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
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..
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.
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.
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.
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
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
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
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
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 LabsExperiences: 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 UniversityOpen-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 collaborationVenture 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
countriesCreating New Concepts in the
Knowledge Triangle Interfaces inside the
University: Example EIT ICT Labs
Source: Marko Turpeinen EIT & Aalto UniversitySynergy & 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 networkingImplementing 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 lifeMaking 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 RDIKT -> 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 mediaManagers 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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