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

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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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-2

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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.

ellen.hazelkorn@dit.iellen.hazelkorn@dit.iee