University Enterprise Cooperation: changing a must into a strength

1
University Enterprise Cooperation changing a
must into a strength

• Tempus CM_SCM-C024A06-2006 C. Van Keer
• 2007.10.02

2
The University Enterprise cooperation

• Presentation content
• Social aspects of the Bologna declaration
• The universitys needs in a changing world
• University Enterprise Cooperation threats and
  opportunities
• A case study KaHo Sint-Lieven Fac. Industrial
  Sciences

3
The University Enterprise cooperation

• Presentation content
• Social aspects of the Bologna declaration
• The universitys needs in a changing world
• University Enterprise Cooperation threats and
  opportunities
• A case study KaHo Sint-Lieven Fac. Industrial
  Sciences

4
University - Enterprise cooperation
5
The University Enterprise cooperation

• Presentation content
• Social aspects of the Bologna declaration
• The university's triple task
• The social dimension of "Bologna
• It is pay back time
• The universitys needs in a changing world
• University Enterprise Cooperation threats and
  opportunities
• A case study KaHo Sint-Lieven Fac. Industrial
  Sciences

6
Social aspects of the "Bologna declaration"
7
The Bologna Process Management of Higher
Education in Europe
1988 Bologna Magna Charta Universitatum Preamble T
he undersigned Rectors of European Universities
consider 1. that ... the future of mankind
depends largely on cultural, scientific and
technical development ... 2. that the
universities' task of spreading knowledge among
the younger generations implies that ... the
cultural, social and economic future of society
requires, in particular, a considerable
investment in continuing education 3. that
universities must give future generations
education and training that will teach them ...
to respect the harmonies of their natural
environment and of life itself. The undersigned
Rectors of European universities proclaim the
fundamental principles which must, now and
always, support the vocation of
universities. ../..
8
The Bologna Process Management of Higher
Education in Europe
1988 Bologna Magna Charta Universitatum ../.. Fund
amental principles 1. The university is an
autonomous institution To meet the needs of the
world around it, its research and teaching must
be morally and intellectually independent of all
political authority and economic power. 2.
Teaching and research in universities must be
inseparable ... if their tuition is not to lag
behind changing needs, the demands of society,
and advances in scientific knowledge. 3. Freedom
in research and training is the fundamental
principle of university life, and governments and
universities ../.. must ensure respect for this
fundamental requirement. 4. A universitys
constant care is to attain universal knowledge to
fulfil its vocation, it transcends geographical
and political frontiers, and affirms the vital
need for different cultures to know and influence
each other. ../..
9
The Bologna Process Management of Higher
Education in Europe
1988 Bologna Magna Charta Universitatum ../.. The
means To attain these goals by following such
principles calls for effective means, suitable to
present conditions. 1. To preserve freedom in
research and teaching, the instruments
appropriate to realize that freedom must be made
available to all members of the university
community. 2. Recruitment of teachers, must
obey the principle that research is inseparable
from teaching. 3. Each university must ensure
that its students' freedoms are safeguarded, and
that they enjoy conditions in which they can
acquire the culture and training 4.
Universities regard the mutual exchange of
information and documentation, and frequent joint
projects for the advancement of learning, as
essential to the steady progress of
knowledge. Therefore, as in the earliest years of
their history, they encourage mobility among
teachers and students Bologna, 18 September
1988.
10
The University Enterprise cooperation

• Social aspects of the Bologna declaration, 1999
• The university's triple task

In order to fullfil its academic responsibilities
the university will provide - scientific
education at academic level - research
results - scientific service to the community
11
The University Enterprise cooperation

• Social aspects of the Bologna declaration, 1999
• The university's triple task
• The social dimension of "Bologna

12
The University Enterprise cooperation

• 1999 - Bologna Declaration objectives
• Adoption of a system of easily readable and
• comparable degrees,
• also through the implementation of the
• Diploma Supplement,
• in order to promote European citizens
  employability and the international
  competitiveness of the European higher education
  system.
• ../..

13
The University Enterprise cooperation
1999 - Bologna Declaration objectives ../.. 2.
Adoption of a system based on two main cycles,
undergraduate and graduate. Access to the
second cycle shall require successful completion
of first cycle studies, lasting a minimum of
three years. The degree awarded after the first
cycle shall be relevant to the European labour
market as an appropriate level of qualification.
The second cycle should lead to the master
and/or doctorate degree as in many European
countries. ../..
14
The University Enterprise cooperation
1999 - Bologna Declaration objectives ../.. 3.
Establishment of the system of credits such as
ECTS system as a proper means of promoting the
most widespread student mobility. Credits
could also be acquired in non-higher education
contexts, including lifelong learning, provided
they are recognised by receiving Universities
concerned. ../..
15
The Bologna Process Management of Higher
Education in Europe

• 2003 - Berlin Communiqué
• Preamble
• On 19 September 2003, Ministers responsible for
  higher education from 33 European countries met
  in Berlin in order to review the progress
  achieved and to set priorities and new objectives
  for the coming years, with a view to speeding up
  the realisation of the European Higher Education
  Area.

16
The Bologna Process Management of Higher
Education in Europe

• 2003 - Berlin Communiqué
• Progress
• ../.. 6/9
• Promoting attractiveness of the European Higher
  Education Area
• Agreement to further develop scholarship
  programmes for students from third countries.
• Transnational exchanges in higher education
  should be governed on the basis of academic
  quality and academic values.
• Lifelong learning
• Higher education should contribute to lifelong
  learning at higher education level including the
  recognition of prior learning.
• Higher education should encompass the range of
  flexible learning paths, opportunities and
  techniques making appropriate use of the ECTS
  credits.

17
The Bologna Process Management of Higher
Education in Europe

• 2003 - Berlin Communiqué
• ../.. 7/9
• Additional Actions
• European Higher Education Area and European
  Research Area two pillars of the knowledge
  based society
• Research, training and interdisciplinarity as an
  integral part of higher education across Europe
• The doctoral level as the third cycle in the
  Bologna Process.
• Increased mobility at the doctoral and
  postdoctoral levels.
• Higher Education Institutions should increase the
  role and relevance of research to technological,
  social and cultural evolution and to the needs of
  society.

18
The Bologna Process Management of Higher
Education in Europe

• 2005 Bergen aims and contents 5/6
• 2010 and beyond
• The Bologna Process is a process of voluntary
  cooperation between different national systems
  overseen by the BFUG and associating the various
  partners. There are no legally binding provisions
  except for the Lisbon Recognition Convention the
  cooperation is based on mutual trust.
  Participating countries have adapted their
  legislation to the principles and objectives of
  the Bologna Process, and higher education
  institutions are committed to implementing them.
• The Follow-up Group has had preliminary
  discussions concerning 2010 and beyond, as the
  vision of the European Higher Education Area is
  gradually being translated into reality. Within
  the overarching framework for the EHEA, all
  participating countries should have developed by
  2010 a national framework of qualifications based
  on three cycles in higher education, and national
  quality assurance arrangements implementing an
  agreed set of standards and guidelines.
• ../..

19
The Bologna Process Management of Higher
Education in Europe

• 2005 Bergen aims and contents 6/6
• 2010 and beyond
• ../..
• All higher education institutions in
  participating countries will recognise degrees
  and periods of studies according to the Lisbon
  Recognition Convention.
• The social dimension of the Bologna Process will
  be a constituent part of the EHEA Higher
  education should be equally accessible to all and
  students should be able to complete their studies
  without obstacles related to their social and
  economic background.
• The EHEA will encompass the principles of public
  responsibility for higher education,
  institutional autonomy, and the participation of
  students in higher education governance.

20
The Bologna Process Management of Higher
Education in Europe
Ten Bologna management lines according to the
Berlin Communiqué academic accountability and
quality assurance three cycle system diploma
supplement ECTS CATS introduction of the
PhD as a third cycle research as an integral
part of academic education recognition of
degrees and periods of studies flexible,
competence-driven learning programmes
transnational exchanges and introduction of
integrated learning programmes leading to joint
degrees lifelong learning
21
European countries making a difference between
academic and professional education (red)
22
The University Enterprise cooperation

• Social aspects of the Bologna declaration, 1999
• The university's triple task
• The social dimension of "Bologna
• It is paying time

The Flemish Government is spending approximately
25 of its available means in education. Hence,
the universitys task is educating young people
towards competent participants in the society
23
The University Enterprise cooperation

• Presentation content
• Social aspects of the Bologna declaration
• The universitys needs in a changing world
• University Enterprise Cooperation threats and
  opportunities
• A case study KaHo Sint-Lieven Fac. Industrial
  Sciences

24
A changing world
25
The University Enterprise cooperation

• A changing world
• There is Mondialisation in politics, industry
  and economy
• Communication brings the entire world within
  handreach
• and is provoking a lot of miscommunication
• Travelling allows us to explore the world
• Computer speed is everywhere

26
The University Enterprise cooperation

• A changing world
• 1. Modify or mummify
• The internal organisation of academic research
  from a highly individual voluntary occupation of
  some privileged people to an interdisciplinary
  team functioning of highly specialised
  professionals
• Specialisation should be a characteristic of
  individual researchers
• Profile building is a characteristic of a team,
  research group or education / training programme
• Modification is resulting from continuous
  improvement

27
The University Enterprise cooperation

• A changing world
• 2. Improvement is like modification - Innovation
  is like mutation
• In biology and genetics there is a difference
  between modification and mutation.
• Modification is the result of continuous
  adaptation to the environment en hence, is a
  temporary status of one single species.
• Mutation is a sudden and hereditary change and by
  natural selection can introduce new and
  advantageous traits or characteristics in a
  population
• A university needs improvement (as a result of
  QM) and innovation (resulting from available
  knowledge and talent)

Modification improvement Mutation
innovation
28
The University Enterprise cooperation

• A changing world
• 2. Improvement is like modification - Innovation
  is like mutation
• A university needs improvement (as a result of
  QM) and innovation (resulting from available
  knowledge and talent) to be able to withstand
  environmental changes (political, social and
  economical)
• A good university is flexible, able to develop
  its strengths and to create new opportunities out
  of threats
• To innovate a university needs to know its
  strengths (performance capacity) and its process
  environment. Innovation is not effected by a
  sleeping beauty.

Innovation is a dynamic and directed process
resulting from improved processes in an already
performant system
29
The University Enterprise cooperation

• A changing world
• 3. The world is changing the university and vice
  versa
• - A good university is flexible, able to develop
  its strengths and to create new opportunities out
  of threats

Travelling physically as well as virtually
is helping in changing the world
30
The University Enterprise cooperation

• A changing world
• 3. The world is changing the university and vice
  versa
• Science is no longer a universitys exclusivity
• Internationalisation and travelling the changing
  world physically as well as virtually
  allows for
• obtaining new insights
• doing benchmarking studies
• selecting good ideas and implementing them in the
  home institute
• building on and developing new ideas
• snatch opportunities for creating improved or new
  processes

The changing world is changing the university
31
The University Enterprise cooperation

• A changing world
• 3. The world is changing the university and vice
  versa
• Being sensitive for external changes allows for
  improvement and innovation
• The universitys output and outcomes will allow
  for new ideas and processes resulting in new
  policies and new products
• Hence, the universitys output and outcomes will
  be changing the universitys environment

The changing world is changing the university
The changing university is changing the world
32
The University Enterprise cooperation

• A changing world
• 4. Today companies are sources and repositories
  of knowledge
• Science is no longer a universitys exclusivity
  large companies (e.g. Exxon, Coca-Cola, IBM,
  Mittal Steel) can dispose of appropriate
  resources (money and people) for doing directed
  and fundamental research, even more than
  universities
• Fundamental research outcomes are published in
  journals applicable research results are leading
  to patents and products and will not belong to
  the public domain
• Large companies are using universities (contract
  research and sponsoring) for high risk research
  assignments offering at least mutual profits

Large companies came up to the universities
level in producing new science and even surpassed
them
33
The University Enterprise cooperation

• A changing world
• 4. Today companies are sources and repositories
  of knowledge
• Small and Medium sized Enterprises (SMEs) are
  consisting the vast majority of companies and are
  the main components of the economical world
• SMEs are consuming science outputs, implementing
  them by realising new techniques, products and
  processes
• SMEs usually are missing research capacity and
  are needing desperately the universities (for
  contract research, scientific service and help
  in implementation of new technologies)

SMEs are consuming the universities scientific
output and are representing the natural link
between the universities and the economical
world, between science and application
34
The University Enterprise cooperation

• A changing world
• 5. Mondialisation vs. internationalisation?
• Mondialisation is the engine for development of
  the industry
• Internationalisation in science and education is
  the engine for development of the university
• Internationalisation allows for benchmarking in
  science and education, transfer of ideas,
  networking and cooperation
• Internationalisation is an essential factor in
  university development in the domain of
  expertise there are too few good peers at
  regional level to allow for adequate peer-to-peer
  learning

35
The Bologna Process Management of Higher
Education in Europe

• Presentation content
• Social aspects of the Bologna declaration
• The universitys needs in a changing world
• University Enterprise Cooperation threats and
  opportunities
• A case study KaHo Sint-Lieven Fac. Industrial
  Sciences

36
University Enterprise Cooperation
opportunites and threats
37
How research is changing education

• 3. University Enterprise Cooperation
  opportunities and threats
• Opportunities
• - Directed research vs. scientific service to
  community?
• - Cooperation yields input of ideas and knowledge
• - Generating a third and fourth flow of funding
• - Updating staff
• - Several ways for offering practical training of
  students
• - Cooperation as a source for ideas for
  university restructuring
• - Directed and contract research are generating
  university funding for education too
• - LLL lifelong learning programmes
• - ODL and c-learning programmes
• - Cooperation model as a start for third world
  aid programmes
• - New study programmes and learning paths
• Risks and Threats
• - Chasing for short term profits Accepting
  money and loosing independency?

38
How research is changing education

• 3. University Enterprise Cooperation
  opportunites and threats
• Opportunities
• - Contract and directed research vs. scientific
  service to community? No contradiction
• - Cooperation yields input of ideas and knowledge
• - Generating a third and fourth flow of funding?
• - Updating staff
• - Several ways for offering practical training of
  students
• - Cooperation as a source for ideas for
  university restructuring
• - Directed and contract research are generating
  university funding for education too
• - LLL lifelong learning programmes
• - ODL and c-learning programmes
• - Cooperation model as a start for third world
  aid programmes
• - New study programmes and learning paths
• Risks and Threats
• - Chasing for short term profits Accepting
  money and loosing independency?

39
How research is changing education

• 3. University Enterprise Cooperation
  opportunites and threats
• Opportunities
• - Directed research vs. scientific service to
  community?
• - Cooperation yields input of ideas and knowledge
• - Generating a third and fourth flow of funding
  or loosing independency?
• - Updating staff
• - Several ways for offering practical training of
  students
• - Cooperation as a source for ideas for
  university restructuring
• - Directed and contract research are generating
  university funding for education too
• - LLL lifelong learning programmes
• - ODL and c-learning programmes
• - Cooperation model as a start for third world
  aid programmes
• - New study programmes and learning paths
• Risks and Threats
• - Chasing for short term profits Accepting
  money and loosing independency?

40
How research is changing education

• 3. University Enterprise Cooperation
  opportunites and threats
• Opportunities
• - Directed research vs. scientific service to
  community?
• - Cooperation yields input of ideas and knowledge
• - Generating a third and fourth flow of funding
  or facing the risk for loosing independency? No
  problem, if free research programmes are not the
  aim
• - Updating staff
• - Several ways for offering practical training of
  students
• - Cooperation as a source for ideas for
  university restructuring
• - Directed and contract research are generating
  university funding for education too
• - LLL lifelong learning programmes
• - ODL and c-learning programmes
• - Cooperation model as a start for third world
  aid programmes
• - New study programmes and learning paths
• Risks and Threats
• - Chasing for short term profits Accepting
  money and loosing independency?

41
How research is changing education

• 3. University Enterprise Cooperation
  opportunites and threats
• Opportunities
• - Directed research vs. scientific service to
  community?
• - Cooperation yields input of ideas and knowledge
• - Generating a third and fourth flow of funding
  or facing the risk for loosing independency? No
  problem, if free research programmes are not the
  aim
• - Updating staff with knowledge competences,
  practice and entrepreneurship competences
• - Several ways for offering practical training of
  students
• - Cooperation as a source for ideas for
  university restructuring
• - Directed and contract research are generating
  university funding for education too
• - LLL lifelong learning programmes
• - ODL and c-learning programmes
• - Cooperation model as a start for third world
  aid programmes
• - New study programmes and learning paths
• Risks and Threats
• - Chasing for short term profits Accepting
  money and loosing independency?

42
How research is changing education

• 3. University Enterprise Cooperation
  opportunites and threats
• Opportunities
• - Directed research vs. scientific service to
  community?
• - Cooperation yields input of ideas and knowledge
• - Generating a third and fourth flow of funding
  or loosing independency?
• - Updating staff
• - Several ways for offering practical training of
  students in company, or using the companys
  apparatus and expertise for student training
• - Cooperation as a source for ideas for
  university restructuring
• - Directed and contract research are generating
  university funding for education too
• - LLL lifelong learning programmes
• - ODL and c-learning programmes
• - Cooperation model as a start for third world
  aid programmes
• - New study programmes and learning paths
• Risks and Threats
• - Chasing for short term profits Accepting
  money and loosing independency?

43
How research is changing education

• 3. University Enterprise Cooperation
  opportunites and threats
• Opportunities
• - Directed research vs. scientific service to
  community?
• - Cooperation yields input of ideas and knowledge
• - Generating a third and fourth flow of funding
  or loosing independency?
• - Updating staff
• - Several ways for offering practical training of
  students
• - Cooperation as a source for ideas for
  university restructuring away from the
  hierarchical conservatism, towards a more
  dynamic, open and democratic management style
• - Directed and contract research are generating
  university funding for education too
• - LLL lifelong learning programmes
• - ODL and c-learning programmes
• - Cooperation model as a start for third world
  aid programmes
• - New study programmes and learning paths
• Risks and Threats
• - Chasing for short term profits Accepting
  money and loosing independency?

44
How research is changing education

• 3. University Enterprise Cooperation
  opportunites and threats
• Opportunities
• - Directed research vs. scientific service to
  community?
• - Cooperation yields input of ideas and knowledge
• - Generating a third and fourth flow of funding
  or loosing independency?
• - Updating staff
• - Several ways for offering practical training of
  students
• - Cooperation as a source for ideas for
  university restructuring
• - Directed and contract research are generating
  funding for university research programmes and
  for education too by common use of means and
  assets
• - LLL lifelong learning programmes
• - ODL and c-learning programmes
• - Cooperation model as a start for third world
  aid programmes
• - New study programmes and learning paths
• Risks and Threats
• - Chasing for short term profits Accepting
  money and loosing independency?

45
How research is changing education

• 3. University Enterprise Cooperation
  opportunites and threats
• Opportunities
• - Directed research vs. scientific service to
  community?
• - Cooperation yields input of ideas and knowledge
• - Generating a third and fourth flow of funding
  or loosing independency?
• - Updating staff
• - Several ways for offering practical training of
  students
• - Cooperation as a source for ideas for
  university restructuring
• - Directed and contract research are generating
  university funding for education too
• - LLL lifelong learning programmes, attracting a
  new segment from potential students market
• - ODL and c-learning programmes
• - Cooperation model as a start for third world
  aid programmes
• - New study programmes and learning paths
• Risks and Threats
• - Chasing for short term profits Accepting
  money and loosing independency?

46
How research is changing education

• 3. University Enterprise Cooperation
  opportunites and threats
• Opportunities
• - Directed research vs. scientific service to
  community?
• - Cooperation yields input of ideas and knowledge
• - Generating a third and fourth flow of funding
  or loosing independency?
• - Updating staff
• - Several ways for offering practical training of
  students
• - Cooperation as a source for ideas for
  university restructuring
• - Directed and contract research are generating
  university funding for education too
• - LLL lifelong learning programmes
• - ODL and c-learning programmes additional and
  new ways of teaching requiring more and new
  didactic and methodic competences
• - Cooperation model as a start for third world
  aid programmes
• - New study programmes and learning paths
• Risks and Threats
• - Chasing for short term profits Accepting
  money and loosing independency?

47
How research is changing education

• 3. University Enterprise Cooperation
  opportunites and threats
• Opportunities
• - Directed research vs. scientific service to
  community?
• - Cooperation yields input of ideas and knowledge
• - Generating a third and fourth flow of funding
  or loosing independency?
• - Updating staff
• - Several ways for offering practical training of
  students
• - Cooperation as a source for ideas for
  university restructuring
• - Directed and contract research are generating
  university funding for education too
• - LLL lifelong learning programmes
• - ODL and c-learning programmes
• - Cooperation models can be used for starting
  third world developmental aid programmes
• - New study programmes and learning paths
• Risks and Threats
• - Chasing for short term profits Accepting
  money and loosing independency?

48
How research is changing education

• 3. University Enterprise Cooperation
  opportunites and threats
• Opportunities
• - Directed research vs. scientific service to
  community?
• - Cooperation yields input of ideas and knowledge
• - Generating a third and fourth flow of funding
  or loosing independency?
• - Updating staff
• - Several ways for offering practical training of
  students
• - Cooperation as a source for ideas for
  university restructuring
• - Directed and contract research are generating
  university funding for education too
• - LLL lifelong learning programmes
• - ODL and c-learning programmes
• - Cooperation model as a start for third world
  aid programmes
• - Development of new study programmes and
  learning paths from research intrest areas
• Risks and Threats
• - Chasing for short term profits Accepting
  money and loosing independency?

49
How research is changing education

• 3. University Enterprise Cooperation
  opportunites and threats
• Opportunities
• - Directed research vs. scientific service to
  community?
• - Cooperation yields input of ideas and knowledge
• - Generating a third and fourth flow of funding
  or loosing independency?
• - Updating staff
• - Several ways for offering practical training of
  students
• - Cooperation as a source for ideas for
  university restructuring
• - Directed and contract research are generating
  university funding for education too
• - LLL lifelong learning programmes
• - ODL and c-learning programmes
• - Cooperation model as a start for third world
  aid programmes
• - New study programmes and learning paths
• Risks and Threats
• - Chasing for short term profits Accepting
  money and loosing independence?

50
How research is changing education

• 3. University Enterprise Cooperation
  opportunites and threats
• Opportunities
• - Directed research vs. scientific service to
  community?
• - Cooperation yields input of ideas and knowledge
• - Generating a third and fourth flow of funding
  or loosing independency?
• - Updating staff
• - Several ways for offering practical training of
  students
• - Cooperation as a source for ideas for
  university restructuring
• - Directed and contract research are generating
  university funding for education too
• - LLL lifelong learning programmes
• - ODL and c-learning programmes
• - Cooperation model as a start for third world
  aid programmes
• - New study programmes and learning paths
• Risks and Threats
• - Chasing for short term profits Accepting
  money and loosing independency?

51
The Bologna Process Management of Higher
Education in Europe

• Presentation content
• Social aspects of the Bologna declaration
• The universitys needs in a changing world
• University Enterprise Cooperation threats and
  opportunities
• A case study KaHo Sint-Lieven Fac. Industrial
  Sciences

52
A case study KaHo Sint-Lieven Fac. Industrial
Sciences
53
The Bologna Process Management of Higher
Education in Europe

• A case study KaHo Sint-Lieven Fac. Industrial
  Sciences
• Academic education is requiring thesis subjects
• - Thesis subjects were used for research profile
  building,
• - making contacts with industry,
• - and generally network building.
• - In a second phase thesis projects were
  performed on demand and no longer for free (from
  1985)
• 2. Directed research and scientific service (from
  1989)
• - From performance of thesis topics on demand
• - over scientific service
• - to full directed research programmes
• - contract research
• - PhD assignments and grants paid by industry
• (from 2000).

54
The Bologna Process Management of Higher
Education in Europe

• A case study KaHo Sint-Lieven Fac. Industrial
  Sciences
• 3. How research is changing education (from 1991)
• Teachers are becoming lecturers-researchers as a
  guarantee for keeping the academic level
• Research is generating means for research and for
  education
• 4. Research as a basis for international
  cooperation
• An essential basis for academic research is its
  international character (publications,
  congresses, symposia) allowing for adequate peer
  review and peer to peer learning
• Research is triggering international contacts and
  also is effecting internationalisation at home
  (guest professors, international students in the
  labs, staff exchange, )

55
The Bologna Process Management of Higher
Education in Europe

• A case study KaHo Sint-Lieven Fac. Industrial
  Sciences
• 5. How university-enterprise cooperation is
  changing the educational profile and internal
  organisation
• Research/cooperation is triggering international
  contacts and also is effecting internationalisatio
  n at home
• Research/cooperation is guaranteeing continuity
  and academic level
• Directed research is guaranteeing continuity and
  financial autonomy to the research group
• Introducing more effective and efficient
  management models
• Cooperation urges for keeping up with improvement
  and innovation
• Cooperation is introducing and opening new
  research lines
• By its continuous character, structural
  cooperation is bringing in structural stability,
  and allows for improvement and innovation
• ../..

56
The Bologna Process Management of Higher
Education in Europe

• A case study KaHo Sint-Lieven Fac. Industrial
  Sciences
• 5. How university-enterprise cooperation is
  changing the educational profile and internal
  organisation
• ../..
• A university professor becomes a research manager
  introduction of new competences
• Looking at the outcomes ensures the univ's staff
  motivation
• Structural participation of community at
• (Research) project level
• Educational programme level
• Department and faculty level
• Research policy board level
• Academic board level
• Board of directors level

57
The Bologna Process Management of Higher
Education in Europe

• A case study KaHo Sint-Lieven Fac. Industrial
  Sciences
• 6. Research/cooperation is generating means and
  assets
• - Over 80 of todays available instruments and
  apparatus have been generated by directed
  research programmes and projects
• - Teaching staff expanded by 50 of full time
  contractual researchers
• 7. Cooperation finally resulted in new study
  programmes
• - From biochemistry to food science meat
  technology
• - From brewing chemistry to PhD in brewing
  sciences
• - Lighting technology as a research
  specialisation and education profile
• - WTBK final elements analysis
• - IT from job scheduling to airline management
  programming and tourist museum programmes
• - Electronics integrated software for wireless
  network applications

58
The Bologna Process Management of Higher
Education in Europe

• A case study KaHo Sint-Lieven Fac. Industrial
  Sciences
• 7. Cooperation with food industry finally
  resulted in a new international study programme
  EMMC Sefotech.Nut
• 8. Cooperation with industry gave origin to
  established and renowned research groups and
  networks
• VLAV meat technology
• Flavour analysis
• Brewing science and technology
• Lighting technology as a research specialisation
  and education profile (Groen Licht Vlaanderen)
• WTBK (Electro-mechanics) final element analysis
  Spin off
• IT (Information technology) from job scheduling
  to airline management programming, hospital job
  scheduling and tourist museum programmes

59
The University Enterprise Cooperation
Thank you for your attention

• C. Van Keer
• 2007.10.02