Workshop No. 3 - Report Leadership Skills for the High ...eskills-scale.eu/fileadmin/eskills_scale/all_final_deliverables/scale_ws3_report.pdfBoth new players and universities and

Written by : Tobias Hüsing Werner B. Korte September 2016

SCALE – Leadership Skills for Digital and Key Enabling Technologies

Workshop No. 3 - Report

Leadership Skills for the High-Tech Economy

Towards an agenda for 2020 and beyond

Workshop held on 22 September 2016, 10:00 – 17:00 h at EU Liaison Office of the German Research Organisations

(KoWi), Rue du Trône 98, 1050 Bruxelles, Belgium

Workshop Report “Leadership Skills for the High Tech Economy. Towards an Agenda for 2020 and Beyond”

2

Content

Background ..................................................................................................................................... 3

Summary of the workshop .............................................................................................................. 4

Best practice initiatives, policies and partnerships on leadership skills for the high-tech economy: contributions and roles in setting a European Agenda for 2020 and beyond ................................ 4

Feedback received .......................................................................................................................... 5

Summary ..................................................................................................................................... 5

Speed of response and focusing on short modules precisely meeting demand ........................... 6

Speed and focused intervention vs. the need for education as a broad foundation for life-long-learning ....................................................................................................................................... 6

Trans-disciplinarity, diversity and cross-fertilisation ..................................................................... 7

Quality systems for programmes ................................................................................................. 7

Adjust and re-new existing higher and executive education curricula and programmes ............... 8

Policy framework at national and EU level ................................................................................... 9

Funding instruments and programmes ........................................................................................ 9

Other recommendations .............................................................................................................. 9

Annex 1: Participants .................................................................................................................... 11

Annex 2: Agenda .......................................................................................................................... 13

Annex 3: 30 Best practice descriptions (separate files available on Dropbox) ............................... 15


3

Background

The European Commission has been at the forefront of policy initiatives in addressing ICT related skills issues. In 2007, the Communication “e-Skills for the 21st Century: Fostering Competitiveness, Growth and Jobs” set the basis for a long term EU e-skills strategy aiming to respond to the growing demand for highly-skilled ICT practitioners. Launched in 2013, the Grand Coalition for Digital Jobs has been successful in attracting around 100 stakeholder pledges offering training, apprenticeships, placements etc. In 13 Member States, national coalitions have been set up and more are planned.

The Commission adopted a new Communication on "New Skills Agenda for Europe" on 10 June 2016.

Building on previous achievements, the promotion of leadership skills in an increasingly high-tech economy and the provision of a large talent pool of highly-skilled entrepreneurs, managers and professionals, require a new comprehensive agenda. It needs also to take high-tech skills education and entrepreneurship policies fully into account, address labour market disruptions resulting from new technological developments and integrate new analyses of leadership skills for liberal professions such as accountants and lawyers. While software will be given a priority, it should be broad enough to exploit synergy with emerging leadership skills requirements in businesses exploiting advanced manufacturing technologies and key enabling technologies, and is to be explicitly international in scope.

Experts invited to this workshop include representatives from initiatives and multi-stakeholder partnerships which have been identified as best practices in Europe. They were expected to present and share their experiences and achievements and discuss possible roles in and contributions to an agenda for 2020 and beyond and their views as to the (policy) actions to be taken to address the challenge at European and national level and by industry, education and training and other stakeholders.

Experts were asked to critically review the interim results and make recommendations for further proceeding and their role in and contributions to this process.

This workshop was the third in a series of four and provided an opportunity for the invited experts to discuss the current situation, latest and future developments and provide their views and visions as to the future and necessary (policy) action and thereby shape and impact European and national Member State policy for the coming years.


4

Summary of the workshop

Werner Korte opened the workshop and welcomed participants. The aim of the workshop is to shape the agenda and give recommendations for future policy development.

André Richier reports briefly on consultation meeting of stakeholders that has taken place at the invitation of Commissioner Oettinger on 20 September 2016. The launch of the Digital Skills and Jobs Coalition on 1 December 2016 in Brussels provides a good window of opportunity to contribute to shape policy. While the goals cover a large spectrum of digital skills (from basic to highly specialised skills), the new coalition will further aim at maturing the IT profession and foster leadership skills for the digitising of European industry. Continuing on the “pledge” approach of the Grand Coalition (2013-2015), it will invite Member States to implement digital strategies and call stakeholders to make commitments to targets and actions.

Digital skills are a major focus of the new Skills Agenda adopted by the European Commission on 10 June 2016. In 2017, it is envisaged that a new industrial policy initiative in tandem with CNECT, RTD and REGIO would in particular aim to further develop Smart Specialisation Strategies, thus focus on regional strengths and foster digital innovation hubs. In this context, supporting industry and academia cooperation and mobility schemes could have a positive impact on growth and productivity.

A Blueprint for sectoral skills cooperation and six pilots in the fields of automotive, space, defence, maritime technologies, textile and tourism will be launched in 2017. An Erasmus+ call for proposals is foreseen for publication on 8 December 2016. In the future, additional pilots would be launched in the fields of health, construction, renewable energy etc.

The window of opportunity exists not just because of the new policy initiatives but also because the preparation for new multiannual funding programmes and instruments will start. These instruments should be able to contribute more decisively to support new policies. Therefore participants are asked to present their experiences and indicate which improvements could be made. The feedback on these issues would be needed as soon as possible to improve the chances to be allowed for in implementation.

Werner Korte introduces to the topic and the service contract ‘Leadership Skills for Digital and Key Enabling Technologies’ aiming at leadership in advanced technologies and developing proposals for an ‘Agenda for High-Tech Leadership Skills in Europe 2020 and beyond’. The strategic priorities for the development of recommendations have been developed and discussed in stakeholder consultations and the previous workshops and as of today include the following:

1. Monitoring, benchmarking and forecasting 2. Industry, education and training 3. Platform-based online career support, recruitment and job search 4. Better coordination (policy alignment, funding) 5. National high-tech innovation strategies and policy commitment 6. Promotion and awareness raising

The workshop specifically will concentrate on points 2 to 5.

Best practice initiatives, policies and partnerships on leadership skills for the high-tech economy: contributions and roles in setting a European Agenda for 2020 and beyond

Presentations from which to learn in developing the new policy agenda proposal were given about the following initiatives and organisations

Entrepreneurship Center Network (Rudolf Dömötör, Director WU Vienna Entrepreneurship Center, Austria)

iMinds - inspire, train and coach the next generation of ICT entrepreneurs (Frank Gielen, iMinds, iMinds blended learning team and Professor Software Technology Entrepreneurship at UGent, Belgium)


5

Start-up Estonia (Mikk Vainik, Ministry of Economic Affairs and Communications, Estonia)

Academy Cube – the world’s smartest talent platform (Bernd Boeckenhoff, Academy Cube, CEO, Neustadt, Germany)

DiTex: Digital Talent Executive Program (Nacho de Pinedo, CEO, Fátima Gallo, Talent Manager, ISDI Institute for the Internet Development, Madrid, Spain)

e-Leadership MBA curriculum and programme (Goran Radman, Vice Dean for International Cooperation and Head of IgBS MBA Program, Algebra University College, Zagreb, Croatia)

LEAD 3.0 Academy – a knowledge alliance for strategic e-leadership skills development (Maria Laura Fornaci, Senior Project Manager, Fondazione ISTUD, Italy)

Nyenrode University RightBrains Certificate Programme: Boost your digital career (Geke Rosier, RightBrains, The Netherlands)

Expertise for Innovation (Expertenkompetens för innovation) (Olle Vogel, Programm Coordinator, KK Stiftelsen (Knowledge Foundation), Stockholm, Sweden)

PROMPT – Professional Master’s Education in Software Development (Malin Rosqvist, Research Coordinator and PROMPT project manager, Mälardalen University, Sweden)

The contents of the presentations shall not be reproduced here as the case studies are well documented and have been made available to the participants. We focus on the feedback and discussions ensuing.

Feedback received

Summary

As a summary, the draft recommendations and actions of the draft policy agenda document - which was developed in stakeholder consultations and taking into account feedback from previous workshops - received confirmation. Also some new proposals for refinement were expressed.

We suggest that the new aspects and recommendations result in additions to the present set of recommendations as depicted in the graphic below in red.


6

Most comments, observations and recommendations in the following have been uttered at the workshop. They were neither necessarily shared by all participants nor are they necessarily coherent. Some of the comments, observations and recommendations in the following were received in writing after the workshop from participants.

We try to categorise comments received thematically in the following:

Speed of response and focusing on short modules precisely meeting demand

A lesson learnt in several of the projects presented is that speed matters. The pace of innovation and life cycles of trends make it necessary for education providers to be swift in their response to market needs.

EuroCIO reports that they have shortened their executive education programmes due to demand by management. Speed matters also in the way that education programmes must not be too time-consuming for the executive target group.

As a general trend, it becomes more and more difficult to anticipate the needs for new competencies, in particular on the technical side. This affects the traditional methodologies for creating and running training plans based on gaps identification and transformation plans. 3 to 5 years plans seem to less and less adapted for answering the need for more exploratory projects and smaller multidisciplinary teams. Companies use external suppliers and in particular create partnerships with start-ups, mixing those sources of high tech competencies with their existing workforce both from the Businesses and IT.

Participants call for micro modules on e-leadership related topics that fit ad hoc needs.

Universities will have to accept changes in the curricula or their market is taken away be private institutions. But also HR and career services need to learn and adapt to the labour markets being global and horizontal skills being really needed.

Many new educational actors emerge and seem to bring value to the existing systems put in place, like Ecole 42 in France amongst others. Enlarging the catalogue of possible digital training seems to be a good way of matching the demand by allowing other curriculum than the traditional ones. We see more and more the need of shorter programs, more focused, especially when it comes to non-face-to-face training. Both new players and universities and business school should take this into account. As mentioned EuroCIO sees also the need for shorter programs on its three proposed courses, both for a question of costs and for a question of people availability

Speed and focused intervention vs. the need for education as a broad foundation for life-long-learning

The question raised was: how can one avoid students getting out of university with skills not needed? An answer was: students need to be given skills for life-long-learning. Focussing purely on the technology at the point of leaving is not going to be sustainable.

It was expressed that a base level of education needs to be there, providing the foundations of the subject, the methods and the capability for continuous learning. The question then is how to structure ad hoc learning above that.

In terms of “Unbundling of Higher Education” implying unbundling traditional programmes to offer students more flexible options, the best universities of the world (US Ivy league etc.) have de facto already broken up their model. These are also e.g. the universities behind the most important MOOC platforms. Other universities need to be pointed to these models.

The idea might be to break the existing degree models and develop and enlarge the programme offer with nano-degrees. A competing idea might be to provide the foundational education and rely on a life-long


7

provision of ever new nano-degrees. However, this is not spelling the death of four-year programmes since students go on to higher education for more than job training. For the latter nano-degrees could provide the better fit.

This is also reflected in the trend that there are more and more employees, in particular those from Gen Y, who get new competencies by their own, without using the company academy centers and means. They focus on what interests them most and even engage external resources, cloud based, to develop and propose new functionalities or demonstrate the value of their ideas. They are less attached to a linear progression in their career and pay more attention to keeping up with new high tech solutions and concepts and take action.

Trans-disciplinarity, diversity and cross-fertilisation

Trans-disciplinarity is almost always a plus, as is diversity in general. An example from Vienna shows that the mix of backgrounds and experience provides mutual benefits for all involved, e.g. want-to-be-entrepreneurs provide a boost in motivation for novices but also for experienced entrepreneurs. A lesson to be learnt from the Austrian experience is also that exposing a large number of students to entrepreneurship ideas (“making the mouth of the funnel bigger”) will improve the chances of generating entrepreneurs but impact will only be seen indirectly and probably with a huge time lag. While the exposing of students to entrepreneurship can be done online, support to actual entrepreneurship has to take place as a one-on-one offer.

Another lesson that diversity is helpful can be taken from Mikk Vainik’s presentation of the Startup Estonia governmental initiative, where bringing together start-ups, old industry and service providers talking to each other is helpful for all sides, to test their ideas, have new partners and to understand the new products and services.

Narrow specialisation and fragmentation of specialism might call for an integrated approach in bringing together specialists. Specialists in a very narrow branch often do not see the opportunity. An E-Cooperating platform would be very helpful to connect across disciplines, also including different levels, such as specialists and students.

Soft skills are more and more needed, including more transversal views and acquisition of knowledge, capacity to work with uncertainty, using resources outside of traditional ecosystems, openness and creativity in particular. It reinforces the need for T-shaped skills profiles. Also Data Analytics skills need to be further enlarged.

Quality systems for programmes

A discussion ensued about whether, how and to what extent it is necessary for education programmes to have a quality assurance and/or recognition system. Some participants argued that it is a deficiency or most of the new programmes that they do not have a quality system, there need to be a European quality system. This will help learners and payers to understand what programmes deliver and whether it is a worthwhile investment for them. Also, national quality systems for tertiary education programmes have no criteria on quality for entrepreneurship education.

Other participants warned about the bureaucracy involved and the curbing of agility in development and speed of delivering new programmes. Furthermore, customer reviews are now so common for almost all goods and services offered that customers will look for those as a decision support rather than quality labels and accreditations. Also, the name and brand of established providers suffice the needs of many customers.

Some participants nevertheless stressed that for professional education there is an urgent need for a certificate system especially for matching between employers’ demand and the offering of HEI. These could


8

also offer guidelines for describing entrance capabilities, selection of students and matching skills and learning outcomes and designing the programmes. EQANIE was mentioned which offers an accreditation label for CS and are about to do it for e-leadership. They could be an addressee to do this for entrepreneurship.

An example was mentioned of a company wanting accreditation after acquiring a private university. As they did not succeed, they relied on peer signalling and are now a very successful provider of education without accreditation. Quality can be signalled by user comments, testimonials and other means including customer reviews and ratings.

Some referred to skills now being more important in the labour market than recognised certifications.

Adjust and re-new existing higher and executive education curricula and programmes

E-leadership topics include e.g. innovation for CIOs, Enterprise Architecture and Information Security Management, which EuroCIO supports programs on. These topics should be aligned with Industry practises and expectations, meaning that there is need for permanent review of content along the existing and future transformations.

E-leadership fundamentals should be included in the curriculum for all higher and executive institutions, being initial education or education during the executive career.

To guarantee that the content is in line with expectations, there is a need for a mechanism to provide a certain level of certification or approval of education programs, using one or several third parties that can audit content on a regular basis and get feedbacks from users or prescribers of these education programs.

To establish cooperation between education and industry to better match supply and demand it is important to continue being part of the committees or equivalent put in place by universities to validate the content of the programs and focus on basic competencies that the different future or existing employees should acquire: software basics, algorithms, data management, project management, architecture, etc.

Other comments pertinent to this heading were:

MOOCs and OERs are crucial means to open up education & training and speed up the e-leadership skill development process but there is not yet a clear methodological approach to follow as well as a sustainable business model for Academia and Business to render them sustainable.

Trainers as a neglected group. Trainers are key changing agent in the process of reshaping Academic and VET curricula for addressing market needs related to e-leadership (and not only eLeadership): they need to be equipped with the needed knowledge and tools. For instance the ERASMUS+ action lines could be widened, by a) adding a specific action for trainers upskilling b) increasing the financial support for pilot initiatives based on a multi-stakeholder approach (= Knowledge alliance)

A particular recommendation was to look at the sponsored programmes for exchange of students and for exchange of faculty. What would be needed in a similar fashion are programmes encouraging exchange of programmes and intellectual products.

Take VET into account

Recognition of prior learning should be applied broadly. If we want a useful certification for e-leaders, we need recognition of prior learning.

It would be useful to define a basic set of skills for entrepreneurship proposed and certified by EC and encourage all education institutions to add them to their programs.

Study the most important programmes abroad among the top universities globally. E.g. US mainly private sector driven. Is this the success factor? But at the same time there is brain drain to the US. Take into account the different cultures in Europe.

Take non-tech degrees into account as well, as many in start-up come from non-tech degrees.


9

Demands for skills can now be monitored real-time by analysis of job post skill demands.

Policy framework at national and EU level

The existing competency framework should be regularly adapted to keep-up with the digitalization of the economy and new technologies, countries should be encouraged to use it. This framework seems to be more adapted to participate to skills gap analysis and transformation programs; it cannot be the magic tool to anticipate skills for domains that are not even known like we see more and more, so the use of start-ups, and specialized companies seems to be the best ways to get acquainted with these new ways of working and new skills.


Invest in e-leadership skills in (semi-)government and thereby in creating a market for universities. Effects: the demand side of government will become stronger and they will play the game with the ICT industry as hard as large commercial companies, urging the supply side to invest in their people as well.

Financially support an ‘advisory board for the information society’ (in every EU country). E.g. the Netherlands has a governmental advisory board for economic affairs, for social welfare, for education, for science, etc. Why not one for the most prevalent societal development of the last decades?

Invite professors who do research on the edge of society and ICT, like for instance in cyber security and digital forensics, in e-government, in digital social innovation, in ‘governments vs. new rulers' (like Google, Microsoft, etc.), in ICT innovation in the public sector, etc. onto such advisory board. Effects: government shows to economics/business/management faculties that the field is important and is able to ask from the chairs to participate in e-leadership education for (semi) government. The advisory board will keep the information society on the agenda of politicians Cognitive systems should be included in the list of KETs.

Funding instruments and programmes

Policies should facilitate the creation of both a new education ecosystem and new tech start-ups and support their early days rather than trying to apply norms to an ever changing set of domains and in some cases not yet defined environment


Alternative funding solution is to support individuals rather than enterprises to follow education. Examples include voucher systems and tax breaks. In the UK, the apprenticeship levy is to be paid by all enterprises above a certain payroll threshold. It can be claimed back to the extent that the firm invests in apprenticeships. Such an approach might be adopted for life-long-learning as well. In Malaysia as another example, tax income is held back to be used for lifelong learning

Make access to courses on fundamentals easier and cheaper.

Other recommendations

Other recommendations and observations that were expressed by single or several participants included:

One should be careful not to mistake the need for e-leadership for manifest demand. There is a need but little demand. E.g. Antwerp is the leading supplier for e-leadership executive education in BENELUX, yet the management of IS programme has only 50 students per year. This paradox might require further analysis


10

Regarding digital entrepreneurship, the start up number is currently the lowest in the US. Also, one should not focus too much on the unicorns. There are many other promising start-ups.

There is a market for European service providers, e.g. industrial data spaces. A lot of companies do not trust American cloud providers, but want control of their data.

Guidance is needed, grounds to make choices, better information and data, stories and biographies of e-leaders, career advice and counselling, role models.

‘Health’ should be included in the list of sectors for the Sector Skills Strategies of the European Commission (Answer: will be included in the second round).

Study the consequences of the upcoming NBIC (Nanotechnology, Biotechnology, Information technology and Cognitive science) wave.

It is important to raise awareness widely and loudly. For example ISDI, Spain has been on national TV which brought in a wave of new students.

Dialogue between industry and academia needs incentives

Broad base is important – leaders surface from all sorts of backgrounds.

Acquisition of skills mainly “by doing” and “by exchange with peers”. Look into the concept of the pro-sumer (producer, consumer). Need instrument that gives opportunity to capture their knowledge. And how to spread this into a wide audience. Diversity of pro-sumer contents would be an asset.

Reverse mentoring as another concept. In digitisation, knowledge is in the lower hierarchical levels. Create an instrument that systematically enables top executives to be mentored by juniors through initiatives in which older executives are paired with and mentored by younger employees on topics such as technology, social media and current trends. Reverse-mentoring is seen as a way to bring older employees up to speed in areas that are often second nature to them.


11

Annex 1: Participants

Name Surname Organisation Country

Frederic Aerden CEPIS BE

Roumiana Atanassova University lecturer and VET provider BG

Liz Bacon University Greenwich UK

Francis Behr Syntec numérique FR

Bernd Böckenhoff Academy Cube DE

Wojciech Budzianowski University of Technology PL

Carm Cachia eSkills Malta Foundation, Malta, Malta Information Technology Agency

MT

Gabriella Cattaneo IDC Europe IT

Roger De Keersmaecker IMEC BE

Nacho de Pinedo ISDI ES

Erik De Vries Hogeschool van Arnhem en Nijmegen NL

Emir Demircan European Association of the Machine Tool Industries

BE

Kristina Dervojeda PwC NL

Rudolf Dömötör ECN AT

Maria Laura Fornaci Fondazione ISTUD IT

Fátima Gallo ISDI ES

Frank Gielen iMinds BE

Ana Grigore European Commission DG RTD BE

Sandy Grom Department for Culture, Media and Sport UK

Jean-Marc Guiol EuroCIO / Total FR

Linda Gustavsson KK-Stiftelsen SE

Tobias Hüsing empirica DE

Valentina Ivanova New Bulgarian University BG

Werner Korte empirica DE

Lachlan MacKinnon University Greenwich UK

Olga Martens-Stuurman HP - Hewlett Packard, Knowledge management

NL

Alfonso Molina Fondazione Mondo Digitale IT

Rennie Popcheva-Capri embrioo BG

Goran Radman Algebra University College HR

André Richier European Commission DG GROW BE

Geke Rosier RightBrains NL

Martin Ruppert IMPROVE European Innovation Management Academy EWIV

DE

Mikk Vainik Ministry of Economic Affairs and Communications

EE

Freddy Van den Wyngaert EuroCIO BE

Maurice van der Woude BPdelivery / Cloud Computing NL

Steven van 't Veld A/I/M bv NL

Frans Verstreken Antwerp Management School BE

Olle Vogel KK Stiftelsen SE

Gerard Walker Department of Jobs, Enterprise, Innovation Ireland

IE

Liesbeth Ruoff - van

Welzen NGI - Platform voor IT-professionals NL


12

Name Surname Organisation Country

Dirk Werth AWS-Institut für digitale Produkte und Prozesse gGmbH

DE

Barbara Widera Wroclaw University of Technology PL


13

Annex 2: Agenda

10:00 Welcome and Introduction

European Commission Policy Background

The service contract ‘Leadership Skills for Digital and Key Enabling Technologies’

The ‘Agenda for High-Tech Leadership Skills in Europe 2020 and beyond’

André Richier, European Commission DG GROW Werner B. Korte (Director), empirica GmbH

10:30 Best practice initiatives, policies and partnerships on leadership skills for the high-tech economy: contributions and roles in setting a European Agenda for 2020 and beyond

Presentation format:

Initiative description

Partnership

Lessons learnt

Activities and next steps in 2016

Views on a European agenda 2020 and beyond: o Relevance, necessity and urgency of action o Recommended topics and agenda items o Own contributions o Possible own role

(5” minutes / best practice)

Leadership skills for the high-tech economy: Entrepreneurship and start-up training & accelerators

Entrepreneurship Center Network (Rudolf Dömötör, Director WU Vienna Entrepreneurship Center, Austria)

iMinds - inspire, train and coach the next generation of ICT entrepreneurs (Frank Gielen, iMinds, iMinds blended learning team and Professor Software Technology Entrepreneurship at UGent, Belgium)

Start-up Estonia (Mikk Vainik, Ministry of Economic Affairs and Communications, Estonia) Discussion

Leadership skills for the high-tech economy: New education and training, excellence and mentoring partnership initiatives

Academy Cube – the world’s smartest talent platform (Bernd Boeckenhoff, Academy Cube, CEO, Neustadt, Germany)

DiTex: Digital Talent Executive Program (Nacho de Pinedo, CEO, Fátima Gallo, Talent Manager, ISDI Institute for the Internet Development, Madrid, Spain)

e-Leadership MBA curriculum and programme (Goran Radman, Vice Dean for International Cooperation and Head of IgBS MBA Program, Algebra University College, Zagreb, Croatia)

LEAD 3.0 Academy – a knowledge alliance for strategic e-leadership skills development (Maria Laura Fornaci, Senior Project Manager, Fondazione ISTUD, Italy)

Nyenrode University RightBrains Certificate Programme: Boost your digital career (Geke Rosier, RightBrains, The Netherlands)

Expertise for Innovation (Expertenkompetens för innovation) (Olle Vogel, Programm Coordinator, KK Stiftelsen (Knowledge Foundation), Stockholm, Sweden)

PROMPT – Professional Master’s Education in Software Development (Malin Rosqvist, Research Coordinator and PROMPT project manager, Mälardalen University, Sweden)

Discussion

13:00 LUNCH

14:00 Leadership skills for the high-tech economy: National policies and programmes

ICT Skills Action Plan 2014 – 2018 (Gerard Walker, Senior Policy Advisor, Education and Skills Policy Unit - Strategic Policy Division, Department of Jobs, Enterprise and Innovation, Dublin, Ireland)

UK Government Digital Strategy (Sandy Grom, UK Department for Culture, Media & Sport,


14

London, UK)

Reports about policies and initiatives outside Europe: a. Digital Talent – Road to 2020 and Beyond and other initiatives (Canada) b. TechHire Initiative (USA) c. IT Skills Monitoring (Japan)

(Werner B. Korte, empirica GmbH, Bonn, Germany)

Discussion

Leadership skills for KETs

Festo Didactic CP Factory learning and research platform Industry 4.0 (t.b.c., Germany) (t.b.c.)

IMEC (Roger de Keersmaecker, former Senior Vice President of IMEC, Belgium)

3DPRISM (Emir Demircan, CECIMO, Europe)

Report about: a. UK Futures Programme – Skills for innovation in manufacturing b. Singapore Institute of Manufacturing Technology - Knowledge Transfer Office c. Digital Manufacturing and Design Innovation Institute (USA)

(Mark Lengton, PwC, Utrecht, The Netherlands)

Discussion

16:30 Wrap-up

16:45 Conclusions and Next steps

André Richier, European Commission DG GROW

Werner B. Korte (Director), empirica GmbH

https://ews.eurad.ad.pwcinternal.com/nl/


15

Annex 3: 29 Best practice descriptions (separate files available on Dropbox)

SCALE_ CA-02SCA_DIGITAL TALENT_Best_Practice_20160602_final.docx

SCALE_ US-06SCA_Cornell_Business_school_Best_Practice_final_20160530.docx

SCALE_ US-07SCA_T-Shaped_Best_Practice_20160530_draft.docx

SCALE_AT-01SCA_ECN_Best_Practice_20160826.docx

SCALE_BE_01SCA_iMinds_Best_practice_20160506_final.docx

SCALE_CA_CA-08SCA_Mitacs_Best_Practice_20160530_final.docx

SCALE_DE-06MON_Academy Cube_Best_Practice_20160509_AC.docx

SCALE_DE_Best_Practice_KET_Festo Didactic.docx

SCALE_DE_Software_Campus_Best_Practice_final_20160520.docx

SCALE_DK-14SCA_IT University Copenhagen_final_20160510.docx

SCALE_EE-01LEA_Start-up Estonia_Best-Practice_20160510_final.docx

SCALE_ES-15SCA_DiTex_Best_practice_20160503_Final.docx

SCALE_EU_Best_Practice_AMT_3DPRISM.docx

SCALE_FI-05LEA_Demola_Best_Practice_20160511_final.docx

SCALE_HR-12SCA_Algebra_IGBS_eleadership program_final_20160519.docx

SCALE_IE_IE-13SCA_ICT Skills Action Plan_20160509_final.docx

SCALE_IT_16SCA_LEAD_3-0_Academy_LEAD_Best_Practice_final_20160616.docx

SCALE_JP-05SCA_i Competency Dictionary_Best_practice_final_20160520.docx

SCALE_JP-09SCA_IT Skills Monitoring in Japan_Best_practice_final_20160520.docx

SCALE_JP-10SCA_security_camp_programme_Best_practice_final_20160520.docx

SCALE_JP-11SCA_The MITOH Program_Best_practice_final_20160520.docx

SCALE_LV-03SCA_ICT training for small and micro enterprises for raising competitiveness and productivity_20160518.docx

SCALE_NL_01SCA_University_Nyenrode_RIGHTBRAINS_BEST PRACTICE_20160701.docx

SCALE_SE-01SCA_PROMPT_Best_practice_final_20160614.docx

SCALE_SE-03LEA_Womentor_Best_practice_20160825.docx

SCALE_SE-09LEA_Expertise_for_Innovation_Best_practice_20160620_final.docx

SCALE_SG_Best_Practice_AMT_Singapore Institute of Manufacturing Technology.docx

SCALE_UK_Best_Practice_AMT_UK Futures Programme.docx

SCALE_US-04SCA_TechHire Initiative_Best_Practice_final_20160504.docx

SCALE_USA_Best_Practice_AMT_Digital Manufacturing and Design Innovation Institute.docx

Documents

Workshop No. 3 - Report Leadership Skills for the High ...eskills-scale.eu/fileadmin/eskills_scale/all_final_deliverables/scale_ws3_report.pdfBoth new players and universities and