some preliminaries: the evolution of university–business interactions
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Knowledge Exchange Between Universities and the Business, Public
and Third Sectors: Preliminary Results From Surveys of Businesses and
Academics
Maria Abreu, Alan Hughes, Vadim Grinevich and Michael Kitson
Centre for Business Research and Judge Business School
University of Cambridge
Higher Education – Making A Difference ToEconomies And Communities, Belfast
Wednesday 28th January
Some Preliminaries: The Evolution of University–Business Interactions
• The narrow model– Focus on a narrow range of technology
transfer mechanisms
• The wider model– Focus on a wide range of interactions– Exchange rather than transfer
The Standard Narrow Model • Narrow focus on Technology Transfer• Mechanisms: Patents, Licenses, Spin-outs• Limitations
– Model is incomplete – Potential financial returns were frequently
over-estimated – Metrics distorting behaviour (Goodhart’s Law:
any observed statistical regularity will tend to collapse once pressure is placed upon it for control purposes)
The Wider Model: Multiple Knowledge Exchange Mechanisms
• A ‘systems’ approach and not simply ‘market failure’
• Educating people• Problem solving• Role of many disciplines (not just STEM)• Interactions with public and third sectors as well as
with business • Public space functions (Universities do not move)
– Relatively neglected, but distinctive– Includes networking; social interaction; meetings,
conferences; entrepreneurship centres; personnel exchanges, including internships
• Focus on exchange not simply ‘transfer’
Knowledge Exchange – Multiple Mechanisms
Educating People• Training skilled
undergraduates, graduates & postdocs
Providing public space• Forming/accessing networks and stimulating
social interaction• Influencing the direction of search processes
among users and suppliers of technology and fundamental researchers
–Meetings and conferences–Hosting standard-setting forums–Entrepreneurship centers–Alumni networks–Personnel exchanges (internships, faculty
exchanges, etc.)–Visiting committees–Curriculum development committees
Increasing the stock of ‘codified’ useful knowledge• Publications• Patents• Prototypes
Problem-solving• Contract research• Cooperative research with industry• Technology licensing• Faculty consulting• Providing access to specialized
instrumentation and equipment• Incubation services
Source: A. Cosh, A. Hughes and R. Lester UK PLC Just How Innovative Are We? Cambridge MIT Institute 2006
Universities as Sources of Knowledge
• Universities are one of many components in the innovation “ecosystem”
• Clients and suppliers are typically cited as the most important and frequent sources
• Focusing on formal collaborations may be too restrictive
• Universities are used in combination with internal sources, other businesses, and intermediary institutions
The Importance of Diversity
We should, however, guard against a situation where all our universities aim for the same goals. What is required is a diversity of excellence, with research universities focusing on curiosity driven research, teaching and knowledge transfer, and business-facing universities focusing on the equally important economic mission of professional teaching, user-driven research, and problem solving with local and regional companies. Sainsbury (2007): The Race to the Top: A Review of Government’s Science and Innovation Policies, p.44
Some Unresolved Issues
• Relative importance of non-traditional types of interaction, including “public space” roles?
• Extent of collaboration of businesses with academics beyond science and engineering?
• Interactions with the public and third sectors?
ESRC Project on University-Business Knowledge Exchange
• Multi-methodology approach• In a first stage, scoping case studies of
businesses and academics to help in the development of two survey instruments
• In the second stage, two large-scale surveys of businesses and academics, with matched questions
• Finally, a number of in-depth case studies to follow up on findings from the surveys
Survey of Academics: Interim Results
• Online survey of academics is still underway. The results in this presentation are based on data from Wales, Scotland, Northern Ireland, East of England, North East and West Midlands.
• Online survey sent to individual e-mail addresses
• Preliminary results based on 6,800 observations (20% response rate)
• Results for Northern Ireland based on 632 respondents (24% response rate)
Interactions by Discipline
0 20 40 60 80% of respondents
Arts and Humanities
Social Sciences
Engineering
Physics and Mathematics
Biology, Chemistry
Health Sciences
Source: Centre for Business Research / ESRC Survey of Academics (2008)
Interactions by discipline
Private sector Public sectorThird sector
0 20 40 60 80% of respondents
Arts and Humanities
Social Sciences
Engineering
Physics and Mathematics
Biology, Chemistry
Health Sciences
Source: Centre for Business Research / ESRC Survey of Academics (2008)
Interactions by discipline, NI
Private sector Public sectorThird sector
Interactions by Discipline: Northern Ireland
Types of Interactions
• People-based activities (eg training, student placements)
• Problem-solving activities (eg research, advice, publications)
• Community-based activities (eg public lectures, school projects)
Involvement in People-based Activities
0 20 40 60 80% of respondents
Enterprise Education
Giving invited lectures
Sitting on advisory boards
Participating in networks
Standard setting forums
Attending conferences
Curriculum development
Student placements
Employee training
Source: Centre for Business Research / ESRC Survey of Academics (2008)
People-based activities
Involvement in People-based Activities: Northern Ireland
0 20 40 60 80 100% of respondents
Enterprise Education
Giving invited lectures
Sitting on advisory boards
Participating in networks
Standard setting forums
Attending conferences
Curriculum development
Student placements
Employee training
Source: Centre for Business Research / ESRC Survey of Academics (2008)
People-based activities, NI
Involvement in Problem-solving Activities
0 20 40 60% of respondents
Joint publications
Setting up physical facilities
Prototyping and testing
Informal advice
Research consortia
Consultancy services
Contract research
Joint research
External secondment
Hosting of personnel
Source: Centre for Business Research / ESRC Survey of Academics (2008)
Problem-solving activities
Involvement in Problem-solving Activities: Northern Ireland
0 20 40 60% of respondents
Joint publications
Setting up physical facilities
Prototyping and testing
Informal advice
Research consortia
Consultancy services
Contract research
Joint research
External secondment
Hosting of personnel
Source: Centre for Business Research / ESRC Survey of Academics (2008)
Problem-solving activities, NI
Involvement in Community-based Activities
0 10 20 30 40% of respondents
School projects
Public exhibitions
Community-based sports
Lectures for the community
Source: Centre for Business Research / ESRC Survey of Academics (2008)
Community-based activities
Involvement in Community-based Activities: Northern Ireland
0 10 20 30 40 50% of respondents
School projects
Public exhibitions
Community-based sports
Lectures for the community
Source: Centre for Business Research / ESRC Survey of Academics (2008)
Community-based activities, NI
Impact of Interactions on Research
0 20 40 60% of respondents
Not applicable
Very little or no impact
Led to contacts in the field
Provided new insights
Strengthened reputation
Led to new research projects
Source: Centre for Business Research / ESRC Survey of Academics (2008)
Impact of activities on research
Impact of Interactions on Teaching
0 10 20 30 40% of respondents
Not applicable
Very little or no impact
Entrepreneurial skills of students
Employability of students
Changes to presentation of material
Strengthened reputation
Changes to course programme
Source: Centre for Business Research / ESRC Survey of Academics (2008)
Impact of activities on teaching
Survey of Businesses: Interim Results
Total sample23296
Total no of ineligible firms 2096
Surveyed firms 21200
Total usable responses 2357
Response rate (%) 11.1
The survey was carried out during July to September 2008.
Firms (%) Employing Someone to Liaise with HEIs
12
6
10
23
41
0
5
10
15
20
25
30
35
40
45
All Micro Small Medium Large
%
0
5
10
15
20
25
30
35
40
45
Source: CBR HEI Business Survey 2008
•Medium and large have this specialised post
• Micro <10• Small 10-50• Medium 50-
250• Large >250
Interactions by Discipline
0 5 10 15 20 25 30 35
Other Humanities
Language Studies
Veterinary/ Agricultural Studies
Medicine/Dentistry
Creative Arts
Economics and Social Science
Physics/ Astronomy/ Earth Science
Chemistry
Biological Science
Education
Materials Science
Architecture/ Building/ Planning and Urban Design
Mathematics/ Computing
Business and Financial Studies
Engineering/ Technology
%
Source: CBR HEI Business Survey 2008
• Business has high demand for STEM, Social Sciences and Built Environment
Why Interact with HEIs?
4.0 4.56.7
12.7
17.4
23.926.1
29.4 30.133.1
0
5
10
15
20
25
30
35
Outbo
und
logist
ics
Inbo
und lo
gistic
s
Procu
rement
Opera
tions
Firm in
frastr
ucture
Mar
ketin
g an
d sales
Intro
ducti
on o
f new p
rodu
ct an
d/or...
Techn
ology
dev
elopment
Human Res
ourc
e M
anag
emen
t
Servic
e (c
ustom
er sup
port,
repa
irs...
%
0
5
10
15
20
25
30
35
Source: CBR HEI Business Survey 2008
•Technology not dominant; the whole of business needs are met
How are Interactions with HEIs Initiated?
19.622.1
29.733.2 33.6
44.7
0
10
20
30
40
50
Uni
vers
itykn
owle
dge/
tech
nolo
gytr
ansf
er o
ffic
e
Mut
ual a
ctio
nsfo
llow
ing
up c
onta
ct a
ta
form
al c
onfe
renc
e or
mee
ting
A t
hird
par
tyor
gani
satio
n
Mut
ual a
ctio
nsfo
llow
ing
up in
form
alco
ntac
ts
Indi
vidu
al a
cade
mic
s
Res
pond
ents
act
ions
in a
ppro
achi
ngac
adem
ics
and/
orH
EIs
dire
ctly
%
0
10
20
30
40
50
Source: CBR HEI Business Survey 2008
• Informal individual approaches dominate.
• University intermediation relatively infrequent.
Involved with HEIs in People-based Activities
26.9
17.9
25.9
41.2
66.4
0
10
20
30
40
50
60
70
All Micro Small Medium Large
%
0
10
20
30
40
50
60
70
Source: CBR HEI Business Survey 2008
•High levels of interaction rising with size.
•But 17.9% of micro-firms is a large number of firms
Involved with HEIs in Problem-solving Activities
11.2
6.4
10.1
19.7
35.2
0
5
10
15
20
25
30
35
40
All Micro Small Medium Large
%
0
5
10
15
20
25
30
35
40
Source: CBR HEI Business Survey 2008
• Percentage involvement rises with size
• Low micro and small interaction
Involved with HEIs in Community-based Activities
17.0
10.5
16.7
26.3
45.2
0
5
10
15
20
25
30
35
40
45
50
All Micro Small Medium Large
%
0
5
10
15
20
25
30
35
40
45
50
Source: CBR HEI Business Survey 2008
• Percentage involvement rises with size
Positive Impact of Firms’ Involvement in Knowledge
Exchange Activities
45.3 44.4
38.2
60.0
54.3
0
10
20
30
40
50
60
70
All Micro Small Medium Large
%
0
10
20
30
40
50
60
70
Source: CBR HEI Business Survey 2008
•Likelihood of positive impact highest in medium and large firms
Constraints on Interactions (% of collaborating firms)
• Lack of resources in the firm to manage the interaction 38.4• Lack of regional programmes that encourage interactions
29.1• Difficulty in identifying partners 28.1• Insufficient benefits from interaction 27.3• Lack of central government programmes 26.9• Lack of experience dealing with academics and/or HEIs 22.1• Bureaucracy and inflexibility of HEI administration 20.9• Lack of interest by academics and/or HEIs 19.3• Incompatibility of timescales for deliverables 14.5• Cultural differences 8.0• Difficulty in reaching agreement on intellectual property 6.5
Reasons for Not Interacting with HEIs
73.4
49.946.6
39.0
30.4 27.7
6.5
0
10
20
30
40
50
60
70
80
Not cons
ider
ed re
levant
No info
rmatio
n on p
oten
tial b
enef
its
No info
rmatio
n on h
ow to
go
abou
t it
Consid
ered
too
time co
nsum
ing
Consid
ered
too
com
plica
ted
Consid
ered
too
expe
nsive
Tried in
the
past
and i
t did
not w
ork
%
0
10
20
30
40
50
60
70
80
Source: CBR HEI Business Survey 2008
•Many firms do not need to interact with HEIs
•Significant proportion cite information problems
University-Industry Knowledge Exchange in the UK : The State of Play
• There is no one ideal model of university-business interactions
• Wide range of interactions, but people-based interactions are most important
• Interactions encompass a wide range of disciplines and involve the business, public and third sectors
• Many interactions involved strategic, long-term problems rather than specific technical issues
• Importance of “gatekeepers”, on both sides of the relationship, to identify, promote and ensure the success of interactions
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