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This presentation shows how colleges and universities can support regional economic development and innovation and how to design and develop curricula to support these goals. It highlights the need for a robust diagnosis of skills supply and demand and presents the key problems in curricula. It shows what steps three universities in Australia, Denmark and Canada have taken to reform their curricula to support regional growth and innovation: 1) Design programmes that widen access to and improve success in education in Victoria University, Australia, 2) Develop transferable skills: Problem-based learning in Aalborg, Denmark, and 3) Develop relevant skills: Co-operative Education, the University of Waterloo, Canada. It also shows how the curricula design can support the university transformation by presenting two cases from ITSON in Mexico and the University Rovira i Virgili in Spain.
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HIGHER EDUCATION IN REGIONAL INNOVATION – REFORMING
CURRICULA4 JUNE 2013
EFMD leadership programme for Lobachevsky University of Nizhni Novgorod
JAANA PUUKKA
CONTENT1. How can universities support regional growth and
innovation?
2. What are the constraints and barriers?
3. Curricula design and diagnosis of skills supply and demand?
4. What are the common problems in curricula?
5. How to reform curricula to support regional growth and innovation?
Three cases Key elements
6. How the curricula design can support the university transformation?
Two cases
WHAT IS UNIVERSITY’S ROLE IN REGIONAL GROWTH & INNOVATION?
University
Skills
Innovation
Society at large
Capacity building
•University-government
•University-industry•University-community
•University- education sector
Partnerships
•Globalisation•EU supranational policies•National policies•Rise of city regionsContext
Global, National and Local Context
WHERE DOES THE EVIDENCE COME FROM?
[email protected] COURTESY TO THE OECD
2005 - 2007 2010 - 2012
2008 - 2011 Kazan 2007
Between 2005 and 2013 OECD reviewed the role and impact of Higher Education in 35 cities and regions in 25 countries
HOW WERE THE REVIEWS CONDUCTED?
Self-evaluation / background report owned by the Regional Steering Committee
Review visit by international experts
Review Report tailored for the city/region
Dissemination of outcomes
[email protected] COURTESY TO THE OECD
WROCLAW, PL• Location and first mover
advantage: FDI, flagship events , EU funding
• City investment in knowledge-based economy
• HE hub , student town
Context
• Ageing & uneven development• Traditional HE sector: weak
industry links, inflexible governance
• Lack of focus on equity & relevance
Challenges
• REVISIT the HE management• DEVELOP a robust evidence base • ENHANCE HE collaboration• Integrated LLL, entrepreneurship,
PBL, internships in all programmes
How to move
forward
City of Wroclaw wants to mobilise HE system to build a knowledge & cultural hub in
central [email protected]
Barriers to engagement: results from OECD review
National Sub-national Institutional /HEI-level
Uncoordinated HE, STI and regional policy
Fragmented regional governance, weak leadership
Weak management, lack of entrepreneurial culture
Limits to HEIs’ autonomy and/or underdeveloped accountability schemes
Intra-regional & inter-institutional competition
Tensions between regional engagement & pursuit for world class excellence
Limited incentives to HEIs
Exclusion of HEIs from strategy development & implementation
Lack of incentives to individuals
04/13/2023 9
MAKING THE RIGHT DIAGNOSIS OF SUPPLY & DEMAND OF SKILLS
04/13/2023 10Source OECD LEED
THE REALITY? GAP BTW LABOUR MARKET NEEDS & COMPETENCIES ACQUIRED IN HEIS – GRADUATES’ VIEWS (SCALE 1-7)
0
1
2
3
4
5
6
Use computers and the internet
Use time efficiently
Assert your authority
Come up with new ideas and solutions
Negotiate effectively
Write and speak in a foreign language
Alertness to new opportunities
Coordinate activities
Perform well under pressure Present products, ideas or
reportsKnowledge of other fields
Make your meaning clear to others
Mastery of your own field
Question your own and others' ideas
Mobilize the capacities of others
Write reports, memos or documents
Work productively with others
Rapidly acquire new knowledge
Analytical thinking
Required Acquired
Supply-driven education
Traditional learning modes Lack of data
Study programmes are weakly aligned with the labour market needs and have limited practical orientation
Lack of focus on lifelong learning and flexible ways of delivery (online, mixed mode)
Limited capacity to identify long term labour market needs and trends on a regional basis
Employers do not participate in curriculum/course design and delivery
Lack of experiential learning, work-based learning, entrepreneurship skills; Traditional academic modes
Lack of robust data about student progress/achievement and labour market outcomes
Education is based on faculty interests and expertise rather than labour market needs
Lack of interdisciplinary programmes, disciplinary silos
Mismatch of skills supply and demand
DESIGN PROGRAMMES THAT WIDEN ACCESS TO AND IMPROVE SUCCESS IN EDUCATION, VICTORIA UNIVERSITY, MELBOURNE
VU’s catchment area is one of the fastest growing but poorest areas of Melbourne with a large non-English speaking population.
VU provides both higher education and technical and further education with well developed pathways which are reflected in the curricula.
VU’s strategy includes collaboration with schools and community to raise aspirations to HE among youth and adult population (financial/social/ academic support; recognition of prior learning in curricula.
Images credits: Victoria [email protected]
DEVELOP TRANSFERABLE SKILLS: PROBLEM-BASED LEARNING IN AALBORG, DK
In Aalborg University up to 50% of study work is undertaken in problem-oriented projects. Aalborg curricula stresses transferable skills, employability and labour market links.
Students work in multidisciplinary teams that solve real life problems, identified together with firms, public sector and NGOs.
At any one time, 2 000-3 000 ongoing projects ensure that Aalborg University is engaged with its community and well tuned with the labour market needs.
Map credits: Google Maps™Images credits: Aalborg [email protected]
DEVELOP RELEVANT SKILLS: CO-OPERATIVE EDUCATION, THE UNIVERSITY OF WATERLOO, CA
In the University of Waterloo (Ontario) 16 500 students (60%) and 3 500 employers are involved in co-operative education programme.
Curricula include integrated work-study programme with placements in local and global firms or student start ups.
Waterloo model has spread to more than 100 colleges and universities in Canada.
Map credits: Google Maps™Images credits: Waterloo [email protected]
How to create curricula that
supports regional growth and
innovation? Key elements
04/13/2023 19
DEVELOPING NEW CURRICULA
• Courses with the local needsAlign •Employability skills, work-based learning, internship, entrepreneurialism in all curriculaEmbed
• learning pathways from schools to HEIs and LLL to ensure flexible learning, up-skilling and re-trainingCreate
•data about labour market needs and students employment outcomesDevelop
•With employers in course design and deliveryCo-operate
•partnerships with colleges, vocational institutions, universities, governmentNurture
How to transform the university and
curricula: two cases of strategic anchoring +
connecting knowledge transfer and local growth
TRANSFORMING THE UNIVERSITY 1: ITSON, MX
1993 - Goal to become an engine of change in Southern Sonora
1993 - Curricula redesigned: professional competencies + student as good citizen - responsible professional - entrepreneur. Compulsory cultural, technological and sports activity and English courses.
2002 - demand-led competencies-based curricula. Practice, PBL, project-oriented learning. Strategic initiatives with industry and community that offer work-based learning: business incubator, the software-development company, community development centre etc
2008 - Strategic Plan for Development of Southern Sonora with four local governments to create innovation eco-systems based on local capabilities. ITSON takes the lead in business incubation and acceleration of companies in key sectors.
TRANSFORMING UNIVERSITY CASE 2: UNIVERSITY ROVIRA I VIRGILI, SPAIN
URV leadership and management is closely connected with the region of Tarragona. Management innovations include Research and Academic Staff Commitment Agreement.
URV’s education and R&D are linked with chemical industry, energy, tourism and agro-food in the region of Tarragona. Industry contributes to design and delivery of study programmes
URV-led partnership with Labour Unions, Employers’ Associations, Chambers of Commerce and the Port of Tarragona. 2008-2014 Strategic Plan for the Region
During the economic crisis, a network of company-led technological centres (back office in the university) increased the volume of research and consultancy contracts.
Photography's credits: University of Rovira i Virgili
Map credits: Google Maps™
