- Mobilising Actors - Universities, Researchers & the Lisbon Strategy Lesley Wilson Secretary General, European University Association (EUA) »Implementing the Lisbon Strategy – policy coordination through « open » methods », London,

2 Structure of Presentation I.Introduction - Context and responsibilities for higher education and research in Europe II.Policy developments 2005 III.The revised Lisbon Strategy IV.Relevance for universities and researchers V.Conclusions

3 I.Higher Education & Research in Europe – shifting responsibilities and different contexts Bologna process/European Higher Education Area Bologna process/European Higher Education Area: A large Europe (45 countries) looking for convergence in HEd - through common structures and tools - The EU 25’s Lisbon Strategy The EU 25’s Lisbon Strategy : A smaller Europe with ambitious economic and social goals - a greater focus on research & a wider societal transformation process Limited EU competence for Higher Education but growing competence in relation to research EUA represents 34 National Rectors’ Conferences and 750 individual universities in 45 countries

4 II. Policy Developments 2005 Bologna Process – Bergen Ministerial meeting half way to 2010 and the creation of the European Higher Education Area A revisited Lisbon Strategy – recognition of the importance of knowledge & innovation for growth more & better investment in education & training, in research and development More mobility = framework for professional qualifications and simplifying the recognition of qualifications Debate on the EU Financial Perspectives 2007 – 2013 – push for a doubling of the research budget Hampton Court Summit – more world class universities for Europe…

5 III. The revised Lisbon strategy 1- from an EC perspective Knowledge and innovation for growth and jobs = meeting the target of 3% GDP on R&D by 2010 Increasing the number of researchers (2003 estimate:+ 700,000 needed) Improving the tax environment & revising state aid frameworks At EU level thro’ FP7, incl. the establishment of a European Research Council Reinforcing universities’ role in creating & disseminating knowledge Developing innovation poles - proposal to establish a European Institute of Technology Education, training and skills = increasing investment in LLL Partnership EU/member states to develop an environment for innovation and support excellence in Europe’s universities…

6 III. The revised Lisbon strategy – - from a university perspective Making the universities one of the top priorities for Europe (cf Barroso at EUA convention in Glasgow, April 2005) Understanding that HEIs have a particular role to play in linking the different policy agendas: as key actors in implementing the Bologna reforms through their research and research training responsibilities crucial in meeting the research and innovation goals of the Lisbon Process Recognising that this requires rethinking the role of governments in their relation to universities

7 IV. Lisbon, Universities and Researchers 1. – Increasing the number of researchers Increasing the number of researchers estimate = + 700,000 Focus on research training & doctoral programmes –in response to changing needs of a wider labour markets Doctoral programmes as third cycle in higher education Meeting labour market needs > interdisciplinary training & transferable skills Doctoral candidates as both students and early stage researchers Creating more favourable career prospects & working conditions for researchers Promoting mobility between countries & sectors, i.e. academia, private/public research & solving related social security, pension issues etc.

8 IV. Lisbon, Universities and Researchers 1. – Increasing the number of researchers – an EUA project Pilot project on doctoral programmes > 49 universities working together “Salzburg recommendations” - input to the policy debate: Core component = the advancement of knowledge thro’ research Embedding in institutional strategies and policies, achieving critical mass, promoting innovative structures Importance of diversity – underpinned by quality Doctoral candidates as early stage researchers Critical role of supervision & assessment Duration 3-4 years Increasing mobility Ensuring appropriate funding

9 IV. Lisbon, Universities and Researchers 2 – Promoting competitiveness at European level Through the inclusion in FP7 of the establishment of a European Research Council – competitive funding for frontier research at European level Development of a Researchers Charter and Code of Conduct for the Recruitment of Researchers Through reinforcing universities’ role in creating & disseminating knowledge Through the development of innovation poles - proposal to establish a European Institute of Technology

10 IV. Lisbon, Universities and Researchers 3 – Researchers need institutions Underlining the role of universities as institutions – A perspective that links research with teaching at all levels Developing research strategy & policies, setting priorities … Promoting cooperation & facilitating a multidisciplinary approach A common infrastructure at the level of the institution/across several institutions Responsibility for managing institutional partnerships with different actors Responsibility for budget allocation, human resource & career development

11 V. Conclusions Policy framework seems to be positive to ‘mobilising actors’ in higher education and research – role of universities in responding to the challenges of the emerging knowledge societies Tension between strengthening research universities & supporting research based teaching in all universities Europe’s universities are under funded which makes competition with other, comparable systems difficult Encouraging governments to view funding higher education and research as an investment for the future rather than just a cost factor All the actors have a responsibility – EU, member states, institutions