Presentation on theme: "Educational and research dimensions of the Barents Region"— Presentation transcript:
1 Educational and research dimensions of the Barents Region Associate Professor, Ph.D., Anatoli BourmistrovandHead of International Office Tine Viveka WesterbergBodø University CollegeNorwayPetrozavodsk, February 21st 2006
2 WP3 historyHeaded by Rector Professor Frode Mellemvik, Bodø University College (Professor Ingvild Broch, University of Tromsø)The other members are:Professor Esa Niemi, Oulu UniversityProfessor Alexander Fedorov, Petrosavodzk State Pedagogical UniversityProfessor Peter Sköld, Umeå University
3 Tasks, results and milestones generate new co-operation projects related to research and higher education in the Barents region.to make suggestions on how to improve the education and research co-operation situation in the Barents region for selected areas, including undertaking a SWOT analysis.to present at least 5 new research projects.Milestones:MappingContactDialogueImplementation
4 SWOT analysis Strengths Barents area has a long historical background of East-West border crossing trade and relationsAttitude towards the Barents co-operation is very positiveThe situation within education and research in all country in the Barents region are quite similar, thus it is natural that institutions are doing things togetherThe Barents region is Europe’s richest region in natural resources (oil, gas, minerals, forest).The Barents region has good educational institutions network, especially if it compared to the density of populationThere are competent people living in the region.
5 SWOT analysis Weaknesses There are several networks in the Barents region (e.g. The Arctic, the Arctic region of the Nordic countries and so on). There is not real distribution of work between these networksThere is not a sustainable way to have funding for the co-operation activities. Each funding source has its own focus and this focus tends to change.Lack of transportation infrastructure in the region.Lack of a common understanding of the education systems, a transparency in the systems and a meeting ground for administrative staff in Higher Education and Research institutions.Co-operation in Barents region is often on bilateral basis
6 SWOT analysis Opportunities The focus of the High North in Russia, the Scandinavian countries, the USA and Europe. The optimism based on the oil and gas exploration and exploitation gives increased opportunities for higher education and research cooperation.The Bologna process will to some extent harmonize the educational systems in the Barents region. This will offer a new ground for everyday co-operation in higher educationThere are some experiences of common distance education programmes and projects in the Barents region. In the future using ICT in education will offer more and more possibilities for co-operationThere are some specific aspects in the Barents region (e.g. energy, environment, climate, industry etc.) which can offer unique research subjects.
7 SWOT analysisThreatsMore and more people, especially young ones are moving to the southern parts of the Barents countries. That will lead to the reduction of educational and research institutions in the Barents regionIn the enlarged EU there is a threat that the Northern dimension will play a less important role in the policy making for regions in the EU. And no focus means no funding.
8 Projects under WP3 Family Welfare in the Barents Region Energy in a New TimeBarents Research School in Basic Biomedical ScienceIndigenous IdentitiesVirtual learning database in Barents regionInternational web-based training course on globalisation challengesChanging Identities in the Barents region- Youth, Ethnicity, Gender and Region in a Historical and Contemporary PerspectiveFrom Bologna to Barents
9 PROPOSAL FOR FUTHER WORK (1) Research and education based on a Balanced viewThe Barents 2010 strategy:“… to generate economic growth and social development by a knowledge driven and sustainable exploitation of the Region’s natural resources and to make the Barents Region competitive on the world market”What role can education and research (institutions) play in implementing this strategy?A need for a Balanced view?Barents 2010 as an “enterprise”When linking “strategy” to “actions”, what dimensions of actions are important?How to translate “strategy” to operations?
11 PROPOSAL FOR FUTHER WORK (3) Barents 2010 Education and Research Dimension: “Customer” PerspectiveWho are important “customers” of E&R institutions in the Barents 2010 framework?Authorities (needs for human capital and political/administrative decision-making)Enterprises (needs for human capital and input for investment/operation decisions)Students (needs for attractive jobs and a future in the region)What is important?AttractivenessHigh qualityRelevanceUniqueness
12 PROPOSAL FOR FUTHER WORK (4) Barents 2010 Education and Research Dimension: Perspective of “Internal Processes”What E&R institutions in the Barents region must excel at and how?Attractive learning/research environmentPrevention of youth outflowPrograms relevant for future jobs in the region: close cooperation with enterprises and authoritiesFocusing on use of all learning technology availableCombining strengths of E&R institutions: Networks of ExcellenceStrength: building around strong research environment/facultyResearch based education programsInterdisciplinary focus into the practiceBuilding upon the principles of the Bologna declarationJoint-degree programs in cooperation by more then 3 E&R institutionsIncreasing mobility, e.g. study tours, module-based programs, summer schoolsEnglish language courses for both international but also “local” studentsOperational focus: ECTS-system, transparency, etc.
13 PROPOSAL FOR FUTHER WORK (5) Barents 2010 Education and Research Dimension: Perspective of “Internal Processes” (cont.)A need for better effort coordinationToo many (parallel) initiatives without coordination (Artic Council, Artic Forum, BEAR, Calotte Council, Northern Research Forum, University of the Artic, etc.)A need for one main coordinator of research and education issues in the Barents RegionE.g. the Barents InstituteOrganizing for research and educationTo secure relevance, research activities should be linked to needs of SPsMapping needs and coordination of work with E&R institutionsA need for one stable meeting placeToo many conferences (different priorities, high cost of travel)One annual conference on both general but also specific issues in research and education related to the needs of the Barents Region
14 PROPOSAL FOR FUTHER WORK (6) Barents 2010 Education and Research Dimension: Perspective of “Learning and Growth”How will E&R institutions/networks sustain their ability to change and improve in order to implement the strategy of Barents 2010?A need for making more research and education programs in respect to research and education activitiesWhat education programs to develop in the future? How?How to improve coordination and actions in the network of E&R institutions?International researcher education in the Barents Region: what are opportunities and challenges?A need for special sector program in education and research in the framework of Barents 2010Focus on needs of other sector programsFocus on needs of education and research in the long-term perspective
15 PROPOSAL FOR FUTHER WORK (7) Barents 2010 Education and Research Dimension: “Financial” perspectiveWho are important stakeholders for E&R institutions in the Barents Region?Authorities (state/regional financing of E&R institutions)Tax payers/citizens of countries (in the Barents region)Present situation: low research spending per capita – a need for more earmarked funds!Authorities:Take responsibility by providing more financial resourcesA need for new funds/grants earmarked towards needs of the Barents RegionsAllocated to E&R institutions in the Barents Regions (“we know the North better then others!”)Interdisciplinary research funds/grantsFunds for all relevant type of education activities (including short-term exchange)
16 PROPOSAL FOR FUTHER WORK (8) Example: How WP3 (Education and Research Sector program) can provide input to WP2 (Oil and Gas Sector program)?Possible research topics:How to achieve sustainable regional development through value creation related to exploration of oil and gas resources?Organizing for expectations: Economic models of regional and industrial developmentBusiness and societal development projects: securing profitable operations, technological excellence, protection of the environment and interests of indigenous peopleInternational and geopolitical issuesHow to make O&G industry more competitive?Achieving cost reduction by introducing new organizational, technological, managerial innovationsTransferring weaknesses of SMEs in the supply industry to an advantage through networking and “co-opetition”Improving risks management in the oil and gas industry
17 PROPOSAL FOR FUTHER WORK (9) Example: How WP3 (Education and Research Sector program) can provide input to WP2 (Oil and Gas Sector program)? (cont.)Education programs:Short-term course programsProviding knowledge about differences and their handling :differences in cultures and business environments and its consequences for enterprises operationspositive/negative experience of operating in Norway/Russiaways of cooperation across cultures and countries: venture, alliance or consortiumMini-programsCorporate programsA set of short-term courses as a part of longer degree programJoint-degree programsStudent networking through a semester stay at different locationsExample: Master of Science in Energy Management (BUC (Bodø) – MGIMO (Moscow))
18 PROPOSAL FOR FUTHER WORK (10) Next steps:One united actor for coordination: a permanent secretariatOrganizing for work at Sector Program on Education and ResearchCentral organization with representatives from 4 countriesSecretariat and guidelinesEstablishing tight contacts between WP3 and other Sector Programs: What are your needs?Many projects:Minimum 3 countries involved and with at least 3 active E&R institutionsFunding:Through cooperation with Sector ProgramsSpecial fundingA meeting place: an annual conferenceFixed timing2 days:To discuss general issuesTo have specific focus and time for meetingsAlso top politicians and enterprise executivesPublications