Japan-UK Higher Education
Collaboration Project
Professor TODA, Tsunekazu
Hiroshima University (HU)

Professor PURCELL, Wendy
University of Hertfordshire (UH)
Universities in partnership with business and the community

8 June 2007, Tokyo

The Partners

2

The Partners• Sincere thanks to OECD, BC, HEFCE,
colleagues from HU and the two regions• Established a genuine new regional
partnership• Identified opportunities to take forward
joint projects for mutual benefit

The east of EnglandUniversity ofHertfordshire

University ofCambridge

6Hiroshima University
Community Cooperation Center

HiroshimaUniversity

Japan learning from the UK 1:
interplay between HEFCE policy & regional policy【 HEFCE Policy 】• In 1997 National
Committee ofInquiry into Higher
Education (theDearing Report).
• Work in partnershipwith regional bodies(e.g. RDAs).

【 Regional Policy 】• In 1997 RDAs
(RegionalDevelopmentAgencies) were set
up in each of theEnglish regions.
• East of England
Development
8Agency.

HEFCE and the Regions• HEFCE is a national HE
funding body in England.
• HEFCE funding isregionally ‘blind’.
• Organizationally– Regional Consultants andRegional Teams– Work in partnership withregional bodies (e.g. RDAs,RSPs).

• Strategic DevelopmentFund facilitates strategicchange in HE sector:– Collaboration– Strategic change which
provides wider benefits tothe sector– High degree of risk

• Allocated £335M, 150
projects since 2003.
• Many projects meetregional needs.

9The Funding System for HEand Regional Development
HEFCE

Central Government

DfES

Universities

DTI

Department for
Department for
Education and Skills Trade & Industry

Third Stream
Education
Research

Business &Community

BusinessRDA

10

Japan learning from the UK 2:
integrated approach for Universities and their Regions•

Innovation and Business
Development––•

Membership of the Scienceand Industry Council–––•i10 collaboration
London TechnologyNetwork

Knowledge Transfer
Programme
KEEP (short term
placements of graduatesin SMEs, 6 months)
STEP (very short term
projects by students inindustry, 6 weeks)

GradsEast

11

Higher Education Institutes
in the east of England•

11 HE Institutions– 8 Universities– 3 HE Colleges•

Income £1.38bn per year•

127,740 students– 5,940 registered at FE Colleges– 37% are part time (highest regionin country)– 21% are postgraduate students

12UK learning from Japan 1:
universities in their regional community• Genuine access for the community– e.g. campus tours• Research projects for the community– e.g. asking the community for questions• Understanding the demographics– e.g. declining birth rate, ageing population• ‘Third stream’ – community engagement– e.g. public lectures, research liaison events13

UK learning from Japan 2:
universities in their regional community• Peace Science and Conflict Studies– Unique historical legacy– Distinctive international offering– Distinguish graduates HU, visiting students– International esteem and standing of scholars• Genuine dialogue with the community– Access to the university– Programmes for the older people– Research projects relevant to the region

14

Key issues 1:
universities in their regional community• Japanese government driving innovation inUniversities to diversify income streams
from education, research and third stream.

• Do the rules allow universities to deliver?
• In education, can universities easily change
existing courses and develop new courses,
including short courses and e-learning?

15

Key issues 2:
universities in their regional community• In research, can universities collaborate
more with each other and further develop
distinctive research strengths ofinternational standing in order to increasebusiness competitiveness?
• In third stream, can universities respond
more directly to the expressed needs ofbusiness?

• Overall, do the rules allow universities tobecome more demand-led?

16

Key issues 3:
education
research
3rd stream

University

Community &Business

universities in their regional community
Municipal
government

HEIs

The issue

Prefectural
government

Business
Bureau ofCommerce

DemandMEXT

Intermediaries

Partnershipe.g. Mazda – the ‘single offer’

17

18

“Universities and businesses must demolishthe silo thinking that inhibits collaboration”

Key issues 4:
universities in their regional community• Forecasting demand for skilled workers
through regional business analysis.
• What type of people and what kind of skills?
• Workforce planning to make the economy
more competitive.
• HEIs delivering education and training forskills.

19

Key issues 5:
universities in their regional community• Measuring the impact of university activities
with the community and business.
• Impact of what we are doing?
• Validity of measurements?
• Use of data to show success in cutting edge
delivery to business and the community.

20Key issues 6:
the role of HEIs towards decentralized society in Japan• Establishment of a ‘single pot’ covering wide
aspects of regional development.
• Regional perspectives and priorities.
• Higher Education
Institutions
1 education
2 research
3 third stream• Establishment ofRegional Bodies fordevelopment inJapan
21

Key issues for 7:
how to promote co-operative activities among
stakeholders• Produce a round table forum for stakeholders:
HE Institutions plus Universities, Business andthe Community.
• Dominant cooperative/ interactive activities atthe same table could be supported by publicand/or business funding.
• The assessment of direct/indirect impact isrequired.
22

The Future 1:
universities in their regional community•

Studies on:––•Interplay between regional policy and HE policy
Collaborative activities and their supporting systems
for productive and effective University-Business andCommunity links

Exchange programmes on grass-root activities
at various academic levels, in academic fields
of mutual interest between Japan and the UK
23(east of England and the Chugoku region).

The Future 2:
universities in their regional community• Peace studies – joint centre ofexcellence across the Chugoku
and east of England regions.
• Student exchanges andinternships to enhance mobility
and employability.
• Partnerships in two key areas:– Health cluster– Automotive cluster

24

Joint Japan-UK Summary:
universities in their regional community• Demand-led.
• Single offer – play to strengths.
• Further enhance graduate and workers skills.
• Develop valid impact assessment measures.
• Develop a ‘single pot’ for regional development.
• Establish a round table of all stakeholders.
• Partnership of the east of England and theChugoku region.
25

THE REVOLVING DOOR:
Explicitly connecting workand study

Japan-UK Higher Education
Collaboration Project
Professor TODA, Tsunekazu
Hiroshima University (HU)

Professor PURCELL, Wendy
University of Hertfordshire (UH)Thank you for your attention

8 June 2007, Tokyo