Good Practice Pilot Action for Innovative Industries: Education, Training and Exploitation

1. Good Practice Pilot Action for Innovative Industries:Education, Training and Exploitation

2. Introduction • 2-year long pilot project running from October 2012 – September 2014 • "the contribution of higher education and advanced vocational training to the process of innovation". • conduct a pilot action in 3 countries for good practice for industry needs, training and exploitation of results in environmental and energy industries

3. Objectives

4. Methodology • Step 1: Identification • Step 2: Implementation • Step 3: Exploitation

5. Context: The Energy and Environment Sector Scottish Government Targets 2020 • Reduce CO2 emissions by 42% • Provide100% of Scotland's gross annual electricity consumption through renewable energy • Meet 11% of Scotland's heat demand through renewable energy • Create 500 MW from community and locally-owned renewable energy

6. Context: The Energy and Environment Sector Market

7. Context: Funding Sources

8. Survey Results G. 1 Type of Co-operation

9. Survey Results G. 2 Start of Collaboration

10. Survey Results G. 3 Reason for Collaboration

11. Survey Results G.4 Reason for Not Collaborating

12. Survey Results G.5 Areas of Collaboration

13. Survey Results G.6Areas for Future Collaboration

14. Survey Results G.7 Thematic Areas of Collaboration

15. Survey Results G.8. Assessment of Undergraduate Competencies

16. Survey Results G.9 Importance of Skills and Competencies

17. Conclusions: Skills and Training • Universities and companies are seeking similar outcomes with different approaches • There is a lack of clarity on what issues are really important • The level of importance placed on technical skills still overshadows complementary skills • Graduates are valued as far as their scientific and technical capabilities • There are not enough ‘leaders’ being raised during the undergraduate stages

18. Conclusions: Skills and Training • Universities are not making use of the niche in the market for further training & lifelong learning • More ‘real world’ learning is required for undergraduates • Increased interaction through initiated professor schemes or business fairs would be advantageous • Companies or specific industry sectors are rarely considered at planning and development level of curricula • Specialization within specific programmes for certain industrial sectors would allow for a greater coherence with skills needed vs. skills obtained

19. Conclusions: Research and University-Industry Interaction • There is still a lack of tailor-made or targeted research for an identified need within industry • Basic research is fundamental, but applied research can be a provider of industrial solutions, provide income for the HEI and build relationships for future activities • Companies can benefit from access to better and more varied infrastructure • Intermediaries have a key role which is not exploited enough in some cases

20. Conclusions: Research and University-Industry Interaction • Intermediaries roles may be unclear or limited • Intermediaries are well placed to match contacts, through a thorough understanding of the HEIs’ strengths and skills, and the needs of certain industries • An enhanced three-way dialogue could prevent many misunderstandings or lack of communication. • Specific cooperation schemes with industry or sectors are few and far between.

21. Conclusions: Plan for Improvement • RESEARCH - tailored or applicable research for the needs of local and national industry • TEACHING - construction of complementary skills within degree programmes, as well as up-to-date teaching and scientific knowledge of graduates in line with industry • TRAINING - providing for and becoming a key provider of lifelong learning training schemes for company employees in complementary skills

22. Thank You http://www.gadget-project.eu/