Presentation on theme: "Measuring Research and Experimental Development (Part 3)"— Presentation transcript:
1 Measuring Research and Experimental Development (Part 3) SEMINAR – WORKSHOP ON SCIENCE, TECHNOLOGY AND INNOVATION INDICATORS Phnom Penh, Cambodia Nov 2008
2 R&D expenditure (general issues) The basic measure is “intramural expenditures”; i.e. all expenditures for R&D performed within a statistical unit or sector of the economy.Another measure, “extramural expenditures”, covers payments for R&D performed outside the statistical unit or sector of the economy.For R&D purposes, both current costs and capital expenditures are measured.In the case of the government sector, expenditures refer to direct rather than indirect expenditures.
3 R&D expenditure Depreciation costs are excluded. R&D is an activity involving significant transfers of resources among units, organisations and sectors and especially between government and other performers. It is important for science policy advisors and analysts to know who finances R&D and who performs it.It is stressed that such flows should be based on replies from performers of R&D and not on replies from the source of funds
4 Measuring R&D expenditure A statistical unit may have expenditures on R&D either within the unit (intramural) or outside it (extramural). The full procedure for measuring these expenditures is as follows:Identify the intramural expenditure on R&D performed by each statistical unit.Identify the sources of funds for these intramural R&D expenditures as reported by the performer.Aggregate the data by sectors of performance and sources of funds to derive significant national totals.Optional: Identify the extramural R&D expenditures of each statistical unit.
5 R&D expenditureR&D expenditure refers to resources actually spent in R&D activities, rather than only budgeted. Therefore, the way to obtain sound data is to rely on responses of R&D performers, rather than funding agencies.
6 R&D expenditure: current costs Current costs are composed of:labour costs of R&D personnel (annual wages and salaries and all associated costs or fringe benefits) andother current costs (non-capital purchases of materials, supplies and equipment to support R&D, including water, gas and electricity; books, journals, reference materials, subscriptions to libraries, scientific societies, etc.; materials for laboratories such as chemicals or animals, costs for on-site consultants, administrative and other overhead costs (e.g. office, post and telecommunications, insurance), costs for indirect services (e.g. security; storage; use, repair and maintenance of buildings and equipment; computer services; and printing of R&D reports), labour costs of non-R&D personnel).Current costs may be prorated if necessary to allow for non-R&D activities within the same statistical unit.
7 R&D expenditure: capital expenditure Capital expenditures are the annual gross expenditures on fixed assets used in the R&D programmes of statistical units, including land and buildings, instruments and equipment, and computer software.Expenditure should be reported in full for the period when it took place and should not be registered as an element of depreciation.All depreciation provisions for building, plant and equipment, whether real or imputed, should be excluded from the measurement of intramural R&D expenditures.
8 Sources of R&D expenditure Criteria for identifying flows of R&D fundsFor such a flow of funds to be correctly identified, two criteria must be fulfilled:There must be a direct transfer of resources.The transfer must be both intended and used for the performance of R&D.
9 Public general university funds (GUF) To finance their R&D activities, universities usually draw on three types of funds:R&D contracts and earmarked grants received from government and other outside sources. These should be credited to their original source.Income from endowments, shareholdings and property, plus surplus from the sale of non-R&D services such as fees from individual students, subscriptions to journals and sale of serum or agricultural produce. These are the universities’ “own funds”.The general grant they receive from the ministry of education or from the corresponding provincial or local authorities in support of their overall research/teaching activities. As government is the original source and has intended at least part of the funds concerned to be devoted to R&D, the R&D content of these public general university funds should be credited to government as a source of funds, for the purposes of international comparisons.One could also argue that it is within universities that decisions are taken to commit money to R&D out of a pool which contains both “own funds” as defined above and public GUF; therefore, the sums concerned should be credited to higher education as a source of funds.
10 Institutional classification Business enterprise (all firms, organisations and institutions whose primary activity is the market production of goods or services (other than higher education) for sale to the general public at an economically significant price, as well as the private non-profit institutions mainly serving them. Includes public enterprises).Government (all departments, offices and other bodies which furnish, but normally do not sell to the community, those common services, other than higher education, which cannot otherwise be conveniently and economically provided, as well as those that administer the state and the economic and social policy of the community, as well as NPI is controlled and mainly financed by government, but not administered by the higher education sector Public enterprises are excluded.)
11 Institutional classification (continued) Private non-profit (Non-market, private non-profit institutions serving households (i.e. the general public), private individuals or households).Higher education (All universities, colleges of technology and other institutions of post-secondary education, whatever their source of finance or legal status; all research institutes, experimental stations and clinics operating under the direct control of or administered by or associated with higher education institutions).Abroad (All institutions and individuals located outside the political borders of a country, except vehicles, ships, aircraft and space satellites operated by domestic entities and testing grounds acquired by such entities; all international organisations (except business enterprises), including facilities and operations within the country’s borders).
13 Funding sectors (Sources of funds) Sectors of performance GERD - matrix of performing and funding sectorsFunding sectors (Sources of funds)Sectors of performanceTotalBusiness enterpriseGovernmentPrivate non-profitHigher educationTotal financed by BE sectorTotal financed by GOV sectorPublic general university funds (GUF)Total financed by GUFTotal financed by HE sectorPrivate non-profit (PNP)Total financed by PNP sectorFunds from AbroadForeign enterprise (Within same group, Other)Foreign govt. (EU, Intl. org., Other)Total financed by abroadTotal performed in BETotal performed in GOVTotal performed in PNPTotal performed in HETOTALGERD
14 Classifications Institutional classification Type of activity Fields of ScienceSocio-Economic ObjectiveLevel of formal qualification (ISCED)Fields of Education and Training (ISCED)
15 Type of activity Basic research. Applied research. Experimental development.
16 Fields of Science (new classification) 1. Natural Sciences1.1 Mathematics1.2 Computer and information sciences1.3 Physical sciences1.4 Chemical sciences1.5 Earth and related environmental sc.1.6 Biological sciences1.7 Other natural sciences2. Engineering and Technology2.1 Civil engineering2.2 Electrical, electronic, information eng.2.3 Mechanical engineering2.4 Chemical engineering2.5 Materials engineering2.6 Medical engineering2.7 Environmental engineering2.8 Environmental Biotechnology2.9 Industrial biotechnology2.10 Nano-technology2.11 Other engineering and tech.3. Medical and Health Sciences3.1 Basic medicine3.2 Clinical medicine3.3 Health sciences3.4 Health biotechnology3.4 Other medical sciences4. Agricultural Sciences4.1 Agriculture, forestry, and fishery4.2 Animal and dairy science4.3 Veterinary sciences4.4 Agricultural biotechnology4.5 Other agricultural sciences5. Social Sciences5.1 Psychology5.2 Economics and business5.3 Educational sciences5.4 Sociology5.5 Law5.6 Political Science5.7 Social and economic geography5.8 Media and communications5.9 Other social sciences6. Humanities6.1 History and archaeology6.2 Languages and literature6.3 Philosophy, ethics and religion6.4 Art6.5 Other humanities
17 Socio-economic objectives (SEO) Exploration and exploitation of the Earth.Infrastructure and general planning of land use.Control and care of the environment.Protection and improvement of human health.Production, distribution and rational utilisation of energy.Agricultural production and technology.Industrial production and technology.Social structures and relationships.Exploration and exploitation of space.Non-oriented research.Other civil research.Defence.
18 ISCED97ISCED97 6 programmes are tertiary programmes leading to the award of an advanced research qualification. The programmes are therefore devoted to advanced study and original research and are not based on course-work only. They typically require the submission of a thesis or dissertation of publishable quality which is the product of original research and represents a significant contribution to knowledge. They usually prepare graduates for faculty posts in institutions offering ISCED97 5A programmes, as well as research posts in government, industry, etc.ISCED97 5A programmes are tertiary programmes that are largely theoretically based and are intended to provide sufficient qualifications for gaining entry into advanced research programmes and professions with high skills requirements. They must satisfy a sufficient number of the following criteria:a minimum cumulative theoretical duration (at tertiary) of three years’ full-time equivalent, although typically they are of 4 or more years; faculty with advanced research credentials; may involve completion of a research project or thesis; provide the level of education required for entry into a profession with high skills requirements (theoretically based/research preparatory, such as history, philosophy, mathematics, etc., or giving access to professions with high skills requirements, e.g. medicine, dentistry, architecture, etc.) or an advanced research programme. This level includes all the research programmes which are not part of a doctorate, such as any type of Master’s degree.
19 ISCED counti..ISCED97 5B programmes are tertiary programmes typically shorter than those in 5A and focus on occupationally specific skills geared for entry into the labour market, although some theoretical foundations may be covered in the respective programme. The content of ISCED level 5B programmes is practically oriented/occupationally specific and is mainly designed for participants to acquire the practical skills, and know-how needed for employment in a particular occupation or trade or class of occupations or trades - the successful completion of which usually provides the participants with a labour-market relevant qualification.ISCED97 4 programmes are post-secondary non-tertiary education programmes that straddle the boundary between upper-secondary and post-secondary education from an international point of view, even though they might clearly be considered as upper-secondary or post-secondary programmes in a national context. ISCED97 4 programmes can, considering their content, not be regarded as tertiary programmes. They are often not significantly more advanced than programmes at ISCED97 3 but they serve to broaden the knowledge of participants who have already completed a programme at level 3. Typical examples are programmes designed to prepare students for studies at level 5 who, although having completed ISCED level 3, did not follow a curriculum which would allow entry to level 5, i.e. pre-degree foundation courses or short vocational programmes. Second cycle programmes can be included as well.ISCED97 3 programmes are (upper) secondary education programmes typically beginning at the end of full-time compulsory education for those countries that have a system of compulsory education. The entrance age to this level is typically 15 or 16 years. The educational programmes included at this level typically require the completion of some 9 years of full-time education (since the beginning of level 1) for admission or a combination of education and vocational or technical experience and with as minimum entrance requirements the completion of level 2 or demonstrable ability to handle programmes at this level.ISCED 97 Manual is available on the UIS website at:
20 Classification by Fields of Study (ISCED97) General Programmes (01 Basic programmes, 08 Literacy & numeracy, 09 Personal development)Education (14 Teacher training & education science)Humanities and Arts (21 Arts, 22 Humanities)Social sciences, business and law (31 Social & behavioural science, 32 Journalism & information, 34 Business & administration, 38 Law)Science (42 Life sciences, 44 Physical sciences, 46 Mathematics & statistics, 48 Computing)Engineering, manufacturing and construction (52 Engineering & engineering trades, 54 Manufacturing & processing, 58 Architecture & building)Agriculture (62 Agriculture, forestry & fishery, 64 Veterinary)Health and welfare (72 Health, 76 Social services)Services (81 Personal services, 84 Transport services, 85 Environmental protection, 86 Security services)Not known or unspecified
21 Other breakdowns recommended by the Frascati Manual SexAge (groups):Under 25 years;25-34 years;35-44 years;45-54 years;55-64 years;65 years and more.
22 HOW do we collect data?R&D Surveys. Innovation surveys. Combined R&D-innovation surveys. -> Good quality questionnaires are needed!Administrative data (budget, personnel list)S&T management information systemsTime-use surveysEstimationsDifferent strategies for different sectors: one size does not fit all!
23 How do we ORGANIZE a sustainable S&T statistics system? Convince policy-makersInvolve multiple actorsUser/producer consultationCreate national S&T statistics groupsShared ownership of dataQuality is key – capacity building of producersStep-by-step approachCombine statistics with S&T information systemsNetwork with colleagues from similar countries
24 Step-by-step approach People, then MoneyS&T databases: projects, researchers, institutions, publicationsSectors (what’s easiest? government? HE?)First level of the pyramid (taking into account further levels)
25 Frascati Manual in developing countries Adopt vs. adapt methodologiesUIS will produce annex to Frascati Manual on measuring R&D in developing countries
26 Ad@pting definitions Should we measure R&D? Should we measure only R&D?Should we not measure R&D?Should we measure innovation (in business)?Should we use international definitions at country level?What else should we measure?What does not fit the definitions proposed?
27 http://www.uis.unesco.org Thank you! UNESCO Institute for Statistics C.P Succursale Centre-ville, Montreal, Quebec, H3C 3J7, Canada.TP: (1 514) Fax: (1 514)