1. 10 December 2015 –Parallel Session Inter-sectoral mobility & employability Dr Lidia Borrell-Damián Director for Research & Innovation, European University Association Synergies to fuel Researchers’ Careers Luxembourg, 10 – 11 December 2015 organised by

2. 2 Overview EUA projects in the field of university-business collaboration FP6 DOC-CAREERS project FP7 DOC-CAREERS II project Outcomes of the DOC-CAREERS II project DOC-CAREERS II: Main messages MSCA COFUND: relevant points for supporting collaborative research and intersectoral mobility

3. 3 The European University Association (EUA)

4. 4 EUA Projects in the field of university-business collaboration Collaborative Doctoral Education FP6 DOC-CAREERS (2006-2009): Collaborative Doctoral Education: University- Industry Partnerships for Enhancing Knowledge Exchange FP7 DOC-CAREERS II (2009-2012): Promoting collaborative doctoral education for enhanced career opportunities University-Business Partnerships EUIMA (2009-2012): European Universities Implementing their Modernisation Agenda Assessment Tool for University-Business Collaborative Research Partnerships (U-B Tool)

5. 5 FP6 DOC-CAREERS project Collaborative Doctoral Education: University-Industry Partnerships for Enhancing Knowledge Exchange Participants involved in Workshops and in-depth Case Studies  32 higher education institutions  34 companies  23 organisations in the field of higher education  12 countries Contributed to the definition of Collaborative Doctoral Projects: These are doctoral theses carried out with interaction between a university, a company and a doctoral candidate. A distinctive characteristic is that industry experts take part in the supervisory committee, officially or informally. Industry can play several roles, but being in the supervisory committee is what effectively reflects the specific nature of the collaborative doctoral project. Served as input to the Marie Curie Industrial Doctorates of the EC

6. 6 FP7 DOC-CAREERS II project Report available at www.eua.be Promoting collaborative doctoral education for enhanced career opportunities

7. 7 Participants involved in Workshops and in-depth Case Studies  32 higher education institutions  20 doctoral candidates  34 companies  23 organisations in the field of higher education  13 countries FP7 DOC-CAREERS II project

8. 8 DOC-CAREERS I and DOC- CAREERS II  Aerospace  Automotive  Nuclear energy  Health  New Materials Industrial Sectors of In-depth Case Studie s  ICT  Marine  Electrochemistry  Paper  Steel  Services  Consulting  Human resources  Cultural industries  etc.

9. 9 Summary of Outcomes of DOC-CAREERS II project on collaborative doctoral education

10. 10 Summary of Benefits of collaborative doctoral education The perspective of universities, companies and doctoral candidates The capacity to bridge and integrate both the university and the business sector mindset: being “bilingual” in both sectors, i.e., to understand and efficiently manage the requirements of the university and the business partner. Enhanced employment opportunities in the non-academic sector The possibility to work in interdisciplinary areas Developing transferable skills (e.g. organisational and management skills, entrepreneurship, leadership and business skills, and communication skills) “This doctoral scheme allows [doctoral candidates] to work with colleagues and engineers, resulting in more interdisciplinary [knowledge].” (University) “It is easier to come to work in the industrial field later. They get company experiences, practical experiences and they get to know industrial solutions.” (Company) “I have also learned to handle both academic and industrial issues and people.” (Doctoral candidate)

11. 11 Challenges in taking forward a collaborative doctoral degree The perspective of universities “Different objectives, and different needs, which translate in different approaches and different timeframes. In these lies a risk of misunderstanding between the partners. There is therefore a need for an equilibrium that both partners need to find in the preparation of the collaboration: adapting the subject, identifying key people, keeping the long-term view of the project.” (University)

12. 12 Challenges in taking forward a collaborative doctoral degree The perspective of companies “To companies: good collaborative academic lab and the company – you have to meet informally lots of times to build trust and not to leave the student alone.” (Company) “Some universities are used to having industrial PhD, some not. Sense of urgency is lacking in university.” (Company) “Long-term meaning-commitment/people.” (Company) Source: EUA DOC-CAREERS II Project

13. 13 Challenges in taking forward a collaborative doctoral degree The perspective of doctoral candidates “I believe it’s one of the most frustrating task of a Ph.D. student located in industry and working with industrial tasks to combine and balance the interests and needs of industry and academia” (Doctoral candidate) “Early feedback about this balance from both sides makes this challenge manageable and improves the usefulness and quality of the research results” (Doctoral candidate)

14. 14 Synoptic view of career options for doctorate holders Source: EUA DOC-CAREERS Project Doctoral Holder Business enterprise Government Private non-profit Higher Education & Research (postdocs, professors, research fellows, etc.) Other education sector Service Sector Research positions Non-Research positions Sectors Doctorate Holder Business enterprise Government Private non-profit Higher Education & Research (postdocs, professors, research fellows, etc.) Other education sector Service Sector Research positions Non-Research positions Sectors

15. 15 Skills required from doctorate holders in the business sector What do companies look for?

16. 16 Professional profiles of doctorate holders in companies N= 13/14 (at time of recruitment); N= 10/14 (after 5-10 years in the company) Source: EUA DOC-CAREERS II Project

17. 17 PF7 DOC-CAREERS II project Main messages - highlights Building trustful relationships and planning the collaborative doctoral scheme (including IPR, mutual expectations, contract) Academic and industrial co-supervision: effective collaboration Interdisciplinary research: at the cross roads of innovation Intersectoral mobility and employment perspectives of doctorate holders: academic and non-academic careers The regional dimension: strategies for competitiveness The policy dimension: financial support, public support (regional, national, EU), organisational strategy, infrastructure, career rewards

18. 18 Marie Skłodowska-Curie Actions: COFUND MSCA COFUND: importance for interdisciplinary research

19. 19 Marie Skłodowska-Curie Actions: COFUND MSCA COFUND: importance for regional development

20. 20 COFUND Objectives: Widening participation Broadening type of participants Monitoring Added value More synergy with Structural Funds Engagement with ERA policies: interdisciplinary, international, intersectoral, gender, labour market for researchers, human resources – charter&code, etc.

21. 21 A few figures from COFUND. So far: International (reasonable?) Interdisciplinary (56% in FP7 COFUND) Intersectorial (25% non-academic in 1st call COFUND H2020) Gender (38% female in FP7 COFUND)

22. 22 EUA 10 Salzburg Principles 2005 and Recommendations 2010: Original Research Institutional Responsibility EU Principles for Innovative Doctoral Training 2011: International Interdisciplinary Intersectorial Coming: EUA Policy Paper on Doctoral Education 2016 engagement with sociey; research integrity; digital science

23. 23 COFUND trends: Interdisciplinary; intersectoral, engagement (‘compliance’) with ERA policies: How to encourage better take up? COFUND and synergy with Structural Funds: How does it work? COFUND and regional dimension: how to strike a balance of added value – regional, national, EU, global? COFUND and employability and innovation: How to better Foster inter-sectorial mobility? Questions for reflection on COFUND

24. 24 Thank you for your attention!