EUROPEAN FORUM FOR NEW IDEAS REPORT

Transkrypt

EUROPEAN FORUM FOR NEW IDEAS
REPORT
DATE OF PANEL:
September 26, 2012, time: 17.00 – 18.15
PANEL THEME:
What does business expect from the university of the future?
PARTNER:
TESCO
MODERATOR:
Paweł Rabiej, THINKTANK, Poland
PANELISTS:
1. Attilio Celant, Sapienza University of Rome, Italy
2. Katarzyna Chałasińska-Macukow, University of Warsaw, Poland
3. Leszek Czarnecki, Getin Holding SA, Poland
4. Arjun Gupta, TeleSoft Partners, USA
5. Czesław Grzesiak, TESCO, Poland
6. Tadeusz Kulik, Warsaw University of Technology, Poland
AUTHOR OF THE
BRIEF:
Paweł Dudek
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© Copyright by PKPP Lewiatan
This paper introduces key aspects that will be discussed during the “What business expects from
the universities of tomorrow?" panel. The material has been divided into two parts: first one
identifies main problems relating to the mission and goals of a university in the XXI century, ways
of financing higher education institutions and gives a brief overview of what modern business
expects. The second part of this paper contains a few examples of cooperation between universities
and business in such countries as: United States, Great Britain, Germany, Sweden and Poland. Each
part contains open and provocative questions, which we will try to answer during the debate.
Main discussions points and questions:
1.
What are the objectives for modern schools today?
•
Should the university remain universitas magistrorum et scholarum or should it be churning out staff
for business?
•
Is there a sense in choosing "non-business" majors?
•
Does education give a profession?
2.
Current models of cooperation between schools and business
•
How to reconcile differing concepts and mutual expectations of schools and business?
•
What, besides donations, can business give to schools?
•
How to develop entrepreneurship among students?
3.
How to improve relations between schools and business?
•
Why can’t the large and diverse group of qualified science and engineering specialists from the EU
find employment in business?
•
How to overcome barriers connected with intellectual property?
4.
What changes need to occur in order to meet the challenges of the economy and
market?
•
What is the best model of financing universities?
•
How to adapt laws and tax incentives to stimulate investments in R&D?
•
What should be done to make commercialization of inventions easier and quicker?
•
In a world of perpetual changes to the business model and development of e-commerce how can the
future be foreseen and university education adapted to it?
•
What should be done to make European universities climb to the top of world rankings?
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Aims and mission of the university in the XXI century
Asking the fundamental question about the role of the university in the world today, one must
consider if universities are to shape minds just as they have done for centuries or are they to be
just a source of human resources for business? Is the university to continue teaching critical
thinking and how to seek and explore knowledge just for it itself, or has the paradigm of the
university changed so much that in the world of new technologies there simply is not enough time
for it and there is only the need for qualified personnel with a university diploma.
Going further, one might ask what is the actual sense of studying non-business majors. Should the
student choose a school or a major based on his passions and interests or rather to consider the
business criteria and weigh the chances of future employment, abandoning majors that give no
such chance? Are some of the majors at universities destined to become extinct just like the
dinosaurs? Who in the XXI century will have the time and finances to discover the intricacies of
philosophy or study literature and language of other countries?
What also must be considered is if education actually gives a profession? Does a graduate of
chemistry or physics have chances of employment outside the laboratory, for example working on
developing solutions to extraordinary problems at a consulting firm? How important is a diploma
from this or that school and are we not turning education into a fetish, where a London School of
Economics diploma opens every door and a graduate of underwater archeology can only a dream of
a job in his profession – and is it really a profession in the first place?
Debating the mission of a university it is difficult to avoid the question if it should be open for the
eager learning masses or to maintain standards of education and close relations between master
and apprentice, the university must remain elite? Is Stanford the ideal example with only 15 000
students or rather the University of Warsaw where over 50 000 are being educated, 32 000 of them
being on full-time studies.
In summary, the question is what are the traits of a good university? In a presentation at the
General Assembly of the Polish Academy of Science, Prof. Jerzy Wilkin responding to this question
indicated 4 main traits:
•
ensure above average quality of education
•
be a "research university" by conducting frontier research
•
fulfill civilizational and role-developing missions
•
gain strong position domestically and internationally1.
1
See.: Jerzy Wilkin, Ile kosztuje dobry uniwersytet w: Nauka 4/2010, page. 138, cited:
https://portalwiedzy.pan.pl/images/stories/pliki/publikacje/nauka/2010/04/N410-17-Wilkin.pdf
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Terms of financing institutions of higher education
In terms of financing institutions of higher education, the question should be asked if it is possible
in the long run to keep education free, subsidized by the government. Or is a co-financing model
preferred, with partial costs borne by the students (student loans) as well as business? Is the
system of awarding financing to universities based on the number of students optimal? Can and
should the Minister authoritatively decide on the minimum number of faculty members to be
employed at universities? What is the best way to "utilize” the great number of university staff in
business? What tax incentive system should be in place to encourage financing of research projects
at universities? Finally, should investments into university laboratories be continued? Or, should the
focus shift to labs operated by companies and institutes that guarantee better use of the potential
and capacity of various research tools?
In the earlier mentioned presentation Prof. Wilkin, citing the “Higher Education in the World 2006”
report, shows public spending on higher education per student. In Denmark expenditures are triple
and in Switzerland double than those of the United States but “this does not translate into
better positions of these countries in international rankings"2.
Expectations of business
•
Can and should business be a benefactor of universities or should it rather be an investor,
expecting tangible results and quick returns on its investments?
•
Do only the departments and schools that produce inventions and innovations (quickly,
cheaply and protected by patents) have the right to be?
•
Can business support universities and majors, which are strictly focused on humanities? If
so, for what purpose?
•
Should a student of classic philology be obliged to take classes on entrepreneurship and
basics of running a business?
•
Should universities place greater focus on independent work of students under supervision
of professors as well as develop communication and team working skills instead of just
lecturing? Will this be a remedy for the biggest needs of business?
European Commission
2
Ibid., pg. 139.
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In the “Innovation Union Competitiveness Report 2011”3, the European Commission presents a
rather pessimistic picture of current relations between science and business.
Low expenditures on research and development in business throughout Europe cause the Union to
trail behind other global competitors. In comparison with the US, the EU has a lower share of
manufacturing sectors in the economy, which utilize the latest technologies. What more, in the past
fifteen years, the EU’s economy has become more focused on services and share of production
sectors is declining.
Each year, there are almost twice as many doctorate titles awarded in the Union that in the United
States. In effect, quality is being sacrificed for quantity, which in turn creates the risk
that expectations of business will not be met.
More than half of the EU member countries do not produce patents for new technologies at all. One
of the main reasons is high cost of patent registration and maintenance. In all 27 EU
countries, a company from the SME sector must spend 168 000 EUR on legal fees, while
in the States the same period of protection costs just 4000 EUR.
In 2007, expenditures of small and medium enterprises on research and development in the US
reached 0.30% of GDP while in the EU 0.25%.
The amount of work needed to be done and the challenges that the Union is facing in this matter
are represented by the significant differences in conditions for carrying out innovative R&D projects
between EU countries. Countries in Northern Europe are leading the way while new member
states are trailing much behind.
United States of America
The American university model is often presented as an example of relations between science and
business. In the article titled “Harvard would be illegal in Poland” by Paweł Dobrowolski, President
of the Civil Development Forum – founded by Leszek Balcerowicz, describes the freedoms of
university funding, simplicity of employing faculty members and developing study programs. He
highlights the role of the institution’s President, elected by the Board of Trustees, which is
comprised of alumni that are not professionally connected with the University nor are they even
scientists. “The President of an American university has much greater power than a
Polish Chancellor. He personally appoints the management board and together they
manage the administration and finances of the school. If he manages well, he may keep
his job for decades”4.
3
See: http://ec.europa.eu/research/innovation-union/pdf/competitiveness-report/2011/executive-summaries/pl.pdf
Paweł Dobrowolski, Harvard w Polsce nielegalny, Rzeczpospolita, 18 May 2012, pg. A16 or:
http://www.rp.pl/artykul/877153-Harvard-w-Polsce-nielegalny.html
4
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Greg Mankiw, Professor of Economics at Harvard University, notes on his blog that in the
recruitment process of new faculty members, teaching skills make up only 10% of the assessment
with the remaining 90% focusing on conducted and planned research5. Research is carried out in
the real world of economics with real companies as examples. The professor goes beyond the
borders of an academic teacher and becomes in a way a consultant, a practitioner of business.
To give a better picture of the situation at American universities, it is worthy to once again bring up
the text cited by Prof. Jerzy Wikin, who highlights that “a very important and in many cases most
important element of financing top American universities" is endowment capital - made up of
donations and returns on earlier investments. It is an option that is hardly used in Poland and plays
a minor role at European universities. Harvard’s endowment capital accounted for 37% of total
revenues of the school in 2009, while revenues from tuition accounted for just 18%. To give a
comparison, at Cambridge University, Europe’s top school, revenues from endowment accounted
for 6.2% of total incomes, with tuition brought in 12.3%6.
Some critics point to two serious risks for American universities: profligacy and unhealthy rivalry.
Mark C. Taylor, a publicist at Bloomberg, refers to a report by Richard Kneedler of Marshall College,
who forecasted already in 2009 that out of the 700 American universities, which were reviewed two
thirds were at a brink of financial disaster (…). “The construction arms race on campus is the most
visible example of competition run amok. To become more attractive to potential consumers, many
colleges and universities undertake overly ambitious expansions”7.
Great Britain
Sir Richard Lambert, Chancellor of the University of Warwick and former Director-General of the
Confederation of British Industry, claims that cooperation between schools and businesses will
become deeper and broader8. As an example he uses a six-year program undertaken by
Universities in Durham and Exeter with KPMG. Upon completion, students gain a chartered
accountancy qualification. Another example is a strategic partnership program developed by
Warwick University and Jaguar Land Rover. “We are moving into a world where public funding for
teaching will mainly go to support loans for students rather than being channeled directly to
individual universities” – states Sir Lambert.
On the other hand, he sees that choosing a major solely on the employability after graduation may
be useless and wrong – the fact that a particular cohort of students got good jobs does not
5
http://gregmankiw.blogspot.com/2006/05/what-makes-good-professor.html
See: Jerzy Wilkin, Ile kosztuje dobry uniwersytet w: Nauka 4/2010, pg. 141, cited:
6
7
See: http://forsal.pl/artykuly/619533,usa_konkurencja_zabija_system_szkolnictwa_wyzszego.html
8
See: http://www2.warwick.ac.uk/knowledge/themes/exchange/lambert/
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guarantee that subsequent cohorts will have the same. Finding a job will become an ever more
difficult challenge, requiring a number of competencies besides good grades (volunteering, initial
experience, interesting summer internships, additional diplomas and certificates in softer skills, not
to mention networking and pro-activity).
With such challenges, business will have to clearly accentuate its needs and indicate possibilities for
employment. It will have to work closer with student who are still within the walls of their school
and build relations with potential employees at a much earlier stage. However, Sir Richard Lambert
does stress the need to carefully introduce market forces to the education system, so that in the
drive to support the study of science and technology, the importance of social sciences in a healthy
economy is not forgotten.
Another example of relations between school and business in Great Britain may be the development
of a network of new type of specialized vocational schools UTC – University Technical College. Two
schools are already operating and further 17 will soon be opened. Politicians hope that in the
coming three years, the network will grow to one hundred schools all over England. Jessica
Shepard from "The Guardian" in an article dated May 31st, 20129, writes that further to an
engineering profile, some of these schools will prepare students to work in construction, digital
media as well as in all fields, which require practical skills and knowledge of specialized equipment.
The school year at the UTC is divided into five eight-week modules during which students work on
a specific task. The final effect is presented before employees of firms cooperating with the school,
who will advise what should be improved and share their experience, provide coaching and
mentoring to the young engineers.
However, it must be noted that in the past 30 years, England has already tried a few times at the
cost of millions of pounds to introduce a system of vocational training while a number of Minister
pondered how to educate employees ready for work.
An interesting example of developing cooperation between school and business is the Welsh
program KESS - Knowledge Economy Skills Scholarships, which in 2009 – 2014 is to facilitate 400
research projects at Masters and PhD levels. Amongst projects that Bangor University can proudly
show off is the development of a new material for use in extreme winter conditions together with
Blizzard Survival Ltd. Swansea University together with Pure Wafer International Limited is
conducting research on a new photovoltaic system and Cardiff University and Cultech Ltd. are
conducting research in health and biotechnology10.
UCAS, a British government agency, has observed declining interest in such majors as fine art,
architecture or media studies, which itself is an interesting signal when analyzing the British model.
9
See: Jessica Shepherd, Inzynierowie i brytyjski snobizm, tłum: Ludwika Włodek w: Europa. Duży Format, Gazeta
Wyborcza, nr 23/979 z 31 May 2012, pg. 10.
10
See: Connecting Universities to Regional Growth: A Practical Guide, European Union Regional Policy, September 2011,
pg. 22 cited: http://ec.europa.eu/regional_policy/sources/docgener/presenta/universities2011/universities2011_en.pdf oraz
http://www.higherskillswales.co.uk/kess
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Rising tuition fees cannot be ignored either. According to Jeevan Vasagar who writes in his article
“Expensive knowledge on the Isles” – that tuition of about £3000 back in 2003 at some universities
will increase even trifold in 2012, which will drive the total costs of a Bachelors Degree to abou £27
000 pounds.
Twenty of the most prestigious universities part of the so-called Russell Group would like for a total
dissolution of tuition limits because by providing each student with an education advisor, their
average annual cost exceeds 17 000 pounds per student and they must cover the difference with
money from subsidies and donations11.
Germany
The dual education system in Germany allows gaining knowledge and practical skills all at the same
time. “The most developed segment of the higher education system in the country is
Vocational Colleges and Universities. (..)
Practical focus of schools is also visible when looking at the faculty members – many
lecturers have experience working in industry or business. As a result, students receive
education, which meets the expectations of businesses. Such skills are additionally honed during
mandatory internships that last an entire semester or even two. “Final assignments and projects
are developed together with companies which means the result is strictly focused on practical
aspects" - writes Artur Grabek in his article “Practical and close to business - education in the
world"12.
An interesting example of solutions common in Germany is the Eberswalde University for
Sustainable Development. All of its majors have an ecological profile - from renewable sources of
energy, renewable raw materials, green farming to protection of forests and development of
regional tourism. Ecology is even part of the school’s charter, listing such things as controlling of
temperature and lighting or using solar panels to produce electricity. This is one example of about
160 small schools (40 teachers and less than two thousand students), which were formed from old
state engineering schools. After the reforms in 1970s and 1980s, these schools received statuses
equal to universities. Interestingly, as Johann Osel of Suddeutsche Zeitung notes, “universities are
weary of the smaller and more flexible competitors. They fear about their exclusive privilege of
education doctoral students”13. In these “small” schools, the curriculum is developed in strict
cooperation with local companies; thus, giving them access to just the type of graduates that they
need. This model is also attractive for students, who study closer to home and with much more
practical experience have better chances for getting a job. Benefiting from this arrangement are
11
See: Jeevan Vasagar, Droga wiedza na wyspach, tłum: Ludwika Włodek w: Europa. Duży Format, Gazeta Wyborcza, nr
23/979, 31 May 2012, pg. 12.
12
See: http://www.rp.pl/artykul/19,878033-Praktycznie-i-blisko-biznesu---tak-ucza-na-swiecie.html
13
See: Johann Ossel, Bliżej domu i pracy, tłum: Krystyna Kądziela w: Europa. Duży Format, Gazeta Wyborcza, nr 23/979
31 May 2012, pg. 12.
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also local governments – formation of such a school in a rural area has positive influence on its
development.
However, there are critical voices that indicate the possibility of disrupting the proportions between
basic and specialized knowledge. A graduate of a school that works closely with a car parts
manufacturer will be specialized in only that part of the car and will not be familiar with
construction of the whole car.
Sweden
In the Swedish model, higher education is entirely public and studies are free for everyone. The
model is quite characteristic as it gives students independence in organization of their
studies. Advisors and individual tutors are ready to assist and give advice so that choices of
students are effective and consistent with expectations of employers. Classes at Swedish schools
are focused on developing practical skills, working in groups and managing projects. These skills
are assessed in exams, during which a project is assigned, often requiring group work.
Requirements are shaped in such a way so that they force students to make practical use of all
knowledge and materials learned throughout the course“14.
Interesting examples from Sweden are listed in the EU report: “Connecting Universities to Regional
Growth”. First one is Universum, supported by Chalmers University of Technology, University of
Gothenburg and West Sweden Chamber of Commerce. By organizing meetings and conducting
studies, the Center has ambitions to improve the dialog between students and companies wanting
to employ them. So far it has analyzed the needs of more than 400 000 students as well as
provided services and undertaken business projects for over 1200 companies. Together with its
partners, Universum develops school programs, organizes seminars and trainings that are to help
understand the needs of the school, business and students15.
Second example is the cooperation of Karlstad University with the Varmland region. The effect is
the SLIM (Systematic Leadership and Innovative Management) program launched in 2009 at a cost
of 3 million EUR. It facilities regular cooperation of students with the research community and
sector of small and medium sized companies that otherwise would not have cooperated with the
university. 420 students, 260 researchers and 220 companies attended over one thousand
meetings. These companies saw a 15% increase in employment, 30% rise in sales, 35% growth of
cooperation with other companies. In total, 70% of participating businesses stated that
participating in the program led to introduction of new products and services16.
14
See: http://www.rp.pl/artykul/19,878033-Praktycznie-i-blisko-biznesu---tak-ucza-na-swiecie.html.
See: Connecting Universities to Regional Growth, dz. cyt. pg. 31, and http://www.universumglobal.com/
16
See: Connecting Universities to Regional Growth, attachment, pg.1 and http://www.varmland.se/en/aboutvarmland/varmland-innovation-system
15
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Poland
Poland, since 2004 as a member of the European Union, is affected by most of the above listed
troubles, further fueled by 20 years of reforms and changes to the system, including to education
program. For years, business by European standards sense did not exist in Poland. Therefore, a
dialog between business communities and schools was also inexistent. These were two different
worlds, without a common language, deeper relations or developed communication channels. Only
just now the slow process of breaking old habits and encouraging scientists to join forces with
business is budding. First of all, to foster contacts as well as make use of theoretical knowledge and
research to develop and market innovative products.
Not helping are still minimal R&D expenditures, underdevelopment in sectors dependent on
specialized knowledge and marginal number of patents in new technologies. However, there are
first signs of changes.
The already mentioned report, “Connecting Universities to Regional Growth”, lists initiatives at the
Adam Mickiewicz University in Poznan and the Kraków Technology Park as prime examples. The
former has been promoting entrepreneurship since 2000 and as a result of various competitions, 28
winners began their own businesses. The Kraków Technology Park not only offers office space and
meeting facilities, but also provides broad consulting support, access to databases, support in
contacting potential partners or even help in finding financing for start-ups17.
Universities from other academic centers are also opening up for cooperation with companies, while
these, with access to educated personnel, open new research and development centers; Google
and IBM in Kraków, Microsoft and 3M in Wrocław or General Electric in Warsaw, which employs
over 1300 specialists of industrial design18.
AGH University of Science and Technology is also worthy to mention. It generates 50 million PLN
from various types of business ventures and has signed over 250 cooperation agreements with a
number of companies. 19
Chancellors associated in the Conference of Rectors of Academic Schools in Poland admit that the
Polish education system is in a poor state and in need of swift changes. Adjusting to future
challenges is hindered by limited number of research projects, lack of motivation for further selfdevelopment, multi-jobbing of faculty and their low mobility and most of all excessive bureaucracy.
Furthermore, chancellors of private universities jointly state, that financing universities from the
budget solely based on the number of students, without criteria of quality, only causes the number
17
See: Connecting Universities to Regional Growth, dz. cyt. page. 18 and 19.
See: O krok dalej: Polsko-Amerykańska współpraca gospodarcza. Stan obecny i perspektywy. American Chamber of
Commerce in Poland, PKPP Lewiatan, US-Poland Business Council, Warszawa, April 2012, pgs. 31, 71 – 73.
19
See: Agata Nowakowska, Dominika Wielowieyska, Nauka pod rękę z biznesem za 1 proc, Gazeta Wyborcza, 19-20 May,
pg. 6, and: Małgorzata Grzegorczyk, Biznes atakuje, nauka się broni, Puls Biznesu, 18-20 May 2012, pg. 10.
18
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of students to climb and does not motivate to further activities in terms of research projects or
cooperation with business20.
Andrzej Klesyk, President of PZU, the biggest insurance company in CEE, accused universities of
being “unemployment factories”: "The World is leaving us behind because we do not participate in
the race for access to knowledge – it is freely accessible, but we do participate in the race for
talents, who know how to use it (…)21. Mr. Klesyk observes that companies are looking for
employees "capable of holistic and nonstandard thinking, able to sort through information and work
in teams or in a network, able to plan and perform their work on time, understanding of others,
willing to set ambitious goals for themselves and capable of achieving them without infringing on
anyone’s dignity.”
Professor Łukasz Turski from the Center for Theoretical Physics at the Polish Academy of Sciences
said: “unemployment factories, diploma manufacturers – is there a difference in what we call
them? The whole Polish educational experiment turned out to be a disaster, this has been known
for ten years.
The academic community failed. I will be burning in hell for fighting for private universities
because they are the cause of the disaster (…) Everything needs to be changed, from preschool to
doctorate studies"22.
Dr. Izabela Wagner, sociologist from the University of Warsaw, noticed that most companies in
Poland are small or medium sized enterprises, often family owned, which do not require too many
specialists with tertiary education. “The conviction that it is possible to adapt the education profile
to the needs of the job market in Poland is an illusion. The world is changing very rapidly. Even in
Germany, where they forecast what specialist will be needed in 20 years, they are wrong for the
most part. No one is able to foresee market fluctuations – including the job market”23.
Members of the American Chamber of Commerce propose that in order to fill a void, which exists
between industry and universities, the government should:
•
improve and promote tax concessions for research and development, which would
encourage giving of funding to schools,
•
build awareness about cooperation between school and business,
•
measure the effects of financing R&D projects,
20
See: Artur Grabek, Studenci płacą za słabe uczelnie, Rzeczpospolita, 15 May 2012, pg. A8.
See. Andrzej Klesyk, Diamenty z miękkimi kompetencjami, Gazeta Wyborcza, 23 April, 2012, pg. 8.
See. Aleksandra Pezda, Piotr Cieśliński rozmawiają z prof. Łukaszem Turskim, Nie uczymy fizyki, uczymy dzieci, Gazeta
Wyborcza, 2-3 June 2012, pg. 14 – 16.
23
Adam Leszczyński, dr Izabela Wagner, Uniwersytety to nie produkcja wykfalifikowanych robotników, Gazeta Wyborcza,
28-29 April, pgs. 16-17.
21
22
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•
create an interministerial committee for countering administrative barriers that impede
cooperation of the two sides,
On the other hand, they encourage the academic community to:
•
open its doors to the industry,
•
establish forms of exchanging experience and knowledge between companies and
universities,
•
include representatives of business in decision making bodies of the school,
•
wider inclusion of courses meeting needs of the industry into education programs, also in
terms of soft skills (i.e. working in groups)24.
DATA FOR DISCUSSION:
Number of schools and students in Poland and in the world
In the 2010/2011 academic year, 470 universities operated in Poland, With 132 being public and
338 private. Over 2 million students attended universities, which gives Poland one of the highest
gross enrolment ratios and largest number of higher education institutions in Europe25. In 2010 in
27 EU countries at over 4000 universities studied almost 20 million students. Same number as in
the whole of US in almost 6 thousand universities (on average more than 100 per each state). In
24
25
See: O krok dalej: Polsko-Amerykańska współpraca gospodarcza, dz. cyt., pg. 33
See: http://www.nauka.gov.pl/szkolnictwo-wyzsze/dane-statystyczne-o-szkolnictwie-wyzszym/
12 |
the EU, only Poland, Germany, France and Great Britain had more than 2 million students, and
Japan could boast 4 million students26.
University revenues – comparison:
Harvard University’s revenues in 2009 reached 13 011 million PLN. According to GUS Statistical
Yearbook in 2007, public spending on higher education in Poland amounted to 10 850 million.
•
In 2009 Harvard University dedicated 1 407 million PLN for student scholarships and grants
(excluding student loans), which is nearly the same amount how much Poland’s state budget
earmarked for financial aid to students in 2007 for the entire country (1 578 million PLN)
•
In 2009, Harvard University dedicated 2 397 million PLN to research (where 78% came from
the federal budget), which is half what the national budget spent on R&D in 2008 (4.3bn PLN)
in Poland”.27
28
Expenditures on higher education per student :
Country
Expenditures
Denmark
24 241
Switzerland
18 980
Germany
11 948
U.S.A
9 629
Hungary
5 093
China
2 728
India
2 559
Poland
2 515
26
http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=table&plugin=0&language=en&pcode=tps00062
See: Jerzy Wilkin, Ile kosztuje dobry uniwersytet w: Nauka 4/2010, s. 141, cyt. cite:
28
See.: Ibid, page. 139.
27
13 |
Europe (average)
5 353
Expenditures on research projects29:
Between 1995 and 2008 the real level of expenditures on research projects in the EU rose by
50%, while in the same period expenditures in the US increased by 60% and in Japan, South
Korea, Singapore and Taiwan by 75%, in BRIS countries (Brazil, Russia, India, South Africa) –
145% and in China – 855%. In relation to GDP, businesses in Japan and South Korea invest in
research and development two times more than companies in Europe.
Employing scientists:
More than half of scientists in the EU (54%) are employed in the public sector and
46% work in
the business industry. Number of scientists employed in the private sector in China reaches 69%,
Japan 73% and in the US 80%.
Knowledge transfer and public-private cooperation:
Number of joint publications by private and public entities per population in the EU is roughly half
that of the US and a third less than in Japan.
Number of patent applications:
Analyzing the number applications for patents regulated by the Treaty for patent cooperation, it can
be observed that the rise in Japan and South Korea was almost double than in the EU. if this trend
is maintained, in 2020 the situation may be as follows: EU –
Asian countries –
18%, US – 15% and five leading
55%.
29
Following data cited from: http://ec.europa.eu/research/innovation-union/pdf/competitiveness-report/2011/executivesummaries/pl.pdf
14 |
Following graphs based on:
http://ec.europa.eu/research/innovation-union/index_en.cfm?section=competitivenessreport&year=2011
Growth indicators of 27 EU countries:
(area marked grey is EU’s average for all indicators)
15 |
Innovation index for 27 EU countries and biggest competitors:
16 |
BIBLIOGRAPHY:
17 |
Studies and reports:
Główny Urząd Statystyczny, Szkoły wyższe i ich finanse w 2010, Warszawa 2011:
http://www.stat.gov.pl/cps/rde/xbcr/gus/PUBL_e_szkoly_wyzsze_2010.pdf
European Commission, Innovation Union Scoreboard 2011, European Union 2012:
http://ec.europa.eu/enterprise/policies/innovation/files/ius-2011_en.pdf
European Commission, Research & Innovation, Innovation Union Competitiveness Report 2011,
streszczenie, European Union 2012:
http://ec.europa.eu/research/innovation-union/pdf/competitiveness-report/2011/executivesummaries/pl.pdf
European Commission, Research & Innovation, Innovation Union Competitiveness Report 2011:
http://ec.europa.eu/research/innovation-union/index_en.cfm?section=competitivenessreport&year=2011
European Union, Regional Policy, Connecting Universities to Regional Growth: A Practical Guide,
September 2011:
http://ec.europa.eu/regional_policy/sources/docgener/presenta/universities2011/universities2011_e
n.pdf
OECD, Higher Education to 2030,
OECD, Jobs for Youth, Poland:
http://www.oecd.org/findDocument/0,3770,en_2649_39263238_1_119666_1_1_37455,00.html
American Chamber of Commerce in Poland, PKPP Lewiatan, US-Poland Business Council, O krok
dalej: Polsko-Amerykańska współpraca gospodarcza. Stan obecny i perspektywy. Warszawa,
kwiecień 2012:
http://www.summit2012.pl/pl/dokumenty
Newspaper and internet articles:
http://www2.warwick.ac.uk/knowledge/themes/exchange/lambert/
18 |
http://www.rp.pl/artykul/877153-Harvard-w-Polsce-nielegalny.html
http://www.rp.pl/artykul/19,878033-Praktycznie-i-blisko-biznesu---tak-ucza-na-swiecie.html
http://forsal.pl/artykuly/619533,usa_konkurencja_zabija_system_szkolnictwa_wyzszego.html
http://gregmankiw.blogspot.com/2006/05/what-makes-good-professor.html
Jessica Shepard, Inżynierowie i brytyjski snobizm, tłum: Ludwika Włodek w: Europa. Duży Format,
Gazeta Wyborcza, nr 23/979, 31 May 2012, pg. 10.
Jeevan Vasagar, Droga wiedza na wyspach, tłum: Ludwika Włodek w: Europa. Duży Format, Gazeta
Wyborcza, nr 23/979, 31 May 2012, pg. 12.
Johann Ossel, Bliżej domu i pracy, tłum: Krystyna Kądziela w: Europa. Duży Format, Gazeta
Wyborcza, nr 23/979, 31 May 2012, pg. 12.
Roland Preuss, Biedny zostaje głupi, tłum: Krystyna Kądziela w: Europa. Duży Format, Gazeta
Wyborcza, nr 23/979, 31 May 2012, page. 12.
Agata Nowakowska, Dominika Wielowieyska, Nauka pod rękę z biznesem za 1 proc, Gazeta
Wyborcza, 19-20 May, pg. 6
Małgorzata Grzegorczyk, Biznes atakuje, nauka się broni, Puls Biznesu, 18-20 May 2012, pg. 10.
Artur Grabek, Studenci płacą za słabe uczelnie, Rzeczpospolita, 15 May 2012, pg. A8.
Andrzej Klesyk, Diamenty z miękkimi kompetencjami, Gazeta Wyborcza, 23 April 2012, pg. 8.
Aleksandra Pezda, Piotr Cieśliński rozmawiają z prof. Łukaszem Turskim, Nie uczymy fizyki, uczymy
dzieci, Gazeta Wyborcza, 2-3 June 2012, pgs. 14 – 16.
Adam Leszczyński, dr Izabela Wagner, Uniwersytety to nie produkcja wykwalifikowanych
robotników, Gazeta Wyborcza, 28-29 April, pgs. 16-17.
19 |

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