Good Practice Pilot Action for Innovative Industries:
Education, Training and Exploitation
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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
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Objectives Stimulating linkages Defining the needs of the
labour market Improving the skillset of graduates Boosting regional
economic development Improving knowledge exchange Identifying
environmental and energy solutions Promoting EU policies
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
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Context: The Energy and Environment Sector Market 2012 9
billion 4,000 companies 73,950 people 2016 16 billion 4,000 +
companies 130,00 people
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Context: Funding Sources
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Survey Results G. 1 Type of Co-operation
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Survey Results G. 2 Start of Collaboration
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Survey Results G. 3 Reason for Collaboration
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Survey Results G.4 Reason for Not Collaborating
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Survey Results G.5 Areas of Collaboration
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Survey Results G.6Areas for Future Collaboration
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Survey Results G.7 Thematic Areas of Collaboration
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Survey Results G.8. Assessment of Undergraduate
Competencies
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Survey Results G.9 Importance of Skills and Competencies
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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
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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
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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
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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.
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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
