Research and the Knowledge Based Society
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Transcript of Research and the Knowledge Based Society
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1Higher Education Authority
An tÚdarás um Ard-Oideachas
HEA
Research and the Knowledge Based Society
Measuring the Link
National University of Ireland, Galway
24 May 2004
Don ThornhillChairpersonHigher Education Authority
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2Higher Education Authority
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HEA
Research and National Development:
Faith, Hope, Concern and Paradox
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3Higher Education Authority
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FAITH, HOPE and CHARITY !
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4Higher Education Authority
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FAITH
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5Higher Education Authority
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HEA
Why do Governments fund research?
For National Advantage
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6Higher Education Authority
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THE CHALLENGE FOR IRELAND
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7Higher Education Authority
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A knowledge-based economy with world-class infrastructure
At the forefront of technologicalinnovation
A high income and competitive economy
A Vision for IrelandTo be a world-leading society as reflected by:
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8Higher Education Authority
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A Vision for IrelandTo be a world-leading society as reflected by:
People committed to lifetime learning
Socially inclusive and cohesive society
The highest environmental standards
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9Higher Education Authority
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Stages of Economic Development
Investment-Driven
Economy
Input Cost Efficiency Unique value
Key Transition
(Paradigm Shift)
Innovation-Driven
Economy
Factor-Driven
Economy
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10Higher Education Authority
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“Ireland which has been
tremendously successful in
attracting foreign investment for
manufacturing, now faces the
need to justify higher wages and
higher local costs without yet
having developed a world-class
innovation structure.”
Global Competitiveness Report, 2001-2002
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11Higher Education Authority
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“The hardest transition is from
technology-importing, efficiency
based development, to
innovation-based development.”
Global Competitiveness Report, 2001-2002
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12Higher Education Authority
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HOPEHOPECOMMITMENT
POLICY MAKERS
ELECTORATE
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13Higher Education Authority
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HEA
CONCERNCONCERN
INDICATORS
DIALOGUE
COMMITMENT
SUSTAINED
INVESTMENT
RESEARCHERS
SOCIETY
CHOICE
USE
STRATEGY
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14Higher Education Authority
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INDICATORS
. . . an underlying simplistic view of the process of science, its uncertainties and complexities might be reflected in the uncritical use of crude indicators and evaluation methods, to the detriment of the shared goal of advancing Ireland’s national innovation system
. . . evaluation processes themselves involve the use of scarce resources, and so need to be carefully aligned to the goals of policy, and the setting up of incentives for members of the scientific and technological community.
Source : ‘Measuring and Evaluating Research’ Report of the ICSTI Taskforce, 2002
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15Higher Education Authority
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HEA
In our society, in economics, and in finance, we place too much trust in numbers. Numbers are not reality. At best, they’re a pale reflection of reality. At worst, they’re a gross distortion of the truths we seek to measure.
Our optimistic bias leads us to misinterpret the data and give them credence that they rarely merit.
Our best defences against numerical illusions of certainty are the immeasurable, but nonetheless invaluable, qualities of perspective, experience, common sense, and judgement.
From : “Don’t count on it! The perils of numeracy” John Bogle, Founder Vanguard Group, Princeton, October 18, 2002
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16Higher Education Authority
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EVALUATIONPROCESS
EVALUATIONPROCESS
BUT
RISKS
RISK
MISUNDERSTANDINGS
INNOVATION
POLICY FAILURES
OPPORTUNITY COSTS
NECESSARY
ACCOUNTABILITY
DISCOVERY
NOT NEUTRAL
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17Higher Education Authority
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INDICATORSINDICATORS
INTERPRETED
PERCEIVEDRELEVANCE
COMPLEXITY
INNOVATION
REALISM
WISELY
DISCOVERY
NOT
ADVOCACYROBUST
REFLECT
DIVERSITY
STAKEHOLDERS
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18Higher Education Authority
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0% 5%
2%
4%
6%
8%
10% 15% 20% 25% 30%
10%
. . . . . .
NOR
ESP
ITACAN
DNK
FINGER
NLD
FRA
UK
JPN
USA
IRL
SWE
R&D intensity and high-tech exports, selected OECD countries
High-Tech Exp. /Total Exp.
BE
RD
in M
auf.
/ V
alu
e A
dd
ed in
Man
uf.
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19Higher Education Authority
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HEA
0% 5%
2%
4%
6%
8%
10% 15% 20% 25% 30%
10%
. . . . . .
NOR
ESP
ITACAN
DNK
FINGER
NLD
FRA
UK
JPN
USA
IRL
SWE
R&D intensity and high-tech exports, selected OECD countries
High-Tech Exp. /Total Exp.
BE
RD
in M
auf.
/ V
alu
e A
dd
ed in
Man
uf.
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20Higher Education Authority
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HEA
X‘Aristocratic’ impatience or contempt for evaluation
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21Higher Education Authority
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RESEARCHRISKY
UNCERTAIN
NOVEL
UNPREDICTABLE
PARADOXPARADOX
DIFFERENCES INTERESTS
STAKEHOLDERS
MOTIVATIONS
UNDERSTANDINGS
TIME HORIZONS
ELEMENTS COMPLEXITYINNOVATION
PROCESSES
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22Higher Education Authority
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BUT !
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23Higher Education Authority
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Paradox, complexity and multiple
stakeholder objectives are central to
much of public policy making – and
indeed explain why public policy is
so interesting !
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24Higher Education Authority
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ABSTRACT
ANALYSE
SYNTHESISE
RESPONSERESPONSE
IGNORE
WISH AWAYX
RECOGNISE
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25Higher Education Authority
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PARADOXPARADOXSOURCE
ENERGY
DEVELOPMENT
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26Higher Education Authority
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HEA
Analyse, abstract, synthesise !
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27Higher Education Authority
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HEA
FOCUSFOCUS
EXCHEQUER-FUNDED
R & D
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28Higher Education Authority
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Funders of GERD 2001
Source : Forfás
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29Higher Education Authority
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HEA
LISBON / BARCELONA
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30Higher Education Authority
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HEA
Why do Governments fund research?
For National Advantage
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31Higher Education Authority
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Why should Governments fund research?
Market failure
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32Higher Education Authority
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Sources of market failure
Very uncertain outcomes
“Free rider”
Pay-back periods very long
Research has many characteristics of a “public good”
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33Higher Education Authority
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RESEARCHIMPORTANT
RESEARCHIMPORTANT
“PURE”
WHY?
SPIRIT OF ENQUIRY
SEARCH FOR UNDERSTANDING
RESEARCH
LINKED
INNOVATION
DEVELOPMENT
“UTILITARIAN”
ECONOMIC
SOCIAL
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34Higher Education Authority
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ARGUMENTSRELEVANT
ARGUMENTSRELEVANT
SCHOLARSHIP
AREAS
ALL
HUMANITIES
S E & T
SOCIAL SCIENCES
MEDICAL
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35Higher Education Authority
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Performers of GERD 2001
Source : Forfás
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36Higher Education Authority
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UNIQUE ROLE FOR
THIRD-LEVEL INSTITUTIONS
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37Higher Education Authority
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WHY ? - 1
Character and Ethos
Dynamics of Scholarly Communities
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38Higher Education Authority
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WHY ? - 2
Essential link between R&D
and Education
and Learning
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39Higher Education Authority
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For a small country, the impact of
research spending on enhancing
human capital may be as important
or more important than the
generation of new knowledge.
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40Higher Education Authority
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FOCUS OF ENQUIRY / INDICATORS ?
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41Higher Education Authority
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NATIONALINNOVATION
SYSTEM
NATIONALINNOVATION
SYSTEM
KNOWLEDGE PRODUCTION
KNOWLEDGE
TRANSFER
DEVELOPMENT
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42Higher Education Authority
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KNOWLEDGEPRODUCTION
KNOWLEDGEPRODUCTION
LEARNING
EDUCATION
BASIC RESEARCH
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43Higher Education Authority
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PRTLI
NDP
IRCHSS
SFI
IRCSET
HRB
HEA
€600M
2000-2006
€2.5b
NEWINITIATIVES
NEWINITIATIVES
> €600m
ICT + BioTech
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44Higher Education Authority
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KNOWLEDGETRANSFER
ANDDEVELOPMENT
KNOWLEDGETRANSFER
ANDDEVELOPMENT TECHNOLOGY TRANSFER
DEVELOPMENT
APPLIED RESEARCH
COMMERCIALISATION
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45Higher Education Authority
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KNOWLEDGE PRODUCTION
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46Higher Education Authority
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Issues
Structures and strategy for funding
Effectiveness of HEIs
Policy environment and incentives
Quality
Resources
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47Higher Education Authority
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RESOURCES
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48Higher Education Authority
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GERD as % GDP/GNP for Ireland and selected countries, 2001*
Source : Forfás*2001 data used or latest available year
0
1
2
3
4
5
Swed
en 4
.3
Finl
and
3.4
Den
mar
k 2.
2
Net
herl
ands
1.9
Uni
ted
Kin
gdom
1.9
Sing
apor
e 1.
9Ir
elan
d 1.
4Po
rtug
al 0
.83
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49Higher Education Authority
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QUALITYQUALITY
ITs
UNIVERSITIES
IUQB / HEA
NATIONAL PANEL
EUA
NQAI
DIT
HETAC
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50Higher Education Authority
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Structures and strategy for funding
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51Higher Education Authority
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HEA
Investigator/Scholar (IRCSET, IRCHSS)
MissionOrientatedStrategicStrategic
SFIEI
HRB
PeopleSkills
Knowledge
(HumanCapital)
NATIONALINNOVATION SYSTEM
Institutional strategy (HEA/PRTLI)
HEA Block Grant
MissionOrientatedFunctionFunctionalal
MarineInstitute
EPA
Teagasc
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52Higher Education Authority
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SYNERGISTIC
COMPLEMENTARY
SYSTEM
FUNDING AGENCIES
SPECIALISED OBJECTIVES
POTENTIALPOTENTIAL
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53Higher Education Authority
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DIVERSITYFUNDING
AGENCIES
DIVERSITYFUNDING
AGENCIES
AGENCIES
CLEAR
MANDATES
ACCOUNTABILITY
REQUIRED
TASKSMANY
COMPLEX
WE NEED
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54Higher Education Authority
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“….. support for basic research should be diverse in its funding sources, resisting efforts for central control or concentration in one mission area. The diverse mode is …… best suited for the unpredictable nature of basic research outcomes.”
US Committee for Economic Development, 1998
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55Higher Education Authority
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CONCENTRATION
OR
DIVERSITY ?
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56Higher Education Authority
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STRATEGICALLYINFORMEDDIVERSITY
STRATEGICALLYINFORMEDDIVERSITY
KEY
‘FUTURE PROOFING’
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57Higher Education Authority
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STRATEGICALLY INFORMED DIVERSITY
SizePotential impact
Vulnerability
Flexibility/ response capacity
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58Higher Education Authority
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CHALLENGECHALLENGE
OPTIMUMBALANCE
CRITICAL MASS / PRESENCE
KEY TECHNOLOGIES
CAPACITY
FLEXIBILITY
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59Higher Education Authority
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POLICYSTRUCTURE
POLICYSTRUCTURE
INDIVIDUAL RESEARCHERS
HEI
‘NATIONAL’STRATEGIC
PRIORITIES
STRATEGIC
CAPACITIES
PRIORITIES
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60Higher Education Authority
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Parallel with evolution of industrial policy ?
Stage 1 :
Stage 2 :
Stage 3 :
Backing losers
Picking winners (or losers?)
Focus on framework and conditions and provisionof public goods
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61Higher Education Authority
An tÚdarás um Ard-Oideachas
HEA
Investigator/Scholar (IRCSET, IRCHSS)
MissionOrientatedStrategicStrategic
SFIEI
HRB
PeopleSkills
Knowledge
(HumanCapital)
NATIONALINNOVATION SYSTEM
Institutional strategy (HEA/PRTLI)
HEA Block Grant
MissionOrientatedFunctionFunctionalal
MarineInstitute
EPA
Teagasc
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62Higher Education Authority
An tÚdarás um Ard-Oideachas
HEA
PRTLI and SFI: Synergies
• SFI Programmes • Relate to PRTLI investments
CSET
Walton
Principal Investigators
Fellows
60%
~ 50%
~50%
~85%
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63Higher Education Authority
An tÚdarás um Ard-Oideachas
HEA
Investigator/Scholar (IRCSET, IRCHSS)
MissionOrientatedStrategicStrategic
SFIEI
HRB
PeopleSkills
Knowledge
(HumanCapital)
NATIONALINNOVATION SYSTEM
Institutional strategy (HEA/PRTLI)
HEA Block Grant
MissionOrientatedFunctionFunctionalal
MarineInstitute
EPA
Teagasc
REVIEW AND OVERSIGHT
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64Higher Education Authority
An tÚdarás um Ard-Oideachas
HEA
Issues
Structures and strategy for funding
Effectiveness of HEIs
Policy environment and incentives
Quality
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65Higher Education Authority
An tÚdarás um Ard-Oideachas
HEA
Effectiveness of HEIs
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66Higher Education Authority
An tÚdarás um Ard-Oideachas
HEA
Quantum of research and teaching
Quality of research and teaching
Links between research and teaching
ISSUES
Governance
Management and leadership
Personnel and remuneration policies
IP
Finance
Openness – to society and business
Accountability
Outcomes !
Research intensity
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67Higher Education Authority
An tÚdarás um Ard-Oideachas
HEA
Benchmark indicators for Irish and selected EU HEIs - 1
Total research income per academic and research staff member - €
0 10,000 20,000 30,000 40,000 50,000 60,000 70,000 80,000
Leiden
Utrecht
Helsinki
Edinburgh
UCL
Uppsala
UCD
TCD
UCC 24,463
22,440
11,390
67,521
61,401
55,856
47,049
46,889
33,580
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68Higher Education Authority
An tÚdarás um Ard-Oideachas
HEA
Benchmark indicators for Irish and selected EU HEIs - 2
Total research income per student - €
0 2,000 4,000 6,000 8,000 10,000 12,000 14,000
Leiden
Helsinki
Utrecht
Edinburgh
UCL
UCD
TCD
UCC 2,556
2,541
1,375
13,218
5,801
5,338
4,378
4,093
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69Higher Education Authority
An tÚdarás um Ard-Oideachas
HEA
Policy environment and incentives
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70Higher Education Authority
An tÚdarás um Ard-Oideachas
HEA
ISSUES
Consistency, economic, social
and fiscal policies
‘Rewards’ and their distribution
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71Higher Education Authority
An tÚdarás um Ard-Oideachas
HEA
Tánaiste announces €22m IBM investment for Dublin11/05/2004
IBM is to invest €22m in its research and development facility in Santry, Dublin
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72Higher Education Authority
An tÚdarás um Ard-Oideachas
HEA
“This lab will play a key role in the future of the company.” – Elaine Stephen, IBM
She said that the strong pipeline of talent as well as good support from state agencies like the Irish Research Council for Science, Engineering and Technology (IRCSET) and Science Foundation Ireland (SFI) were factors IBM considered when it looked to make the investment.
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73Higher Education Authority
An tÚdarás um Ard-Oideachas
HEA
“ . . . Scientific knowledge is not freely available
to all, but only to those with appropriate
educational backgrounds and to members of the
scientific and technological networks.
Information itself is abundant; it is the capacity to
absorb it which is scarce. Hence, investment in
research has a large human resources element,
involving the training of skilled researchers able
to link into global knowledge networks and
absorb global developments.”
Source : Measuring and Evaluating Research- Report of the ICSTI Task Force, 2002
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74Higher Education Authority
An tÚdarás um Ard-Oideachas
HEA
For a small country, the impact of
research spending on enhancing
human capital may be as important
or more important than the
generation of new knowledge.