1. From Knowledge Transfer to Civic Engagement John Goddard Emeritus Professor of Regional Development Studies and former DVC

2. Key Questions Where does knowledge transfer based around research fit within the broader role of universities in civil society? How to ensure that research and teaching contribute to public interest in the role of universities in the economic, social and cultural and sustainable development of places where business operate and people live and work?

3. Outline The global context Drivers and barriers to civic engagement Defining the civic university Two case studies: Aalto and Newcastle Universities Building leadership capacity for civic engagement

4. The Global Context OECD Institutional Management and Higher Education Bi-Annual Conference “Higher Education in a world changed utterly: doing more with less” Universities as institutions need to be seen to mobilising their intellectual resources in response to global challenges (e.g. demographic change and climate change)

5. The HE Knowledge Exchange System in the US “There has been a distinct change of approach away from the assumption that KE is a uni-directional flow of knowledge from the university towards the user and from a highly transactional approach towards a collaborative approach in which the user is seen as a partner rather than simply a customer” “Most if not all universities (in the study ) recognise the role of the university in supporting state wide economic and community development: support for small firm start ups and growth, business advisory services, entrepreneurship education, extension and continuing education that attempts to reach far and wide in the state; and public engagement activities that are typically but not exclusively located around the university” ( Centre for Business Research, University of Cambridge)

6. Re-connecting universities and places: the policy discourse OECD Review: Higher Education and Regions: Globally Competitive Locally Engaged (2007) ( www.oecd.org/edu/higher/regionaldevelopment ) www.oecd.org/edu/higher/regionaldevelopment OECD Second round reviews: Higher Education in Cities and Regions – For Stronger, Cleaner and Fairer, Regions (2010)

7. What is being reviewed? Partnership building The OECD reviews draw together HEIs and public and private agencies to identify strategic goals and to work towards them. Importance of context The reviews take account of different national and regional contexts within which the HEIs operate. HEIs Regional capacity building Human capital and skills development Social, cultural & sustainable development Regional innovation National and regional context Focus of analysis of the OECD review

8. Communities and Universities Discovering Each Other

9. Establishment of Partnerships based on Shared Interests

10. OECD :Key Challenges Developing a common understanding of the mutual interests of universities and communities –The higher education drivers –The community drivers –The barriers Building conjoint leadership capacity

11. University Drivers Declining national funding for HE Search for local support to assist with global aspirations in research and student recruitment Increased local enrolments Additional income for services to local businesses through consultancy and CPD Indirect benefits of local environment to attract and retain creative academics and motivated students Outward and visible manifestation of contribution to civil society

12. Teaching Research Academic Societal Education relevant to work LLL, Sector Skills, prof quals, employability, workforce education (Relevance ) Translation of knowledge into innovation ( Applications) Academic education World class academic Research base Higher Education Drivers DR M.Wedgwood, Manchester Metropolitan University

13. City and Regional Interests in HE HE as a major business Global gateways for marketing and attracting inward investment Generation of new business and sources of advise to established businesses Enhancing local human capital through graduate retention and professional updating Content and audience for cultural programmes Contribution to health, well being, social inclusion and environmental sustainability

14. Barriers to Partnership National HE policy Regional structures and governance Finance University leadership and management

15. The regionally engaged multi-modal and multi-scalar university (after Arbo and Benneworth) SkillsEnviron ment National policy LM TDP IND HE S&T ‘Global’ Academic kudos ‘National’ ‘Regional’ ‘Science park Hospital Culture village Inward investors Innovation

16. Integrated Territorial Development & Interdisciplinarity Social innovation as an additional dynamic to technological innovation “Those changes in agendas, agency and institutions that lead to a better inclusion of social groups and individuals in various spheres of society” (Moulaert et.al. 2005) The place as a constitutive element in this innovation process as a site of community, governance and social reproduction Different disciplines can actively shape sustainable development – social sciences as well as engineering

17. The innovation agenda “Total innovation” – more than product breakthroughs resulting from research but also about new services, business models or organisational forms in all sectors of the economy and society (including HE) (NESTA) “The great significance of the university is that it can be the most important site of connectivity in the knowledge society and a key institution for the formation of cultural and technological citizenship and for reversing the decline of the public sphere” (G.Delanty: The University and the Knowledge Society)

18. Living Labs Empower citizens, as end users, to influence the development of innovative services and products that could eventually benefit society Allow industry to develop, validate and integrate new ideas, to partner with other companies and to increase their chances of success during product and/or service launches Facilitate the integration of technological innovation in society and increase the return on investment in research EU Information Society

19. NESTA: DEFINING THE CIVIC UNIVERSITY Provides opportunities for the society of which it is part (individual learners, businesses, public institutions) Engages as a whole not piecemeal with its surroundings Partners with other universities and colleges Managed in a way that facilitates institution wide engagement with the city and region of which it is part Operates on a global scale but uses its location to form its identity

20. NESTA: THE CONNECTED UNIVERSITY Recognises the importance of building networks with local firms, nurturing local cluster, creates national and international connections, and puts all of this at the heart of its strategy Recruits, develops and promotes more “boundary spanners: people whose experience encompasses both public and private sectors and can build links between them Measure the benefits of university-business interaction more effectively and communicates this to the public Wide ranging civic engagement connects the university not only to business but the wider ‘milieu’ within which business operates

21. Aalto University: An example of change A merger of three leading Finnish universities operative 1.1.2010 Art & Design founded 1871 Science & Technology, founded 1849 Economics, founded 1911

22. Aalto University will strive to change the world through top class interdisciplinary research, pioneering education, continuous renewal, and bold surpassing of traditional boundaries We will educate responsible and broad-minded experts with wide perspective to act as future visionaries in the society Aalto University: Reassessing the Mission 22

23. Science and engineering are traditionally seen to have the key position in solving the Grand Challenges, but –to meet the challenges we need an approach where public and private organisations work together to make the knowledge triangle to work –it is important to realise that the challenges are also related to human behavior and search for better life Therefore, a wide approach in (engineering) universities is needed, including cooperation with public and private organisations and other disciplines like social sciences, economics, design, etc. The role of (engineering) universities

24. Passion to explore boundaries. Freedom to be creative and critical. Courage to influence and excel. Duty to care, accept and inspire. High ethics, openness, and equality Values

25. Aalto Factories Multidisciplinary Opportunities Expertise workshops and the first new platforms for collaboration within Aalto University Design factory Media Factory Service Factory The factories are environments for learning, teaching, research and co- creation between universities, companies and society.

26. Aalto Design Factory An interdisciplinary product design and learning hub uniting students, teachers, researchers and industry (operating 24/7) An experimental platform (started in Autumn 2008), a constantly developing physical, social and mental environment (3 000 square meters), aiming to support interdisciplinary and international co- operation between parties interested in design and development. The Factory hosts a number of courses, research projects and start- up companies, as well as some other co-operation projects.

27. Entrepreneurship Research Entrepreneurship Education Innovation Services And Technology Transfer Growth Venturing / Start-Up Services Main Targets Higher awareness of entrepreneurship Willingness to establish a company Understanding of the market dynamics Main Targets World-Class entrepreneurship research in selected areas Special focus on high-growth ventures Main Targets World-Class commercialization models World-class commercialization results Outside-In flow of capital and talent Main Targets World-Class venturing models World-class venturing results Outside-In flow of capital and talent AALTO CENTRE FOR ENTREPRENEURSHIP (ACE)

28. “Community-driven growth entrepreneurship catalyst at Aalto University.” 23.3.2010 Foster an entrepreneurial culture at Aalto University Make resources available for Aalto startups Grow Entrepreneurial Leaders

29. Aalto Venture Garage is the hub for entrepreneurs and startups located on Aalto University’s campus near HelsinkiAalto University’s This 700 sq meter industry hall is an open work space where entrepreneurs gets support from the Coaches and work together to grow their businesses Coaches Bootcamp, run four times a year, gathers up the best early stage startup founders to learn from the best serial entrepreneurs and investors from the regionBootcamp Aalto Venture Garage for Startups

30. Newcastle University 19 th century locally endowed origins that underpin newly emerging industries and maintain a healthy population. 20 th century links into a centrally funded national higher education system – University turns it back on the city and region. 2000 – new Vice Chancellor leads rediscovery of institutional roots of “excellence with a purpose”. Academic and policy research from the University’s Centre for Urban and Regional Development Studies (CURDS) on the role of universities in regional development. 2008 new Vice Chancellor to consolidate vision of Newcastle as a “World Class Civic University”.

31. 2001 Newcastle University Mission Statement To be a world class research intensive university. To deliver teaching and facilitate learning of highest quality. To play a leading role in the economic, social and cultural development of the north-east of England.

32. Teaching Research Academic Societal A Mixed Economy University DR M.Wedgwood, Manchester Metropolitan University,

33. Newcastle University: A World Class Civic University “ The combination of being globally competitive and regionally rooted underpins our vision for the future. We see ourselves not only as doing high quality academic work … but also choosing to work in areas responsive to large scale societal needs and demands, particularly those manifested in our own city and region” Chris Brink, VC

34. Newcastle University: The Vision Are we good? What are we good for? Societal Challenge Themes Healthy Ageing (2010) Sustainability (2011) Social Renewal (2012) Engaged Research + Engaged Researchers S.I.D.E (Social Inclusion & Digital Economy) Queen’s Anniversary Prizes in Ageing & Sustainability Focus on Enterprise Cultural Engagement Great North Museum Culture Lab Northern Stage

35. Newcastle Institute for Ageing and Health Brings together basic, clinical, social and computer scientists and engineers to address engineers to address: How and why we age The treatment of associated disease and disability The support of through-life health, wellbeing and independence Research, training, public engagement, commercialisation

36. Newcastle Charter for Changing Age Increased life spans represent one of humanity’s greatest achievements Increasing life expectancy is an economic good Ageing concerns us all Each individual has an equal place in our society regardless of age Much better information about older people is needed Older people are an under-acknowledged asset We need to use and expand our scientific knowledge about ageing We need urgently adapt infrastructure for an ageing population

37. VOICENorth A means to engage with a wide, representative range of people public concerns and and their communities and to consult with them on key issues around ageing and demographic change Identifying public concerns and providing real opportunities for lay people to become involved in shaping the future research and policy making 3,000 people reflecting the age structure, geographical and socio-economic make up of the North East of England

38. Newcastle Institute for Research on Sustainability To bring people together from throughout the University AND the wider community to develop sustainable response to the great challenge of our age: ensuring everyone has access to a fair share of the world’s resources in perpetuity Urban living; low carbon energy and transport; food security; water management; clean manufacturing

40. Queen’s Prize – winning attributes Title: ‘Remedies for mine water pollution worldwide’ Excellence: demonstrably excellent research at international level Longevity: coherent programme sustained since October 1992 Impact: Demonstrable major benefits to mining communities, companies, regulators and policy-makers in UK, EU and beyond

41. Mine Water Research (1993- 2011) CoSTaR Sites

42. ERMITE CONSORTIUM – Interfacing with EU policy

43. Project ERMISA (2006) Objective: “contribute to the establishment of policies, management systems and technologies aimed at the prevention and remediation of impacts on aquatic ecosystems by mining activities in South America (initial focus on Peru)” Dissemination of results of EU research projects. Establishment of a multi-sector forum for dialogue on water, mining and catchments with NGO Labor (Grupo de Diálogo: Minería y Desarrollo Sostenible) Recommendations to EU

44. Aims: sustainable management of river-basins of arid and semi-arid South America subject to impacts from mining contribute to the establishment of policy options, management strategies and technologies Peru, Bolivia and Chile as demonstration countries Funding: European Commission FP6 INCO-CT2006-032539 Theproject (2007-2010) Ca tchment Management and Min ing Impacts in Ar id and Semi-Arid South America

45. Building capacity for civic engagement: EU Drivers for a Regional Innovation Platform

46. –A Regional Innovation Virtual Community - Community of Practice –Ten Pilot Regional Innovation Partnership Projects – Universities, private companies and regional governments. –Four Two-day leadership workshops –Three Annual Reports on the latest knowledge on regional innovation issues, based on desk research, relevant literature review and example of good practices. –Three Conferences on Regional innovation

47.  Ten Pilot Regional Innovation Partnership Projects – Universities, private companies and regional governments: –‘showcase’ projects, involving the ‘triple helix’ –core base for practical knowledge sharing about routes to improving regional cooperation –basis for development of good practice guides and development of a sustainable leadership development programme for relevant stakeholders at the regional level

48.  Four Two-day leadership workshops: –develop participants’ leadership and boundary-spanning skills through practical knowledge-sharing regarding the show case projects –explore all of the elements involved in making regional cooperation work motivators and barriers to cooperation, strategy (regional and organisational), leadership, governance and funding.

49. Expectations from civic partners: the demand side Expertise of universities relevant to the city not being tapped. Internal targets for academics and their lack of boundary spanning skills a barrier More pro-active leadership in city development required – “think tanks for the city” Need to focus on key city challenges – e.g. sustainability, health, social exclusion and social mobility

50. The role of KE professionals Moving beyond the transactional role Supporting strategic leadership of the university – VC, PVC(R), PVC(T) by follow up Facilitating engagement with business and the community at individual academic unit level Bringing experience of ‘boundary spanning’ between researchers and business to other domains