The presentation shows results from the largest study into cooperation between European HEIs and business. The Science-to-Business Marketing Research Centre in Münster, Germany (S2BMRC) is proud to present the results of the first major study on UBC in Europe. Conducted for the DG Education and Culture at the European Commission (EC) during 2010 and 2011, the study not only provides a benchmark for European UBC, but also to outline potential reasons, influencing factors, drivers and barriers to UBC as well as offering recommendations for the future. Some facts: The survey was translated in 22 languages, 6,280 survey-responses from academics and HEI representatives, 30 good practice UBC case studies. For more information go to: http://www.ub-cooperation.eu/ or contact Todd Davey - davey@fh-muenster.de

1. University-Business cooperation (UBC) in
Europe is at an early stage of development
If HEIs want to seriously address their
UBC, they need to develop the appropriate
supporting mechanisms, especially binding
academic promotion to UBC activities

2. The State of
European
University-Business
Cooperation
Todd Davey
Victoria Galan Muros
University-Business Cooperation &
Entrepreneurship Open-Forum, Münster, 07.01.13

3. CONTENTS
Presentation
1. About us
2. About the study
3. Method
4. Findings

4. About us
The S2B Marketing Research Centre
• Established in 2002 in Münster, Germany
• 20-person team
• Development of more than 70 instruments of Science Marketing
• Organiser of 10 international conferences
• Over 200 presentations and workshops in 27 countries
• Assisted in creation of the Responsible Partnering Handbook
and the TechAdvance Technology Assessment Handbook
4

5. ABOUT THE STUDY
Study on the cooperation between HEIs
and public and private organisations in
Europe (HIPPO) Objectives
1. To chart the current situation
DG Education and Culture, regarding UBC in Europe,
European Commission
2. To describe the factors that
facilitate or inhibit UBC,
May 2010 to August 2011 (15.5 months)
3. To identify and describe 30
4 project partners examples of good practice in
Coventry University European UBC.
Red OTRI Universidades
Cracow University of Economics
Free University Amsterdam
5 5

6. METHOD: Countries involved
PARTICIPATING COUNTRIES
Countries that are existing, or
candidate members, of the
European Union or are partly
committed to the EU economy and
regulations as member of the
European Economic Area (EEA)
were targets of the study.
Involved in study
6

7. METHOD: Multi-Method
– Literature,
1. Secondary
– Published reports (national and EU level),
information
– Books,
search
– Journals.
2. Qualitative 11 expert interviews
research
– Survey translated into 22 languages, Measuring
– Sent to all European HEIs (3551HEIs), perceptions at
3. Quantitative
– 33 countries, an individual
research and institutional
(major survey) – Survey sample = 6,280,
level
– Representative sample achieved.
4. Qualitative
workshop 12 experts in UBC met in Brussels
5. Case studies 30 good practice European UBC case studies
7

8. METHOD: Sample
Largest study ever into European
university-business cooperation (UBC)
ACADEMICS HEI REPRESENTATIVES
4,123 academics 2,157 from HEI Mngt.
responded to the responded to the
major study major study
6,280 total responses
8

9. RESULTS
9 Key Findings

10. What is the
contribution
(outcomes and impacts)
of UBC?
1
11

11. FINDING 1: Stakeholder outcomes
INDIRECTLY: UBC is seen as a crucial activity in the development of
knowledge societies
DIRECTLY:
Improving:
• the relevance of research conducted within the HEI
HEIs
• the third mission (knowledge transfer)
• third-party money
More:
• relevant research and teaching content
Academics
• opportunities to fund projects
• publishing opportunities
Drives:
• local business through product and service development
Business
• training future employees (skills and knowledge)
• future income
Improving:
• motivation
Students
• practical skills acquisition
• future job prospects 12

12. UBC is seen as a
Finding crucial activity in
the development
1 of knowledge
societies
… and it directly benefits HEIs,
business, academics and students
13

13. What is the nature
of the UBC
environment?
2
14

14. FINDING 2: The UBC ecosystem
European UBC is influenced by a large
number of factors including:
1. Influencing factors
I. Situational factors
II. Barriers and drivers
III. Perceived benefits
2. Mechanisms that support UBC
I. Strategies
II. Structures
III. Activities
IV. Framework conditions
3. Key stakeholders
15

15. The UBC
ecosystem is
Finding complex and
integrated…
2 All variables and their
interrelations must be considered
and developed simultaneously
with a long term focus.
16

16. How extensive is UBC
in European HEIs?
3
17

17. FINDING 3: UBC
Approximately 2 of every 5 1 of every 3 HEIs undertake
academics are responsible for no or a low amount of UBC
most of the UBC activity activity
Academic UBC in Europe HEI UBC in Europe
No No
37% UBC 8% UBC
26%
Low Low
26% UBC UBC
66%
37% Med-high Med-high
UBC UBC
n=3460
n=6280 n=2136
ACAD HEIs 18

18. UBC in Europe is still in
the early stages of
Finding development
3 As such, there is a lot of potential
development for UBC...

19. How extensive is UBC
in European HEIs?
4
20

20. FINDING 4: 8 Types of UBC HEIs
HEIs
Collaboration in R&D 6.4
Mobility of students 6.3
Commercialisation of R&D results 6.0
Lifelong learning 5.8
Curriculum development and delivery 5.8
Entrepreneurship 5.7
Governance 5.2
Mobility of academics 4.7
1 2 3 4 5 6 7 8 9 10
n=2136
n=1753 Not at all Low Medium High

21. There are eight types
of UBC which are all
Finding interrelated…
meaning they do not
4
work in isolation
And those types of UBC offering:
1. more direct,
2. measurable, and
3. promotable benefits…
are the most developed ones.
24

22. Why do some academics
and HEIs engage in UBC
and not others?
Influencing factors help to
5
explain this:
a) Situational factors
(e.g. age, faculty,
years in business, etc.)
b) Barriers
c) Drivers
d) Perceived benefits
26

23. FINDING 5: Situational factors
2
Outcomes
for HEIs,
1 Knowledge
All ‘situational factors’ ..
academics,
business
society play a role in influencing the extent of UBC
University-Business Years working
3
Cooperation (UBC)
in the HEI
Age
Gender
Influencing
4 Influencing 5 Supporting
factors
factors mechanisms
Country
6 Key stakeholders
Years working in
business The type of HEI
they work for
Drivers & Situational
Benefits
Barriers Factors
Faculty
27

24. FINDING 5: Country HEI
Commerciali- Curriculum
Collaboration Mobility of Mobility of sation of R&D development Lifelong Entrepreneur-
Country in R&D academics students Findings and delivery learning ship Governance Total UBC
Austria 6.7 3.8 5.1 5.5 5.0 5.4 4.5 4.4 5.0
Belgium 6.3 4.5 5.9 5.6 5.5 5.4 5.6 4.5 5.4
Bulgaria 5.4 5.4 6.0 4.8 5.7 6.4 5.6 5.5 5.8
Czech Republic 6.1 5.0 5.8 5.0 6.3 6.3 4.0 3.9 5.3
Denmark 6.3 4.8 6.7 5.4 5.8 6.3 6.0 4.7 5.8
Estonia 5.1 4.1 5.2 4.7 6.9 UK 6.4 4.9 4.0 5.1
Finland 7.4 5.3 7.0 5.4 5.9 Above average
6.6 6.0 extent 5.0 UBC
of 6.2
France 6.8 4.0 6.8 5.2 6.3 6.2 6.0 5.9 5.9
1. Collaboration in R&D
Germany 7.2 4.6 6.7 5.9 4.9 5.3 5.6 4.7 5.6
Hungary 6.4 4.6 5.4 4.7 6.1 2. 6.2Commercialisation of R&D
4.8 5.1 5.6
Ireland 7.9 5.1 7.2 7.7 7.3 3. 7.1Lifelong 7.6
learning 6.8 6.9
Italy 5.8 4.8 6.0 5.0 5.9 4. 5.5Entrepreneurship 4.7
5.1 5.3
Latvia 6.4 5.9 7.2 4.4 6.7
Lithuania 4.9 5.9 7.2 4.4 6.7
5. 6.8Curriculum development and 6.4
6.8
5.6
5.5
6.0
5.6 6.0
Netherlands 6.4 4.6 6.1 5.4 5.2 5.4delivery 5.9 4.8 5.4
Norway 6.5 4.0 5.3 4.7 4.5 4.7 4.6 3.9 4.7
Poland 4.9 4.4 5.5 4.0 5.1 Below average extent of UBC 4.9
5.2 5.0 4.7
Portugal 6.0 4.8 6.8 4.8 6.0 6.4 6.1 5.1 5.8
Romania 6.8 6.3 7.2 5.5 6.9 - 7.0 6.5 6.4 6.6
Slovakia 5.1 4.8 5.4 4.4 4.9 5.5 3.9 4.3 4.6
Spain 6.9 4.9 6.6 6.1 5.7 6.4 6.3 5.5 6.1
Sweden 7.0 4.4 5.4 6.2 5.5 5.8 6.1 5.0 5.7
Turkey 5.6 5.0 5.4 4.5 4.6 5.3 5.7 5.4 5.2
United Kingdom 7.6 5.4 6.5 7.4 6.9 6.5 7.2 6.3 6.6
Scale: 1 = No UBC, >1 - 4 = low ; >4 - 7 = medium ; >7 - 10 = high

25. Situational
factors
Finding help to explain
5
UBC
...but only a few of them have
practical implications
31

26. Why do some academics
and HEIs engage in UBC
and not others?
Influencing factors help to
6
explain this:
a) Situational factors
(e.g.
age, faculty, years in
business, etc.)
b) Barriers
c) Drivers
d) Perceived benefits
33

27. FINDING 6: UBC Barriers
Scale: 1 = No importance, - 10 = high importance
Outcomes
for HEIs,
2 academics, 1 Knowledge Most important barriers for academics
society
business
1. Bureaucracy within or external to the
HEI (7.3)
University-Business 2. Lack of HEI funding for UBC (6.9)
3
Cooperation (UBC)
3. Lack of external funding for UBC (6.9)
Influencing
4 Influencing 5 Supporting
factors
factors mechanisms Most important barriers for HEIs
1. Lack of external funding for UBC (7.0)
6 Key stakeholders
2. Lack of financial resources of the
business (6.9)
Situational
3. Business lack awareness of HEI
Drivers &
Benefits activities (6.9)
Barriers Factors
34

28. Lack of funding and
Finding excess of bureaucracy at
all levels
6
(HEI, national, European
) are the highest barriers
to UBC
… but removal of barriers does not
create UBC
35

29. Why do some academics
and HEIs engage in UBC
and not others?
Influencing factors help to
7
explain this:
a) Situational factors
(e.g.
age, faculty, years in
business, etc.)
b) Barriers
c) Drivers
d) Perceived benefits
37

30. FINDING 7: UBC Drivers
Scale: 1 = No importance, - 10 = high importance
Outcomes
for HEIs,
2 academics, 1 Knowledge Most important drivers for academics
society
business
1. Existence of mutual trust (7.4)
University-Business 2. Existence of mutual commitment (7.0)
3
Cooperation (UBC)
3. Having a shared goal (7.0)
Influencing
4 Influencing 5 Supporting
factors
factors mechanisms
Most important drivers for HEIs
6 Key stakeholders 1. Existence of mutual trust (7.5)
2. Existence of mutual commitment (7.1)
Drivers & Situational 3. Having a shared goal (7.1)
Benefits
Barriers Factors
38

31. Personal
relationships
Finding drive UBC. It’s a
people game!
7 Existence of mutual trust and
commitmment are the most important
drivers of UBC for both academics
and HEIs.
Those academics or HEIs perceiving
higher drivers for UBC are more
engaged in UBC than those
perceiving low drivers for UBC
39

32. Why do some academics
and HEIs engage in UBC
and not others?
Influencing factors help to
8
explain this:
a) Situational factors
(e.g. age, faculty,
years in business, etc.)
b) Barriers
c) Drivers
d) Perceived benefits
41

33. FINDING 8: Perceived benefits ACAD
Outcomes
for HEIs, Knowledge
1 Students
2 academics, 1
society
business
2 Business
University-Business 3 HEI
3
Cooperation (UBC)
4 Personal
Influencing
4 Influencing 5 Supporting
factors
factors mechanisms Academics recognise the high degree of
benefits from successful UBC for
6 Key stakeholders different stakeholders…
however to a lower extent the personal
Drivers & Situational
Benefits
Barriers Factors benefits they receive from UBC.
42

34. FINDING 8: Perceived benefits HEIs
2
Outcomes
for HEIs,
1 Knowledge
1 Students
academics, society
business
2 Business
3
University-Business
Cooperation (UBC)
3 HEI
4 Society
Influencing
4 Influencing 5 Supporting
factors
factors mechanisms
HEIs rated the highest benefits for
students, followed by business…
6 Key stakeholders
then the ability of UBC to contribute to
Benefits
Drivers & Situational the mission of the HEI with the lowest
Barriers Factors
benefits perceived for society.
44

35. Perceptions of high
Finding benefits & incentives
drive UBC
8 The perception of self-benefit is a major
factor in UBC.
The higher the perceived benefits, the
higher the extent of UBC carried out.
45

36. If influencing factors are only part of the
explanation for UBC activity, what else
can help to explain European UBC?
The existence of supporting
mechanisms for UBC
9
1. Strategies
2. Structures and approaches
3. Operational activities, and
4. Framework conditions
47

37. RESULT 9: SUPPORTING MECHANISMS
DEVELOPMENT IMPACT
The development of the supporting The impact on UBC from the supporting
mechanisms from the most developed to mechanisms from the highest to lowest is:
least is:
1. Operational activities (5.4), 1. Strategies (58%)
2. Structures and approaches (5.1), 2. Operational activities (53%),
3. Strategies (4.9), and 3. Structures and approaches (52%), and
4. Framework conditions (4.5). 4. Framework conditions (40%).
A greater focus on strategies (especially
implementation strategies) is required
Scale: 1 = No UBC, >1 - 4 = low ;
>4 - 7 = medium ; >7 - 10 = high
48

38. ACTIV: Extent Perception of HEIs
A top-level management committed to University-
Business cooperation. HEIs
A documented mission / vision embracing University- MUAS
Business cooperation.
EU ave.
A strategy for University-Business cooperation.
The internal promotion of University-Business
cooperation.
The external promotion of University-Business
cooperation.
The dedication of resources (inc. funding) to support
University-Business cooperation.
The provision of incentives for academics to
encourage University-Business cooperation.
The inclusion of ‘cooperation with business’ as part of
the assessment of work performance for academics.
1 2 3 4 5 6 7 8 9 10
None Low Medium High
n=643

39. ACTION LEVEL: Strategies
FACTORS IMPACT
The inclusion of UBC as part of the
assessment of academic work 25%
performance
The dedication of resources
18%
(including funding) to support UBC
The provision of incentives for
13%
academics to encourage UBC
The internal promotion of UBC 13%
A top management
12%
committed to UBC
The external promotion of UBC 9%
A documented mission/vision
7%
embracing UBC
A strategy for UBC 4%
51

40. ACTION LEVEL: Structures and Approaches
FACTORS IMPACT
Industry professional employed in
18%
knowledge transfer area
Incubators for the development
17%
of new business
Board Member for UBC 13%
Alumni network 13%
Existence of career office 12%
Academic on business board 11%
Business people on university board 8%
External agencies dedicated to UBC 4%
4%
Internal agencies dedicated to UBC

41. ACTION LEVEL: Operational activities
FACTORS IMPACT
Collaboration activities facilitating
27%
student interaction with business
Workshops, information sessions and forums
25%
for UBC targeting academics
Entrepreneurship education offered to students 16%
Collaboration activities facilitation academics
12%
interaction with business
The featuring of UBC prominently on the
8%
university’s website
Networking sessions or meeting for academics
7%
to meet people from business
Entrepreneurship education offered to academics 5%
54

42. The creation and
development of
Finding supporting
mechanisms are
9
critical for UBC
The UBC supporting mechanisms
that are easier to implement, are
much more developed than those
that are more difficult to
implement
56

43. A summary of key findings
9 key findings
1. UBC creates benefits for all UBC stakeholders
2. UBC ecosystem is complex and integrated
3. UBC in Europe is at an early stage of development
4. Those UBC types with more direct, measurable, and promotable benefits are the
most developed (e.g. collaboration in R&D, mobility of students)
5. Situational factors (e.g. age, faculty) help to explain UBC but there is little that can
be implemented from these Findings
6. Lack of funding and excess of bureaucracy at all levels (HEI, national, European) are
the highest barriers to UBC
7. Personal relationships drive UBC. It’s a people game!
8. Perceptions of high benefits & incentives are motivators of UBC
9. The creation and development of supporting mechanisms (especially those with the
highest impact) are critical for UBC
58

44. TEAM HIPPO
Todd Davey, Project Manager
Dr. Thomas Baaken, Project Director
David Serbin, Survey Design and Data Management
Victoria Galan Muros, Analysis Management
Arno Meerman, Data Management and Analysis
Michael Deery, Case Study Management
62

45. CONTACT
Contact www.ub-cooperation.eu
Todd Davey
davey@fh-muenster.de
Prof. Dr. Thomas Baaken
baaken@fh-muenster.de
Victoria Galan Muros
galanmuros@fh-muenster.de
63