Higher education in regional innovation – how to reform university curricula

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This presentation shows how colleges and universities can support regional economic development and innovation and how to design and develop curricula to support these goals. It highlights the need for a robust diagnosis of skills supply and demand and presents the key problems in curricula. It shows what steps three universities in Australia, Denmark and Canada have taken to reform their curricula to support regional growth and innovation: 1) Design programmes that widen access to and improve success in education in Victoria University, Australia, 2) Develop transferable skills: Problem-based learning in Aalborg, Denmark, and 3) Develop relevant skills: Co-operative Education, the University of Waterloo, Canada. It also shows how the curricula design can support the university transformation by presenting two cases from ITSON in Mexico and the University Rovira i Virgili in Spain.

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  • The reviews investigate:The contribution of HEIs’ research to regional innovation The role of teaching and learning in the development of human capital and skills The contribution of HEIs to social, cultural and environmental development The role of HEIs in building regional capacity to act in an increasingly competitive global economyKey questionsWhat policies, practices and mechanisms promote mobilisation of higher education for regional and city development? How to make reforms happen?Which brings greater benefits to cities and regions a high performing regionally focused HE system or a single world class university?
  • Since 2005, OECD has reviewed over 30 regions in 20+ countries. During 2005-07, we reviewed 14 regions in 12 countries. This first round had a strong European focus: 9 of the 14 reviews took place in European regions and 5 of them in Nordic countries. There were important gaps, e.g. US was not included in the first round.During the second round in 2008-11, we reached out to 14 regions in 11 countries. In line with the OECD enlargement strategy these reviews had a wider reach also to non-member economies (some of which have become OECD members during the review process such as Chile and Israel). The final review round under the OECD education directorate has reached out to 6 regions: the Free State (South Africa), Sonora (MX), Wroclaw (PL), Antioquia (COL).Preparations are now under way to ensure that this work can be followed up in OECD LEED with a stronger focus on entrepreneurship, skills and local growth.
  • Brandenburg Strengthen the Strength:The Brandenburg Labour Ministry set up a ESF financed skilled employment monitoring system as part of a broader project on securing skilled labour. It aims to give labour policy actors the information they need (such as current stock, supply and demand for employees) so that strategies can be better orientated towards emerging challenges. It works at two levels; providing quantitative analysis of the state labour market (at county and state level) and qualitative analysis based on regional company and pupil surveys. The company surveys are a critical component, not only because they provide unique data on labour market trends, but also because they involve direct contact and discussion with companies, particularly micro and SMEs, drawing them into thinking about challenges they might face and services they could access. Queensland SFS:Using an evidence base – Most Significant Change Methodology. This technique is a form of monitoring and evaluation designed to monitor changes resulting from the skills formation projects. It occurs throughout the project cycle and project stakeholders are involved in deciding what changes should be recorded and also in analysing the data. Together with other relevant data and information, the process has proven useful in conveying to funding agencies and stakeholders the successor otherwise of projects as it provides data on impact and outcomes. Stakeholders then discuss “significant change” stories coming from the projects. Michigan:Niagara:Barcelona Activa:
  • Higher education in regional innovation – how to reform university curricula

    1. 1. HIGHER EDUCATION IN REGIONAL INNOVATION – REFORMING CURRICULA 4 JUNE 2013 EFMD leadership programme for Lobachevsky University of Nizhni Novgorod JAANA PUUKKA
    2. 2. CONTENT 1. How can universities support regional growth and innovation? 2. What are the constraints and barriers? 3. Curricula design and diagnosis of skills supply and demand? 4. What are the common problems in curricula? 5. How to reform curricula to support regional growth and innovation?  Three cases  Key elements 6. How the curricula design can support the university transformation? Two cases
    3. 3. WHAT IS UNIVERSITY’S ROLE IN REGIONAL GROWTH & INNOVATION? University Skills Innovatio n Society at large Capacity building JAANA.PUUKKA@INNOVATIONENGAGE.COM • University- government • University- industry • University- community • University- education sector Partnerships •Globalisation •EU supranational policies •National policies •Rise of city regions Context Global, National and Local Context
    4. 4. WHERE DOES THE EVIDENCE COME FROM? JAANA.PUUKKA@INNOVATIONENGAGE.COM COURTESY TO THE OECD 2005 - 2007 2010 - 2012 2008 - 2011 Kazan 2007 Between 2005 and 2013 OECD reviewed the role and impact of Higher Education in 35 cities and regions in 25 countries
    5. 5. HOW WERE THE REVIEWS CONDUCTED?Self-evaluation / background report owned by the Regional Steering Committee Review visit by international experts Review Report tailored for the city/region Dissemination of outcomes JAANA.PUUKKA@INNOVATIONENGAGE.COM COURTESY TO THE OECD
    6. 6. WROCLAW, PL • Location and first mover advantage: FDI, flagship events , EU funding • City investment in knowledge-based economy • HE hub , student town Context • Ageing & uneven development • Traditional HE sector: weak industry links, inflexible governance • Lack of focus on equity & relevance Challenges • REVISIT the HE management • DEVELOP a robust evidence base • ENHANCE HE collaboration • Integrated LLL, entrepreneurship, PBL, internships in all programmes How to move forward City of Wroclaw wants to mobilise HE system to build a knowledge & cultural hub in central Europe JAANA.PUUKKA@INNOVATIONENGAGE.COM
    7. 7. Barriers to engagement: results from OECD review National Sub-national Institutional / HEI-level Uncoordinated HE, STI and regional policy Fragmented regional governance, weak leadership Weak management, lack of entrepreneurial culture Limits to HEIs’ autonomy and/or underdeveloped accountability schemes Intra-regional & inter- institutional competition Tensions between regional engagement & pursuit for world class excellence Limited incentives to HEIs Exclusion of HEIs from strategy development & implementation Lack of incentives to individuals JAANA.PUUKKA@INNOVATIONENGAGE.COM
    8. 8. Curricula design and diagnosis of skills supply and demand JAANA.PUUKKA@INNOVATIONENGAGE.COM
    9. 9. MAKING THE RIGHT DIAGNOSIS OF SUPPLY & DEMAND OF SKILLS 7/12/2013 9
    10. 10. 7/12/2013 10Source OECD LEED
    11. 11. THE REALITY? GAP BTW LABOUR MARKET NEEDS & COMPETENCIES ACQUIRED IN HEIS – GRADUATES’ VIEWS (SCALE 1-7) 0 1 2 3 4 5 6 Us e c o mp uters an d the i n tern et Us e ti me effi c i en tly As s er t y o ur auth ori ty Co me up wi th n ew i deas an d s o luti ons Neg o ti ate effec tivel y W ri te an d s peak i n a fo reign l an g uage Al ertn es s to n ew o p p ortuniti es Co o rdinate ac ti viti es Perfo rm wel l un der pressure Pr es en t p r oducts , i deas o r r ep o r ts Kn o wl edge o f o ther fi elds Mak e y o ur mean i ng c lear to o th ers Mas tery o f y o ur own fi el d Q ues ti o n y our o wn an d o th er s ' i deas Mo bi l i ze th e c apaci ties o f o th er s W r i te r ep or ts, memo s o r d o c uments W o r k p roducti vely wi th o th er s Rap i d ly ac quir e new k n o wledge An al y ti cal th inking Required Acquired
    12. 12. What are the common problems? JAANA.PUUKKA@INNOVATIONENGAGE.COM
    13. 13. Supply-driven education Traditional learning modes Lack of data Study programmes are weakly aligned with the labour market needs and have limited practical orientation Lack of focus on lifelong learning and flexible ways of delivery (online, mixed mode) Limited capacity to identify long term labour market needs and trends on a regional basis Employers do not participate in curriculum/course design and delivery Lack of experiential learning, work-based learning, entrepreneurship skills; Traditional academic modes Lack of robust data about student progress/achievement and labour market outcomes Education is based on faculty interests and expertise rather than labour market needs Lack of interdisciplinary programmes, disciplinary silos Mismatch of skills supply and demand JAANA.PUUKKA@INNOVATIONENGAGE.COM
    14. 14. How to reform curricula that support regional growth and innovation: three cases JAANA.PUUKKA@INNOVATIONENGAGE.COM
    15. 15. DESIGN PROGRAMMES THAT WIDEN ACCESS TO AND IMPROVE SUCCESS IN EDUCATION, VICTORIA UNIVERSITY, MELBOURNE VU’s catchment area is one of the fastest growing but poorest areas of Melbourne with a large non-English speaking population. VU provides both higher education and technical and further education with well developed pathways which are reflected in the curricula. VU’s strategy includes collaboration with schools and community to raise aspirations to HE among youth and adult population (financial/social/ academic support; recognition of prior learning in curricula. Images credits: Victoria University JAANA.PUUKKA@INNOVATIONENGAGE.COM
    16. 16. DEVELOP TRANSFERABLE SKILLS: PROBLEM-BASED LEARNING IN AALBORG, DK In Aalborg University up to 50% of study work is undertaken in problem-oriented projects. Aalborg curricula stresses transferable skills, employability and labour market links. Students work in multidisciplinary teams that solve real life problems, identified together with firms, public sector and NGOs. At any one time, 2 000-3 000 ongoing projects ensure that Aalborg University is engaged with its community and well tuned with the labour market needs. Map credits: Google Maps™ Images credits: Aalborg UniJAANA.PUUKKA@INNOVATIONENGAGE.COM
    17. 17. DEVELOP RELEVANT SKILLS: CO- OPERATIVE EDUCATION, THE UNIVERSITY OF WATERLOO, CA In the University of Waterloo (Ontario) 16 500 students (60%) and 3 500 employers are involved in co- operative education programme. Curricula include integrated work- study programme with placements in local and global firms or student start ups. Waterloo model has spread to more than 100 colleges and universities in Canada. Map credits: Google Maps™ Images credits: Waterloo UniversityJAANA.PUUKKA@INNOVATIONENGAGE.COM
    18. 18. How to create curricula that supports regional growth and innovation? Key elements JAANA.PUUKKA@INNOVATIONENGAGE.COM
    19. 19. DEVELOPING NEW CURRICULA • Courses with the local needs Align • Employability skills, work-based learning, internship, entrepreneurialism in all curriculaEmbed • learning pathways from schools to HEIs and LLL to ensure flexible learning, up-skilling and re-trainingCreate • data about labour market needs and students employment outcomesDevelop • With employers in course design and delivery Co-operate • partnerships with colleges, vocational institutions, universities, government Nurture 7/12/2013 19 JAANA.PUUKKA@INNOVATIONENGAGE.COM
    20. 20. How to transform the university and curricula: two cases of strategic anchoring + connecting knowledge transfer and local growth JAANA.PUUKKA@INNOVATIIONENGAGE.COM
    21. 21. TRANSFORMING THE UNIVERSITY 1: ITSON, MX 1993 - Goal to become an engine of change in Southern Sonora 1993 - Curricula redesigned: professional competencies + student as good citizen - responsible professional - entrepreneur. Compulsory cultural, technological and sports activity and English courses. 2002 - demand-led competencies-based curricula. Practice, PBL, project-oriented learning. Strategic initiatives with industry and community that offer work-based learning: business incubator, the software-development company, community development centre etc 2008 - Strategic Plan for Development of Southern Sonora with four local governments to create innovation eco-systems based on local capabilities. ITSON takes the lead in business incubation and acceleration of companies in key sectors. JAANA.PUUKKA@INNOVATIONENGAGE.COM
    22. 22. TRANSFORMING UNIVERSITY CASE 2: UNIVERSITY ROVIRA I VIRGILI, SPAIN URV leadership and management is closely connected with the region of Tarragona. Management innovations include Research and Academic Staff Commitment Agreement. URV’s education and R&D are linked with chemical industry, energy, tourism and agro-food in the region of Tarragona. Industry contributes to design and delivery of study programmes URV-led partnership with Labour Unions, Employers’ Associations, Chambers of Commerce and the Port of Tarragona. 2008-2014 Strategic Plan for the Region During the economic crisis, a network of company-led technological centres (back office in the university) increased the volume of research and consultancy contracts. Photography's credits: University of Rovira i Virgili Map credits: Google Maps™ JAANA.PUUKKA@INNOVATIONENGAGE.COM
    23. 23. THANK YOU FOR YOUR ATTENTION Jaana.puukka@gmail.com Jaana.Puukka@innovationeng age.com www.innovationengage.com

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