Michel TROQUET1 Universities and business relationships The case of France should be examined in historical perspective

Michel TROQUET2 Presentation Michel TROQUET Professor Emeritus, Blaise Pascal University Chairman of Scientific Council of the French-speaking Universities Agency. Key Responsibilities in the past: –Dean of engineering schools ( , ) –Bologna promoter ( ) –Member of CTI ( ) Today: –Expert to various assessment agencies: AERES, CTI, 2E2F (France), ANECA (Spain), UEFISCDI (Romania)

Michel TROQUET3 Historical background (1) The French Revolution closes the universities in 1793 Napoleon opened the Faculties in 1808 Vocational education is supervised by the State, with the Grandes Ecoles (Polytechnics School, Normal School, National Conservatory of Arts and Crafts…) Private initiative compensates the lack of professionals for the industry (Central School of Arts and Manufactures, 1829; High Business School, 1881).

Michel TROQUET4 Historical background (2) For almost two centuries, universities focus on teacher training and research. It was explained the economic lag of France in Europe by the dichotomy between universities and Grandes Ecoles. In the twentieth century this gap is growing after the second World War. This led to diversify the training of engineers and technicians in external structures of universities.

Michel TROQUET5 The recent past: The long way of universities* The quest for the autonomy of universities after The beginnings of the professional studies (creation of polytechnics institutes in 1966 and engineering courses in 1969, not yet fully integrated into universities). What are the pioneers who actually opened the universities on the companies. * Christine Musselin, PUF, Paris 2001

Michel TROQUET6 The current context European construction and the Bologna process (1999): –mobility, quality, competence approach in training... A new law strengthening the autonomy of French universities (2007): –freedom, responsibility, orientation, employability of students…

Michel TROQUET7 A new culture France chose an open university face to selective Grandes Ecoles. The university maintains the primacy of research relationships with large companies. They remain far of issues of SMEs.  Universities need to build an entrepreneurial culture* * Burton Clark : Creating Entrepreneurial Universities, IAU Press, pages

Michel TROQUET8 Why bring universities and businesses? Governments demand higher education that is relevant to business needs : –Universities must supports economic development. –Universities must seek new sources of funding. –Companies can participate in student training.

Michel TROQUET9 New business-facing mission The university changes its mission. The university is no longer universal. It is important for universities to find their own niche in the market. In advanced economies, innovation is central to success, but criteria for evaluating academic research not include the economic relevance.  We must change the paradigm

Michel TROQUET10 A new chart for action It is necessary to develop a multidisciplinary approach in training and research activities. We must support for small and medium- size enterprises. It is necessary to focus on impact.

Michel TROQUET11 What steps ? We need to identify some industrial partners : –To analyse the expectations, –To propose training interventions on the professional experience, –Gradually gain the confidence of the company with shares skills.  Professional organizations and chambers of commerce may be valuable intermediates for initial discussions.

Michel TROQUET12 Example: Create training of civil engineers, Marseille Meeting with professional associations in the field, needs analysis. Creation of a joint commission, companies and universities, to define the skills profile of new engineers. Development of a training program in accordance with the specifications in terms of skills.

Michel TROQUET13 Results The training has been accredited by the Commission des Titres d'Ingénieur without difficulties. Companies were involved early in the training of students. A young retired engineer has organized site visits and student placements. The first class of 60 students was employed in good conditions.

Michel TROQUET14 General remarks To build sustainable relationships requires: –Time and enthusiasm, –Confidence, –But also a productive common work where everyone can find a value for its own development.

Michel TROQUET15 The example of engineering schools Pure product of the country's history, they were born of corporate demand. The schools are supervised by a joint committee business / university. Companies involved in developing curricula. Professionals involved in school councils. 20% of courses are taught by professionals. 30 to 50% of engineering education takes place in the company.

Michel TROQUET16 Industrial Relations at the University With the Bologna process and the new law, universities are becoming closer of professional needs: –Since 2000, development of professional bachelors. –Creating employability services. –Integration of professionals in university councils…

Michel TROQUET17 Research and innovation For universities, research is the prime area in the relationship with companies, but : –The motivations are different, –The SMEs have little access to this research, –Innovations and patent deposits remain low.  Converging objectives of universities and companies

Michel TROQUET18 The public policy To promote relationships between businesses and universities, governments have taken initiatives: –Creation of the National Agency of Research (2005), funding agency for research projects. –Creation of clusters (2005) to improve business competitiveness. –Creation of centers of research and higher education (2006).

Michel TROQUET19 Conclusion Rethinking the objectives: develop innovation, –Consider culture, –Develop an entrepreneurial management, –Fostering multidisciplinarity, –Strengthen the link between teaching and research…