Making the Knowledge Triangle a Reality - Markku Markkula Aalto University & EU Committee of the Regions Brussels, DG EAC, 8 March 2012

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Making the Knowledge Triangle a Reality - Markku Markkula Aalto University & EU Committee of the Regions Brussels, DG EAC, 8 March 2012
Making the Knowledge Triangle
a Reality

Markku Markkula
Aalto University & EU Committee of the Regions
Brussels, DG EAC, 8 March 2012
Making the Knowledge Triangle a Reality - Markku Markkula Aalto University & EU Committee of the Regions Brussels, DG EAC, 8 March 2012
Towards Systemic and Continuous
Interaction

ERAC Opinion June 2011:
on the “Common Strategic Framework” for research,
technological development and innovation stated that “where
appropriate, European research and innovation
policy should reach out to education and
training, thus invigorating the knowledge
triangle through concrete policy measures and
synergies between education policy and the
CSF for research and innovation”.

Practical actions are needed – time to
speed up..
Making the Knowledge Triangle a Reality - Markku Markkula Aalto University & EU Committee of the Regions Brussels, DG EAC, 8 March 2012
Critical Success Factors for the
Transformation Process
We at universities need to take action:
 Network‐centric working culture focusing especially on
  desired attitude and mindset change
 Targeted orchestration of major transformation operations
 Creating new collaborative value creation methods,
  processes and models
 Planning and implementing the activities with strong mental,
  physical and virtual architectural dimensions to create
  innovation ecosystems
 Making strategic choices to start potential breakthrough
  mega‐level initiatives focusing on joint‐research topics to
  create new solutions.
Making the Knowledge Triangle a Reality - Markku Markkula Aalto University & EU Committee of the Regions Brussels, DG EAC, 8 March 2012
Recommendations for Modernising
Universities

a. The role of universities is crucial operating within their
   regional innovation ecosystems while being
   connected to global networks at the same time, and
   making the complex inter-linkages more
   understandable and visible.
b. The quality and joy of research, learning and
   working will enhance remarkably, when the university
   activities are increasingly based on the real life & real
   case -approach building bridges to innovation and
   societal impact.
c. The effectiveness and efficiency of the university
   community will grow, when its operations are based on
   the implementation of the Knowledge Triangle
   principles and practices.
Making the Knowledge Triangle a Reality - Markku Markkula Aalto University & EU Committee of the Regions Brussels, DG EAC, 8 March 2012
What Does the Conceptualising the
Triangle Mean in Practice

To increase synergy, each of the three basic missions
(research, education and innovation) has different key
content areas and methodological development needs
to focus on. For example, the role of research in the
KT context is especially to produce more foresight
knowledge to be used in education and in innovation.

To increase synergy, there is a need to define and
establish three different concepts for platforms and
processes to help the implementation of the KT
concepts.
Making the Knowledge Triangle a Reality - Markku Markkula Aalto University & EU Committee of the Regions Brussels, DG EAC, 8 March 2012
Conceptualise Platforms and Processes

Special need to focus on:
A. Value creation based on better use of intangible assets
B. New processes and methods for university-industry collaboration
C. Systemic change and societal innovations

                                             Benefits are evident:
                                             For students
                                             For teaching staff
                                             For researchers
                  Innovation
                                             For working life professionals

                 Orchestration

      Research                   Education

          Platform for Blended Learning
Making the Knowledge Triangle a Reality - Markku Markkula Aalto University & EU Committee of the Regions Brussels, DG EAC, 8 March 2012
CSI Lessons Learnt: Special Focus on

A. Value creation based on better use of intangible
   assets
 more communication and more dialogue over
   different borders
 modernisation of the Triple Helix model
 new learning environment by learning and working
   together
 towards learning organizations, bringing together
   theory and practice
Making the Knowledge Triangle a Reality - Markku Markkula Aalto University & EU Committee of the Regions Brussels, DG EAC, 8 March 2012
CSI Lessons Learnt: Special Focus on

B. New processes and methods for
  university‐industry collaboration
 supportive structures and funding for innovations
 bring together students and companies and create
  an interdisciplinary culture
 new ideas are generated in the boundaries of
  different sectors and domains
 entrepreneurial mindset
 high ambition, motivation, positivity and risk‐taking
Making the Knowledge Triangle a Reality - Markku Markkula Aalto University & EU Committee of the Regions Brussels, DG EAC, 8 March 2012
CSI Lessons Learnt: Special Focus on

C. Systemic change: focus especially on societal
  innovations
 universities form a natural network for solving grand
  societal challenges
 in societal innovations there is always a structural or
  systemic dimension
 advanced leadership and managerial competences
  are needed in orchestrating interdisciplinary, inter-
  sectoral and intercultural communities
 bottom‐up and user‐centred thinking boosts
  innovations and enables the dissemination and
  implementation of innovations
Making the Knowledge Triangle a Reality - Markku Markkula Aalto University & EU Committee of the Regions Brussels, DG EAC, 8 March 2012
Dynamic Interaction between University
   and Industry to Produce Added Value

                                      Joint Arenas for Collaboration,
                   Inventing         and Co-creation; Access to Global
                  the Future               Resources and Talent                          Other Impacts

                                          Aalto Factory Park
                  Lifelong                                                   Competence
                  Learning                Mega-Endeavours                    Development

                                           Aalto Living Labs                                                 Society:
   Aalto                                                                                                   Innovations

                                                           Collaborative
 Research                                                                                       Industry       and

                                                            Knowledge
                                                                            Scientific

                                                Learning
                                                             Creation
                                                                                                   and
                                                 by RDI
    and                                                                    Knowledge                        Well-being
Innovation                                                                                        other     (Products,
  Areas                                                                                          Organi-    Processes,
                                                                                                 zations   Services…)
                                                                               Competent
                                          Aalto Working Culture
                                          Development Processes                 People

                   Produces                     Knowledge
                   Educates                                                              Other Impacts
                                       Faculty and other Staff

                                                  Students
Markkula, M., Pirttivaara, M. & Miikki, L., 2009.
Developed by using ideas of Lester & Sotarauta, Tekes report 2007
”Innovation, Universities, and the Competitiveness of Regions”
New Pioneering Developments towards
Knowledge Triangle: Case Aalto University

                  Joint Arenas for
              Collaboration, and Co-
             creation; Access to Global
               Resources and Talent

               Aalto Factory Park

               Mega-Endeavours

                Aalto Living Labs
Experiences:
Aalto University
Have a look at:
                                                www.aaltodesignfactory.fi

Mindset is the Key

EU Calls for Transformation:
Europe needs pioneering regions, as
pathfinders and rapid prototypes.
Helsinki Region has forerunner
instruments in use:
Aalto Design Factory
Aalto Venture Garage
Aalto Camp for Societal Innovation
 and many more …
                       Markku Markkula
                       CoR & Aalto University
Open-ended
                                                    research initiatives

                                        Symbiosis of the state-of-the-art
                                         conceptual thinking and cross-
Also “physical”                           disciplinary hands-on doing
 design tools

                            For students, teachers, researchers
                              and industry partners to interact
    Workshops, coaching, courses, under the same roof
  projects and research collaboration
Venture Garage
  • The actual place where
    Android Aalto, Startup
    Sauna etc are happening
  • On Otaniemi hitech hub
    campus
  • Coaches include
    founders of Angry Birds
    and MySQL
  • Very exciting place and
    concept
  • In the middle of a
    campus of 32,000
    hitech professionals
    and scholars from 110
    countries
Creating New Concepts in the
Knowledge Triangle Interfaces inside the
University: Example EIT ICT Labs

                   Source: Marko Turpeinen EIT & Aalto University
Synergy & Collaboration
                    with student led entrepreneurial activities at Aalto Campus

     Independent, privately funded         Support for interdisciplinary and    700 m2 co-working space and
      student and post-graduate led          international co-operation in         seed accelerator for hackers and
      community initiative                   design and development                start-ups.
     Activities to encourage high-tech,    Location for several courses,
      high-growth and scalable               research projects and start-up
      entrepreneurship                       companies

 EIT ICT Labs Helsinki supports networking of similar activities in other Nodes in EU
 The best business ideas from the EIT ICT Labs Summer Schools and Camps invited
  to join the start-up activities at the Venture Garage
 Collaborative Premises for each other to support joint events and networking
Implementing the Knowledge Triangle Needs to Be
  Based on a Systemic Change Process

 Present state analysis                     Re-engineering                                  Execution                          Impacts
      Phase 1            Phase 2           Phase 3               Phase 4                Phase 5              Phase 6             Phase 7
Strategic expectations    Present          Defining the          Defining the          Operational           Executing            Evaluating
 and commitment of         state           target state           processes,           validation of          the new            the success
    the University        analysis                                  roles,               the new             processes              of the
     management                                                 resources etc.          processes                                  change

  Teaching and learning evaluation
Needs of           Existing KT       Defining the         Implementation         Holistic              Execution         Measurement of
change             practices and     benefits, costs,     actions                • …                   • …               results
• …                enablers          expected             • …                                                            • …
                   • …               improvements, ...
                                     • …

                                                                                               The systemic renewal in Aalto
                                                                                               is based on the Teaching and
                                                                                                   Education Evaluation
                                                                                                  (Aalto University 2011)
Implementing the Knowledge Triangle Principles
Means, as well:
• motivating university students to effective and target oriented
studies by developing teaching methods and support systems,
such as student’s personal study plan, multidisciplinary study
teams and virtual learning environments;
• targeting more development activities on curriculum and
learning environment initiatives, especially for the first-year
studies which are essential to learning-to-learn;
• Increasing ICT-assisted teaching and learning by developing
new forms and methods of pedagogical education for all
university teachers to equip them with skills and competencies as
facilitators of learning;
• taking advantage of situations in which studies are focused in
solving real life cases and many study teams include also
                                                                  Teaching and Education
professionals to apply lessons from the classroom to their work
                                                                     Evaluation, Aalto
environment. They also include projects that require students to      University 2011
work across traditional boundaries;
Aalto University & City of Espoo: January 2012, Contract
  on Applying the Knowledge Triangle on City Development

 Present state analysis                   Re-engineering                    Execution                    Impacts
     Phase 1             Phase 2         Phase 3         Phase 4         Phase 5           Phase 6          Phase 7
Strategic expectations   Present        Defining the    Defining the    Operational        Executing         Evaluating
 and commitment of        state         target state     processes,     validation of       the new         the success
    the University       analysis                          roles,         the new          processes           of the
     management                                        resources etc.    processes                            change

  Enablers for change

                                    Digitalized                               Innovation                Knowledge
      Knowledge co-                                    Smart Space:
                                     service                                  ecosystem                management
      creation culture                                  Ba & Flow
                                    processes                                  platforms                 practices

                     Real life cases: learning by doing & from research to business practice

                         Commitment to systemic change: Orchestration of all operations

                                    Integrating working in virtual reality and real life
Making the Knowledge Triangle a reality
A few examples from the EUGENE network, line D

MARKKU MARKKULA, AALTO UNIVERSITY
ELLEN SJOER, DELFT UNIVERSITY OF TECHNOLOGY
EUGENE & ACSI  Conceptualizing KT

 www.unifi.it/eugene & www.acsi.aalto.fi
What is the Knowledge Triangle ( KT )

                      Innovation / Engagement

   Platform & processes
   for foresight and                              Platform & processes for
   knowledge                                          new solutions within
   co-creation                                          the work and work
   solutions                Orchestration :                    community
                              finding the
                             appropriate
                                balance
Research /                                                     Education /
Discovery                                                       Learning
                Platform & processes for learning by RDI
KT -> in practice

• How does the KT work in practice and what are
  drivers and barriers in the cooperation between
  universities and enterprises?

   • Regular students
   • University researchers / teachers
   • Managers and engineers of SMEs (CEE students)
Regular students
Ongoing Research (a.o.):
• Knowledge Market (with MIT) -> „orchestration tools‟
• Techno-entrepreneurs of the future / KARIM project

Many issues:
•   To what extent students think they are capable to contribute to
    innovation?
•   What do we expect from our students?
•   What factors influence the intention to become self employed
    among students?
•   How do start-up teams evolve during growth stages and what is
    the role of the entrepreneurial scientist?
University researchers

• Case Netherlands (Learn RDM project)
• Case Denmark (Via Nord project)

• The university structure, culture and processes don't
  support the KT implementation
   from „seeing new opportunities‟ to „doing consultancy
                    without payment‟

• What would be the place of fundamental research
  after the application of the KT concept?
University teachers

„act as an initiator and facilitator of innovation‟

• For CEE - pedagogical shift:

From „show how valuable and useful content X can be‟ to
  -> what is needed in learning processes in authentic
             assignments using new media
Managers and engineers in SMEs

- potential for regional economic growth and job creation

Issues in CEE:
• Alignment of business goals with learning objectives
-> negotiating learning objectives is „a must have‟
• Learning is seen as an individual activity, instead of a
   cooperative undertaking with some external partners
• Communication with the academic world is perceived
   as “not simple”
Conclusion

• Implementing KT is no longer optional
• Easier said than done: actors in the innovation
  ecosystem must continuously adapt to rapid changes

• KT is incorporated in new initiatives ->
  new institution plan TU Delft (roadmap 2020)
• new way of working -> new role of a technical
  university
• Nice to be part of it! -> Fruitful discussions
• Please use our research results and best practices
Dream team: student projects
(Roadmap 2020 TU Delft)
Science Port Holland - Technopolis
Markku Markkula (markku.markkula@aalto.fi)
Ellen Sjoer (e.sjoer@tudelft.nl)

THANK YOU!
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