university–enterprise cooperation

Table 3.1
Year Title Description and output
28
2001 The concrete future objectives of
education systems [80].
2002 Investing efficiently in education
and training: an imperative for
Europe [81].
2003 The role of the universities in the
Europe of knowledge [41].
2005 Mobilising the brainpower:
enabling universities to make
their full contribution to the
Lisbon strategy [55].
2005 Modernizing education and
training: a vital contribution to
prosperity and social cohesion in
Europe [56].
2007 Improving knowledge transfer
between research institutions and
industry across Europe: embracing
open innovation [42].
2009 Improving knowledge transfer
between research institutions and
industry across Europe: embracing
open innovation [2].
The document recognizes the need to open up education
systems to the influences of other parts of society: both
those that are close to schools (parents, local institutions,
and local businesses) and those that are more distant. It
argues that local businesses are a resource in providing
a perspective on the future needs for skills, as well as a
potential introduction for learners into the way in which
the business world works.
The document call for an in-depth revision of curricula to
ensure the highest level of academic content but also to
respond to the changing needs of the labour market. This can
be helped by various types of public-private partnerships, to
mobilise additional human and financial resources.
The communication underlines the need for global
competitiveness demands that knowledge flows from
universities into business and society. Cooperation between
universities and industry must be intensified and geared
more effectively towards innovation, start-up of new
companies and transfer and dissemination of knowledge.
The communication stresses the need to increase and diversify
university funding sources, as one of the most urgent priorities.
Much stronger and lasting expansion has been possible in
competitor countries thanks to a greater diversity of funding
sources, with much higher contributions from industry and
households. Private investment in higher education in the
EU amounts to less than 0.2% of GDP, much less then in the
US and in Japan. The Commission estimates that an increase
up to 2% of GDP is the minimum needed for knowledgeintensive
economies.
The communication stresses again that strengthening
collaboration between higher education and industry is
recognised by most countries as a basic requirement for
innovation and increased competitiveness, but that too few
European countries have a comprehensive approach to this issue.
The publication stresses advantages arising from cooperation
between university and industry, as mean to enhance
knowledge transfer from research to production.
Three actors are in particular mentioned:
• Research groups: they need to focus in particular in
innovation and in academic excellence;
• Public administration: has to facilitate researchers mobility;
• Industry: larger investments are needed in research and
development sectors.
For a real change in the cooperation activities between
university and enterprise it is necessary to radically
modernize university.
The document underlines main points to be addressed
for a real conversion of university politics in order to
act as a protagonist in the next year’s society. (See also
previous paragraph 3.2).