1. Sustainable development: New vision or new mission for the University? 2007 Autumn symposium in Veracruz 15 Nov 2007 Jaana Puukka, OECD

2. Contents Growth in higher education Globalisation & Localisation What is Sustainable Development? What does Sustainable Development mean for universities? How to mobilise the potential of universities for sustainable development?

3. More people are completing tertiary education than ever before… …in some countries, growth has been spectacular… …while others have fallen behind.

4. Growth in all tertiary qualifications The percentage of persons with a minimum of 2 years of tertiary education born in the period shown below (2004)

5. Benefits of Education… …higher employment rates… …higher earnings for individuals

6. Relative average earnings of 30-44 year-olds Source: OECD (2004) Education at a Glance: OECD Indicators 2004, Table A11.1a, p.175. Upper secondary and post secondary non-tertiary = 100

7. Increased productivity… … and economic growth for countries

8. Consider South Korea 1960sBeginning of 21 st Century Wealth Below all South American countries Around level of Afghanistan 20 th in OECD Educational expenditure 1 st in OECD in % of GDP Educational attainment completing secondary – 24 th in OECD completing tertiary – 20 th in OECD completing secondary – 1 st in OECD completing tertiary – 3 rd in OECD Educational quality 4 th in reading, 1 st in mathematics 1 st in science in OECD Educational equity 1 st in OECD

9. Globalisation and population growth Source: UN 1998 World Population Report

10. The impact of globalisation for nations 6.2% range

11. The impact of globalisation for regions 17 % range

12. …and growing inequalities

13. What does Sustainable Development mean in the era of globalisation and localisation?

14. “Sustainable development is the development which meets the needs of the present without compromising the ability of future generations to meet their own needs. “ Brundtland 1983

15. Deregulation of companies and the rise of corporate power Rise of Civil Society: activism in ecological, consumer, citizenship issues Corporate and environmen tal crises Globalisation ICT revolution Sustainable Development: Drivers … demands for sustainability, transparency, dialogue and systematic assessment of economic, social and environmental performance

16. Organisations should drive for progress on three bottom lines: the economic, the social and the environmental… (adapted from Elkington, 2001) …fit for purpose… …fit for people… …fit for planet…

17. An increasingly complex environment: Challenges for universities Demands for transparency and accountability Pressure of International Rankings Public Service Need to diversify funding Streams New frontiers in research Demands for quality, relevance and impact Massification and Widening access Governance New demands for HEIs...

18. What does Sustainable Development mean in the Higher Education scene? …Triple Bottom Line in universities…

19. Economic performance Efficient degree production Regional employment of graduates Direct economic impacts Environmental performance on-campus work to protect natural resources Training of environmentally conscious graduates Policy advice, expertise and research &learning programs to support sustainable development Social perfomance Promotion of wellbeing, knowhow and ownership of staff and students Community involvement Good practices in stakeholder co-operation University’s responsible behaviour Sustainable development University Sustainable Development

20. Shift from short- term to long-term planning Close collaboration with a wide range of stakeholders Systematic assessment of economic, environmental and social performance and reporting of findings Establishment of efficient management information systems What are the Challenges?

21. brings ethics to the development of working life facilitates continuous improvement of the university’s performance, external impact and capacity building Improves risk management improves stakeholder relations Gives a balanced account of the university’s economic, environmental and social performance and the impacts of its operations attracts highly skilled, high value labour and best students What are the Benefits?

22. How to mobilise the potential of HEIs for sustainable development? …Think Globally… …Act Locally…

23. OECD Reviews of “Higher Education Institutions in Regional Development”

24. Evaluation Focus Regional contexts Regional/national higher education systems Contribution of research to regional innovation Contribution of teaching and learning to labour market and skills Contribution to social and cultural development and environmental sustainability Contribution to regional capacity building

25. Participating Regions 2005-07 Higher education institutions and their stakeholders in 14 regions in 12 countries were brought together in a partnership- building process led by the OECD

26. What Did We Learn….?

27. To Become Globally Competitive Countries Need to Invest in their Innovation Systems at the national and regional level … HEIs can play a key role in Regional Innovation Systems, Human Capital development….. …. and Sustainable Development of their regions

28. In Castellon, Valencia, Universidad Jaume I is recognised as a world leader R&D in the tile industry. It has helped to transform the region’s traditional industry. The growth is built on technology transfer, spin-offs created by staff and students and upgrading of existing technologies. – Today, Valencia is a global leader in the tiles and ceramics industry. Source: the Valencia Region SER … Building on competitive advantage of regions

29. In Aalborg University, Denmark, up to 50% of the study work consists of problem- oriented project work: students work in teams to solve problems which have been identified in co-operation with firms, public organisations and other institutions. At any one time there are 2000-3000 ongoing projects that ensure not only the university’s engagement with the surrounding society but also enhanced learning experience for students. Source: the Jutland-Funen SER … Mobilising human capital and “knowledge transfer on legs”

30. In Central Finland, Jyväskylä Univ. of Applied Sciences has helped to rehabilitate 800 long-term unemployed back to working life with a wide range of physical and social rehabilitation measures, partly delivered through the student training centre. Source: Jyväskylä region SER In the North East of England, the 5 HEIs use sports as a means to widen access, to raise aspirations and to enhance social cohesion within the excluded communities. Student volunteers play a key role in sports activities. Source:NE England SER In Mexico, all university students are obliged to do 480 hours community work. If linked to local development needs and properly implemented and monitored, this can be a powerful mechanism of region building. Source: Nuevo León SER … Building the social, cultural and environmental contributions…

31. Uncoordinated HE, S&T and territorial policy Limits to university autonomy Limited incentives to universities Weak management, lack of entrepreneurial culture Tensions between regional engagement & academic excellence Lack of incentives to individuals National Regional Institutional Fragmented local govs, weak leadership Intraregional and interinstitutional competition universities not part of strategy work and implementation Barriers

32. …Policy Changes are not enough… … Universities need to embrace the change themselves.. …adopt Sustainable Development and Social Responsibility Agenda… ….and involve the Faculty and Students in doing this…

33. How would you recognise a university that has embraced sustainable development? …one that considers, actively promotes and demonstrates economic and social responsibility and environmental sustainability both now and for the future…

34. All review reports published at www.oecd.org/edu/higher/regionaldevelopment www.oecd.org/edu/higher/regionaldevelopment for information on new reviews of HE in regional development Contact jaana.puukka@oecd.org