International University Leaders Symposium (Shenzen)
and 5th Annual Conference on “Standardizing Chinese-foreign
Cooperation in Running Schools”
Theme: Chinese-foreign Cooperation in Running Schools
and Training of International talents
Paper title: " Quality
control polices and international talents training guidelines in transnational
education between Portugal - CPLP _ Community of Portuguese Speaking Countries
and UE-BRICS ".
Research Center of Higher Education Development of
Xiamen University (National key research institute for humanities and social
science) and Department of Education of
Shenzen. The Chinese University of Hong Kong, Shenzen. Research Society of Chine Association of
Higher Education. International Cooperation and Exchange Department of the of
Education of the People’s Republic of China. November 9th -11st, 2014, Shenzen,
China
©António dos Santos Queirós [1]
Center
Philosophy of University of Lisbon
(Centro de Filosofia. Faculdade de
Letras da Universidade de Lisboa)
Alameda da Universidade 1600-214,
Lisboa Portugal
President
of the IPP Institute Polytechnic of Oporto
Rua Doutor Roberto Frias, 4200-465
Porto
Carlos
Ramos
Vice
President of the IPP Institute Polytechnic of Oporto
Rua Doutor Roberto Frias, 4200-465
Porto
Abstract
In this paper, we propose to discuss the framework for such cooperation,
involving an holistic approach, covering the three missions of modern higher
education institutions, within a framework of high quality standards: (i)
education, (ii) research and (iii) cooperation with society, namely regional
development, entrepreneurship and knowledge transfer. The development of such
programs will be accompanied by the implementation of quality concepts and
standards (eg credit transfer system, learning outcomes, impact of research
publications, number and economic value of patents, new business volume created
from research and entrepreneurship activities, among others).
In the context of “Quality control polices and international talents training guidelines in transnational
education”, we developed four themes: Portuguese Higher Education Highlights. Evolution standards of pilot joint programs and
how was applied them to practices in European Union. Theories and practices of development of specialist schools. On how joint programs help promote local
industrial development and independent innovation. Proposed Sino-Portugal cooperation. A pilot plan, Portugal - CPLP _ Community
of Portuguese Speaking Countries and UE-BRICS
Based on these principles and practices, we propose to establish a
cooperation pilot plan that will consider provinces, autonomous regions and
municipalities of China at different development levels. [3]
Key words: Transnational-education. CPLP-UE-BRICS.
Quality. Excellence - Imperative.
I.
Portuguese Higher Education
Highlights
The Portuguese Higher Education sector comprises a high diversity of
institutions. In the public sector there are 15 public universities, 15
polytechnic institutes, plus 19 higher education schools not integrated in the
polytechnic institutes. In the private sector there are 35 universities or
university status schools, plus 39 polytechnic status schools. In general, the
public universities and some of the public polytechnic institutes are much
larger organisations than the remaining institutions.
In 2013 two of the public universities in the Lisbon region merged to
create the University of Lisbon (which results from the old university with
that same name and the Technical University of Lisbon). In the 2014 Scimago
ranking of the universities of the ibero-american space the new university was
ranked 2nd.
In the academic year 2012/13 for a total of 371,000 of enrolled students
in Higher Education the breakdown was as follows (source: DGEEC-MEC): 197,036
in public universities; 106,674 in public polytechnics; 48,716 in private
universities; and 18,576 in private polytechnics.
In the academic year 2011/12 a total of 94,264 students graduated from
higher education. Their breakdown by areas was as follows (source: DGEEC-MEC):
29,681 in social sciences and law; 16,515 in health and social work; 16,635 in
engineering and related fields; 7,837 in arts and humanities; 6,942 natural
sciences and mathematics; 5,672 in services; 9,791in education; and 1,191 in
agronomy. The number of female students graduating overcame by far the
number of male students (57,033 versus 37,231).
Some of the public universities have a long history (Coimbra University
goes back to the Middle Ages) and most of them are at least several decades
old, while most of the private sector institutions emerged over the last three
decades.
S&T courses, particularly those that require experimental
facilities, tend to be concentrated in a few public universities. Thus, a very
significant concentration of research activities exists.
As most of the research activities are concentrated in a few public
universities, a larger share of the public funding of research is also
concentrated in the public sector. However, there are some research centres
from private university institutions operating under the FCT_ Foundation for
Science and Technology, financing system. Altogether there are three hundred
research units scattered among the schools that are part of the Higher
Education sector. Universities as such do not have their research activities
assessed by external bodies (though there is a national agency to certificate
university curricula – A3ES, National Agency for Evaluation and Accreditation
of Higher Education).
The situation is that each university provides a framework for the research
units acting in their respective disciplinary areas, and those units are
generally acting under the support of the formerly called Plurianual Funding scheme
managed by the FCT (research council). It is in this context that universities’
research is assessed every 3 years by external panels of independent
scientists.
The share of HERD (Higher Education Expenditure for R&D) in GERD (Gross Expenditure for R&D) rose
from 36% in 2009 to 39% in, as the fraction of BERD (Business enterprise
R&D) expenditure started rising.
II.
Evolution standards of pilot joint programs
and how was applied them to practices in European Union
The ECTS – European Credit Transfer System. ECTS established a new
education paradigm based on learning outcomes and student workload.
In describing the cycles the framework
makes use of the European Credit
Transfer and Accumulation System (ECTS):
1st cycle: typically 180–240 ECTS credits,
usually awarding a bachelor's degree.
2nd cycle: typically 90–120 ECTS credits
(a minimum of 60 on 2nd-cycle level). Usually awarding a master's degree.
3rd cycle: doctoral degree. No ECTS range
given.
The actual naming of the degrees may vary
from country to country.
One academic year corresponds to 60
ECTS-credits that are equivalent to 1,500–1,800 hours of study. But one ECTS can be defined having 20-28
hours. The "ECTS point" is not standard at all. So the Diploma
Supplement (DS) was created as a European Union document attached to a
higher education diploma aiming at improving international transparency and
facilitating the academic and professional recognition of qualifications.
The Diploma Supplement is designed to provide a
description of the nature, level, context, content and status of the studies
that were successfully completed by the individual named on the original
qualification to which the supplement is appended. It is a flexible
non-prescriptive tool which is designed capable of adaptation to local needs.
The ECTS will be complemented by the
European credit transfer system for vocational education and training (ECVET).
At the Portuguese Universities and Polytechnic Institutes, an efficient
quality program to monitor the teaching-learning process has been implemented
since 2008-2009 and has received the European recognition “ECTS Label”.
It is based on a hierarchically organized structure, covering individual
courses, degrees, university departments and, finally the whole university,
involving students, professors, administration, pedagogical council and,
latter, external stakeholders, including employers.
The external auditing and quality certification processes are assumed by
the National Agency for Evaluation and
Accreditation of Higher Education (A3ES) as well as by professional
associations such as the Engineers Council (Ordem dos Engenheiros). At an
European level, engineering degrees may be certified by EURACE, the European
Accreditation of Engineering Programs. The Portuguese Universities and
Polytechnic Institutes have several engineering degrees with the label of
quality assigned by EURACE: Electronics
and Telecommunications Engineering, Chemical Engineering, Civil Engineering,
Environmental Engineering and Physical Engineering…
One of the parameters evaluated during external certification processes
of degrees, in the addition of the quality and adequacy of teaching staff and
learning facilities, is the employability of their graduated students. One of
the measures implemented to improve employability is the learning in labour
context, by doing BSc project work or MSc thesis work within labour context, in
companies or other external organizations.
To assess employability rate and conditions, the graduates are regularly
enquired by our Observatory of the
life-long socio-professional course of graduates.
Portuguese Universities and
Polytechnic Institutes are also involved in several joint MSc and PhD programs,
together with other universities, within the scope of the European Erasmus Mundus
program. Erasmus Mundus
supports Joint Programmes (Masters Courses and Joint Doctorates) that are
operated by consortia of higher education institutions from the EU and (since
2009) elsewhere in the world. They provide an integrated course and joint or
multiple diplomas following study or research at two or more higher education
institutions.
Erasmus Mundus funds a number of
scholarships for students and academics studying or teaching on Erasmus Mundus
Masters Courses. Since 2010, fellowships have also been available for doctoral
candidates following one of the Joint doctorates.
Scholarships cover participation costs,
subsistence costs, and insurance for the duration of the study period. Many
students also have the right to a contribution to travel costs.
Within this program, students follow
their courses at, at least, two different universities, at different semesters;
the thesis research work is also generally conducted in different universities
of the consortium, with joint supervision. Staff mobility also takes place
within Erasmus Mundus initiatives because some courses are jointly offered by
different universities.
The Portuguese Universities and
Polytechnic Institutes have been also involved in the last few years in joint
initiatives aiming the development of new curricular programs. Joint degrees,
within Erasmus Mundus, are good examples of such activity. However, has been
also involved in cooperative design of several curricula for different degrees
offered by foreign universities, particularly from CPLP_ Community of Portuguese-Speaking
Countries – (namely Brazil, Angola,
Mozambique, Cape Vert and East Timor) with whom Portugal has privileged
relationships.
Polytechnic of Oporto. A case study
IPP_ Polytechnic Institute of Oporto
does a significant contribution in CPLP _ Community of Portuguese Speaking Countries, participating
actively in various projects for cooperation and has a vast network over 240
agreements with Universities from 27 European countries and with American and
African Higher Education Institutions, manly Brazil and Angola….
The Polytechnic Institute of Porto
(IPP) was created in 1985 in order to offer excellence in qualified
education.IPP is the largest Portuguese Polytechnic Institution, with the most
students, teachers, courses and schools. The outcome is a highly diversified
offer of training profiles, contexts, targets, extension activities and
geographic implementation – in six Municipalities of the Porto District. More
than 18,000 students attend the 7 Schools which offer 58 Bachelor Degrees(180
ECTS) and 45 Masters Degrees in Engineering, Management, Health Sciences,
Music, Arts and Education. IPP has over
two dozen research groups distributed by the seven schools and the highest number
of research units recognized by the national Foundation for Science and
Technology. IPP is the National Polytechnic Institution ranking highest in the
international scientific rankings. On-going projects, both national and
international, rely on the strong commitment of private companies, organizations
and the community.
Their guideline for cooperation is
the exchange of researchers and participation in common projects, in Europe,
China and BRICS, in the specified areas. Health and Well Being. Environment.
Energy. Advanced Materials. Information and Communication Technologies. With the support of IPP research centers: CIDEM-
Centre for Research and Development in Mechanical Engineering; CISTER - Centre
for Research in Trusted Systems and Real-Time; and GECAD - Research Group on
Knowledge Engineering and Decision Support. We could identify two priority cooperative
areas:
1.Research & Development
(R&D): Health and Well Being. Environment
2.Exchange of Students:
_ Cooperation in Study Cycles
Creation and Teaching: Portuguese Language and Culture. Musical Education.
Traditional Chinese Medicine
_ Cooperation in the area of
Hospitality and Tourism
III.
Theories and practices of
development of specialist schools
Modernising universities and
polytechnics. The European Council in the spring of 2006 called for stronger action to
drive forward successive reforms aimed at modernising universities and
research.
With 4 000 establishments,
over 17 million students and some 1.5 million staff – of whom 435 000 are
researchers – European universities have enormous potential. The Commission has
identified certain challenges
_the standardisation of
national university systems and their fragmentation into small structures,
which make national, European and international cooperation more difficult and
form an obstacle to their diversification and impede their quality;
_identical courses offered
to similar types of student. Other types of training and other target groups
tend to be neglected (conversion courses for adults or transition courses for
those who have not followed traditional educational pathways);
_inflexible administrative
regulations and long-winded academic recognition procedures. The problem of the
transferability of scholarships or loans and pension rights is another obstacle
to mobility, training, research or employment in another country;
_the development of the
research environment into one which is open, interactive and competitive,
transcending traditional structures;
Innovation
on research activities organisation. The Portuguese Universities and Polytechnic Institutes
may be characterised as a research-based comprehensive higher schools but with
focus on science and technology. The
fundamental organic key to establish a strategically vision focused on
specific scientific and differentiating areas, is to built a management
structure based not in faculties, bur yes in multidisplinary research units
(involving staff from different departments), together with a relatively young
and highly motivated staff, supported by advanced and comprehensive scientific infrastructures
(acquired by national and international funds), led to excelling and
international recognition of the research developed ain Portugal, namely on Materials Science and Engineering,
Information and Communication Technology (ICT), Environment and Marine Sciences[4]
and Natural and Agro-Food Products, Education Sciences, Automation, Electroanalysis/Corrosion,
Phytopathology, Geotech, among other.
‘Partnerships
for the Future’. One
of the key features of the internationalization of the Portuguese research
system of S&T policy was the establishment of the so-called ‘Partnerships
for the Future’ (which encompassed namely the cooperation with several US
universities), and in the involvement in a number of initiatives in the context
of FP7. Agreements were entered into with the following US Universities: MIT,
Carnegie-Mellon, University of Texas at Austin and Harvard Medical School. The
initiative also included an agreement with Fraunhofer Gesellschaft. Following
the generally positive evaluation undertaken by the Academy of Finland, the
partnerships with Carnegie Mellon University, with the University of Texas at
Austin and with MIT were recently renewed for an additional term.
Another central vector has been the creation, in
cooperation with Spain, of INL, the Iberian International Nanotechnology
Laboratory. INL has an international legal framework similar to
intergovernmental laboratories in other areas located in Europe such as CERN,
ESO, EMBL, and ESRF.
More recently, the orientation for increased involvement
in European S&T cooperation has been expressed along two axes: the
development of a National Roadmap for Research Infrastructures, aligned with
the ESFRI Roadmap.; and the commitment to enhance participation in Horizon
2020. The first has been considered by the MEC- Ministery of Education and
Science, as a key initiative to strengthen S&T cooperation with other ERA
countries. The second is simultaneously envisaged as an instrument for getting
additional funding for Portuguese S&T organisations and for enhancing the
capabilities of Portugal’s research and innovation system.
International cooperation in the framework of CPLP _ Community of Portuguese Speaking Countries and
UE-BRICS, on research
domain, takes place in different ways:
(i)
Direct
enrolment of foreign PhD or post-doctoral students, doing their research
programs within our research units
(ii)
Joint
PhD thesis (“combine” thesis, with joint supervision of professors/researchers
from Portuguese and the foreign institutions), within university bilateral
agreements
(iii)
Joint
multinational research projects, funded by international agencies,
(iv)
Research
and development contracts, directly celebrated between Universities and
Polytechnic Institutes and foreign public entities, which directly beneficiate
from the R&D results
Portuguese cooperation in European
Union born with the vision of Portuguese Universities and Polytechnic
Institutes increasing their
mission as centre for education and innovation, a trigger and driving force for
regional development and wealth creation. Today, this vision is more than ever
updated and is shared by our partners in European Union, e.g. ECIU – The
European Consortium of Innovative Universities, involving 13 European member
Universities and 3 non-European Universities as associated partners and similar
international consortiums.
Another e.g., came from UA_ Aveiro
University, that has created a Centre for Asiatic Studies (CEA) which, among
other activities, led to the creation (1998), together with another Higher
Education Portuguese Institution (ISCTE) of the first Master Degree on Chinese
Studies in Portugal and to the launching of the open access journal ESIYA –
Interdisciplinary Journal of Asian Studies. Today, UA is involved in several
mobility programs with Chinese Higher Education Institutions and joint research
projects, with significant scientific outputs. UA, together with other
Portuguese Universities, is also involved in specific program aiming to produce
digital pedagogical materials to support the teaching/learning process of
Portuguese language in China.
The visibility and
international attractiveness of the Portuguese higher education area and the European research area
are essential to strengthen the role of Portuguese Universities and Polytechnics and research in the CPLP _ Community of Portuguese Speaking Countries
and BRICS.
Good practices. Other critical issues on the
success of higher education cooperation and mobility programs, or specific
programs to attract foreign students, deals with the information availability
and visibility, the existence of supporting services with specialized staff to
host and help foreign students, social infrastructures as well as cultural
insertion programs, including specially designed language courses and cultural
activities. We take a special care with these issues in our University.
A good webpage in English and in the others national languages, with all
the relevant academic and social information must be available at Portuguese Universities and Polytechnics websites.
Foreign students, when they arrive to Portuguese Universities and Polytechnics receive a personal treatment
by the staff of our International Office. Accommodation on campus dormitories or
in town, near the campus, as well as canteens or university restaurants, are
available for students.
Special insertion programs, including cultural activities and the
Erasmus Buddy program (a native student is assigned as “friend” to each foreign
student) are provide by the International Offices.
Institute Polytechnic of Leiria_ IPL, train translators and interpreters with adequate command of
Portuguese / Chinese language allowing them to translate and interpret to and
from Portuguese / Chinese language, also capable to command other aspects of
the nature and functioning of both cultures and societies, with a combine Undergraduation
- Translation and Interpretation Portuguese/Chinese - Chinese/Portuguese. Students
of the IPL will do the 1st and 4th year in Leiria, the 2nd in Beijing (the
Beijing Languages and Cultures University) and 3rd year in Macau (the school of
languages and translation of the Instituto Politécnico de Macau). Students of
the IPM will do the 1st and 4th year in Macao, and the 2nd and 3rd year in
Leiria. The cost of accommodating displaced students is supported by the host
institutions.
Additionally, the Portuguese
Universities and
Polytechnics Departments of Languages and
Cultural offers special courses on Portuguese language and culture, to
our recently arrived foreign students.
University funding must be reformed so that a level of teaching and
research excellence can be achieved in accordance with the Lisbon Strategy, the
aim of which is to commit 2% of gross domestic product (GDP) to a modernised
higher education system. In parallel, the funding of students should be amended
to ensure greater fairness between students, in particular those coming from
disadvantaged backgrounds, as regards university admittance and chances of
success.
In Europe,
before the financial crises, these contributions are generally limited or even
prohibited, in order to allow democratic access to higher education; Deutschland
tuition fees are now (2014) completely free.
Funding and evaluation research. One of
the critical points of research issues is funding. In Portugal, public universities
are funded by the central government with a budget that, together with student
fees, covers essentially salaries and running costs for teaching activities.
Research
is funded in a competitive way, by national and international agencies, namely
the Portuguese Foundation for Science and Technology - FCT (the national
science funding agency from the Ministry of Education and Science), Regional
Development Agencies and different R&D programs funded by the European
Commission and other international agencies.
Evaluation
of the performance of research units is regularly promoted by FCT, involving
international boards. More than 83% of research units (involving more
than 90% of professors/researchers) were evaluated by as “Excellent” or “Very
Good”. Evaluation involves the international best practices in this domain,
namely the strategic vision of the research unit within the strategic plan of
the University, bibliometric indicators
for scientific production (number of published papers, citations, journal
impact factors), capacity to attract external and competitive funding from
public and private entities, potential impact of research results on innovation
wealth creation (number of patents and spin-offs, contracts in companies),
degree of internationalization (number of international projects and networks)
and outreach activities, among others. Two of the critical issues in
international research cooperation include the seeking and availability funding
as well as the attractiveness and international recognition of doctoral
programs.
Doctoral School (DS) and the
Research Support Office (RSO). At Portuguese Universities and Polytechnics, the
international research activities are boosted by several internal managing
structures and services, namely the Doctoral School (DS) and the Research
Support Office (RSO).
Considering
the growing importance of research and knowledge in modern societies and the
crucial role of higher education institutions in training through research, as
well as the need to face new challenges arising from increasingly competitive
and demanding markets, Portuguese
Universities and
Polytechnics has established a Doctoral
School (DS). DS has the mission to coordinate doctoral programs, internally and
externally, and is responsible for developing new innovative courses and
admitting candidates. In pursuit of its mission, develops doctoral programs of
excellence, including national and international joint ventures, while
implementing specific measures to enhance the employability of holders of its
doctoral degrees based on training needs and market requirements.
Portuguese Universities and Polytechnics aspires to become one of the foremost
research organizations in Europe in terms of involvement in International
collaborations. In order to reinforce international and, particularly, European
collaboration,
Portuguese Universities and
Polytechnics strongly encourages its
researchers to create ties with their colleagues worldwide, by responding
jointly to calls for proposals for international funding agencies and European
programs. To achieve this goal, has set up the Research Support Office
(RSO), with specialists and projects managers who can offer research units
at Portuguese
Universities and
Polytechnics help in the development
and implementation of strategies for research, in pursuit of the objectives
established for the University and for the European Research Area, and
individually assist national researchers in the whole process. RSO supports
researchers in the preparatory phase, during the submission and with the
management of international and European research activities. RSO provides
up-to-date information on national and international research programmes,
information on fellowship programs and on specific announcements of calls and events,
one-to-one coaching and support of proposal submission and project management.
IV.
What are the scientific production models that we must
solidify and create to support the economic and sustainable development
determinate by moral criteria?
Universities have evolved throughout the twentieth century to a
functional model of formation of specialists, progressively integrated in their
polytechnic structures. This process was developed to the detriment of another
primary function of University: scientific research.
With the emerging knowledge and an informed society, scientific and
technical revolution and global finances and business concentration, it has
become even more imperative to restore the social function of public University
in its role as center of excellence of fundamental scientific research.
The foundation of basic scientific research is the formation of research
groups, with professors, PhDs or those who choose the path of a doctorate in
line with the scientific objectives they wish to pursue and not mere academic
requirements and administrative career progression. These researchers may
originate from all universities and congregate around a mission and purpose of
scientific research.
The results of this research must be returned to the University and
society through the pursuit, in parallel, the three missions of modern higher
education institutions: education,
research and social development, in the framework of sustainable development
and environmental ethics.
Creating a scientific elite, framed by the public University, they can
correspond to the national interests and put at the service of the country, its
economy and its population, the results of advanced research, that tends today
to be appropriated by the large business conglomerates, through the
registration of patents, products and brands.
It is in this perspective that we considering
Integrative/Multidisciplinary activities during the year. Special activities
that aim to carry out research across disciplines. And Outreach activities
during the year. Science and society, general public, schools, etc.
Frederick Schiller, in his Letters on the Aesthetic Education of Man,
argued that "the student must learn to follow an objective, and, for the
sake of this goal, to tolerate a little painful. He should aspire to the
noblest pleasure soon which is the price of the effort ". Victor
Weisssskopf, a pupil of Niels Bohr, likened the art of scientific disclosure as
a"... sweeping interpretation of a Beethoven sonata ..." and amounted
to the highest social recognition.
This means understanding the scope of the educational research in
multiple dimensions: community outreach -
outreach campaign: outreach work.
The imperative of
excellence
A new evaluation model of higher education can pass dialectically the
quantity to quality, through the addition of the following parameters:
1th. On the link between their project of research and education and
scientific dissemination:
How does the educational process offer a social science perspective /
approach?
2th. In clarification of the purpose of their research project in its
action and relationship to science, society and schools:
What is the contribution to knowledge, theory, policy or practice?
3th. In the "translation" of the results of research activities
in real applications, e.g. experiences of teaching in University and other
schools;
4th. On the proposition of new topics to be included, in the next year,
with a view to a permanent strategy of quality in research (circular or
qualification in feed-back process and objectives project;
5th. In the analysis of the results obtained with the means placed at the
disposal and recovery;
6th. On the elucidation and appreciation of the different tasks, which
have been over or under planned complemented with the analyses of the
difficulties in their pursuit in real context.
7th. In the development of methods (creation of new or improvement and
adaptation of existing ones) that promote a better educational research.
This sequence and planning are not arbitrary.
The first two issues are essential. With the emerging knowledge and an
informed society, scientific and technical revolution and global finances and
business concentration, it has become even more imperative to restore the
social function of public University in its role as center of excellence of
fundamental scientific research. .
The third question drives to a key problem, which is also an ethical
imperative: the results of this investigation should be returned to the
University and society, in particular through the exercise of the function of
teaching, applied research and scientific work.
The fourth, fifth, sixth and seventh questions are the determinants of
quality and progress of the investigative route.
V.
On how joint programs help promote
local industrial development and independent innovation
Incentives to
encourage structured partnerships with enterprises will be needed to bring universities and
polytechnics closer to the world of business.
Universities and Polytechnics must also
provide knowledge and skills geared to
the needs of the labor market.
1.Regional development, technology transfer and entrepreneurship programs:
Although cooperation with society (3rd
mission of modern universities) covers a wide scope of activities, we will
focus, in this paper, in three main issues:
(i) Regional
development programs
(ii) Technology
transfer activities
(iii) Promotion
of entrepreneurship
Such topics are not referred in most
international cooperation programs involving higher education institutions. We
believe this is a domain with an enormous potential to explore within
universities and polytechnics (and their associated entities or interface
operational units) international cooperation programs.
Entrepreneurship program
The entrepreneurship program at Portuguese Universities and Polytechnics aim at promoting in our students
the capacity of developing their business or creating their self employment.
Most of our degrees (BSc, MSc and PhD) involve courses in
entrepreneurship. In addition to “formal” entrepreneurship courses, has several
“hands on” entrepreneurship initiatives, such as the “Entrepreneurship Labs”, promoted. by Liasion Office (LO)
Here, students, researchers and any other member of the academy may
develop its own business plan or create its startup company, supported by Liasion Office (LO) staff and internal and external mentors, contributing to the success of
the project. Startup projects or companies may then be installed in our
business incubator (BI, Business
Incubator) and follow our Incubation Programs (“BI Start Ups” for starting
companies or start-up projects, “BI Graduate” for graduate companies). Within
such incubation programs, in addition to basic supporting services, companies
have access to specific coaching and mentoring programs and
internationalization supporting services.
In the last few years our
collaboration with the
Portuguese Universities and Polytechnics, Regions and its authorities was extended to entrepreneurship. The knowledge
gathered by on the promotion of entrepreneurship and on the management of
incubators was shared with the 11 municipalities, leading to a “multipolar
incubator concept” (BIR – Business
Incubator of Region), with incubating pole in each municipality, following
common rules and services. Municipalities are responsible for the physical
management of its own incubator pole, while Portuguese Universities and Polytechnics
promote regional initiatives such as the “Entrepreneurship Labs” and
offers the services of creation of spin-off companies, Incubation Programs “By Startups”
and “BI Graduate”. The managerial aspects and issues regarding
intellectual property are crucial.
The corollary of all these regional dynamics can launched “Regional Science Parks –” (CSP-R). Science
parks are implemented in the neighborhood of the University and Polytechnics Campus .CSP-R is a private
stakeholder company, owned by the University and Polytechnics, Municipalities of Region, different
industrial associations and companies as well as the banks. The science parks,
will host incubator, joint research labs, design factories spaces to install
graduated and consolidated knowledge intensive companies and will provide
specialized services to the hosted companies. CSP-R will develop in straight
coordination with University and Polytechnics,
others Business Incubators of Region, as well with the modern industrial parks
installed in different municipalities, completing the entrepreneurial and
innovation ecosystem of Region. Although the construction of physical
infrastructures of CSP-AR has not started yet (scheduled to the end of 2013),
the science park concept is already implemented in the region, involving the
university, municipalities, the regional business incubator, enterprises and
the municipal industrial parks. Within this context, CSP-Rs are full members of
IASP, The International Association of Science Parks.
2.Regional development policies
Portuguese Universities and Polytechnics participates
actively in the definition and implementation of regional development policies,
particularly in cooperation with the Council of Mayors of the regional
municipalities and the industrial and commercial associations of the Region,
not only with the cluster of innovative and ICT companies and major and
emblematic companies, but also with low and small companies.
The Portuguese Universities and
Polytechnics has been strongly engaged in the development of the strategic plan
for the Region, and in the definition and implementation of major regional
investments.
Also, has been promoting and participating
in joint development projects and initiatives with local authorities, covering
economic, social, cultural, governance and entrepreneurship issues mostly
financially supported by the Portuguese Regional Development Agencies (CCDRs).
An example, was the” projects, involving stakeholders from the different
sectors of society, which focused on the modernization of public services as
well as on qualification of people and improvement of well being, using
Information and Communication Technologies.
In addition to projects with a pure
regional dimension, together with local municipalities Portuguese Universities
and Polytechnics has been involved in several European projects. This is the
case of URBACT, a “European exchange and learning programme promoting
sustainable urban development, enabling cities to work together to develop
solutions to major urban challenges, reaffirming the key role they play in
facing increasingly complex societal challenges”. URBACT program involve 181
cities, 29 countries, and 5000 active participants
The commitment of Portuguese Universities
and Polytechnics to regional development is also clearly demonstrated on the
delocalized nature of higher schools campus involving polytechnic schools,
running on neighbor cities, offering BSc and MSc courses, as well as Technical
Specialization Degrees, mostly oriented to specific regional economy needs and
in an excellent relationship with local industries and companies, the TSD
teaching and training program is carried within labor context.
3.Innovation in Technology Transfer organization
The application of science and its conversion
into economic value is a foremost activity of Portuguese Universities and Polytechnics , highlighted in its long term strategic plan.
This mission is supported by the Technology
Transfer Office (TTO) of the Portuguese Universities and Polytechnics, having four main activities: (i) Intellectual
property protection, (i) Intellectual property valorization and
commercialization, (iii) innovation (knowledge transfer to companies by R&D
contracts and specialized services, including consultancy) and (iv)
entrepreneurship promotion.
Portuguese Universities and Polytechnics higher patent portfolios are growing
roughly, although the revenue of science and technology commercialization is
still quite modest, it’s growing gradually every year.
In a study carried out by the University of Leiden for FCT in 2013, it
is shown that out of a total of 9,479 ISI papers with Portuguese authors in
2010, 7,693 were published by authors of entities funded by the FCT. Total
research output originated in Portugal has been expanding rapidly and
approaching the EU average, with 1567 ISI publications per million inhabitants
in 2012, while in 2000 the performance was still at 435 publications per
million inhabitants.
In what concerns patenting, the university and polytechnic sector became
the main actor in Portugal by the late 2000-2009 decade, filing for more
national patents than the business sector itself. In the period 2000-2008 the top 4 entities
filing for national patents were the Universidade Técnica de
Lisboa, Universidade do Minho, Universidade de Aveiro and Universidade do
Porto. In the top 10 of
patenting entities there were two research units associated with the university
sector (INESC Inovação and INESC Porto). Meanwhile the share of universities in
national patenting dropped as universities started to be more selective in
patent application. Instituto Pedro Nunes (IPN), another Portuguese Association
for Innovation and Development in Science and Technology – an initiative
promoted by the University of Coimbra, was distinguished in 2010 by the
international prize Best Science Based Incubator Award 2010.
The cooperation with companies (“innovation”) also involves another interface
unit, the Liasion Office (LO) that has
the mission to promote outside Portefolio of Competences and Services among
companies and then, make the link with Technology
Transfer Office (TTO) and, finally with research units or other units at
the university, specially devoted to services providing or consultancy.
Technology Transfer Office is involved in many international
networks, aiming to improved technical skills and share best practices with
international TTOs. These include, among other, UTEN – The University
Technology Entreprise Network. University Technology Enterprise Network (UTEN) is a network of
professional Technology Transfer Offices focused on the commercialization and
internationalization of Portuguese Science and Technology (S&T) and is
mostly supported by The University of Austin, Texas.
Institute “Pedro Nunes (IPN)”. Case
study
Founded in 1991 as an initiative by the University of Coimbra, Instituto
Pedro Nunes (IPN) – Association for Innovation and Development in Science and
Technology – is a non-profit private institution for public benefit. “It
promotes innovation and the transfer of technology, establishing the interface
between the scientific and technological system and the production sector.”
Mission Statement
Contribute to the transformation
of the business environment and organizations in general, promoting a culture
of innovation, quality, rigor and entrepreneurship, built on a solid
university/enterprise relationship and operating in three fronts that reinforce
and complement each other:
•Research and technological development, consultancy and specialized
services;
•Business and idea incubation;
•Highly specialized training and dissemination of science and
technology.
Research and technological development, consultancy and specialized
services
Holds its own technological
infrastructures – six Technological Development Laboratories – besides access
to a network of researchers from the National RTD System (Sistema Científico e
Tecnológico Nacional), in particular from the University of Coimbra, namely
through the Faculty of Science and Technology:
•LED&MAT - Wear, Testing and Materials Laboratory, comprised of two
units: UMS – Surface Modifications Unit and UGRAN – Granular Materials Unit.
•LIS - Information technology and Systems Laboratory.
•LAS - Automation and Systems Laboratory, integrating an Industrial
Instrumentation Unit.
•LEC - Electroanalysis and Corrosion Laboratory.
•LABGEO - Geotechnical Engineering Laboratory.
•FITOLAB - Phytopathology Laboratory.
Business and ideas incubation
IPN promotes the creation of
spin-off companies, supporting innovative technology-based ideas from its own
laboratories, higher education institutions, in particular from the University
of Coimbra, the private sector and from RTD projects in association with the
industry.
The incubator, managed by an
autonomous association, IPN-INCUBADORA, provides companies with easy access to
the National RTD System and an environment that allows the broadening of
knowledge into fields such as quality, management, marketing and also
facilitates contact with national and international markets.
Highly specialized training and promotion of science and technology
IPN focuses its efforts on high level continuous training, directed at
the increasing number of professionals seeking actualization in new
technological domains that have emerged or evolved since their initial
training, at preparation of specialized technicians, at qualification of
unemployed graduates and also, linked to its activities in the creation and
incubation of technology-based companies, training directed at young
entrepreneurs.
This training activity is based
in a strong connection to the University of Coimbra and other R&D
institutions, and to the network of companies that collaborate regularly with
IPN, covering complementary training areas and profiles.
Business Accelerator
Fields of activity - Support services to help technology-based and
innovative companies increase their technological competences and
internationalization capacity
Goals-TecBIS (Technology.Business.Innovation.SustainableGrowth) –
Business Accelerator, it’s a QREN initiative, operation n.º 3986, co-financed
by the European Regional Development Fund (ERDF) with the overall objective of
building up a Business Accelerator. The total estimated amount of investment is
8,1M€ with 6,9M€ of public funding.
TecBIS project intends to boost
high-tech high-growth companies by providing a wide set of advanced services,
focused on developing their technological competences and internationalization
capacity, through a closer cooperation with the academic and scientific
institutions. The TecBIS’ specific goals are:
- To launch a new technological
infrastructure – Business Accelerator, providing high standard facilities with
common use areas, where the network with the academia, research centers and
funding will be emphasized;
- To support the growth and
consolidation of high-tech high-growth companies through the provision of high
added value services in order to:
• Increase the internationalization capacity;
• Develop technological competences.
- To promote innovation and help
Coimbra region to keep and explore the knowledge generated in the local
academic and scientific entities;
- To boost the attraction and
retention of high qualified human resources in Coimbra region.
Training Department
Fields of activity Training Department’s mission is to organize training
and consulting according to client and partner demands, promoting and
stimulating knowledge transfer and the entrepreneurship.
IPN is a certified training
institute by DGERT – General Direction of Employment and Labour Relationships
in the following themes of intervention:
1.Conception;2.Organization;3.Development/Execution.
Goals. The aims of this
department are:
1.Approach the scientific and
business environment;
2.Promote technologic entrepreneurship and innovation;
3.Recognize the specific needs of clients and partners, promoting
through consulting and training;
4.Promote networking and sharing of knowledge;
5.To facilitate the access to work market for new graduated people
through specific training.
Services
 |
|
Services Training SME Training Program is a financed project for
small and medium companies, with less than 100 workers, that pretend to take
advantage of free training and consulting according to the company’s needs.
The Training Initiative for Entrepreneur has the purpose to increase and
develop the entrepreneur’s skills of micro, small and medium companies (SME)
through specific training and consulting according to the company's needs.
Fields of activity - VCI stands for Department of Innovation and
Knowledge valorisation and works on technology transfer and innovation, trough
the following activities:
1. Support to spin-offs creation
- promotion of tech-based entrepreneurship by researchers, students and other
members of the National Innovation System;
2. Intellectual property (IP) - Support to firms, researchers, students
and other members of the National Innovation System, enterprising and companies
in IP issues;
3. Commercialization of technologies - Support in the technology
transfer and product development (contract licensing, financial management,
etc.);
4. R&D management –
elaboration, support and management of R&D projects
VI.
Proposed Sino-Portugal cooperation. A pilot plan, Portugal - CPLP _ Community
of Portuguese Speaking Countries and UE-BRICS
The pilot plan will be developed along three main
axis, with the following suggested actions:
1.
Education
- Mobility programs for BSc students in Portuguese and
Chinese Language and Culture
- Mobility programs for MSc students specially offered
in English in Portuguese and Chinese universities
- Development of a Joint Degree Program (MSc or PhD)
on one of the scientific topics above,
- Sharing of best practices in quality evaluation and
monitoring programs and recognition of competences acquired by students
2.
Research
- Development of joint research programs on specific
domains of mutual interest, oriented for sustainability and the green economy
(eg, green and smart materials, efficient exploitation and use of natural
resources, tourism, among others)
- Creation of joint research facilities (eg a
Sino-Portuguese Research Centre on Advanced Materials) and specific programs
for sharing big scientific infrastructures, supported by a mobility programme
for researchers;
3.
Regional development, technology transfer and entrepreneurship;
- Sharing of best experiences and support to the
development of regional innovation and entrepreneurial ecosystems, based on the
triple helix model;
- Sharing of best practices between university
technology transfer offices, including the management of Intelectual Property
and its commercialization;
- Joint programs to promote technology transfer,
entrepreneurship as well as regional development, supported by TTOs, university
business incubators and science parks;
Such cooperation pilot plan may extended, upon mutual
interest, to other higher education institutions and regions in Community of
Portuguese-Speaking Countries – CPLP (namely Brazil, Angola, Mozambique, Cape
Vert and East Timor) with whom Portugal and the University of Aveiro has
previliged relationships.
The implementation of such program calls upon the
political commitment of national authorities and financial support of national
and local governments, international entities and major national and
international economic agents.
Bibliography
Queirós, António. "Towards a golden age in
China-Portugal higher education cooperation: a perspective inside the
Portuguese university". International
Conference on Quality of Sino-foreign Cooperation in Running Schools, December
8 -10, 2013, Xiamen, China .
Queirós, António. “A
new education paradigm, from China to the World”. International
Conference on “Standardizing Chinese-foreign Cooperation in Running Schools,
Exercising Administration According to Law and Promoting Sustainable
Development” June 20th -21st, 2011, Xiamen, China
[1] Queirós, António dos Santos, is Researcher of
Environmental Philosophy and Ethics, in Lisbon University Philosophy Center,
visiting the Universities of Salamanca and Sorbonne.
It’s member of
Way Ching Research Center the University of Hong Kong, research of Cultural
Tourism, Tourism of Nature and Sustainable Development in the University of
Aveiro, Portugal.
His research
interests include ethics, higher education, international heritage and
environmental projects.
Association of
Museum and Science Centers of Portugal_ MC2P (ONG) President
Secretary
General of CCDPCh_ Chamber of Portugal-China Cooperation and
Development 葡萄牙-中国合作发展协会
[2] Founder and director of CCDPCh_ Chamber of
Portugal-China Cooperation and Development 葡萄牙-中国合作发展协会
[3] Since 1979, hundred Chinese students got their PhD degree
and post-doctoral research programs in Portuguese Universities and Polytechnic
Institutes with scope of multiple joint research
programs, with different Chinese institutions (Beijing Languages and Cultures
University, Xi’an Jiaotong University,
Nanjing University, Chinese Academy of Sciences, Shanghai Institute of
Ceramics, Shanghai Univeristy, Beijing University, Fudan University, Beijing
University of Science and Technology, Tsinghua University, Wuhan University of
Technology, Hebei University of Technology, China University of Petroleum, Sun
Yat-Sen University, Zhejiang University, Taiyuan University of Technology, Instituto
Politécnico de Macau, among others that jointed this process more recently,
Guizhou University, Zhenghzou University… ).
[4] Portugal
is a small continental country, with 89,000 Km2 but exerts its sovereignty over
an area of the Continental Maritime Platform 20 times higher, 1,800,000 Km2.
The strategic localization of the archipelagos of the Azores and Madeira and
its vast Atlantic coastline is ongoing at the United Nations the process which
should extend its sovereignty in the Atlantic Ocean until 3,800,000 Km2
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