Heriot Watt April 2010

Engagement and benefits

Alice Frost

Head of Business and Community Policy

• Development of third stream funding

• Mission and integration

• Benefits and academics

• REF – and Employer Engagement

• Innovation in the future

• International collaboration and comparisons

Third stream development

Third stream – a definition

• ‘trend among many universities toward a third function, which has been described using a range of terms such as knowledge transfer, community service, community engagement and the third stream.’– ‘Third Stream is about the interactions between

universities and the rest of society.’ (SPRU, 2002)’

Transition from TT to KT to KE to Beneficial Engagement?

Where we have come from… Where we are going to…

STEM focus All disciplines

Simple ‘transmission’ model of knowledge Dynamic exchange model (engagement, not outreach)

Wealth creation Innovation, productivity, quality of life, cultural enrichment, civic dev,community regeneration etc.

Large, multi-national businesses Spectrum from global to local/regional and all users

A word on language

“There are a great variety of interrelated definitions within the

literature on Higher Education knowledge exchange, for

knowledge exchange itself, for civic and community impacts, and

for the related concepts of ‘public engagement’, ‘community

engagement’ and ‘widening participation’. It is therefore

unsurprising that HEIs have developed individual, although often

mutually informed, definitions of these concepts when determining

their role within society, in response to a growing recognition of the

opportunities presented by their interaction with society on a civic

and community level.”

PACEC/CBR ‘Knowledge Exchange – generating civic and community impacts’ April 2010

HEFCE Third stream timeline

• 1999 – HEFCE innovation of ‘third leg’: gains DfES and DTI support

• 2000 – 1st round of HEFCE funding (HEROBC) and introduction of metrics (HE-BCI survey)

• 2006 – achieve HEFCE’s original goal of formula/metrics funding

• 2008 – all funding by formula, embedding in HEIs

Historical funding view

99 00 01 02 03 04 05 06 07 08 09 10 11

HEROBC 1

HEROBC 2

HEIF 1 HEIF 2

HEACF1 HEACF2

KTCF

HEIF 3

HEIF 4

HEIF 3

Competitive application Formula allocation

BUSINESS FELLOWS

Glossary of terms

• Main programme:– HEROBC – HE Reach Out to Business and the Community;

initial HEFCE programme (inclusive but small scale)– HEIF – HE Innovation Fund; developed out of HEROBC

working with Science Budget funders; larger scale but narrower focus to start

• Smaller initiatives rolled into HEIF 3:– HEACF – HE Active Community Fund; Home Office funding

for voluntering – Business Fellows– KTCF – Knowledge Transfer Capability Fund: exploratory of

T intensive HEIs responsibilities

Higher Education Innovation Fund (HEIF)

Approximate contributions to HEIF 2002-11

0

20

40

60

80

100

120

140

160

2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11

£M

illio

ns

Science budget HEFCE

Pattern of sustained growth in major forms of knowledge exchange (HEBCI survey)

Source: HE-BCI 2003-2007 Part B Tables 1b, 2, 3 and 4c

PACEC

1212

    All HEIs

Cumulative KE Income 2001-2007 (£M) 10,279

Gross additionality (%)Upper estimate 41

Lower estimate 28

Gross additional cumulative KE income 2001-2007 (£M)

Upper estimate 4,229

Lower estimate 2,877

Subjective estimates of

gross additionality

Subjective estimates of

gross additionality

Views of senior

academics on gross

additionality

Views of senior

academics on gross

additionality

• Many KE activities would not have taken place and many collaborative networks would not have developed

• Would have focused more on short term income generation

• Scale of KE activities would have been reduced

• Speeded up the introduction and / or expansion of KE infrastructure / activities

• Crucial for developing KE infrastructure without which it would have been hard to engage

• Allowed HEIs to leverage other sources of funding

• Achieved greater integration of KE services

Sources: Quotec (2007), PACEC/CBR case studies , PACEC/CBR analysis

Evidence of gross additionality

Mission and integration

HEIF 4 overview - mission integration

Number of HEIsPercent of total

respondents

Clearly integrated 100 79

Loose integration 26 21

No integration 0 0

Number of respondents 126

PACEC overview 08

“Our Enterprise Strategy has transitioned from being a third leg of our institutional strategy (the other two being Research and Teaching and Learning) to being an underpinning philosophy by which we deliver those core activities.”

University of Reading

Drivers

• Dedicated funding programme • Positive & pro-active & sustained campaign

by Government• Leadership provided by a dynamic and

supportive vice-chancellor• Growing financial constraints facing HEIs –

income as a means of greater financial security and a way of decreasing their reliance on public funding

Benefits and academics

HEIF 4 Overview: Outcomes assessment

Number of HEIsPercent of total

respondents

Evaluates outcomes 41 34

Evaluates only inputs and outputs

33 28

Yes but with little supporting evidence

14 12

No or little evidence on evaluation

32 27

Number of respondents 120

PACEC overview 08

Universities: ‘wish to become, and to be recognised as, active,

approachable and considerate partners in community life’

‘it is apparent that many HEIs do not often have a clear channel

through which smaller and hard-to-reach community and society

groups can contribute to the public engagement debate [and], to

institutions’ understanding of its own position within the

community’

PACEC/CBR ‘Knowledge Exchange – generating civic and community impacts’ April 2010

CONFIDENTIAL – NOT FOR CIRCULATION

PACECChanging perceptions of knowledge exchange engagement in the HE sector

Number of respondents: 757Q18: How are interactions of external organisations with academic staff across the university viewed by the academic staff in your department, and how were they viewed in 2001?Sources: PACEC/CBR survey of academics

More academics perceive a positive culture towards knowledge exchange engagement in 2008 compared with 2001.

8

31

16

4

61

59

17

3 1

2001 2008

New positive

Consistently positive

New neutral

Consistently neutral

New negativeConsistently negative

% A

cade

mic

s

2008 %

76

20

4

Source of change

15% from neutral2% from negative

3% from negative1% from positive

1% from neutral

Nature of impacts of knowledge exchange on research by type of HEI (% of respondents)

37

34

41

48

48

0 20 40 60

% respondents

It has given me new insights for my work

It has led to new contacts in the field

It has led to new research projects

It has strengthened my reputation in the field

It has had very little or no impact

Top 6 HighAll HEIs

56

55

51

39

30

48

47

43

33

37

Medium

44

47

33

32

39

Low

48

45

42

33

41

Arts

51

66

38

43

26

127 237 91 75 25Effective sample size 508

160 341 232 159 21Number of respondents 912

Nature of impact on research

Research intensity cluster

PACEC/CBR analysis

Impact of knowledge exchange activities on teaching, by HEI type (% academic respondents)

45

7

6

16

20

33

38

0 20 40 60% respondents

It has led me to make changes in the way I present

It has led me to make changes to the course programme

It has strengthened my reputation in the field

It has led to an increase in the employability of my students

It has led to an increase in entrepreneurial skills amongst

students

Top 6 HighAll HEIs

37

34

18

13

10

30

22

15

9

2

Medium

38

34

22

16

4

Low

55

50

30

31

11

Arts

60

45

34

47

34

124 231 89 75 25Effective sample size 508

156 335 227 158 21Number of respondents 912

Nature of impact on teaching

Research intensity cluster

15 9 3 3 4

40 54 46 29 17

My work is research based and the question does not apply

It has had very little or no impact

PACEC/CBR analysis

The REF framework

Outputs (60%) Impact (25%) Environment (15%)

Case studies and narrative

statement, supported by

indicators

Expert review of selected outputs

(informed by citation information in

appropriate UOAs)

Narrative supported by

indicators

Quality of all types of research Economic, social, cultural and quality of life benefits

Quality and sustainability of the research environment

[Chreng] ‘predicts more French students will seek a British higher education as word spreads about the opportunities, especially the links between universities and industry and the chance to do summer internships.’

French students invade UK universities to get better dealSunday Times 14 March 2010

Innovation for the future

• Corporatist v cottage industries models

Building capacity and capability within the HEI

Internal courses

Informal networks

KE ChampionsAcademicsKE staff

Internal / external courses Best practice networks

Recruitment Workshops / seminars

Leadership, Strategy and Institutional StructuresLeadership and

governanceStrategy Institutional

cultureIncentives and

rewardsOrganisational

systems

Facilitating the research exploitation

process

Access points for external orgs

Business development

Technology transfer

Consultancy advice

Dedicated IP / contracts

Corporate Relations

Faculty-based KE services

Demand-led research institutes

Investment funds (e.g. seed / PoC)

Skills and human capital

development

CPD

Lifelong learning

Careers services

Work placements / project experience

Industrial advisory groups

Exploiting the physical assets of

the HEI

Science parks

Incubators

Facilities / equipment

Supporting the community

Outreach

Volunteering

Widening participation

Awareness raising / knowledge diffusion

Social cohesion / community regeneration

Knowledge sharing / diffusion

Provision of public space

Alumni networks

Academic – external organisation networks

KE professional networks

Staff exchanges

AcademicAcademic knowledge Economic and

societal benefits

HEIF 4 AMS Public Policy: uses of HEIF

• Pump-priming ‘public spaces’, think-tanks, commissions• Securing external investments for centres for public policy research

and engagement• Seed funding policy relevant studies, new publications and outlets,

events management• Support for academics or KE staff in public policy representative or

network roles• Training and development for academic staff for public policy

engagement• New KEO hubs/posts for public policy• Support for transfers and secondments• Data collection, measurement and mapping

‘Much LSE research provides evidential and theoretical inputs to policy…

The employment of a newly established Volunteer Coordinator has been a great asset to the Careers Service and of great benefit to students. By developing contact and resources for students in the international development sector through initiatives such as "Development Month", this post increases LSE visibility within the public policy arena.’

LSE HEIF 4 AMS

•

‘[observors] ‘have described the modern university as the central institution in postmodern society’ (Mary Walshok,1995)

‘University professors are the largest community of experts in any society’ (Global University Network, 1999 UNESCO)