
Narrative
supported by
indicators
[Chreng] ‘predicts more French students
will seek a British higher education as
word spreads about the opportunities,
especially the links between universities
and industry and the chance to do
summer internships.’
French students invade UK universities to get better deal
Sunday Times 14 March 2010
Innovation for the future
• Corporatist v cottage industries models
Leadership, Strategy and Institutional Structures
Leadership and
governance
Organisational
systems
Strategy
Institutional
culture
Incentives and
rewards
Building capacity and capability within the HEI
KE staff
Internal / external courses
Best practice networks
Academics
Internal courses
Recruitment
Workshops / seminars
KE Champions
Informal networks
Facilitating the
research exploitation
process
Skills and human
capital
development
Knowledge
sharing /
diffusion
Exploiting the
physical assets of
the HEI
Access points for external orgs
CPD
Provision of public space
Lifelong learning
Alumni networks
Science parks
Incubators
Facilities / equipment
Careers services
KE professional networks
Work placements / project
experience
Staff exchanges
Business development
Technology transfer
Consultancy advice
Dedicated IP / contracts
Corporate Relations
Faculty-based KE services
Industrial advisory groups
Outreach
Academic – external
organisation networks
Volunteering
Widening participation
Awareness raising /
knowledge diffusion
Demand-led research institutes
Investment funds (e.g. seed /
PoC)
Academic knowledge
Supporting the
community
Social cohesion / community
regeneration
Academic
Economic and
societal benefits
HEIF 4 AMS Public Policy: uses of HEIF
• Pump-priming ‘public spaces’, think-tanks, commissions
• Securing external investments for centres for public policy research
and engagement
• Seed funding policy relevant studies, new publications and outlets,
events management
• Support for academics or KE staff in public policy representative or
network roles
• Training and development for academic staff for public policy
engagement
• New KEO hubs/posts for public policy
• Support for transfers and secondments
• Data collection, measurement and mapping
‘Much LSE research provides evidential and theoretical
inputs to policy…
The employment of a newly established Volunteer
Coordinator has been a great asset to the Careers
Service and of great benefit to students. By developing
contact and resources for students in the international
development sector through initiatives such as
"Development Month", this post increases LSE visibility
within the public policy arena.’
LSE HEIF 4 AMS
•
‘[observors] ‘have described the
modern university as the central
institution in postmodern society’
(Mary Walshok,1995)
University professors are the
largest community of experts in
any society’
‘
(Global University Network, 1999 UNESCO)