Title of Presentation over 2 lines

Department of Mathematics and Computer Science

H.T.G. Weffers, Coordinator External Partnerships

A must for the next generation of leading researchersIntersectoral Mobility

REA / MSCA / Society & Enterprise / Individual Fellowships / Workshop

Agenda

Who am I?

Perspectives on R&D and (technological) Innovation

Perspectives on Researchers

Perspectives on Researcher Careers

Perspectives on Researcher Career Development


2014 – now Eindhoven University of TechnologyDepartment of Mathematics and Computer ScienceCoordinator External Partnerships

2008 – 2013 Eindhoven University of TechnologyDepartment of Mathematics and Computer ScienceDirector of Laboratory for Quality Software

1998 – 2008 Eindhoven University of TechnologyDepartment of Mathematics and Computer ScienceDirector of PDEng Software Technology program

1996 – 1998 Philips TASSPhi l ips Media SystemsPhi l ips Digital Systems and LaboratoriesPhi l ips Medical Systems

1995 – 1996 Royal Netherlands NavyLTZ2 SD KMR, Hydrographic Office

1993 – 1995 Eindhoven University of TechnologyPDEng Software Technology tra inee

1993 – 1995 PDEng degree in Software Technology

1987 – 1993 M.Sc. degree in Computer Science


Perspectives on R&D and (technological) Innovation

Research & experimental Development

Innovation

R&D – Research and experimental Development

Types

– Basic research

– Applied research

– Experimental Development

Characteristics

– Novel

– Creative

– Uncertain

– Systematic

– Transferable and/or Reproducible


* OECD (2015), Frascati Manual

http://oe.cd/frascati

R&D – Research and experimental Development

Basic research is experimental or theoretical work undertaken primarily to acquire new knowledge of the

underlying foundation of phenomena and observable facts, without any particular application or use in

view.

Applied research is original investigation undertaken in order to acquire new knowledge. It is, however,

directed primarily towards a specific, practical aim or objective.

Experimental development is systematic work, drawing on knowledge gained from research and practical

experience and producing additional knowledge, which is directed to producing new products or

processes or to improving existing products or processes.


* OECD (2015), Frascati Manual

Innovation

Innovation activities include all scientific, technological, organisational, financial and commercial steps

which actually lead, or are intended to lead, to the implementation of innovations. Some of these

activities may be innovative in their own right, while others are not novel but are necessary to

implementation.

Innovation comprises a number of activities that are not included in R&D, such as later phases of

development for preproduction, production and distribution, development activities with a lesser

degree of novelty, support activities such as training and market preparation, and development and

implementation activities for innovations such as new marketing methods or new organisational methods

which are not product and process innovations.

Innovations must contain a degree of novelty: new to the firm, new to the market, and new to the world.

Innovation activities may also include acquisition of external knowledge or capital goods that is not part

of R&D.


* OECD (2018), Oslo Manual

https://oe.cd/oslomanual

Innovation

Innovation is often about creating novel intelligent combinations of existing solutions and emerging

technologies to perform tasks better, faster, and cheaper or to enable previously impossible tasks to be

performed.

We consider innovation to consist of technological innovation as well as non-technological innovation,

including social innovation, inclusive innovation, service innovation, business model innovation

(including brand-driven innovation) and institutional innovation acknowledging that public sector

innovation has its specific characteristics and recognising the fact that there is a distinction between

types of innovation and the different kinds of circumstances that can make possible their enactment.


* OECD (2018), Oslo Manual

Responsible Research & Innovation

Responsible research and innovation refers to the comprehensive approach of proceeding in research

and innovation in ways that allow all stakeholders that are involved in the processes of research and

innovation at an early stage to obtain relevant knowledge on the consequences of the outcomes of their

actions and on the range of options open to them, to effectively evaluate both outcomes and options in

terms of societal needs and moral values and to use these considerations as functional requirements for

design and development of new research, products and services. This approach has to be a key part of

the research and innovation process and should be established as a collective, inclusive and system-wide

approach.

It should aim at being anticipatory, inclusive, reflexive, and responsive. In particular it is multi-actor and

related to public engagement, which is about co-creating the future by bringing together the widest

possible diversity of actors that would not normally interact with each other.



Perspective on Researchers

European Qualification Framework (EQF) / Netherlands Qualification Framework (NLQF)

European classification of Skills, Competences, Qualifications and Occupations (ESCO)

Skills and competency Framework for the Information Age (SFIA)


EQF (Levels 6-8)

Level Knowledge Responsibility Autonomy

6 B.Sc.

Advanced knowledge of a field of work or s tudy, involving a critical understanding of theories and principles.

Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialized field of work or s tudy.

Manage complex technical or professional activi ties or projects, taking responsibility for decision-making in unpredictable work or s tudy contexts; take responsibility for managing professional development of individuals and groups.

7M.Sc.

Highly specialized knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research. Critical awareness of knowledge issues in a field and at the interface between different fields.

Specialized problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields.

Manage and transform work or s tudy contexts that are complex, unpredictable and require new strategic approaches; take responsibility for contributing to professional knowledge and practice and/or for reviewing the s trategic performance of teams.

8

PhDPDEng

Knowledge at the most advanced frontier of a field of

work or s tudy and at the interface between fields.The most advanced and specialized skills and

techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice.

Demonstrate substantial authority, innovation, autonomy,

scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or s tudy contexts including research.

NLQF Level 8


Descriptor Learning Outcome

Context An unfamiliar, varied living and working environment with a high degree of uncertainty, also international.

Knowledge Possesses the most advanced knowledge possible in a profession, knowledge domain and scientific area and on the crossroads between various professions, knowledge domains and scientific areas.

Possesses knowledge obtained by personal research or work, leading to an important contribution to the development of the professional and scientific area.

Possesses critical insight into a professional and scientific area including a critical understanding of the primary and current theories, principles and concepts.

Skills Knowledge application– Reproduces, analyses and integrates the knowledge in an authoritative manner and appliesthis, also in other contexts and handles

complex matter. This knowledge forms the basis of original ideas and research.– Uses the knowledge obtained at a higher abstraction level. Thinks conceptually. Creates and deepens argumentation.– Independently completes complex fundamental research based on methodological knowledge successfully.– Helps re-define the limits of knowledge by delivering original research encompassing a substantial body of work, in part deserving of

national or international assessed publication.– Identifies limitations of existing knowledge in professional practice and in the knowledge domain on the crossroads between various

professional practices and knowledge domains and takes action. Analyses complex professional and scientific tasks and executes them.

NLQF Level 8 (Continued)


Descriptor Learning Outcome

Skills Problem-solving skills– Recognises and analyses complex problems in professional practice and in the knowledge domain and solves them in a tactical, s trategic

and creative way.– Contributes in the professional practice and in the knowledge domain to the (scientific) solution of complex problems by identifying and

us ing data. Learning and development skills

– Largely develops independently and achieves technical, social or structural progress in society.

Information skills– Col lects and analyses broad, in-depth and detailed scientific information about a range of theories, principles and concepts of and

associated with, a profession or knowledge domain in a responsible, critical manner, as well as information about some important current topics and specialisms associated with the professional and knowledge domain and conveys this information.

Communication skills– Focuses communication with peers, specialists, non-specialists, superiors, clients and the broad scientific community and society as a

whole based on conventions that apply in the context and professional practice.

Responsibilities and autonomy– Works together with peers, specialists, non-specialists, superiors, clients and the broader scientific community and society as a whole.– Carries responsibility for results of own work and s tudy and for the results of the work of others– Carries responsibility for managing complex processes and the professional development of persons and groups.– Employs scientific integrity to design, develop, execute and apply a complex fundamental research process.

ESCO Skills Level 3-4

3. Occupations at Skill Level 3 typically involve the performance of complex technical and practical tasks which require an extensive body of factual, technical and procedural knowledge in a specialized field. Occupations at this skill level generally require a high level of literacy and numeracy and well developed interpersonal communication skills. These skills may include the ability to understand complex written material, prepare factual reports and communicate with people who are distressed.

4. Occupations at Skill Level 4 typically involve the performance of tasks which require complex problem solving and decision making based on an extensive body of theoretical and factual knowledge in a specialised field. The tasks performed typically include analysis and research to extend the body of human knowledge in a particular field, diagnosis and treatment of disease, imparting knowledge to others, design of structures or machinery and of processes for construction and production. Occupations at this skill level generally require extended levels of literacy and numeracy , sometimes at a very high level, and excellent interpersonal communication skills. These skills generally include the ability to understand complex written material and communicate complex ideas in media such as books, reports and oral presentations.


ESCO 2. Professionals

Professionals increase the existing stock of knowledge; apply scientific or artistic concepts and theories; teach about the foregoing in a systematic manner; or engage in any combination of these activities. Competent performance in most occupations in this major group requires skills at ESCO Skill Level 4.

Tasks performed by professionals usually include: conducting analysis and research, and developing concepts, theories and operational methods; advising on or applying existing knowledge related to physical sciences, mathematics,

engineering and technology, life sciences, medical and health services, social sciences and humanities; teaching the theory and practice of one or more disciplines at different educational levels; teaching and educating persons with learning difficulties or special needs; providing various business, legal and social services; creating and performing works of art; providing spiritual guidance; preparing scientific papers and reports. Supervision of other workers may be included.


ESCO 2.1 Science & Engineering Professionals

Science and engineering professionals conduct research; improve or develop concepts, theories and operational methods; or apply scientific knowledge relating to fields such as physics, astronomy, meteorology, chemistry, geophysics, geology, biology, ecology, pharmacology, medicine, mathematics, statistics, architecture, engineering, design and technology. Competent performance in most occupations in this sub-major group requires skills at ESCO Skill Level 4.

Tasks performed by workers in this sub-major group usually include: conducting research, enlarging, advising on or applying

scientific knowledge obtained through the study of structures and properties of physical matter and phenomena, chemical characteristics and processes of various substances, materials and products, all forms of human, animal and plant life and ofmathematical and statistical concepts and methods; advising on, designing and directing construction of buildings, towns and traffic systems, or civil engineering and industrial structures, as well as machines and other equipment; advising on and applying mining methods and ensuring their optimum use; surveying land and sea and making maps; studying and advising on technological aspects of particular materials, products and processes, and on efficiency of production and work organization; preparing scientific papers and reports. Supervision of other workers may be included.


SFIA – Research

The systematic creation of new knowledge by data gathering, innovation, experimentation, evaluation and dissemination. The determination of research goals and the method by which the research will be conducted. The active participation in a community of researchers; communicating formally and informally through digital media, conferences, journals, books and seminars.


SFIA – Research (SFIA Level 5-6)

5. Agrees research goals and methods and performs research projects to generate original and worthwhile ideas. Attracts and manages external research funding. Provides advice and guidance on research methods, data collection, data analysis and the presentation of research findings. Selects, adopts and adapts data collection tools and techniques for both qualitative and quantitative data. Maintains a strong external network within own area of specialism and takes a leading part in professional activities outside own employing organisation. Presents papers at significant conferences, writes articles for publication in high quality specialist journals, and presents reports to key stakeholders. Develops, reviews and constructively criticises the research and ideas of others. Develops and shares practical demonstrations of research findings.

6. Develops the organisation's research policy and supervises the work of research functions. Promotes activities externally, attracts and manages significant portfolios of research funding. Sets research goals and authorises research proposals. Leads strategic and/or interdisciplinary research projects. Maintains a strong external network reaching beyond own immediate area of specialism and takes a leading part in professional activities outside own employing organisation. Presents position or keynote papers at major conferences, writes journal articles for publication in high impact journals, and presents reports to major clients.


Open Innovation / Quadruple Helix


Pathways to Impact



Perspectives on Researcher Careers

European Framework for Research Careers (EFRC)

Research Careers

R4• Leading Researcher

R3• Established Researcher

R2• Recognized Researcher

R1• First-Stage Researcher


PhD

Research Careers (Level R1)

Profile

– This profile includes individuals doing research under supervision in industry, research institutes or universities. – It includes doctoral candidates.

Necessary competences

– Carry out research under supervision;– Have the ambition to develop knowledge of research methodologies and discipline;– Have demonstrated a good understanding of a field of study;– Have demonstrated the ability to produce data under supervision;– Be capable of critical analysis, evaluation and synthesis of new and complex ideas;– Be able to explain the outcome of research (and va lue thereof) to research colleagues.

Desirable competences

– Develops integrated language, communication and environment skills, especially in an international context.



Profile

– Doctorate degree (PhD) holders who have not yet established a significant level of independence;– Researchers with an equivalent level of experience and competence.


– Al l competences of a First-Stage Researcher– Has demonstrated a systematic understanding of a field of s tudy and mastery of research associated with that field;

– Has demonstrated the ability to conceive, design, implement and adapt a substantial programme of research with integrity;– Has made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, innovation or application.

This could merit national or international refereed publication or patent;– Demonstrates critical analysis, evaluation and synthesis of new and complex ideas;– Can communicate with their peers - be able to explain the outcome of their research (and va lue thereof) to the research community;

– Takes ownership for and manages own career progression, sets realistic and achievable career goals, identifies and develops ways to improve employability;– Co-authors papers at workshop and conferences


– Understands the agenda of industry and other related employment sectors– Understands the va lue of their research work in the context of products and services from industry and other related employment sectors– Can communicate with the wider community, and with society generally, about their areas of expertise– Can be expected to promote, within professional contexts, technological, social or cultural advancement in a knowledge based society– Can mentor First-Stage Researchers, helping them to be more effective and successful in their R&D trajectory.



Profile

– This describes researchers who have developed a level of independence.

Necessary competences– Al l competences of a Recognised Researcher– Has an established reputation based on research excellence in their field;– Makes a positive contribution to the development of knowledge, research and development through co-operations and collaborations;

– Identifies research problems and opportunities within their area of expertise;– Identifies appropriate research methodologies and approaches;– Conducts research independently which advances a research agenda;– Can take the lead in executing collaborative research projects in cooperation with colleagues and project partners;– Publ ishes papers as lead author, organises workshop or conference sessions


– Establishes collaborative relationships with relevant industry research or development groups– Communicates their research effectively to the research community and wider society

– Is innovative in their approach to research– Can form research consortia and secure research funding / budgets / resources from research councils or industry– Is committed to professional development of his/her own career and acts as mentor for others.



Profile

– This is a researcher leading his/her research area or field. It would include the team leader of a research group or head of an industry R&D laboratory. In particular disciplines as an exception, leading researchers may include individuals who operate as lone researchers .


– Al l competences of a Established Researcher;– Has an international reputation based on research excellence in their field;

– Demonstrates critical judgment in the identification and execution of research activi ties;– Makes a substantial contribution (breakthroughs) to their research field or spanning multiple areas;– Develops a strategic vision on the future of the research field– Recognises the broader implications and applications of their research;– Publ ishes and presents influential papers and books, serves on workshop and conference organising committees and delivers invited talks


– Is an expert at managing and leading research projects– Is skilled at managing and developing others

– Has a proven record in securing significant research funding / budgets / resources– Beyond team building and collaboration, focusing on long-term team planning (e.g. career paths for the researchers and securing funding for team positions)– Is an excellent communicator and networker within and outside the research community [creating networks]– Is able to create an innovative and creative environment for research– Acts as a professional development role model for others



Example


Perspectives on Researcher Career Development

Researcher Career Development

Career Development Plan

Career Development Program

Secondments


Concluding It is crucial to engage in your own

Researcher Career Development

It is crucial to further develop your competences w.r.t.

effective and efficient collaboration with industry

In this context, it is crucial to engage in collaboration

with industry in industry

As such, in this context, it is crucial to engage in

inter-sectoral mobility.


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