prof. Alajos Mészáros

Slovak University of Technology in BratislavaSlovakia

(Former Member of the European Parliament)

OutlineDescription of the triangle Education-Research-

Innovation – interactions and intersectionsEducation-Research-Innovation in EU contextEducation-Research-Innovation in Slovak contextEvaluation policy of Higher Education-Research

activities and its impact on Innovation schemeExamples of “best practice” from Slovak environmentThe “University Scientific Park” programme at STU

The E-R-I Triangle with internal connections

Innovation

Education

Research

The E-R-I block diagramwith internal/external relations

Innovation

Education

Research

Energy Mix Social Environment Geographic Position

Politics Economy Industry

Automatic device invented by Hero of Alexandria

Heron of Alexandria (c. 10 – c. 70 AD) was a Greek mathematician and engineer who was active in his native city of Alexandria, Roman Egypt.

t Controller

cController Controlled Object

Block diagram of Feedforward Control

The controller and actuator consist of:communicating vessels; pipe; bucket; ropes; pulley; weight

Controlled object: temple gate

The above diagram is not older than 60 y.; However, the device was constructed 2 thousand y ago

control signal (burning)

actuator controlled signal (gate position)

A centrifugal governor invented in 1788 by James Watt

A centrifugal governor (regulator) is a specific type of governor with a feedback system that controls the speed of an engine by regulating the amount of fuel admitted, so as to maintain a near-constant speed, irrespective of the load or fuel-supply conditions. It uses the principle of proportional control.It was invented in 1788 by James Watt to control his steam engine.

c

Block diagram of Feedback Control

sdaactuator speedload

CentrifugalGovernor

SteamEngine

HistoryLaunched in 1998 in Paris (La Sorbonne) by the Ministers of

4 countries (F, UK, D and I)

Confirmed in 1999 with the Bologna Declaration (29-30 countries)

Follow-up ministerial conferences (and communiqués) in: Prague, 2001, enlarged to 33 countries, and Berlin, Sept. 2003, enlarged to 40 countries) Bergen, May 2005, enlarged to 45 countries London, May 2007

Main features (tools)Creation of a transparent system based on a “bachelors”

and “masters” system and, since Berlin (2003), doctorates (PhD)

Bachelor: preparation to a professional career and to further university studies

Master: specialization

Doctorate (PhD)

Bologna Main PointsIncrease attractivenessIncrease transparencyIncrease mobilityFacilitate recognitionAdapt HE to labour

marketReform degree system

Higher education as a public good and public responsibility

Student participation

Lifelong learningQuality assurance

What is Horizon 2020?

Horizon 2020 brings together all EU research and innovation funding under a single programme:

Framework Programme (future FP8)

Competitiveness & Innovation Programme (CIP)

European Institute of Technology (EIT)

Commission proposal for € 80 billion research and innovation funding programme (2014 ‐ 2020)

A core part of Europe 2020, Innovation Union & European Research Area:

Responding to the economic crisis to invest in future jobs and growth

Addressing peoples' concerns about their livelihoods, safety and environment

Strengthening the EU's global position in research,

innovation and technology

Excellent science World class science is the foundation of tomorrow’s

technologies, jobs and well-being Europe needs to develop, attract and retain research talent Researchers need access to the best infrastructures

Industrial leadership Strategic investments in key technologies underpin innovation

across existing and emerging sectors Europe needs to attract more private investment in research

and innovation Europe needs more innovative SMEs to create growth and jobs

Societal challenges Concerns of citizens and society/EU policy objectives can not be

achieved without innovation Breakthrough solutions come from multi‐disciplinary

collaborations, including social sciences & humanities Promising solutions need to be tested, demonstrated and scaled

up

Three priorities

International cooperation is crucial to address many Horizon 2020 objectives

Principle of general openness: the programme will remain to be the most open funding programme in the world

Horizon 2020 shall be open to the association of: acceding countries, candidate countries and potential candidates and selected third countries that fulfill the relevant criteria (capacity, track record, close economic and geographical links to the Union, etc.)

International cooperation

Targeted actions to be implemented taking a strategic approach to international cooperation (dedicated measures in the 'Inclusive, innovative and secure societies' challenge)

The Multiannual Financial Framework (2014-2020)

Key challenge: stabilise the financial and economic system while taking measures to create economic opportunities

1. Smart & inclusive growth € 491 bn2. Sustainable growth, natural resources € 383

bn3. Security and citizenship € 18.5 bn4. Global Europe € 70 bn5. Administration € 62.6 bn

Total: € 1,025 bn

Horizon 2020

Single set of simpler and more coherent participation rules

New balance between trust and control

Moving from several funding rates for different beneficiaries and activities to just two

Full alignment of the rules for participation with the revised Financial Regulation

Simplifications for research directly introduced in revised Financial Regulation (prizes, interest on pre-financing, VAT, extrapolation)

Broader acceptance of usual accounting practices of the beneficiaries

Simplified time recording; abolition of time-sheets for staff working fully on the EU project

Reducing Time to grant

Simplification - Summary

European Institute of Innovation and Technology – EIT

is the EU's flagship education institute designed to assist innovation, research and growth in the EU

making the work of the different universities, research institutes and companies unified

About us...

BratislavaSlovakia

The Slovak Universityof Technology

Constitution of the university1937

constitution of the Technical University of Milan Rastislav Štefánik in Košice

1938 opening of the first academic year at the temporary residence

in Martin and renaming to the Slovak Technical University (SVŠT)

1939movement to Bratislava and realisation of first branches and

institutes

STU in numbers100.400 graduates 18.300 students in all forms of study 3.200 employees and research staff 900 contracts and industry orders 480 domestic research projects 170 international research projects 147 accredited study courses in 76 study branches 70 university agreements with world wide universities 33 prominent university research places of work 7 faculties

Faculties

Faculty of Informatics and Information Technologies

Faculty of Material Sciences and TechnologyFaculty of Architecture

Faculty of Chemical and Food Technology

Faculty of Electrical Engineeringand Information Technology

Faculty of Mechanical EngineeringFaculty of Civil Engineering

Institutes of Faculty of Chemical and Food Technology

Institute of Analytical Chemistry Institute of Inorganic Chemistry, Technology and MaterialsInstitute of Biochemistry, Nutrition and Health Protection Institute of Biotechnology and Food Science Institute of Physical Chemistry and Chemical Physics Institute of Chemical and Environmental Engineering Institute of Information Engineering, Automation and

MathematicsInstitute of Organic Chemistry, Catalysis and PetrochemistryInstitute of Polymer Materials

Financial sourcesTotal amount of financial sources represents cca 40 mil EURO per year.

Academic staff

EducationThree degree study in harmony with the Bologna declaration of

ministers of European countries

Credits, compatible with the European Credit Transfer System (ECTS), enabling mobility of students

Co-operation with prestigious partner universities in the framework of international programmes (Socrates, Erasmus, Leonardo da Vinci)

Utilisation of modern educational methods, laboratories, practical tasks

Orientation to lucrative areas of study with long lasting and permanent success of graduates on the labour market

Study degree

Number of study courses

Lifelong educationacquirement, improvement and innovation of professional

qualification, re-qualification (distance courses, e-learning)

third age university (architecture, computers, food, sound lifestyle)

study of foreign languages (French, German, English)

Researchlarge spectrum of scientific and technical fields of basic research

covers all fields of study in second and third degree of education

intensive research, centred on selected perspective areas

dominant financing of research with grants obtained from direct competitions and from contracts with industry

high engagement in international scientific and technical co-operation projects mainly in the framework of European research space

Basic orientation of research information society technologies

sustainable sources and development: energy, raw materials

sustainable sources and development: environment, country, urbanism

nanotechnologies, nanosciences and multifunctional intelligent materials

biotechnology and biocompatibility

life, health, foodstuffs

safety, reliability and quality

Financial support of research

Chemistry and food technology

34%

Architecture6%

Materials and technologies

6%Civil Engineering

14%Mechanical engineering

7%

Electrotechnologyand informatics

33%

Structure of financial support of research according to research areas

Co-operation with industryindustry assignments realised on the basis

of a direct agreement or order

research and innovation projects realised jointly with enterprises

engagement of small and middle enterprisesin international projects

study stay and vocational training of studentsat enterprises of European countries

support to establishment of small companies

International co-operationwork on joint projects in the framework of EU programs and other

international programs (Socrates, Leonardo da Vinci, Ceepus, COST, 6FP, 7FP, etc...)

mobility of students, teaching staffand researchers

co-operation based on international agreements

membership in international organisations

organisation and realisation of international conferences, seminars, etc.

“Best Practise” examples to promote E-R-I scheme

Scholarship granted by big companies

Bachelor/master degree thesis elaborated in (or in collaboration with) a company

Joint research carried out by HE institutions and SMEs

Common research centres founded by HE institutions and industrial enterprises

Joint Research and Innovation Centre of the Podbrezová Iron and Steel Works , joint-stock

company, and the Faculty of Mechanical Engineering of STU

spoločné pracovisko Výskumno-vývojového centra Železiarne Podbrezová, a.s. a Strojníckej fakulty Slovenskej technickej

univerzity v Bratislave ez jej organizačnú zložku Ústav automatizácie, merania a aplikovanej informatiky

nture

KONTILABKonti

Lab

• The joint venture was created to conduct common research in the field of numerical modeling and optimal control of continuous casting of steel

• The common research results should lead to significant improvement of the steel quality after solidification through temperature domain control

The University Scientific Park

• More than € 80 mil. Have been invested into this project from EU structural funds

• The University Scientific Park is primarily focused on Material Engineering in the field of ion and plasma technologies, automation and ICT implementation to industrial processes.

• Two new research centres have been built and equipped with the most advanced technologies

1. Scientific centre of material research2. Scientific centre of automation and ICT

Activities planned/being carried out:• Applied research in the above research centres• Support to transfer advanced technologies into

practice,transfer of know-how, innovations and knowledge from the academic environment into practice and providing support for start-up and spin-off activities.

Evaluation policy of Higher Education-Research activities and its impact on innovation scheme

Accreditation policy is crucial for E-R-I triangleThe E-R evaluation rate depends on the degree of study;

bachelor degree: E is dominating; master degree: E-R well balanced; PhD degree – R is superior

Different according to the field of study and specializationsHigh profile journal publications (CC) are dominantInnovation attempts are not sufficiently supported (1 CC

publication = 1 patent)Good results in E-R-I triangle can be achieved by appropriate

mix of the academic staff

Question to be raised:

Is financial investment into HE-R crucial for I (E-R-I scheme)? What should be the optimal share of GDP?

What is the role/responsibility of Industry in this scheme?

What is the impact of basic/secondary education system onto the scheme? (Vocational training is diminishing!)

Thank Youfor attention and the pleasure

having you all here.