Wilhelm Krull Opportunities and Challenges for Regional S&T Policies in a New European Research Area...
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Wilhelm Krull
Opportunities and Challenges for Regional S&T Policies in a New European Research Area
Bilbao
11 March 2004
www.volkswagenstiftung.de
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(Oswald Huber)
Institute for Statistics
You are here (with a probability of 97,5 %)
Orientation in a knowledge-based society…
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(Oswald Huber)
Department of Quantum Physics
Here or Here
You are either
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(Oswald Huber)
INSTITUTE FOR PHILOSOPHY
If you exist at all, you are here!
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Major Changes and Challenges in Research and Higher Education I
The impact of electronic communication on the creation, distribution,
and absorption of new knowledge – how are we to bridge the gap between
the rapidity of change and the time-lag of institutional responses?
The increased emphasis on transdisciplinary approaches. – How can
we stimulate the implementation of transdisciplinary institutional
structures, in particular in our universities?
The move from bi-, or trilateral internationalisation towards network
approaches and strategic alliances in higher education and research. –
How can we meet the growing demand for interculturally competent
people?
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Major Changes and Challenges in Research and Higher Education II
The changing public private interface and its consequences for the division of labour in our RTD systems. – How can we succeed in initiating a process of deregulation, mutual learning, and of gradually building trust in each other’s intention and capabilities?
The need to integrate evaluation, foresight and priority-setting, and to increase public involvement – How are we to provide valid and coherent information for the decision-making processes?
The need for new policy and management approaches – how are we to over come institutional barriers, and to create more research-friendly institutional structures at the European level?
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Challenge 1: How are we to bridge the gap between the rapidity of change and the time-lag of institutional responses?
- Action instead of reaction: The institutions themselves have to create and promote change instead of only trying to respond to the changes imposed upon them.
- Shared risk taking is one of the most important, if not the crucial institutional response to the changing research
environment
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Challenge 2: How can we stimulate the implementation of transdisciplinary institutional structures, in particular in our universities?
- Provide new stimuli and incentives for the creation of adequately designed transdisciplinary institutional structures
- Strike a balance between the urgently needed commitment of researchers to interdisciplinary projects and the
openness of academic institutions to consider these researchers as equally suitable candidates for professorships
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New Knowledge and New Technologies
Vision
Develop corporate idenitity
Define long-term
objectives
Create a climate of
change
Culture
Keep cultural heritage alive
Improve quality
Create a climate of
mutual trust
Organisation
Improve Governance Structures
Enhance openness and transparency
Make management
processes more effective
Resources
Recruit high quality
personnel
Provide sufficient funds
Secure high standards in infrastructure
to accessto distributeto produce
Pillars of Success of a University
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Diversity – Communication - Connectedness
Degree of communication
high
Degree of Scientific Diversity high
Breakthroughs
Quelle: J. Rogers Hollingsworth: The Role of Organizations and Institutions in the Innovation Process, 2000 (typescript).
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Paving the Way for Interdisciplinary Research Careers
Research Professorships in the Humanities and Social Sciences
Lecturer / Research Assistant
Lichtenberg-
(Full) Professorship
Graduation no funding
ProfessorshipsAssistant-Professorship / Juniorprofessur
Postdoc
Postdocs in Tandem, Bridging the Gap
Funding only within research projectsDoctoral Thesis
Steps in a researcher‘s carreerPersonal Funding Opportunities of the Volkswagen Foundation
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Challenge 3: How can we meet the growing demand for interculturally competent people?
- By giving young people incentives to develop intercultural competences
- Intercultural competences are not an end in itself – they are core qualifications to meet future challenges
- examples of such an incentive could look like the initiative European Foreign and Security Policy Studies – a joint research and training programme by European foundations
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European Young Investigator Awards - EURYI
- promoted by the Heads of European Research Councils (EUROHORCs) in collaboration with the European
Science Foundation (ESF)
- designed to attract outstanding young scientists to create their own research teams at European research centres
- aiming at enabling and encouraging outstanding young researchers from all over the world to work in a European environment for the development of European science and humanities and to build the next generation of leading
European researchers
- 25 awards of up to EUR 250 000 p. a. for 5 year periods will be made in 2004
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How should young researchers be trained?
a more structured postgraduate education is necessary
new curricula have to comprise non-disciplinary topics such as - intellectual property, - science ethics, - history of the discipline, - interpersonal communication, - media skills
the aim should be to enable the researcher to explain and communicate - what his research is about,
- how he is conducting it, - and especially why he is doing it
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“We share the belief that Ph.D.-holders ought to be trained to be rigorous researchers and scholars. But we believe that it is timely for the disciplines to reflect on improvements that would empower those attaining the doctorate to be more effective researchers and teachers. We believe that the framework of stewardship offers a broader conceptualization of doctoral education than the present graduate experience typically includes. Faculty and departmental leadership in the disciplines is a crucial focus of the initiative.”
The Carnegie Initiative on the Doctorate
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„Steward of a Discipline“
„The Ph.D. holder should be capable of generating new knowledge and defending knowledge claims against challenges and criticism; of conserving the most important ideas and findings that are a legacy of past and current work; and of transforming knowledge that has been generated and conserved into powerful pedagogies of engagement, understanding and application.”
[…]
“The formulation of stewardship is discipline-specific. […] We are committed to locating this initiative in the context of each discipline, recognizing that there will be discipline-specific lessons as well as cross-disciplinary insights to be gained.”
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An Example: Doctoral Education in Chemistry As proposed by Alvin L. Kwiram, University of Washington, Seattle
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An Example: Doctoral Education in Chemistry As proposed by Alvin L. Kwiram, University of Washington, Seattle
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Challenge 4: How can we succeed in initiating a process of deregulation, mutual learning, and of gradually building trust in each other’s intention and capabilities?
- It is probably impossible to find a solution acceptable to all parties involved during a time of economic stagnation and financial shortages.
- Public-private-partnership is by no means only a way to save money: It is a way to increase quality and output. If we merely use PPP to cut costs we are misjudging its potential and creating distrust among the institutions involved.
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The Rector of the Future?
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Re-thinking Science (Nowotny, Scott, Gibbons) I
„Reverse communication“: With the new modes of knowledge
production conditions are established in which society can ‚speak back‘ to
science […] Science and society have both become transgressive; that is,
each has invaded the other‘s domain, and the lines demarcating the one
from the other have all disappeared.
„Contextualization“: Not only an increase in the number of participants
in the scientific process, but also a change in the shared definition of
problems, research priorities, and the place accorded to people in the
production of knowledge.
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Re-thinking Science (Nowotny, Scott, Gibbons) II
„Socially Robust Knowledge“: Science cannot be validated as
reliable by conventional discipline-bounded norms; while becoming robust,
it must be sensitive to a much wider range of social implications. It has to
move into the agora, the space in which societal and scientific problems
are framed and defined, and where what will be accepted as a ‚solution‘ is
being negotiated“
“More complex role for social and technical expertise“: The role of
scientific and technical expertise is changing as expertise becomes socially
distributed. The consequence is the fragmentation of established linkages
between expertise and established institutional structures whether of
government, industry, or the professions.
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Challenge 5: How are we to provide valid and coherent information for the decision-making processes?
- The usual key figures, such as scientific publications and patents are only intermediate outputs of research.
- Their measurement cannot be more than a partial proxy for the achievement of broader goals in the advancement of knowledge and achievement of social and economic
progress.
- Careful and systematic international comparison allows countries to ask questions about the configuration of their research and innovation systems – not necessarily to answer those questions.
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And here we simulate the assessment of our research proposal!
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Nanoscience
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projects, networks, research units
evaluation results evaluation results
evaluation results
evaluation results
priority areas research institutes
programmes or research organizations
system
The Evaluation Pyramid
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Evaluation of R&D Programmes
1. Objectives, timing, consensus, and cooperation
2. Organizational Framework - independence and transparency- selection of evaluation panel
3. Dimensions, methods and techniques - in terms of science, research policy and research areas
- structures, processes, results → scientific/technical performance: peer review, bibliometrics, etc.
→ socio-economic effects: data analyses, surveys, etc.
→ implementation and management: process analyses, interviews
→ broad analyses of effects: studies
4. Reporting System- presentation of results- feedback mechanisms, interaction- monitoring of implementation
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Success in Evaluation: Prerequisites and Processes
1. Target explication: Defining the objectives of the institution as well as the evaluation; process orientation.
2. Evaluation standards: criteria, indicators, impact factors, etc.; integration of quantitative and qualitative methods.
3. Working scheme; consistent organizational framework conditions; time schemes for evaluation procedures, but also for their repetition; transition from internal to external evaluation.
4. Interactive procedure; state of the art, dialogue, evaluation; transparency, implementation, and securing impact.
5. Comparative evaluation; structures, processes, results; national and international comparisons.
6. Reporting system; addressing different levels of stakeholders with clear-cut, and implementable recommendations; adequate forms of reporting.
7. Follow-up activities; involvement into monitoring and decision-making processes; monitoring of implementation.
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Challenge 6: How are we to overcome institutional barriers, and to create more research-friendly institutional structures at the European level
Create a European Research Council acting as
- spearhead of institutional reform
- catalyst of new inter- and transdisciplinary research activities
- creator of new transnational funding opportunities for young researchers
- provider of a more research-friendly administrative and organizational environment urgently needed to attract more foreign researchers to European institutions.
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• A European Research Council could be an appropriate institutional response and answer to some of the urgent challenges Europe faces, provided that its level of funding is commensurate. A research council on a European level would reduce fragmentation and ensure that European research is competitive in a global context.
• For research infrastructures and major projects, it could provide the critical mass in terms of finance, human resources and expertise that are all beyond the reach of a single European country.
• Competing for funds at the level of the entire continent would inevitably mean an overall increase in the quality of European research: competition would drive up the quality of science in Europe, while at the same time stimulating strategic research co-operation in Europe.
• An ERC with a high level of autonomy and a low level of bureaucracy could also provide elements for a solid and sound European science policy.
An idea whose time has come!
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The „Magic Triangle“ of Successful Research
Trust
Quality assurance and evaluation
Ris
k-ta
king
Flexibility