THE ROLE OF A UNIVERISTY IN ITS REGION
John Goddard
Professor of Regional Development Studies
Pro-Vice-Chancellor
University of Newcastle upon Tyne
University of Newcastle Public Lecture
29 February 2000
1
OUTLINE
1. Sources
2. The drivers for regional engagement
3. Implications for national, regional and university
policy
4. The UK policy context
5. The geography of the UK knowledge economy/society
and of UK higher education
6. The North East Region and Newcastle University.
2
1.
RESEARCH RESOURCES: UK
• CURDS ongoing research on regional variations in innovation
and technological change
• CVCP - “Universities and Communities” (1994)
• DfEE - “Universities and Economic Development” (1997 - 98)
• DfEE - “North East Graduate Labour Markets” (1998 - 99)
• “The regional role of Warwick University: the development of a
Strategic Partnership” (1999)
• HEFCE/CVCP - “The contribution of higher education to the
regions” (2000-2001)
3
INTERNATIONAL RESEARCH
• OECD Programme on Institutional Management in Higher
Education: “The response of Universities to regional needs”
(1997-99)
• Committee of Rectors of European Universities (CRE)
“Dialogue of Universities with their regional partners” (199799)
• Finnish Higher Education Evaluation Council: “The responsive
university: the regional role of Eastern Finland universities”
(1997-99); “External engagement and institutional adjustment:
an evaluation of the University of Turku” (1999 - 2000)
• EU 4th Framework Programme: UNIREG (UK, Ireland,
Finland, Netherlands, Germany, Spain, Greece) (1999 - 2001)
4
2.
POLITICAL DRIVERS
• Old concerns - raising general education levels and
output of scientific research
• New concerns - harnessing teaching and research to
specific economic and social objectives
• Specificity most clear in field of regional development
• Universities located IN regions but what contribution
does their teaching and research make to the
development OF the region?
5
THIRD ROLE
• Long established contribution to the economy
and society in places in which universities are
located
• Continuing Education, research support for
local firms, public lectures, concerts, access to
libraries, galleries and museums
• Requirement for formal recognition of the third
role, but fully integrated with teaching and
research
6
HIGHER EDUCATION POLICY
DRIVERS
• Shift from elite to mass HE
• Meeting needs of a larger and more diverse client
population
• Lifelong learning needs created by changing skill
demands in the labour market
• Declining maintenance grants/more stay at home
students
• Increased global competition from new providers
• New modes of delivery (ICTs)
• Changing nature of knowledge production
7
ECONOMIC DRIVERS (1)
• Globalisation and localisation of the economy
and declining regulatory capacity of the nation
state
• Corporate decentralisation and growing
importance of local production environment
• New local/regional clients for research and
graduates
• Demand for work based learning and tacit skills
8
ECONOMIC DRIVERS (2)
• Shift from mode 1 knowledge creation (homogenous,
disciplinary, hierarchical) to mode 2 knowledge (nonhierarchical, transient, transdisciplinary, developed in the
context of applications)
• Regionalisation of regulatory capacity of the nation state (firms,
chambers of commerce, training agencies)
• Networks: “Associated governance”; “soft infrastructure”;
“untraded interdependencies”
• Universities as “nation builders” to universities as “region
builders” - active role in capacity building
9
LEARNING REGIONS (1)



Network knowledge is highly dependent on interpersonal relations and therefore most readily developed
within a region
Learning regions effectively communicate to the
education and training system the appropriate skills
and competencies required of the workforce
In learning regions people development linked to the
strategic objectives of both organisations and the
region
10
LEARNING REGIONS (2)


“The shift in knowledge-intensive capitalism goes beyond the
particular business and management strategies of individual
firms. It involves the development of new inputs and a broader
infrastructure at the regional level on which individual firms
and production complexes can draw. The nature of this
economic transformation makes regions key economic units in
the global economy……
“To be effective in this increasingly borderless global economy,
regions must be defined by the same criteria and elements which
comprise a knowledge-intensive firm: continuous improvement,
new ideas, knowledge creation and organisational learning.
Regions must adopt the principles of knowledge creation and
continuous learning; they must in effect become knowledge
creating or learning regions” (R.Florida)
11
OLD HE MANAGEMENT MODEL
 National funding to meet national labour market and RTD
needs
 Single funder and long term security
 Predictable 18-21 year old cohort of students
 Corporate sector employers of students
 Academic peers and corporate sector as research clients
 Limited demands on management
 Supporting self management and collegiality
12
NEW HE MANAGEMENT MODEL
• Universities not immune from globalisation and localisation
pressures
• Privileged relationship with Government undermined
• New intermediaries articulate demands of others
• Chambers of Commerce: SMEs; community associations:
life long learners; local authorities: arts and cultural
industries
• New requirements for locally relevant knowledge
production; global gateways; adaptable workforce;
leadership in regional governance
13
U N IV E R S IT Y
R E G IO N
T
S
R
I
C
S
T = T e a c h in g
R = R e s e a rc h
S = S e r v ic e t o t h e c o m m u n it y
S = S k ills
I = I n n o v a t io n
C = C u lt u r e a n d c o m m u n it y
V a lu e a d d e d u n iv e r s it y m a n a g e m e n t p r o c e s s e s
V a lu e a d d e d r e g io n a l m a n a g e m e n t p r o c e s s e s
U n iv e r s it y / r e g io n a l d y n a m ic in t e r f a c e
14
THE ROLE OF STUDENTS AND
GRADUATES
• A channel for local employers to the global knowledge
base available to university researchers
• Feedback mechanisms via CPD and alumni to ensure
teaching and learning reflects employer needs
• Access for researchers to challenging problems
• Social basis of relationships on which
commercialisation of the science base can build
15
THE ROLE OF CULTURAL
ACTIVITIES
• Strengthening regional cultural identify and self
awareness
• Contributing to cultural industries (audience and
product)
• Attracting and retaining creative people
• Reducing social exclusion and developing local
communities
• Leadership in civil society and contributing to the
“environment” within which business operates
16
THE CHALLENGES OF HEI
ENGAGEMENT WITH TERRITORY
• HEIs operate within multiple territories - local, regional,
national, international
• Closed territories of local stakeholders compared to open
territories of HEIs
• Connotations of insularity and parochialism associated with
regionalism (cf. metropolitan/cosmopolitan)
• Institutional autonomy versus regional planning of higher
education
• Challenge to simultaneously manage the various territorial
portfolios so they reinforce each other and establish mechanisms
through which the national and international connections of
HEIs and be mobilised to benefit the region
17
3.
RECOMMENDATIONS TO
NATIONAL GOVERNMENTS
•
•
•
Mapping the geography of higher education
– what courses are taught where and how
– where do students come from and graduates go to
– highlight good practice in regional engagement
Foster inter-ministerial dialogue
– Industry, technology, labour market, interior, other specialist agencies
– Identify common interests in universities and territorial development
– build joint strategies
Design and establish an incentive and funding programme for “Regional
Development and Universities”
– Incentives to encourage HEIs to establish programmes/projects to strengthen
regional links
– Promotion of partnerships and dialogue between regional education providers
such as schools, FE and HE and other training providers
18
RECOMMENDATIONS TO LOCAL AND
REGIONAL AUTHORITIES
• Develop understanding of HEIs in the area
– Goals, mission, profile, organisation of institutions
• Use HEI expertise for regional analysis
– Participation in regional Future Search Conference
• Incorporate HEIs into regional action plans/programmes
– Inward investment
– Technology transfer
– Skills/training/physical plans
– cultural initiatives and institutional capacity building
• Financial support for collaborative projects
– Joint bids to national fund
– Mechanisms for regional interface
19
INCORPORATION INTO REGIONAL
ACTION PLANS AND PROGRAMMES
• Inward investment - overseas delegations
• Consultancy schemes to assist product and process
innovation
• Student work based learning/placement schemes
• Skills enhancement to raise regional competitiveness
via targeted graduate retention and CPD
• Joint planning of non-vocational education and public
opening of university facilities
20
RECOMMENDATIONS TO
HEIs
1.
2.
3.
4.
5.
6.
7.
Economic Audit
Social and Community Audit
Stakeholder Mapping
Stakeholder Analysis
Dialogue with Stakeholders
Performance and Practice Management
Review Internal Mechanisms
21
4.
UK POLICY CONTEXT: DEARING
• One of the four purposes of HE “to serve the needs of
an adaptable, sustainable, knowledge based economy
at the local, regional and national level”
• But “the extent of the local and regional engagement of
universities is patchy and needs to turn to active and
systematic engagement”
• “Each institution should be clear about its mission in
relation to the local community and region as part of
the compact we advocate between higher education
society”
22
OTHER UK POLICY
• DETR: Building Partnerships for Prosperity:
sustainable growth, competitiveness and
employment in the English regions
• DfEE: The Learning Age: a renaissance for a
new Britain
• DTI: Our Competitive Future: Building the
knowledge driven economy.
• DCMS; DOH; MAFF, etc
23
UK POLICY CONTEXT
DETR
Building Partnerships
for Prosperity:
Sustainable growth,
competitiveness and
employment in the
English regions
DTI
Our competitive
future: Building the
knowledge driven
economy
DfEE
The Learning Age: a
renaissance for a new
Britain
RDAs
TECs
HEFCE
Annual Report:
Achieving the
Learning Society
Regional
consultants
UNIVERSITIES
24
REGIONAL DEVELOPMENT AGENCIES
• All UK regions except London and South East below European
average of GDP per capita
• Regional executive agencies of central government
• VC presence on 8 out of the 9 boards but CVCP “slate” not
accepted
• Informal forum of VCs in all regions but the RDA Board
member does not “represent” the sector
• RDAs to “identify key skill gaps affecting regional economic
development and to set out plans for addressing these covering
all the main sectors of education and training” (DfEE)
25
ONE NORTH EAST PLANNED
EXPENDITURE 1999/2000
£m
Land and Property
Derelict Land Grant
Single Regeneration Budget
Rural Development
Skills Development Fund
Competitiveness Fund
Inward Development
Administration
TOTAL
11.7
1.9
91.6
2.6
1.7
0.3
1.7
9.8
121.2
%
9.7
1.6
75.6
2.1
1.4
0.2
1.4
8.1
100.0
26
DTI COMPETITIVENESS WHITE PAPER
• RDAs creatures of DETR but do provide new delivery mechanisms for DTI
national policies
• Business should “turn into commercial success technological knowledge in
our universities …. and …. form collective partnerships with suppliers,
customers, schools and universities to build networks and clusters of
excellence to win competitive advantage”
• Government will “reward universities for strategies and activities that
enhance interaction with business… and … encourage the development of
entrepreneurship and skills, especially amongst school pupils, students and
university researchers”
• “Successful business depends upon strong team work - with suppliers,
customers, joint financial partners and between managers and employees”
• “The government will act as catalyst to promote creative collaboration
between businesses and within regions”
27
DTI POLICY INITIATIVES
•
•
•
•
8 new Science Enterprise Institutes
University Challenge Fund
Regional Innovation Strategies
Higher Education Reach out Fund “to reward universities for
strategies and activities which enhance interaction with
business, promote technological and knowledge transfer,
strengthen high level skills development and improve student
employability and help recognise the importance of university
interaction with business alongside education and research”
• Faraday partnership schemes, expanding TCS and Regional
Foresight
28
5.
THE GEOGRAPHY OF THE UK
KNOWLEDGE ECONOMY AND SOCIETY
• Concentration of private and government R&D in the South
East and East Anglia (Figure 1)
• HEIs a significant part of local R&D capacity in other regions,
especially Scotland, Yorkshire & Humberside and London
• Concentration and growth of knowledge intensive business
services in the South East
• Concentration of graduate workforce in the South East
• Schools and households in North lagging behind in access to the
information highways
• Low levels of education attainment (and preparedness for HE)
in the Midlands and North
29
FIGURE 1 - Expenditure on R&D as a % of
Regional GDP 1995
UK
N Ireland
Scotland
Wales
S West
S East
HEIs
London
Government
Eastern
Business
W Mids
E Mids
Yorks and Hum
North West
North East
0
0.5
1
1.5
2
2.5
3
3.5
4
30
INSTITUTIONAL CAPACITY
“The biggest issue we face is the multiplicity of players involved in “Information
Society” issues, lack of institutional cohesion and unwillingness to share
developments and ideas. Even within sectors where there is a common
interest and agenda, one constantly comes up against what we have
christened the “Competition-Collaboration Paradox”. It is an issue
everywhere of course, but it is one which, interestingly, the private sector
often manages better, recognising where its own self-interest can be served
by sharing information, experience or development effort. In our public and
quasi-public institutions, often driven by narrow targets and increasingly
operating in an apparently zero-sum bid culture, it takes real leadership and
vision to see the bigger picture and the wider issues, and to commit time,
effort and political will to their resolution”
Source: Northern Informatics Application Agency (NiAA)
31
A DIVERSE HIGHER
EDUCATION SYSTEM
•
•
•
•
•
Old foundations (e.g. Oxbridge)
Victorian Expansions (e.g. Manchester)
20th Century London spin off colleges (e.g. Reading)
1960’s, Greenfield Universities (e.g. Lancaster)
Upgraded Colleges of Advanced Technology (e.g.
Bradford)
• Former Polytechnics (e.g. UNN)
• Upgraded Colleges (e.g. Derby)
32
UNIVERSITY STRATEGIES TOWARDS REGIONAL
ENGAGEMENT
%
• A community-based institution serving the
needs the local area/region
• An institution seeking to contribute to the local
area and also develop international strengths
• An institution seeking to contribute equally
between international research and support to
the local area
• An international research institution seeking to
provide support to the local community where
it does not conflict with international research
excellence
• An international research institution with no
particular ties to the local area/region
• None of the above
2.4
43.4
10.9
34.9
2.4
6.0
33
THE GEOGRAPHY OF UK HIGHER
EDUCATION
• Under provision of HE relative to demand in the South East,
South West and West Midlands
• Higher propensity for students to attend a local university in
London and the North and a net flow of undergraduates from
south to north especially pre 1992 Universities
• Concentration of HEFCE research funding and research grant
and contract income in London, the South East and East Anglia
(Figure 2)
• Combined research activity of universities in provincial cities
less than single leading institutions in South
(Figure 3)
34
KEY
1. Public
2. UK Industry
3. Charities
4. Other
35
36
GRADUATE MOBILITY
• Majority of graduates (55%) take up first employment in their
home region
• Students studying away from home most likely to view the
labour market in national terms
• Graduate mobility also greatest for those with
– best degree results
– attending pre 1992 universities
– from families in higher socio-economic groups
• Graduate retention least likely in regions that are net importers
of undergraduates, ie. less favoured regions
37
6.
REGIONAL ECONOMIC STRATEGY
FOR THE NORTH EAST
“Unlocking our Potential”
1. Creating wealth by building a diversified, knowledge driven
economy
2. Establishing a new entrepreneurial culture
3. Building an adaptable and highly skilled workforce
4. Placing universities and colleges at the heart of the region’s
economy
5. Meeting 21st Century transport, communications and property
needs
6. Accelerating the renaissance of the North East
38
UNIVERSITIES FOR THE NORTH EAST: A STRATEGY FOR
THE NEXT 10 YEARS
• To develop the sector as a direct and indirect source of employment by
enhancing its national and international competitiveness in teaching and
research (development of the sector).
• To increase the number of full and part-time students from the region
studying within the region (growing participation in HE and student
retention).
• To increase the number of students from outside the region, especially
outside the UK, studying in the region (student recruitment).
• To increase the proportion of graduates from the region taking up
employment in the region (graduate retention).
• To increase the contribution of the sector to the competitiveness of business in
the region via new business foundations, knowledge and technology transfer,
the attraction of new investment and the creation of an innovative milieu
(contribution to competitiveness).
39
THE UNIVERSITIES AND THE REGION: A
COMPACT BETWEEN ONE AND UNE
• Teaching and Learning
• Knowledge transfer through students to regional
industry
• Knowledge transfer through general
consultancy, teaching and invention
• Community engagement through community
based activities
40
ECONOMIC IMPACT OF NEWCASTLE
UNIVERSITY
• 4,000 Staff (Third largest employer in
Newcastle)
• 16,000 students and 3,500 graduates annually
• Annual expenditure £155m
• Research income £37m
• 160 contracts with commercial companies in
1997/98
• 23 spin out companies
41
UNIVERSITY OF NEWCASTLE INSTITUTIONAL
PLAN 1999 - 2004 (STRAND 3)
Contribution to Economic, cultural, and social development
1. Strengthened capacity for effective engagement to shape and respond to
national and regional agendas on the economy and on community issues
2. Proactive contributions to these agendas through mutually reinforcing
teaching, research, and cultural and community-based activities
3. Working with partners to maximise the economic and social development of
the North of England, drawing upon our expertise and connections from our
work at international and national levels to assist - the region’s companies to
improve their competitiveness
- its people to develop and to enhance their employability, and
- its communities to be more sustainable
42
NEWCASTLE UNIVERSITY HERO BC SCHEME
“Making Knowledge Work”
Objectives
• Understanding the needs of business
• Matching needs to expertise
• Establishing means of delivery
• Focus on business clusters(bio-sciences and pharmaceuticals; engineering, including
offshore; agriculture, marine and food science; IT and informatics, cultural
industries) (people, firms, institutions)
• Building internal networks
• Strategic planning
• Changing the culture
43
METHODOLOGIES
•
•
•
•
•
•
Cluster business development managers
Technology transfer
CPD and open distance learning
Employability
HR development
Regional development office
44
BIO-SCIENCES AND
PHARMACEUTICALS
• High research rated departments, cross departmental and cross
faculty research collaborations (Medicine, Science, Engineering,
Agriculture)
• Promotion of a science enterprise culture - Science Enterprise
Centre; “Making Biotechnology Happen” Symposium
• International Centre for Life: Institute for Human Genetics,
“Bio-Cell” communications network; Politics, Ethics and Life
Sciences Institute (PEALS)
• Biotechnology companies, Novacastra, Sea Bait, Arrow
Therapeutics, Genotype, Selective Antibodies,
BioEnhancement, Northgene
45
ENGINEERING AND OFFSHORE
TECHNOLOGY
• Contribution to Knowledge House - access for SMEs to
University expertise (32 company contracts awarded 1998)
• Regional Centre for Innovation in Engineering Design Industry club support for 300 SMEs; Virtual product design and
prototyping on the Internet
• Teaching Company Schemes: company, student, supervisor
(technology transfer, graduate retention, research contracts)
• Industrial Statistics Research Unit and Centre for Quality
Engineering
• Industrial Design Centre
46
IT AND INFORMATICS
• Department of Computing Science: Centre for Software
Reliability Club with 2,500 corporate and individual members
• MARI and Northern Informatics and Northern Metropolitan
Area Network (NORMAN)
• Sowerby Centre for Health Informatics
• Transport Operations Research Group/Geomatics - regional
transport electronic information service projects
• Rural telematics
• CURDS - North East Information Economy
47
AGRICULTURE, MARINE AND
FOOD SCIENCES
• Food chain - link between economic activities affecting land
use, rural and marine development
• Primary industry - fishing and forestry and secondary industries
of food processing, marketing and retailing
• Interaction between food consumption, human health and well
being
• University Farms
• Dove Marine Laboratory: Programme of Marine Science
Education and Northumberland Marine Bio-diversity project
• Recycling to Land Initiative with local companies
• Centre for Rural Economy
48
CULTURAL INDUSTRIES
• Heritage: Departments of Archaeology, Classics, History; MA
in Museum Studies
• Museum of Antiquities; Shefton Museum of Greek Art and
Archaeology; Hancock Museum
• Visual Arts: Department of Fine Art and Hatton Gallery
• Music: Department of Music, Kings Hall Concerts, Northern
Sinfonia
• Performing Arts: Playhouse Theatre
• Popular Culture: Student Union concerts
49
CAREERS SERVICE AND
REGIONAL LABOUR MARKETS
• Graduate Direct - graduate placement in SMEs
• Graduate labour market intelligence
• Work with former graduates to encourage a
return to the region
• Gradient: Graduate employability enhancement
programme
50
SOCIAL AND COMMUNITY
DEVEL0PMENT
• Students into Schools programme
• Progression and Access Routes to Newcastle
University (PARTNERS) programme with Tyneside
Schools
• Community widening participation programme in
Blyth Valley
• Electronic delivery of teaching for PT degrees in rural
areas
• Medical School - Health Action Zones and Health
Promotion
51
• Student Community Action (SCAN)
CONTRIBUTION TO THE PUBLIC
SPHERE
• Newcastle Gateshead Initiative; Newcastle Common Purpose; Universities
for the North East; Northern Informatics
• Urban and Regional Analysis: Geography/CURDS; Centre for Rural
Economy; Architecture, Planning and Landscape, etc.
• Regional Competitiveness Project, Regional Economic Strategy, Regional
Foresight
• “Expert” contribution to regional and national media
• Agenda setting in relation to EU and national policy (e.g. ERDF,
Competition Policy, Labour Market Policy, Health and Science Policy)
• Neutral ground for public debate (e.g. Campaign for a Northern Assembly)
• PEALS - Café scientifique
52
PEOPLE DEVELOPMENT
• Know how:
management of change; building and
management of networks; facilitation and mediation; working
with different organisational cultures; project planning and
implementation; raising financial support; organisational politics
and dynamics
• Know what: structure and responsibilities of organisations
involved in development; central and local government powers
and responsibilities; different timescales and drivers;
institutional overlap
53
END NOTE
• Regional engagement as a means of creating
universities which are more responsive to the
needs of the economy and society
54