10 December 2015 –Parallel Session

Inter-sectoral mobility & employability

Dr Lidia Borrell-DamiánDirector for Research & Innovation, European University Association

Synergies to fuel Researchers’ CareersLuxembourg, 10 – 11 December 2015

organised by

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Overview

EUA projects in the field of university-business collaboration• FP6 DOC-CAREERS project• FP7 DOC-CAREERS II project

• Outcomes of the DOC-CAREERS II project• DOC-CAREERS II: Main messages• MSCA COFUND: relevant points for supporting collaborative

research and intersectoral mobility

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The European University Association (EUA)

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EUA Projects in the field of university-business

collaborationCollaborative Doctoral Education

• FP6 DOC-CAREERS (2006-2009): Collaborative Doctoral Education: University-Industry Partnerships for Enhancing Knowledge Exchange

• FP7 DOC-CAREERS II (2009-2012): Promoting collaborative doctoral education for enhanced career opportunities

University-Business Partnerships

• EUIMA (2009-2012): European Universities Implementing their Modernisation Agenda

• Assessment Tool for University-Business Collaborative Research Partnerships (U-B Tool)

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FP6 DOC-CAREERS project

Collaborative Doctoral Education: University-Industry Partnerships for Enhancing Knowledge Exchange

Participants involved in Workshops and in-depth Case Studies 32 higher education institutions 34 companies 23 organisations in the field of higher education 12 countries

Contributed to the definition of Collaborative Doctoral Projects:These are doctoral theses carried out with interaction between a university, a company and a doctoral candidate. A distinctive characteristic is that industry experts take part in the supervisory committee, officially or informally. Industry can play several roles, but being in the supervisory committee is what effectively reflects the specific nature of the collaborative doctoral project.

Served as input to the Marie Curie Industrial Doctorates of the EC

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FP7 DOC-CAREERS II project

Report available at www.eua.be

Promoting collaborative doctoral education for enhanced career

opportunities

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Promoting collaborative doctoral education for enhanced career opportunities

Participants involved in Workshops and in-depth Case Studies

32 higher education institutions 20 doctoral candidates 34 companies 23 organisations in the field of higher education 13 countries

FP7 DOC-CAREERS II project

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DOC-CAREERS I and DOC-CAREERS II

Aerospace Automotive Nuclear energy Health New Materials

Industrial Sectors of In-depth Case Studies ICT Marine Electrochemistry Paper Steel

Services Consulting Human resources Cultural industries etc.

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Summary of Outcomes of DOC-CAREERS II project on

collaborative doctoral education

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Summary of Benefits of collaborative doctoral

education The perspective of universities, companies and doctoral candidates

• The capacity to bridge and integrate both the university and the business sector mindset: being “bilingual” in both sectors, i.e., to understand and efficiently manage the requirements of the university and the business partner.

• Enhanced employment opportunities in the non-academic sector • The possibility to work in interdisciplinary areas• Developing transferable skills (e.g. organisational and management skills,

entrepreneurship, leadership and business skills, and communication skills)

“This doctoral scheme allows [doctoral candidates] to work with colleagues and engineers, resulting in more interdisciplinary [knowledge].” (University)“It is easier to come to work in the industrial field later. They get company experiences, practical experiences and they get to know industrial solutions.” (Company)“I have also learned to handle both academic and industrial issues and people.” (Doctoral candidate)

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Challenges in taking forward a collaborative doctoral degree

The perspective of universities

“Different objectives, and different needs, which translate in different approaches and different timeframes. In these lies a risk of misunderstanding between the partners. There is therefore a need for an equilibrium that both partners need to find in the preparation of the collaboration: adapting the subject, identifying key people, keeping the long-term view of the project.” (University)

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Challenges in taking forward a collaborative doctoral degree

The perspective of companies

“To companies: good collaborative academic lab and the company – you have to meet informally lots of times to build trust and not to leave the student alone.” (Company)“Some universities are used to having industrial PhD, some not. Sense of urgency is lacking in university.” (Company) “Long-term meaning-commitment/people.” (Company)

Source: EUA DOC-CAREERS II Project

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Challenges in taking forward a collaborative doctoral degree

The perspective of doctoral candidates

“I believe it’s one of the most frustrating task of a Ph.D. student located in industry and working with industrial tasks to combine and balance the interests and needs of industry and academia” (Doctoral candidate)“Early feedback about this balance from both sides makes this challenge manageable and improves the usefulness and quality of the research results” (Doctoral candidate)

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Synoptic view of career options for doctorate holders

Source: EUA DOC-CAREERS Project

Doctoral Holder

Business enterprise

Government

Private non-profit

Higher Education & Research (postdocs, professors, research fellows, etc.)

Other education sector

Service Sector

Research positions

Non-Researchpositions

Sectors

Doctorate Holder

Business enterprise

Government

Private non-profit

Higher Education & Research (postdocs, professors, research fellows, etc.)

Other education sector

Service Sector

Research positions

Non-Researchpositions

Sectors

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Skills required from doctorate holders in the business sector

What do companies look for?

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Professional profiles of doctorate holders in companies

N= 13/14 (at time of recruitment); N= 10/14 (after 5-10 years in the company)Source: EUA DOC-CAREERS II Project

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PF7 DOC-CAREERS II project

Main messages - highlights

• Building trustful relationships and planning the collaborative doctoral scheme

(including IPR, mutual expectations, contract)

• Academic and industrial co-supervision: effective collaboration

• Interdisciplinary research: at the cross roads of innovation

• Intersectoral mobility and employment perspectives of doctorate holders: academic

and non-academic careers

• The regional dimension: strategies for competitiveness

• The policy dimension: financial support, public support (regional, national, EU),

organisational strategy, infrastructure, career rewards

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Marie Skłodowska-Curie Actions: COFUND

MSCA COFUND: importance for interdisciplinary research

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Marie Skłodowska-Curie Actions: COFUND

MSCA COFUND: importance for regional development

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COFUND Objectives:

Widening participation

Broadening type of participants

Monitoring Added value

More synergy with Structural FundsEngagement with ERA policies: interdisciplinary, international,

intersectoral, gender, labour market for researchers, human resources – charter&code, etc.

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A few figures from COFUND. So far:

International (reasonable?)

Interdisciplinary (56% in FP7 COFUND)

Intersectorial (25% non-academic in 1st call COFUND H2020)

Gender (38% female in FP7 COFUND)

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EUA 10 Salzburg Principles 2005 and Recommendations 2010:Original Research

Institutional Responsibility

EU Principles for Innovative Doctoral Training 2011:International

InterdisciplinaryIntersectorial

Coming: EUA Policy Paper on Doctoral Education 2016engagement with sociey;

research integrity;digital science

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COFUND trends: Interdisciplinary; intersectoral, engagement (‘compliance’) with ERA policies: How to encourage better take up?

COFUND and synergy with Structural Funds: How does it work?

COFUND and regional dimension: how to strike a balance of added value – regional, national, EU,

global?

COFUND and employability and innovation: How to better Foster inter-sectorial mobility?

Questions for reflection on COFUND

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Thank you for your attention!