Creating Prosperity: the role of higher education in driving the UK’s creative economy

1. Creating Prosperity: the role of higher education in driving the UK’s creative economy UKADIA Conference London, 8 February 2011

2. the creative economy • major employer - strong and consistent growth • pervasive creativity • knowledge-intensive and well-educated • multidisciplinary • driving shift to digital economy • large numbers of small, entrepreneurial businesses and fluid freelance labour pool

3. policy issues • strong and consistent focus on creative industries at UK level (although coalition cuts) • increasing focus on impact in HE policy • mismatch between the two policy drivers • Browne and CSR implications very serious for CIs – ongoing STEM bias

4. creative economy – key drivers Innovation • innovation crucial – not just technology but also business models and creative practice • open, collaborative, multidisciplinary and iterative • difficult to isolate and measure • innovation support still based on linear models Skills and entrepreneurship • self-employment is high • high expectation for lifelong learning • technological change • multidisciplinary skills (including STEM) • CPD challenges for small, fragmented business base • entrepreneurship crucial driver

5. HE’s contribution Six overlapping propositions: • HE is a source of new ideas and practices that drive innovation • HE adapting new models of interaction within creative economy • universities are regional hubs for innovation and growth of creative clusters • HE is the primary source of talent for the creative economy • employability and enterprise and growing areas of focus for HE • HE is an important providers of CPD for CIs

6. 1. new ideas and practices • a very wide range of HE research contributes to the creative economy • this research is high quality with strong economic, social and cultural impact • much of this research is multidisciplinary (e.g. DEP), bridging gaps between science, technology, creativity and business • research assessment mechanisms do not always capture full value of this research • although investment is increasing, still modest compared to science • multidisciplinary research difficult to structure and deliver

7. 2. new models of interaction • CIs most frequently targeted sector in HEI KE strategies • collaboration, consultancy, CPD and access to facilities rather than commercialisation – people-based and informal • strong industry partnerships • networks and subscription models • this activity doesn’t always reward academics • demand issues problematic – fragmented SME base and low awareness of HE expertise • some funding streams here under real pressure

8. 3. innovation hubs and clusters • scale, permanence and credibility makes HEIs good anchors for regional clusters • natural focal points for formal and informal networks • integrated programmes of research, knowledge exchange and enterprise support and training • physical space often important as safe space to experiment and collaborate • international reach and reputation of HEIs can benefit SME partners • real funding challenges re RDAs and ERDF

9. 4. talent • talent is not just born – its needs to be developed • growing industry involvement at all stages of education process • greater emphasis on multidisciplinary education – PG level • mismatch between industry expectations and HE’s understanding of its role • high unit of costs of some creative disciplines • Browne and CSR major threat to creative education • multidisciplinary education challenging – need for new solutions

10. 5. employability and enterprise • embedding opportunities for practical learning within courses • entrepreneurship skills also inherent in a creative education • HEIs well placed to support enterprise – incubation, access to knowledge and facilities and business support • entrepreneurship education still uneven across HE and lack of common standards • challenges in consistency of quality in placements and in securing enough placements • funding again an issue

11. 6. HE as a provider of CPD • CDP is a growing opportunity for HE, and a common feature of many knowledge exchange initiatives • creative professionals expect to be involved in lifelong learning....but • industry demand for CDP is less well articulated and costs can be a barrier • academic qualifications have appeal for individuals and employers

12. conclusions – research and innovation • academic research contributes vital understanding and knowledge that supports growth and innovation in the creative economy • research outputs find application right across the economy • growing focus on multidisciplinary research and KE • widespread and multifaceted engagement between HEIs and CIs – collaborative, iterative and people based • regional hubs for innovation with space for experimentation and collaboration • but – research funding (STEM focus); impact and assessment; multidisciplinary working; supply and demand issues; and KE funding

13. conclusions – skills, employability and entrepreneurship • major source of talent and skills – appropriate role of HE • industry engagement and involvement in education process • multidisciplinary education – STEM and creativity • work-related learning • value of the creative education process • entrepreneurship, CPD and enterprise support all evident • but....Browne and CSR; industry/academia divide; demand-side issues (placements and CPD); entrepreneurship education; and wider funding (eg RDAs)

14. recommendations 20 recommendations designed to address: • policy bias towards STEM • teaching and research funding • multidisciplinary working (teaching and research) • industry engagement • wider partnerships around the role of HE full report (Creating Prosperity) available to download on the Universities UK website: http://www.universitiesuk.ac.uk/Publications/Pages/CreatingProsperitytheroleofhighereducation.aspx

15. discussion • what are the real priorities for the sector and for HE? • what does this mean for your institution? • how can you engage a fragmented sector in ways that are economically viable?