Educating for Industry

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Educating for Industry?

• Vice-Chancellors Address
• Professor Malcolm Gillies
• 2 October 2008

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The core mission

• "We try to reach out to the best students,
  whatever their background. One outcome of that
  is that we can help to promote social mobility.
  But promoting social mobility is not our core
  mission. Our core mission is to provide an
  outstanding education within a research setting.
  . . our purpose is not to be construed as that of
  handmaidens of industry, implementers of the
  skills agenda, or indeed engines for promoting
  social justice."
• Source Cambridge University's Alison Richard
  condemns push for state pupils", Sunday Times, 14
  September 2008
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What business wants

• "Clearly, the role of universities is broader
  than just business, but as a significant funders,
  user and customer of higher education, it is only
  right that business sets out what it needs. Our
  task force will also consider how businesses and
  universities can work together to ensure that
  students develop the employability skills
  business needs, and that more take science,
  engineering and maths subjects."
• Source CBI Launches New Higher Education Task
  Force, CBI press release, 17 September 2008

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Two university axioms

• 1. The core purpose Universities find their
  meaning in the nexus of education and research
• 2. Academic freedom Universities are "neutral
  spaces" of debate and intellectual engagement.
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Higher education Public and private spend

• Country Public Private Total
• United States 1.0 1.9 2.9
• Korea 0.6 1.8 2.4
• Chile 0.3 1.5 1.8
• Finland 1.7 0.1 1.8
• Australia 0.8 0.8 1.6
• OECD average 1.1 0.4 1.5
• United Kingdom 0.9 0.4 1.3
• Austria 1.2 0.1 1.3
• Italy 0.6 0.3 0.9
• Source 2005 OECD figures, GDP percentages
  (Education at a Glance, 2008)

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University research and innovation

• "Innovation is dominantly a process of business
  engagement with markets. Universities can play
  only a minor role.
• Source Geoffrey Boulton and Colin Lucas, What
  are universities for?, in Zoe Corbyn, Research
  elite reject focus on innovation, Times Higher
  Education, 25 September 2008

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Case study City University London and Kings
College London (2005-6)

• Source City Univ. Kings College
• Funding councils 21 33
• Research grants 5 28
• Tuition fees/contracts 61 18
• Endowment income 2 2
• Other income 11 19
• Source HESA data, 2005-6

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The public/private mix in university funding

• The undergraduate/postgraduate mix of students.
• The discipline mix of students
• The extent of research concentration
• The percentage of students who come from abroad
• Success in fund-raising

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City University London income, 2008/9

• Public
• Funding councils 35.6M
• Research grants 8.0
• NHS educational contracts 21.0
• Public sub-total 64.6M
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• Private
• Student fees 85.5M
• Endowment 2.3
• Other operating income 15.9
• Private sub-total 103.7M
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• Total 168.3M
• Source City University London approved budget
  2008/9, 21 July 2008

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What students want

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• Better trained lecturers
• Better learning facilities
• Better feedback and assessment
• . . .
• A well-recognized degree
• Interesting jobs with high salaries
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What benefactors support

• Disciplines
• Research causes
• Student scholarships
• Sports
• Residential life
• Social purpose

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The University for business and the professions

• Business-relevant curriculum
• Employability of our graduates
• High starting salaries
• Practical research
• Strong knowledge transfer

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What business contributes

• Departments, centres and research projects
• chairs and fellowships
• student scholarships
• internships and work placements
• . . . .
• taxation
• educational contracts?

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Effective industry interventions

• the playing field of student choice is tilted
  very little by the extent, or the nature, of
  current industry interventions . . . the playing
  field of student choice might only be really
  significantly tilted through bursaries of 5,000
  or more, and co-funded by government and the
  industries that would benefit from this new flow
  of graduates

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Confederation of British Industry Higher
Education Task Force

• How business can work with universities to
  develop the skills that it needs CBI surveys
  show employers want graduates with good
  communication, team-working, self-management
  skills so they are better prepared for
  employment. The future UK economy will also need
  more graduates with science, technology,
  engineering and mathematics (STEM) skills.
• How universities deliver workforce Business spent
  39bn in 2007 on workforce training but in the
  same year university income from workforce
  training was 480 million.
• How higher education funding should evolve to
  continue to support a world-class HE sector and
  what role business could play.
• Source CBI press release, 17 September 2008

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The Science Challenge

• 1. Primary and secondary school challenge
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The Science Challenge

• 2. Connecting school, further education and
  universities

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The Science Challenge

• 3. Rethinking undergraduate education

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The Science Challenge

• 4. Thinking broadly and liberally

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The Science Challenge

• 5. Mind your language
• "Training", "skills", "knowledge, "education

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The Science Challenge

• 6. Universities and business as partners.

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City University London Mission, 2008/12

• To provide students, the professions and
  business with the knowledge and skills essential
  to the success of London as a world city.
• Which businesses and professions?
• Financial, creative, legal, health, transport,
  social services . . .

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Your questions

• If you do not have the opportunity to ask your
  question tonight, please email me
• Malcolm.gillies_at_city.ac.uk