THE EUROPEAN MARKET FOR EDUCATION IN …€¦ · Developer Java. Else: Layouter • Just a . fewjob titlesinclude the term standardisation. • Thereare. no generally used job profileterms

THE EUROPEAN MARKET FOR EDUCATION IN STANDARDISATION: DEMAND AND SUPPLY

Knut BlindProfessor for Innovation Economics at the Technische Universität of Berlin

in collaboration with the Fraunhofer Institute for Open Communication Systems

“Boosting ICT Business and Innovation: A Comprehensive Approach to Standardisation Education in Europe"

4-5 October 2018ETSI

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1. Background

2. The Demand Side

3. The Supply Side

4. Ideas to Trigger the Market

© Fraunhofer FOKUS

CONTENT

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The EC has repeatedly been pointing to the need to improve the education regarding standardisation (COM (2011) 311). Recently this need was confirmed by the "Joint Initiative on Standardisation (JIS)" of the public and the private partners in the European Standardisation System (COM (2016) 358). The JIS called for actions "to explore and promote standardisation as an element of formal education and academic … training" (domain 1/action 3).

Finding explanations for the paradox that the economic importance of standardisation is meanwhile undisputed both at the macro and the micro level, whereas research and especially education on standardisation is rare or absent.

© Fraunhofer FOKUS

BACKGROUND

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Identification of job profiles for which the present European employment market requests standardisation-related competency.

Subgoals: • to identify job profiles for which the market demands standardisation-related

competency of job candidates by analysing the state of research • to identify "job profiles" for which the European employment market requests

standardisation-related competency as essential or optional asset for recruitment by conducting a field study.

© Fraunhofer FOKUS

THE DEMAND SIDE

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Source: Blind and Drechsler 2017

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APPROACH OF FIELD SURVEY


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1. Collecting and analyzing Linkedin Data of experts in order to identify the most relevant

sectors and countries, the most relevant field of studies, the correlation with other

competencies and the most common job descriptions.

How can we find experts in LinkedIn?

1. Searching for groups in LinkedIn with focus on standardisation

2. Searching for people with the term „standardisation“ in their profile

© Fraunhofer FOKUS

FIELD SURVEY – LINKEDIN




0

20

40

60

80

100

120

CountryN=270




66%

9%

16%

9%

Master/ Diplom Bachelor PhD Others

Degree of study:

55%

10%

12%

5%

18%

Fields of study

Engineering Management Else Sciences IT




0

5

10

15

20

25

30

35

40Knowledge, skills and competencies


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2. Collecting and analyzing 300 job offers across Europe in order to identify the most important

competencies, skills and training requirements of these professionals from an HR perspective

as well as entry requirements to these jobs.

How to research for job offers?

© Fraunhofer FOKUS

FIELD SURVEY – JOB OFFER ANALYSIS




84

353329 2 211611 9 8 7 7 4 3 3 3 2 2 1 10

20

40

60

80

100

Ger

man

yG

reat

Brit

ain

Fran

ceSw

itzer

land

Italy

Rus

sia

Spai

nBe

lgiu

mN

orw

ayD

enm

ark

Hun

gary

Net

herla

nds

Pola

ndC

zech

Rep

ublic

Ukr

aine

Swed

enAu

stria

Portu

gal

Luxe

mbo

urg

Finl

and

Countries

0102030405060

ITEl

ectri

csM

echa

nics

Auto

mot

ive

Hea

lth S

ervi

ces

Com

mun

icat

ion

Bank

ing

Aero

spac

ehu

man

reso

urce

sPh

arm

acy

Supp

lyC

onst

ruct

ion

Con

sum

erM

arke

ting

Trai

dFo

odR

esea

rch

Auto

mat

ion

Pack

agin

gLa

wel

se

Sectors

Who is searching employees in standardisation?




68%

21%

2%9%

Job Titles

Technical Titel

Business Title

Programmer IT

Else

Examples:Cluster Job title

Technical title Engineer Standardisation/ CE-Management

Business title Finance Analyst

Programmer IT Developer Java

Else Layouter

• Just a few job titles include the term standardisation.

• There are no generally used job profile terms.

• Standardisation is mostly just part of the professional activity.

63%

33%

4%

Proportion of standardization within the professional activity

0,33

0,66

1




4942

31

2015 14 13

6

0

10

20

30

40

50

60

Soft Skills

45%

31%

24%

Hard Skills

Technical Skills

Business Skills

IT Skills

Cluster Examples

Technical skills fluid construction, 3D CAD, automation

Business Skills Lean Management

IT Skills Software development, C#, softwarepackagesEspecially required hard skills are very job-specific.

No general statement possible.


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1. The most important fields of study for standardisation are engineering and scientificsciences

2. Employees in standardisation have a university degree, mostly a Masters degree.

3. Employees in standardisation mostly have professional experience before gettinginvolved in standardisation activities.

4. Required hard skills are job – specific.

© Fraunhofer FOKUS

INTERIM CONCLUSION JOB OFFER AND LINKEDIN ANALYSIS


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Performance of a survey with the target to validate and differentiate the findings of the previous

sub studies in order to identify statistical significant differences between sectors, companies, job types,

small and large companies.

Survey period between middle of May and middle of June 2017

Target audience: LinkedIn Contacts, LinkedIN Groups, Participants of EC workshop in may 2017

Feedback: more than 450 answers with 193 completely filled out questionnaires

© Fraunhofer FOKUS

FIELD SURVEY – ONLINE SURVEY



SAMPLE CHARACTERISTICS: COMPANY CHARACTERISTICS

67

42

23 20 18 16 15 14 13 12 8 7

01020304050607080

N = 255

Sector Company size

N = 256



SAMPLE CHARACTERISTICS: COMPANY CHARACTERISTICS

Business unit

88

4333

2314 14 14

9 8 72

0

20

40

60

80

100

N = 255



SAMPLE CHARACTERISTICS: EDUCATION

N = 280

Degree of study Fields of study

• Most participants hold a masters degree

• The most important fields of study are in engineering and IT

N = 247



STANDARDISATION ACTIVITIES OF THE COMPANYAre you involved in external standardisation activities outside your company?

In which standardisation organization are you active?

Yes64%

No30%

Only in the past6%

Yes No Only in the past

N = 243 111

79 78

35

0

20

40

60

80

100

120

Formal standardisationbodies at the national level

Formal standardisationbodies at the EuropeanlevelFormal standardisationbodies at the internationallevelIn consortia or fora

N = 155



COMPETENCIES TO EVALUATE1. To know the basic terms used in standards and standardisation

2. To be able to identify the need for standards

3. To be able to search for and select appropriate standards

4. To be able to implement standards in product or process development

5. To be able understand the impact of implementing standards

6. To know the standardisation institutions and their processes

7. To be able to identify the need for getting involved in standardisation

8. To be able to search for and select appropriate standardisation organisations

9. To be able to be passively involved in standardisation processes (observer)

10. To be able to be actively involved in standardisation processes (participant)

11. To be able to judge which form of standardisation (formal vs. consortial) is appropriate

12. To be able to propose new work items in standardisation

13. To be able to strategically influence the agenda in standardisation processes

14. To be able to understand the impact of standardisation processes

Question 1:How relevant are the following competences for handling your work tasks?

Question 2:To what extent are the competences gained at higher or other education institutions insufficient in handling work tasks?

1 42 3

Not relevant Essential

Sufficient Insufficient


27

123456789

1011121314

1 2 3 4

How relevant are the following competences for handling your work

tasks?

123456789

1011121314

0.0 0.2 0.4 0.6 0.8 1.0

To what extent are the competences gained at higher or other education institutions insufficient in handling

work tasks?

© Fraunhofer FOKUS

RELEVANCE OF COMPETENCES

N >= 202

1. To know the basic terms used in standards and standardisation

2. To be able to identify the need for standards3. To be able to search for and select appropriate standards4. To be able to implement standards in product or process

development5. To be able understand the impact of implementing standards6. To know the standardisation institutions and their processes7. To be able to identify the need for getting involved in

standardisation8. To be able to search for and select appropriate

standardisation organisations9. To be able to be passively involved in standardisation

processes (observer)10. To be able to be actively involved in standardisation

processes (participant)11. To be able to judge which form of standardisation (formal vs.

consortial) is appropriate12. To be able to propose new work items in standardisation13. To be able to strategically influence the agenda in

standardisation processes14. To be able to understand the impact of standardisation

processes N >= 128


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Yes No

© Fraunhofer FOKUS

EDUCATION IN STANDARDISATION

N = 197

Were you specifically trained by your employer to work in the area of standardisation?

Yes No N = 197

Should education provided by higher or other education institutions include competencies with regards to standards and standardisation?


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1. There are employees acitve in standardisation

2. Experts with competencies in standardisation are searched for

3. Various competencies related to standardisation are needed

4. Competencies gained at higher or other education institutions are insufficient for handling work tasks related to standardisation

= There is a demand for education on standardisation in Europe

© Fraunhofer FOKUS

CONCLUSION ABOUT THE DEMAND FOR EDUCATION

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• Identification of drivers and barriers for offering education on standardisation• Evaluating and discussing solutions

© Fraunhofer FOKUS

THE SUPPLY SIDE

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SURVEY APPROACH

EURAS Mailing List460

SIIT Maling List270

Identification of around500 European

researchers in 8 different fields with at

least 3 scientificpublications on

standardisation since2000

Around 3000 top researchers, among

around 1000 European researchers

Survey of motives and barriers related to research and educationin the field of standardisation

Expert Workshop: Discussion of results and recommendations of actions

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Performance of a survey based on the review of the literature and a pilot version commented by 10

experts with the target to identify motives and barriers related to conducting research and

performing education in standardization.

Survey period between the beginning of February to end of March 2018

Feedback: almost 300 answers with more than 150 completely filled out questionnaires including many

comments in the open questions about drivers, barriers and solutions

© Fraunhofer FOKUS

FIELD SURVEY – ONLINE SURVEY


RESPONDENTS’ DISCIPLINE(S) WITH HIGHEST DEGREE

other; 35

Engineering other; 16

Biology/ Biotechnology; 15

Electrical Engineering; 15

Computer Science; 14

Medicine/ Medical Science; 13IT; 12Chemistry; 12

Law; 12

Physics; 11

Business; 9

Mechanical Engineering; 9

Health Science; 8

Economics; 8

Industrial Engeneering; 8

Mathematics; 7

Psychology/ Cognitive Science; 6

Sociology; 5

Management; 5

Research & Education; 4Environmental Sciences; 3 Standardization; 3

Geography; 3

Neuroscience; 2

Literature; 2


RESPONDENTS’ COUNTRY IN WHICH HIGHEST DEGREE BEEN COMPLETED

Europe; 204

North America; 23

Asia; 7South America; 3 Africa; 2 Australia; 1Austria; 3 Brazil; 3 Denmark; 4

Finland; 3

France; 11

Germany; 43

Greece; 3Ireland; 29

Italy; 13

Portugal; 5Romania; 3Serbia; 3

Spain; 13

Sweden; 6

Switzerland; 13

The Netherlands; 29

United Kingdom; 14

United States; 19

other; 23


COUNTRY IN WHICH HEI OR PRO LOCATED

Europe; 143

North America; 18

Asia; 5South America; 3 Africa; 2

Australia; 1

Others; 23Brazil; 3

Denmark; 4

France; 4

Germany; 23

Ireland; 24

Italy; 10

Portugal; 3Serbia; 4

Spain; 10Sweden; 5

Switzerland; 6

The Netherlands; 20

United Kingdom; 15

United States; 16

38

Research (Basic/Applied)40%

Teaching (Undergraduate/graduate)

25%

Administration16%

Other19%

© Fraunhofer FOKUS

DISTRIBUTION OF RESPONDENTS’ RESPONSIBILITIES


ACTIVITIES IN RESEARCH AND EDUCATION RELATED TO STANDARDISATION IN THE LAST 5 YEARS

110

101

89

32

49

101

31

71

80

91

149

132

80

150

0 20 40 60 80 100 120 140 160 180

Conducting research on the topic of standardisation

Conducting research that served as an input for a standardisation process

Inclusion of standardisation as a topic in a course

Offering a program that specifically covers the topic of standardisation

Offering courses that specifically cover the topic of standardisation

Contribution to the development of a standard

Application for a patent

Yes No

43

9

717

© Fraunhofer FOKUS

ACTIVITIES IN RESEARCH AND EDUCATION RELATED TO STANDARDISATION IN THE LAST 5 YEARS

Contribution to a standard Teaching

Research

23 21

4

57


ACTUAL OR POSSIBLE DRIVERS FOR OFFERING COURSES ON STANDARDISATION

very irrelevant [1] to very relevant [5]

148

147

147

147

147

146

146

147

148

148

Synergies with own research

Actively contributing to standardisation work

Topic is interesting per se

Multidisciplinarity in teaching

Establishing links to industry

Demand from industry

Positive feedback from students

High demand from students

HEI/PRO requires it

Financial incentives

3 2

3 3

3 4

3 5

3 6

3 7

3 8

3 9

4 0

4 1

1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0


BARRIERS FOR OFFERING COURSES ON STANDARDISATION

very irrelevant [1] to very relevant [5]

141

140

140

139

141

140

140

Alternative topics are more interesting for the students

Curricula does not allow further topics

Faculty does not support it

Alternative topics are more interesting for me

Industry does not demand it

No teaching material available

No synergy with own research

4 2

4 3

4 4

4 5

4 6

4 7

4 8

1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0


SOLUTIONS TO FOSTER MORE EDUCATION ON STANDARDISATION

least useful [1] to most useful [5]

140

140

140

141

141

141

140

142

141

More support from industry

Embedding standardisation within the theories of other academic disciplines

More support (information and data) from standardisation organisations

More demand from industry

Higher relevance for career

Closer link to the standardisation community

More demand from students

More support from own faculty

Personal financial incentives

4 9

5 0

5 1

5 2

5 3

5 4

5 5

5 6

5 7

1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0


HOW RELEVANT DO YOU THINK THE FOLLOWING COMPETENCES RELATED TO STANDARDISATION ARE,

FOR HANDLING THE SUBSEQUENT/FUTURE WORK TASKS OF YOUR GRADUATED STUDENTS

least relevant [1] most relevant [5]

137

139

139

138

139

136

137

138

138

138

136

138

137139

To be able to identify the need for standards

To know the basic terms used in standards and standardisation

To be able understand the impact of implementing standards

To be able to search for and select appropriate standards

To be able to understand the impact of standardisation processes

To be able to implement standards in product or process development

To be able to identify the need for getting involved in standardisation

To know the standardisation institutions and their processes

To be able to search for and select appropriate standardisation organisations

To be able to judge which form of standardisation (formal vs. consortial) is appropriate

To be able to be actively involved in standardisation processes (participant)

To be able to propose new work items in standardisation

To be able to strategically influence the agenda in standardisation processes

To be able to be passively involved in standardisation processes (observer)

5 8

5 9

6 0

6 1

6 2

6 3

6 4

6 5

6 6

6 7

6 8

6 9

7 0

7 1

1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0


HOW RELEVANT DO YOU THINK THE FOLLOWING COMPETENCES RELATED TO STANDARDISATION ARE,

FOR HANDLING THE SUBSEQUENT/FUTURE WORK TASKS OF YOUR GRADUATED STUDENTS

2018: least relevant [1] most relevant [5]2017: Not relevant for handling my work tasks [1] Indispensable for handling my work tasks [4], data scaled up to 1-5

137

139

139

138

139

136

137

138

138

138

136

138

137139

To know the basic terms used in standards and standardisation

To be able to identify the need for standards

To be able to search for and select appropriate standards

To be able to implement standards in product or process development

To be able understand the impact of implementing standards

To know the standardisation institutions and their processes

To be able to identify the need for getting involved in standardisation

To be able to search for and select appropriate standardisation organisations

To be able to be passively involved in standardisation processes (observer)

To be able to be actively involved in standardisation processes (participant)

To be able to judge which form of standardisation (formal vs. consortial) is appropriate

To be able to propose new work items in standardisation

To be able to strategically influence the agenda in standardisation processesTo be able to understand the impact of standardisation processes

209

208

207

206

206

203

202

202

202

202

202

202

203203

5 8

5 9

6 0

6 1

6 2

6 3

6 4

6 5

6 6

6 7

6 8

6 9

7 0

7 1

1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0

Motives and Barriers for Education and Research in Standardisation (2018) European Market Needs for Education in Standardisation (2017)

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− Major drivers for education on standardisation are synergies with research, contributing

to standardisation, topic per se, multidisciplinary and eventually links to and demand from

industry

− Major barriers are missing interests by students and support of faculty which makes the

integration of standardisation into curricula difficult

− More support/demand from industry, but also support by SDOs are perceived as useful

solutions, but also “homework” for researchers is embedding standardisation into the

theories of other academic disciplines

© Fraunhofer FOKUS

SUMMARY: EDUCATION

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− Major drivers for research on standardisation is knowledge exchange and transfer, but

also contribution to public welfare in general and standardisation in particular

− Major barriers are missing internal and external appreciation

− More public, but also private funding as preferred solutions accompanied by changing

internal governance and support by SDOs

© Fraunhofer FOKUS

SUMMARY: RESEARCH

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− Strong intrinsic motivation of experts involved in standardisation, doing research about

standardisation and teach about standardisation

− Synergies between research and education on standardisation

− Synergies between standardisation, conformity assessment and metrology within the

whole Quality Infrastructure

− Some synergies with active involvement in standardisation (being one form of

collaboration with companies)

− However: content provided in education on standardisation reflects the needs of industry

© Fraunhofer FOKUS

SUMMARY IN GENERAL


ACTORS IN THE ECOSYSTEM OF RESEARCH, EDUCATION AND STANDARDISATION AND THEIR LINKS

Research results

Industry

Other stake-holders

ResearchPROs

TeachingHEIs

SDOs

Standards

Requirements Research results

Standards

Graduates

Graduates

Require-ments

Standards

Graduates StudentsRequire-ments

Public Sector

Standards

Require-ments

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1. promote visibility of standardisation as subject for research and education

2. develop common comprehensive theoretical framework as basis for further research

3. introduce basic modules about standardisation focusing on the main elements

4. teach teachers in secondary and tertiary schools

5. measures should address both actors performing standardisation-related research and

education, but also consider their activities in standardisation as contribution to public goods

© Fraunhofer FOKUS

RECOMMENDATIONS I

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6. consider synergies with conformity assessment and metrology

7. standardisation as part of university curricula and programmes supporting entrepreneurship

8. integrate the resources and expertise already available at SDOs

9. all stakeholders, incl. SDOs, have to signal explicitly their demand for educated graduates

10. PROs and HEIs have to adapt their incentives schemes and governance

11. longterm support for the development of eco-system involving all stakeholders

© Fraunhofer FOKUS

RECOMMENDATIONS II

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Knut Blind Fraunhofer FOKUS & Technical University of BerlinMAR 2-5 Marchstraße 2310587 BerlinGermanyPhone: +49 30-314-76638Fax: +49 30-314-76638 e-mail: [email protected] WEB: http://inno.tu-berlin.deTwitter: @KnutBlind

© Fraunhofer FOKUS

CONTACT

http://inno.tu-berlin.de/

Documents

THE EUROPEAN MARKET FOR EDUCATION IN …€¦ · Developer Java. Else: Layouter • Just a . fewjob titlesinclude the term standardisation. • Thereare. no generally used job profileterms