Newcastle as a City of Learning

1. Newcastle as a City of Learning John Goddard OBE Emeritus Professor of Regional Development Studies Formerly Deputy Vice Chancellor

2. A European way ahead http://ec.europa.eu/regional_policy/sources/ docgener/presenta/universities2011/ universities2011_en.pdf (Or just Google ‘connecting universities to regional growth’!)

3. Newcastle University

4. The University of Northumbria at Newcastle

5. Newcastle College

6. The International Centre for Life

7. ICFL Mission Statement • We ignite and nurture a curiosity in everyone for science, technology, engineering and maths and encourage the next generation of STEM professionals. We support world-class science in the region and make a positive economic, social and cultural contribution to North East England and its communities.

9. PEALS Café Scientifique & Café Culture Café Scientifique is a place where you can enjoy a cup of coffee or a glass of wine and explore the latest ideas in science and technology. Café Scientifique meetings have taken place in a range of places (cafes, bars, restaurants and even theatres) and are always away from traditionally academic contexts. In Newcastle, Cafe Scientifique is now incorporated into Cafe Culture, an exciting blend of topics ranging from politics through philosophy to science. Discussions taking place in the 2014 include the potential extinction of Hen Harriers and whether children and their creativity can help us understand what a book can be?

12. Newcastle Science City (NSC) • Engaging with the community is key to the work of (NSC) with the objective to raise awareness of science and new technologies across Newcastle • Helping local communities benefit from the range of socio-economic opportunities NSC provides • 19 exciting community initiatives to date that have brought together schools, public sector and voluntary sector organisations Newcastle Science City’s Community Engagement Project which held fun free events to help people learn about the science behind alcohol

13. What are anchor institutions? • Large locally embedded institutions • of significant importance to the economy • They generate positive externalities and relationships that can support or ‘anchor’ social and economic activity • They are Institutions that are of the city not just in the city • Anchor institutions do not have a democratic mandate and their primary missions do not involve regeneration or local economic development. Nonetheless, their scale, local rootedness and community links are such that they can play a key role in local development and economic growth

14. HEIs as anchor institutions • Their main location is fixed within the home city • Experience has shown HEIs to be relatively immune to institutional failure or sudden contractions in size. • A source of stability in local economies and act as a buffer against the worst effects of downturns. • HEIs are particularly important anchor institutions in weaker economies.

16. Newcastle and Northumbria University have a combined turnover of £594.1m

17. Newcastle University and Northumbria Employment Impact

18. Newcastle College has over 3565 HE students

19. Demonstrating the value of Newcastle College in 2011/12 (EMSI 2013) • The net impact of staff and College expenditure in Newcastle is approximately £45.7m • Expenditure of out-of-region college learners annually adds around £1.7m in income to Newcastle’s economy. • The accumulated contribution of former College learners who are employed in the regional workforce amounts to £187.5m per annum • The economic contribution of the College to Newcastle businesses is £234.8m each year.

20. HEI mechanisms that contribute to development and growth • Contributing to the development of human capital and skills • Enhancing innovation through their research activities • Promoting enterprise, business development and growth • Improving social equality through regeneration and cultural development

21. Transactional Services vs. Transformational Activities When exploring mechanisms for intervention we need to make a distinction between the impact of ‘normal’ university activity (financed as part of the core business of teaching and research) and ‘purposive’ interventions (initially funded from a source outside higher education and then ideally ‘mainstreamed’.)

22. Helping the region to articulate demand so the resources of the university can be mobilised in an holistic wayto promote innovation high Facilitating networks and clusters Stimulating innovation Physical regeneration and capital projects Helping businesses articulate demand Human capital development International links and investment Cultural development and ‘place making’ Complexity of the activity Talent retention Workforce development & CPD Staff spin outs Widening participation Knowledge transfer partnerships Lifelong learning Talent attraction Technology transfer Student volunteering & community work Innovation vouchers Museums and galleries Teaching Graduate enterprises Academic Research Consultancy services Public lectures low transactional Intervention type transformational Teaching &learning Research & innovation Social mission &engagement

23. The Regional Geography of New Young Graduate Labour in the UK (Source: Hoare & Carver, Regional Studies, 2010)

24. Graduate labour recruitment regional ‘gain rate’ for 2001/2 (Source: Hoare and Carver, Regional Studies, 2010)

25. Graduate labour recruitment conversion rates for ‘locals’ and ‘stayers’ pathways for 2001/2002. (Source Hoare & Carver, Regional Studies, 2010))

27. Human capital

28. Helping the region to articulate demand so the resources of the university can be mobilised in an holistic wayto promote innovation high Facilitating networks and clusters Stimulating innovation Physical regeneration and capital projects Helping businesses articulate demand Human capital development International links and investment Cultural development and ‘place making’ Complexity of the activity Talent retention Workforce development & CPD Staff spin outs Widening participation Knowledge transfer partnerships Lifelong learning Talent attraction Technology transfer Student volunteering & community work Innovation vouchers Museums and galleries Teaching Graduate enterprises Academic Research Consultancy services Public lectures low transactional Intervention type transformational Teaching &learning Research & innovation Social mission &engagement

29. Key sub sea skills activities led by Newcastle and Newcastel College with financial support from the Regional Development Agency (2009/10- 2011/12) • New MSc in Sub-sea engineering and management at Newcastle University shaped with business • New sub-sea specific foundation degree programme pathway at Newcastle College • Development of a control room to house sub-sea specific training plant and equipment at Newcastle College • Technical seminars as part of continual professional development programmes • Collaborative student projects • Work with schools to raise awareness of career opportunities • Communication of clear student progression pathways

31. … Newcastle College’s Energy Academy • Specialising in offshore, wind engineering and sustainable technologies • A centre dedicated to developing higher level skills • A multi partner, cross collaboration between the college, LAs Sector skills councils and other strategic stakeholders such as, Shepherd Offshore Group, Duco Ltd and Wellstream • The first of its kind and offering Specialist Diplomas, Apprenticeships and Foundation, Honours and Masters Degrees • Part of North Tyneside’s Learning Village • It is innovators like yourselves [Newcastle College] that we must look if we are to make the most of our opportunities in renewables and in energy in general, both within the UK and as a world leader in the sector.” Charles Hendry

32. Helping the region to articulate demand so the resources of the university can be mobilised in an holistic wayto promote innovation high Facilitating networks and clusters Stimulating innovation Physical regeneration and capital projects Helping businesses articulate demand Human capital development International links and investment Cultural development and ‘place making’ Complexity of the activity Talent retention Workforce development & CPD Staff spin outs Widening participation Knowledge transfer partnerships Lifelong learning Talent attraction Technology transfer Student volunteering & community work Innovation vouchers Museums and galleries Teaching Graduate enterprises Academic Research Consultancy services Public lectures low transactional Intervention type transformational Teaching &learning Research & innovation Social mission &engagement

33. SUSTAINABLE / HOME / INSULATION / FOR/ EVERYONE /

34. Knowledge Transfer Partnerships… • Transfers academic knowledge into organisations • A key mechanism for driving growth Northumbria University, Age UK and KTP associate have been chosen to receive the RCUK Knowledge Base Impact Award for their innovations that have helped reduce ambulance journeys, unplanned hospital admissions and stays in hospitals

35. The way we innovate is changing User innovation Innovation in services Elberfelder Farbenfabriken vorm. Friedrich Bayer & Co Social innovation Open innovation Bell Labs, Holmdel, NJ

36. New modes of innovation Different ways of allocating capital and people Different knowledge Different entrepreneurs Different selection mechanisms

37. Relevant partners: some old, some new Local authorities Public service organisations (NHS, schools...) Charities and social enterprises (role of social finance) “Civic” universities National bodies (ODI, TSB, Nesta) And more

38. Helping the region to articulate demand so the resources of the university can be mobilised in an holistic wayto promote innovation high Facilitating networks and clusters Stimulating innovation Physical regeneration and capital projects Helping businesses articulate demand Human capital development International links and investment Cultural development and ‘place making’ Complexity of the activity Talent retention Workforce development & CPD Staff spin outs Widening participation Knowledge transfer partnerships Lifelong learning Talent attraction Technology transfer Student volunteering & community work Innovation vouchers Museums and galleries Teaching Graduate enterprises Academic Research Consultancy services Public lectures low transactional Intervention type transformational Teaching &learning Research & innovation Social mission &engagement

39. Northumbria’s Student Law Office • Queens Anniversary Prize for HE and FE • 200 law students and staff contributing 1000’s hours to a ‘law clinic’ • The Student Law Office at Northumbria is successful in involving higher education in the latest thinking about clinical legal education and what law clinics can achieve.

40. Newcastle Law School’s Street Law • Working with children and young people to raise awareness and encourage participation in issues surrounding children's’ law and their rights • Interactive sessions have taken place in Schools and Youth Groups in Newcastle & North Tyneside • Awarded the Alistair MacQueen Memorial Grant

41. Universities and the cultural sector of cities • Diversity of cultural sector in cities mirrored by diversity of creative and artistic disciplines taught, researched and practised in universities • Academic units and the constituent communities of students and staff with strong identity with and connection to urban cultural life • A field where the hierarchy of research ratings between ‘old’ and ‘new’ universities does not apply – practise led research and teaching used in art, design and media fits with mission of new universities • Campuses as cultural venues – university museums, theatres, art galleries, media labs and shared use of off campus sites where practise, teaching and research are linked

42. Making meaningful contributions to the local community… Live Across Newcastle • A Festival of Student Performance for HE performing arts students • A chance to work in a real theatre environment • A nurturing ground for skills and talent • After 6 years it has become an integral part of the city’s cultural life

43. Newcastle College – history project • In August 2014 Newcastle College will mark the centenary of the outbreak of the First World Warwith a project designed to explore the lives of the individuals who served and gave their lives. Over 800 staff, students and alumni from Rutherford College fought in the First World War and 151 never returned home.

44. Newcastle College Conservation Mobile Application Development Project • A project conducted primarily by the Digital Futures Research Cluster at Newcastle College. • Members of the public act as citizen scientists by recording wildlife sightings. • A response to the State of Nature Report indicating population decline in over 3000 species. • Aligned with this project is a forthcoming Lit & Phil lecture by the Director of the Natural History Society of Northumbria on biodiversity.

45. The ‘un-civic’ university RESEARCH TEACHING Rankings Excellence FOCUS OF MANAGEMENT AND LEADERSHIP THE ‘CORE’ Funding targets Hard Boundary between enabling and non enabling environments THE ‘PERIPHERY’ ‘THIRD MISSION’ ACTIVITIES

46. TEACHING RESEARCH Enhancement Transformative, responsive, demand led actions ENGAGEMENT The Civic University THE ACADEMY Widening participation, community work Socio- economic impact Soft Boundary SOCIETY

47. Seven Dimensions of the ‘Civic University’ • It is actively engagedwith the wider world as well as the local community of the place in which it is located. • It takes a holistic approachto engagement, seeing it as institution wide activity and not confined to specific individuals or teams. • It has a strong sense of place – it recognises the extent to which is location helps to form its unique identity as an institution. • It has a sense of purpose– understanding not just what it is good at, but what it is good for. • It is willing to investin order to have impact beyond the academy. • It is transparent and accountableto its stakeholders and the wider public. • It uses innovative methodologiessuch as social media and team building in its engagement activities with the world at large.

48. The disconnected region PUBLIC SECTOR Lack of coherence between national and regional/local policies Lack of political leadership Lack of a shared voice and vision at the regional/local level PRIVATE SECTOR No coordination or representative voice with which to engage Motivated by narrow self interest and short term goals Dominated by firms with low demand or absorptive capacity for innovation No boundary spanners Focus on supply side, transactional interventions Ineffective or non existent partnership Lack of a shared understanding about the challenges Entrepreneurs ‘locked out’ of regional planning HIGHER EDUCATION SECTOR Seen as ‘in’ the region but not ‘of’ the region Policies and practices discourage engagement Focus on rewards for academic research and teaching

49. The ‘connected’ region – strong partnerships based on shared understanding of the challenges and how to overcome them PUBLIC SECTOR Developing coherent policies that link territorial development to innovation and higher education Analysis of evidence and intelligence for planning Building the infrastructure for growth Evidence based policies that support ‘smart’ innovation and growth Investing in people and ideas that will create growth Generating intellectual and human capital assets for the region Skills development, commercialisation of research HIGHER EDUCATION SECTOR PRIVATE SECTOR

50. Nationally driven policies and funding for innovation University Lack of local demand for and supply of students Lack of demand and capacity in local SMEs Demise of regional funding streams Recruitment vs widening participation Severing the anchor