Диссертация (1146854), страница 36
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UBC is approached as a longterm goal. An innovative teaching and learning method, ‘Problem and Project Based Learning’ (PBL) fostersinnovation and cooperation with industry. Several Danish evaluations show that Aalborg University, comparedwith other Danish institutions, has the highest retention rates and one of the highest percentages of studentsfinalising their studies on time. A study by The Confederation of Danish Industry in 2008 revealed AalborgUniversity as the Danish corporate world’s preferred business partner in research and development projects.The network model and regional development approach generates interaction between the businesscommunity and researchers through various institutions at AAU such as the Network Centre.
There are about30 networks with approximately 3000 members.Aalborg has historically adopted a regional development approach to growth. The number of innovativecompanies, the number of innovations, private sector research, and educational level are all below thenational average. The industrial structure is dominated by small and medium enterprises, 97 per cent of thebusiness community in Northern Jutland. A high technology environment is burgeoning around the universityin the following sectors: information and communication technology, electronics, health science technology,biotechnology, nanotechnology and materials technology.
The IT sector in particular forms the third largestindustrial concentration in Denmark.The university’s approach is best described as a regional development approach. A network model generatesinteraction between the business community and researchers through various institutions at AAU such as theNetwork Centre. There are about 30 networks with approximately 3000 members. According to the university,collaborating with businesses creates positive internal competition.
In order to compensate for the lack ofnational third stream funding the university provides internal incentives for such activities. The universityestablishes trust with local businesses in order to network with them. According to interview participants, therecession has not actually hurt the university business collaboration. When times were good, businessesstated that they are too busy too cooperate. When times are bad, they state they don’t have enough money.AAU takes the approach that generating trust is the best means of consistently engaging with industry, and forthis reason employs a longterm perspective and approach to university business cooperation.243FinlandConsider as an example the interaction experience of the University of Turku.The University of Turku, established in 1920 in South-western Finland, is the second largest university in thecountry as measured by student numbers: there are approximately 21,000 students out of whom 16,000 aredegree students, 2,500 post-graduate students and 2,500 visiting students.
The University awards 1,000-1,500Master’s and Bachelor’s diplomas and 140 doctoral degrees annually. The largest faculties are the Faculty ofHumanities and the Faculty of Mathematics and Natural Sciences.In the recent reorganisation of higher education in Finland, the University of Turku merged with Turku Schoolof Economics (TSE). The majority of the university’s graduates do not enter industry, but are employed bymunicipal agencies and institutions and by central government.Project and Innovation Services is part of the central administration of the University, under the direction ofthe Rector.
It has a staff of nine in full-time equivalent out of which the wage of a colleague is funded by theFoundation of Finnish Inventions. The unit provides back-offices services to the University’s research and otherexternally funded activities. They provide advice, help with the project application procedures, and supportduring the execution of the projects. Furthermore, the unit promotes the exploitation and utilisation of theresearch results generated at the University.
There are many funding sources available nationally supportingthe exploitation of research results, which is considered a key challenge area in Finland:• TULI Programme funding by Tekes, which targets researchers, research groups and students by offeringfunding for the exploration of potential business ideas of three different development phases• Funding by the Foundation of Finnish Inventions that supports the generation of new start-up companies• Funding provided by the Government Office supporting the establishment of new start-ups• The Protomo project which is jointly funded by SITRA, the TE-Centres, the participating cities andorganisations is a multidisciplinary project that aims to create business opportunities and jobs based on newinnovations or service conceptsThe innovation related activities of the unit also cover patenting and licensing, regulated by the UniversityInventions Act (1st January 2007) and since the University Act entered into force the establishment of spin-offcompanies.
A network of contact persons located at the various departments across the University supportsthe Project and Innovation Services Unit.A regional development project (Korkeakoulut seutukunnissa) coordinated by the Centre for Extension Studiesof the University of Turku supports regional development and strengthens SMEs’ competitiveness throughimproving availability of higher education, research and development services of the seven higher educationinstitutions located in Turku. The project looks for structural and operational models to enhance regionalengagement of the HEIs.The region’s economy is dominated by food, maritime, pharmaceutical, and metal and information technologyindustries together with biotechnological development. The sub-regions of the Southwest Finland region havedifferent economic profiles.
While the Turku sub-region has a strong focus on biotechnologies and half ofFinland’s medical development and diagnostics companies are located in Turku sub-region; the Salo subregion244builds on the traditionally strong ICT sector, with Nokia’s main mobile phone manufacturing sites located inthe city of Salo. The Vakka-Suomi sub-region is home to the only car factory in Finland and the archipelago,Åboland sub-region relies on tourism exploiting its natural endowments.A prime example of cooperation between universities and business in Finland has become a Technopolisproject.
It began as a project for the development of Finnish municipalities. Municipal taxes in Finlandcomprise the bulk of the tax burden. Among the priorities are the creations of new jobs, to attract large anchorcompanies, the development of small technology businesses.SwedenSwedish experience concerns a program of combined effort between more than 200 HEIs from 14 countriesfocused on the maintenance and growth of environmental, rather than economic capital in the Baltic Searegion.The network is led by the Baltic University Program Secretariat, which is part of Uppsala Centre for SustainableDevelopment at Uppsala University in Sweden.
The BUP is also largely financed by the Swedish Ministry ofEducation, the Swedish Institute, the Swedish International Development Agency, and Uppsala University.Other important sources of funding are the Nordic Council of Ministers, Baltic Sea Region Program, InterregIIIB, the Finnish Ministry of Education, as well as the universities in the network.A typical approach of the BUP network is to taking into account student development and regional conditionsin order to come up with concrete solutions and feed back into teaching and development.The types of cooperation partner are very symptomatic of the nature of the activity.
Very often there is morethan one BUP university involved, and in addition projects involve government agencies – on a local or regionallevel, and NGOs, for example the WWF. Private businesses are also involved; they may take on the role ofexperts, share their experiences with teachers and students and are also interested in the results of variousundergraduate projects that have taken place, which may be something they can use in their operations.There are several types of key drivers. These could be viewed to be independent strategies pursued by theBUP partners, but they may also be interlinked to a certain extent.Experience of the Arctic zone countries shows that there are some common features of interaction betweenbusiness and universities: focus on the interaction with the business is registered in universities mission, jointprojects of universities and business are encouraged, there is an order for skilled personnel and research bybusiness.model and experience of cooperation in RussiaIn Russia, the interaction between universities and businesses in many ways is similar to the areas that arepresented above.
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