COMMISSION OF THE EUROPEAN COMMUNITIES 
C0MC92) 457 final 
Brussels, 9 December 1992 
COMMUNICATION FROM THE COMMISSION TO THE COUNCIL 
AND THE EUROPEAN PARLIAMENT 
concerning 
European Higher Education-Industry Cooperation : 
Advanced training for competitive advantage 
European Higher Education-Industry Cooperation : 
Advanced training for competitive advantage 
LIST OF CONTENTS 
Executive Summary 
Part I Introduction 
Purpose and context 
Part II Background 
Short review of the context of the Communication. 
Part III Review of national experience 
A short summary taking full note of the current "state-of-the-art" in the 
Member States, the purpose of which is to acknowledge the extent of 
university-industry cooperation and the varying patterns and traditions of 
cooperation. 
Part IV Advanced training for competitive advantage : European Higher 
Education-Industry Cooperation 
The central discussion part of the document. 
Part V Future agenda : towards a strategy 
Proposals for discussion and action. 
Annexes 
A Elements of a Corporate Policy towards Higher Education - a checklist 
B Policy and Strategy for Collaboration : a selective checklist for Higher Education 
Institutions 
C National profiles (summary) 
Higher Educatlon-Indastry Cooperation 
2. 

Executive Summary 
INTRODUCTION 
1 This report is issued by the Commission of the European Communities (Task Force 
Human Resources Education Training and Youth) and examines the current situation 
regarding Higher Education • Industry Cooperation in Education and Training. It 
complements the three Memoranda which were issued during 1991 : 
• Memorandum on Higher Education in the European Community 
• Memorandum on Open Distance Learning 
• Vocational Training in the European Community in the 1990s. 
All three documents, and in particular the Memorandum on Higher Education, concern the 
higher education sector, recognising not only its economic and scientific contribution but also 
the unique social and cultural role which higher education has played and will continue to 
play at local, national, and international levels. 
2 In terms of the overall context within which higher education operates, this paper has 
as its target group all those concerned with policy and implementation of cooperative 
ventures between higher education and industry. The objective is to formulate a number of 
detailed suggestions on good practice in order to : 
• contribute to the debate on the role of university-industry cooperation in helping 
meet European training and skills requirements 
• document and disseminate the experience which has been gained at both European 
Community and Member State levels 
• promote greater exchange of experience with a view to stimulating further action. 
3 Industry, higher education, and governments have cooperated to strengthen higher 
education-industry relations, with three objectives in mind : 
• faster industrial application of the results of fundamental research 
• improved output of technical skills 
• more effective transfer of technology between sectors and regions. 
Today the European scenery, as in all the advanced economies of the West, Is dotted with new 
policies, new institutions, and new networks to bring higher education and industry into 
partnership, and European Community programmes, notably COMETT, have played an 
important role In this development. 
4 Public policies have supported an 'indispensable complementarity" between 
industry and higher education. Quite apart from the public interest in greater returns on 
the investment in higher education and a more efficient science and technology system with 
faster transfers of knowledge and technology, innovative culture is becoming more important 
for society as a whole, particularly in Europe. 
5 The phenomenon of partnership between higher education and industry will accelerate, 
will continue to be supported by public policies, will be increasingly internationalised, because 
the development of markets, the strategies of enterprises, the internal logic of knowledge 
production and use all take place across frontiers. 
Higher Sdacatfen-Indwtiy Cooperation 
h 
REVIEW OF NATIONAL EXPERIENCE 
6 The report gives an overview of the national situations concerning higher 
education • industry cooperation at Member State level. These provide snapshots of the 
extensive and rapidly developing pattern of activities in this field. Most surveys reveal that 
there is comparatively little direct legislation for the promotion of higher education - industry 
cooperation. Many national laws, however, contain enabling and exhortàtory statements about 
the economic role of higher education and thereby the responsibilities of higher education in 
this area. . 
7 The major inspiration for collaboration between industry and higher education is the 
widespread and growing awareness of the technological and human resource 
development gaps which are emerging as a result of the factors outlined in the report. 
8 There is a tremendous awareness within higher education of the importance of the 
interface with economic life generally and of the pressures for cooperation. This is reflected in 
constitutional and management change (eg incorporation of cooperative objectives in individual 
constitutions and mission statements) as well as in a wide range of specific initiatives, 
European; national, local. 
9 While in several countries there remains within industry a level of distrust and 
scepticism about the role and value of higher education, there has emerged nevertheless a 
much greater awareness within industry of the benefits of cooperation. This is reflected, 
for example in the mission statements of some of the prominent multinational companies, 
some of which have initiated specific wide-ranging and ambitious schemes for collaboration. 
It is also reflected in the work of industrial organisations at European and national levels (eg 
European Round Table of Industrialists, UK Council for Industry and Higher Education), which 
set out programme statements which can almost be regarded as charters for collaboration. 
10 With regard to the investment by industry in higher education, the studies undertaken 
have generated some data on this aspect, but it is partial and difficult to assess comparatively 
across time and territory. Insofar as a trend can be established, it can be said that industrial 
contributions are increasing, but from a very small base in most countries. 
KEY MESSAGES • -<f' -••-_- ••••:-. 
11 The report looks specifically at European aspects of higher education^ihdustry 
cooperation in advanced training, taking particular account of the experience of the COMETT 
programme. It identifies a series of key messages which have emerged from European 
Community and national experiences. Certain of these key messages are given in the following 
paragraphs. * ^; 
12 Higher education-industry cooperation is not an end in itself. The most successful 
cases of cooperation occur when the cooperation is adopted as a means of achieving specific 
goals. Also, real cooperation is best achieved when those involved agree that thé cooperation 
gives results which are demonstrably better than would be achieved by higher education or 
companies working on their own. 
13 Dialogue between industry and higher education needs to be maintained and 
strengthened, working towards new modes of partnership with clear goals and actions. If 
higher education-industry collaboration is to thrive; then it must be based on clear 
understanding of the nature of higher education and business. Aims and objectives are 
best shared when the partners respect the differences in the primary functions of business and 
higher education. - • ?- ^ t <; 
Higher EdacaUon-Indaatry Cooperation 
<4 
14 Higher education institutions and companies - but especially higher education 
institutions - need to integrate into their institutional mission and plan a strategy regarding 
higher education-industry cooperation, both generally and in regard to specific target 
sectors where such cooperation may determine success or failure. 
15 Companies will rightly be primarily concerned with the direct and shorter-term benefits 
from higher education-industry collaboration. Over and above that concern, companies are 
increasingly becoming aware of a wider social responsibility with regard to education 
generally. 
16 Skills and training needs analysis is a vital area where higher education-industry 
cooperation is indispensable and urgent in view of the clear and persistent skills gaps which 
are emerging. 
17 Higher education-industry structures enable action to be carried through in an 
organised and sustained manner. They assist visibility, communication, and good financial 
management. They condition the manner in which partners can work together and help clarify 
roles and responsibilities. Training consortia, such as those set up under COMETT, are 
another way of providing a framework for constructive dialogue and action amongst the main 
actors concerned with advanced training (higher education, industry, local and regional 
authorities, employment associations, etc.). Such consortia should complement and not 
conflict with policy and action within individual higher education institutions or firms. 
Consortium activity needs to be part of a strategic approach. 
18 As to higher education-industry exchanges and staff development the key to 
technological innovation and business generation is people. They are the carriers of technology 
transfer and development. People should be rewarded, not penalised, for their international 
mobility and experience. In this respect, changes in institutional policies and practice are not 
keeping pace with European and global requirements. 
19 Student placements in enterprises provide a range of benefits which are both 
educational and experiential for the higher education institution, for the company, and for the 
student. The organisation of effective student placements is labour-intensive but companies 
can be persuaded of the return on the investment made as a result of documented cases of the 
economic impact of placements. There is also a need for a better understanding of the actual 
capacity of European industry to receive placement students. A study on the actual capacity, 
based on a representative sample of companies of varying sizes and sectors, should be carried 
out, and should devote special attention ways and means of improving awareness of the 
benefits of student placements in industry. 
20 The achievement of successful higher education - industry relations is totally 
dependent on the capacities and attitudes of the personnel concerned. Efforts are underway 
in both industry and higher education to effect a cultural change which will encourage and 
support cooperation This cultural change must remain firmly grounded in the awareness 
of the respective characteristics of higher education and Industry, with a necessary balance 
between "science push" and "market pull". 
21 Commitment to cooperation should be seen as an integral part of the job content 
of higher education staff and of the relevant personnel within companies. 
22 Collaboration in education and training projects is the most effective way of 
matching supply and demand. Projects provide a focus for addressing real business problems, 
both short and long-term. When managed well, they also provide measurable and cost-effective 
frameworks for building continuing partnership over a sustained period. Spin-off effects in 
other areas such as research and development will often occur as a result of such projects. 
Higher Miwtlon-IaJ—Uy Cooperation 
Ç 
23 There is now a growing mass of experience of the implementation of training products 
based on higher education-industry cooperation. This points to a European training market 
in the course of development, a market which in fact consists of several different markets 
which need to be brought together. Success in this market depends on factors such as 
commercial opportunity, costing policy, marketing practices, quality assurance, and diffusion 
capability. Higher education institutions individually and companies individually are entering 
this market and are competing with each other for commercial success. 
24 Expertise in open and distance learning as well as the potential benefits of open and 
distance learning is a common factor which links higher education and industry. This is 
especially so in relation to continuing education and training. To that extent, joint training 
projects present great opportunities to assist in strategic areas such as : 
• the widening of access to higher education in Europe 
• the promotion of distance and open learning for the recurrent and continuing training 
of the workforce (in particular SMEs) 
• the promotion and introduction of new, notably computer-based, learning technologies. 
FUTURE AGENDA 
25 The final section of the report looks at key parts of the future agenda from the 
viewpoint ofl both higher education and business. 
26 A fundamental recommendation is that higher education institutions should adopt 
cooperation with industry as part of their fundamental mission, especially in the continuing 
training field, and that companies themselves should have an explicit education and training 
strategy as well as an organised interface with higher education which will encourage and 
facilitate access and dialogue. 
27 With regard to specific areas for action, there should be a focus on specific policy areas 
of fundamental importance as such, and where higher education-industry cooperation provides 
an effective basis for action. Priority areas of European concern include in particular : 
• continuing education and training for industry through cooperative structures and 
training needs analysis (especially for SMEs) 
• promoting measures to put continuing education and training fully into the 
mainstream of higher education efforts 
• a European approach to skills shortages across the Community and the monitoring 
of manpower needs and supply 
• improved analysis and information exchange 
• strengthened higher education-industry relationships in R&D 
• the improvement of educational productivity. 
28 The annexes A and B give checklists which are recommended as a basis for internal 
analysis of the value of specific cooperation ventures. They are intended to contribute to the 
development of a specific strategy towards cooperation. 
29 Having primed the European pump in this area, the relevant Community programmes 
should be increasingly devoted to the Europeanisation of existing and future higher education-
industry networks. This reflects the reality that what Europe needs is not so much a set of 
national projects, but rather a European infrastructure of higher education-industry networks 
which can respond flexibly to a variety of needs, interact and cooperate, and cover all the main 
sectors and regions. New methods will need to be developed for this Europeanisation process. 
Higher Educatlon-fnduatiy Coopération 
€ 
30 The European infrastructure of higher education-industry networks needs to be 
directed towards priority areas of European socio-economic development. The innovative and 
qualitative role of Community actions in education and training reflects the reality that the 
main burden of producing adequate numbers of technical personnel can only be borne by the 
national education and training systems. However, higher education-industry consortia can 
play a useful role because they are at the grass-roots interface between the supply (higher 
education) and demand (industry) sides of the equation. 
31 Finally, the higher education - industry partnership could play a greater role in the 
development of European training and qualifications markets. Methods should be further 
developed to accelerate this process, based on increased use of its existing approaches using 
personnel and student placements and transnational collaboration in specific training projects. 
Higher Bdncation-Indnatrr Cooperation 
(2) I 

Parti 
Introduction 
1 The Commission (Task Force Human Resources) announced its intention to issue a 
report on Higher Education - Industry Cooperation in Education and Training. This 
document complements three Memoranda which were issued during 1991 : 
• Memorandum on Higher Education in the European Community 
• Memorandum on Open Distance Learning 
• Vocational Training in the European Community in the 1990s. 
All three documents, and in particular the Memorandum on Higher Education, concern the 
higher education sector, recognising not only its economic and scientific contribution but also 
the unique social and cultural role which higher education has played and will continue to 
play at local, national, and international levels. 
2 In terms of the overall context within which higher education operates, this report has 
as its target group all those concerned with policy and implementation of cooperative 
ventures between higher education and industry. The objective is to formulate a number of 
detailed suggestions on good practice in order to : 
• contribute to the debate on the role of university-industry cooperation in helping 
meet European training and skills requirements 
• document and disseminate the experience which has been gained at both European 
Community and Member State levels 
• promote greater exchange of experience with a view to stimulating further action. 
3 A key pc?nf on definition of terms. The report, for the sake of brevity, uses the 
shorthand terms "higher education" and "industry" or "business". These terms should be 
understood In the following way : 
• higher education embraces the entirety of the post-secondary education systems 
as well as individual institutions within those systems, whatever their specific 
nomenclature; 
• industry is used primarily in the sense of all areas of economic activity, but also 
includes areas of professional activity which are not necessarily exercised for profit 
(eg Public Medicine, Public Administration). In places where more specifically profit-
making activity is meant, the term business may also be used. In both cases, the 
terms are used to encompass both the economic and business systems as well as 
individual organisations active within them. 
Despite the references to education and economic systems as such, there is a concern 
in the report for collaboration at the level of individual institutions and companies. The 
checklists given at the end of the document have this particular concern in mind. 
4 This report has a double source. First, it draws heavily on experience of higher 
education-industry cooperation at national level as a result of the national profiles of current 
Higher Mneatlon-Indaetr? Cooperation 
8 
experience which have been drawn up. A summary of these profiles as well as a synthesis of 
national experience is given in the report. Secondly, it derives from COMETT the particular 
experiences of transnational cooperation involving higher education and industry. 
5 This communication falls within the general framework of Community policy in the area 
of higher education, which seeks, in particular to improve the quality of teaching in Europe, 
to promote exchanges with a view to accelerating change in the area of teaching and to 
increase its European dimension. This policy supports and reinforces national and local 
policies and those of enterprises and higher education institutions. The present 
communication complements existing memoranda in the field of teaching and training by 
providing items for reflection and discussion. By providing an inventory of national and 
European experiences in the field of cooperation, between higher education and industry, it 
attempts to initiate, and in other cases to nourish and broaden, discussion in this area. 
Concrete analysis of these cooperation projects should make it possible to consolidate them 
and to improve their results. 
Higher Bducatlon-Indoetiy Cooperation 
Part II 
Background 
1 Popular wisdom, leaning on the theory of magnetism, has it that the marriage of 
opposites is the basis of success. This "indispensable complementarity" might explain the 
partnership between higher education and industry which, despite many inherent difficulties, 
has seen significant development in the second half of this century. 
2 The fundamental reality is that the advanced societies and economies of the West have 
been propelled into a world in which competitive strength depends on a faster translation of 
new knowledge into productive activity. For most observers this is explained by a wave of new 
technologies - a new technico-economic paradigm - which opens up new potentials for 
economic growth. But the key point is that success in exploiting these new technologies 
depends on a complex institutional environment in which education and training are of central 
importance. Thus, not only macro-economic policies, but increasingly micro-structural policies 
determine the capacity of economic systems to compete effectively. The United States, having 
been very successful in developing the mass production technico-economic paradigm, is now 
losing ground to Japan, amongst other things because of the relative failure of thé education 
and training system. Europe, less committed to the obsolescent mass-production paradigm 
than the United States, stands poised to win the benefits of the 1992 Single Market if it can 
master the micro-structural changes which will improve the competitiveness of its enterprises 
and bring innovative products and services to the market. Yet, as the recent report of the 
European Round Table of Industrialists!1) makes clear, Europe is lagging behind the field in 
the production of skills needed to make the jump to the new economic structures. 
3 It is not surprising therefore that industry, higher education, and governments have 
cooperated to strengthen higher education-industry relations, with three objectives in mind : 
• faster industrial application of the results of fundamental research 
• improved output of technical skills 
• more effective transfer of technology between sectors and regions. 
The ground has moved, changing traditional assumptions about the relative roles of academia 
and industry in relation to research and training. Higher education has ceased to be the 
exclusive locus for the creation and reproduction of knowledge, while enterprises have 
themselves become prime actors in R&D, including fundamental research previously 
conducted by the universities alone. This evolution has rendered obsolete the barriers which 
formerly divided scientific research from innovation, different scientific disciplines, the 
academic and industry cultures, and finally our various countries and continents. Today the 
European scenery, as in all the advanced economies of the West, is dotted with new policies, 
new institutions, and new networks to bring higher education and industry into partnership, 
and European Community programmes, notably COMETT, have played an important role in 
this development. 
1 Reshaping Europe, A report from the European Round Table of Industrialists. September 1991 
Higher Educ«tlon-(n4uatiy Cooperation 
A.O 
4 But to understand what the future requires it is necessary to understand what the real 
motivations and interests are. Higher education has been going through a crisis, partly of 
identity and partly one of financing. Both are related to the rapid expansion of higher 
education in the post-World War II period, since it was impossible to achieve expansion simply 
through a proliferation of the classical universities financed by public funds. Closer links with 
industry brought finance for research and advanced training, better Job prospects for 
graduates, a contribution to the training of faculty members and, not least, access to the 
management skills needed to respond to public calls for "accountability". But it has been more 
than a marriage of convenience. To maintain their scientific and intellectual leadership, higher 
education needs to be involved in the complex process of applying new knowledge to practical 
affairs : the laboratory, the market and society are now too close for the ivory tower to survive. 
5 Industry, on the other hand, might have gone it alone. Indeed, some large companies 
have set up their own schools of advanced technical and management training, and carry out 
basic research. Yet, as the year 2000 approaches, it is abundantly clear that the 
competitiveness of European industry depends on the capacity of the education and training 
systems in the Member States to produce and review an adequate stock and structure of 
qualified people. Given the nature of the technological skills needed by the emerging economy, 
and their fast rate of change, there is no way in which enterprises - either individually or 
collectively - can meet the challenge through their own efforts. Moreover, to compete means 
to innovate, the key to which is access to knowledge and skills as markets emerge. The 
networks to mobilise such resources as part of enterprise strategies cannot be mustered 
overnight. They have to be organically developed over considerable periods of time between the 
knowledge producers and the knowledge users. They are now part and parcel of the ongoing 
capacity to innovate, involving mobile but nevertheless permanent links between industry and 
higher education. 
6 It is thus not surprising that public policies have supported this "indispensable 
complementarity" between industry and higher education. Quite apart from the public interest 
in greater returns on the investment in higher education and a more efficient science and 
technology system with faster transfers of knowledge and technology, innovative culture is 
becoming more important for society as a whole, particularly in Europe. Eurosclerosis could 
re-appear if the widespread institutional changes needed to sustain a rapid rate of economic 
and social change are not pursued. Amongst these, the partnership of higher education 
institutions and industry has a key place because of the new role of knowledge and 
information in the innovation process. 
7 This analysis leads to a simple but clear conclusion : the phenomenon of partnership 
between higher education and industry will accelerate, will continue to be supported by public 
policies, will be increasingly internationalised, because the development of markets, the 
strategies of enterprises, the internal logic of knowledge production and use all take place 
across frontiers. 
8 The emergence of a new technico-economic paradigm, sometimes referred to as the 
post-Taylorian revolution based on the new information and communication technologies, not 
only requires higher technical skills but also crosses the frontiers of the traditional scientific 
and engineering disciplines. A much faster response of higher education to those changing 
needs is required, and innovative programmes at both European Community and national 
levels have begun to assist in pioneering new curriculum and course developments (eg 
COMETT through its structure of university-enterprise training partnerships). European 
collaboration in particular represents added value because European cooperation can increase 
the speed of response of the national systems as well as sharing the costs of development 
work. 
Higher Edocatlon-lndwtry Cooperation 
-41 
Part III 
Review of National Experience 
This section summarises briefly the situation concerning higher education - industry cooperation 
at Member State level Annex C gives a summary of the national profiles which were prepared, 
and this section is structured in the same way. This section and the national profiles are, for 
reasons of brevity, only a partial snapshot of the extensive and rapidly developing pattern of 
activities in this field. 
Specific legislation promoting higher education - industry cooperation 
1 Most surveys reveal that there is comparatively little direct legislation for the promotion 
of higher education - industry cooperation. Many national laws, however, contain enabling and 
exhortatory statements about the economic role of higher education and thereby the 
responsibilities of higher education in this area. In fact, many of the pressures come from 
other sources, in particular : 
• the widespread recognition amongst the parties concerned (government, academia, 
industry and commerce, scientific associations) of the potential and value of 
collaboration; 
• several specific laws and programmes which promote cooperation indirectly, especially 
in the research field; 
• adaptations of existing legislation on other matters in order to facilitate cooperation (eg 
regarding external resources for higher education, opening the constitution of boards 
and committees to both parties, or the terms and conditions of employment of higher 
education staff). 
2 Over and above the national level, there is an emergence of local and regional level 
activity, where the relevant structures and funding will bring higher education and the 
economy into partnership and cooperation. Such structures are obviously most prevalent in 
countries with a strong regional structure where both public authorities and industry operate 
within well-established territorial sub-divisions and where there may also be specific economic 
development organisations dedicated to the region in question. Those economic development 
organisations will often themselves have specific programmes and funding which contribute 
to higher education - industry collaboration. 
Specific programmes promoting higher education - industry cooperation 
3 The major inspiration for collaboration between industry and higher education is the 
widespread and growing awareness of the technological and human resource development gaps 
which are emerging as a result of the factors outlined earlier in this report. The concern is for 
effective, flexible and rapid knowledge transfer rather than for institutional change as such. 
Much of the focus for collaboration remains, as in previous decades, in the research area, 
although the education and training dimension is penetrating through. The main types of 
collaborative programmes recorded are : 
Higher Education-Industry Cooperation 
A<L 
• specific R&D schemes based on Joint or commissioned research, researcher mobility, 
facilities development and exploitation 
• research training schemes, notably within key emerging technologies 
• technology transfer activities and services, often centring on institutionalised transfer 
of Industry Liaison Offices 
• continuing education schemes, in particular concerned with technology transfer and 
exploitation. 
4 Many of these schemes have emerged during the 1970s and 1980s. While the national 
programmes under which they are run may have considerable duration, the type of support 
which they grant is of a fixed-term duration (typically 3-5 years), rather than being permanent. 
However, certain of the institutional structures have become more permanent as they have 
been integrated into the normal annual budgets of the organisations concerned. 
5 In terms of responsibilities, most activities fall across a range of different actors, 
whether at : 
• government level : national and regional government, different ministries (education, 
research, employment/labour, technology, industry, regional development), regional 
economic development organisations 
• Industrial level : agencies (national and regional employers, chambers of commerce and 
industry, sector-specific organisations, professional organisations, employee 
representative organisations), large companies, federations of small business 
• higher education institution level : central and faculty/departmental level, individual 
institution and consortium approaches. 
This often results in specific alliances which can combine funding sources towards ambitious 
objectives which could not be tackled by isolated action and funding. 
Main developments in higher education 
6 There is a tremendous awareness of the importance of the interface with economic life 
generally and of the pressures for cooperation. This is reflected in constitutional and 
management change (eg incorporation of cooperative objectives in individual constitutions and 
mission statements) as well as in a wide range of specific initiatives, European, national, local. 
7 Part of the undoubted motivation for cooperation has come from the reduction in public 
funding for higher education. This has led to pressures on institutions to diversify their 
sources of income and increase the amount of income from sources other than the public 
purse. This has in turn led higher education to appraise the quality and value of its potential 
services. 
8 The key activities involving cooperation are extremely diverse and are impossible to 
summarise satisfactorily here. They fall under the following broad headings : 
• R&D activities 
• technology transfer activities (including the development of industry services and 
science parks) 
• continuing education and training, including commissioned training schemes 
(including researcher training) 
• mobility and interchange, for both staff (eg associateships. Joint chairs) and students 
(eg placements in industry, industrial projects, work experience) 
Higher Education-Industry Cooperation 
Ab 
• skills and training needs analysis, manpower development activities (whether region-
based or sector-based). 
9 Amongst the specific stimulation and management structures for cooperation at 
institutional level, we can note : 
• representation of actors from economic life in institutional boards and committees 
• creation of interface committees with industry 
• establishment of Industry Liaison Offices and Officers 
• enhanced organisation of the "representation" and "public relations" functions of top 
management within higher education institutions. 
10 The management and financial structures for dealing with external revenues have also 
had to be adjusted accordingly, although national legislative change is necessary in many 
cases in order to facilitate the flexible administration of such new income. Other major areas 
which have necessitated review are the terms and conditions of employment of academic staff 
(eg remuneration and promotion, permissions for outside work, revenue-sharing) and policies 
for commercial exploitation of research results and training expertise (eg intellectual property 
rights and patenting). 
Main developments in industry 
11 While in several countries there remains a level of distrust and scepticism about the 
role and value of higher education, there has emerged nevertheless a much greater awareness 
of the benefits of cooperation. This is reflected, for example in the mission statements of some 
of the prominent multinational companies, some of which have initiated specific wide-ranging 
and ambitious schemes for collaboration. It is also reflected in the work of industrial 
organisations at European and national levels (eg European Round Table of Industrialists, UK 
Council for Industry and Higher Education), which set out programme statements which can 
almost be regarded as charters for collaboration. 
12 The liaison and management structures for cooperation with higher education are, not 
surprisingly, most evident in the large companies, and can comprise : 
• specific liaison officers for contact and cooperation 
• reciprocal representation on boards 
• work within joint committees 
• science watchers and technology gatekeepers. 
Especially in regard to the small and medium-sized companies, such contact structures are 
enhanced by the work of representative organisations (mainly national or regional, but 
sometimes sectoral), such as chambers of commerce, industry federations, etc. These 
organisations often provide a proactive focus for opinion-formulation regarding higher 
education as well as acting as a lobby group towards government. Such lobby work is as often 
supportive of higher education (eg on the issue of funding basic research, on increased access) 
as it is critical (eg on flexibility of technology transfer, on rapidity of reaction on course and 
curriculum development). 
13 By definition, the key activities generating cooperation are similar to those recorded for 
the universities above, namely : 
• R&D activities, but with the addition that specific industries may develop specialist 
research facilities which involve differing degrees of involvement with top specialists 
• continuing education and training, including commissioned training schemes 
(including researcher training) 
Higher Educe tlon-Indu»try Cooperation 
(3) Af 
• mobility and interchange, for both staff (eg associates hips, joint chairs) and students 
(eg placements in industry, industrial projects, work experience) 
• skills and training needs analysis, manpower development activities (whether region-
based or sector-based). 
Investment by industry in higher education , 
14 The studies undertaken have generated some data on this aspect, but it is partial and 
difficult to assess comparatively across time and territory. A further difficulty arises from the 
nature of the higher education systems, their fragmentation into sub-systems, their "multi-
sourcingM (i.e. the range of agencies which fund them),and the resultant difficulty of measuring 
public and private inputs. It is clear nevertheless that greater efforts are being made to collect 
and assess such information, particular as regards the proportion of external funding for 
higher education as compared with public funding. 
15 Insofar as a trend can be established, it can be said that industrial contributions are 
increasing, but from a very small base in most countries. These contributions still represent 
a small minority of university research income. In no case was industrial income reported as 
being more than 20 % of the total for external research, although it may be that the emphasis 
on income alone underestimates the role of industry in setting the research agenda of higher 
education. Some research programmes at both national and Community level require an 
endorsement from an enterprise but no significant cash contribution. On the other hand, there 
is less evidence of a concerted rise in the proportion of industrial research expenditure being 
spent in higher education. In Italy, the proportion was given as 0.53 %, in Denmark less than 
2 % and growing very slowly. 
16 There was little evidence of a different situation in initial and continuing training 
activities (insofar as they are undertaken within higher education), although a notable 
exception was continuing education in France, where companies contribute to the costs of 
those institutions providing vocational training. It is estimated that industrial contributions 
in this area now represent 31 % of total higher education resources, an increase of 20 % since 
1988/89. 
17 Although gross contributions from industry are rising, the reports give little indication 
as to their net effect on institutional finances. The need for funds is regularly quoted as a 
major motivating factor for institutions which pursue external collaboration, a point made, for 
example, in the Netherlands report. If this is the case, then the long-term future of such 
collaboration may be fragile, since much of the collaboration takes place under publicly funded 
schemes which meet only a proportion of the full economic cost of the work. Industry has also 
expressed an unwillingness to meet such costs. Thus, while cooperation may be mutually 
beneficial in financial terms during periods when the institution has human or physical 
resources which are under-utilised, it may become less important when they are working to 
full capacity. Cooperation will also become increasingly relevant as institutions more clearly 
separate the costs of teaching and research activities. 
Higher EducatJon-lnduetiy Cooperation 
AT 
Partnr 
Advanced training lor competitive advantage t 
European Higher Edncation^Industay Cooperation 
This section looks more specifically at European aspects of higher education-industry 
cooperation in advanced training, taking particular account of the experience of the COMETT 
programme. The aim is to identify the ken messages which have emerged from European 
Community and national experiences. 
HIGHER EDUCATION-INDUSTRY COOPERATION GENERALLY 
Higher education-industry cooperation is not an end in itself. The most successful cases of 
cooperation occur when the cooperation is adopted as a means of achieving specific goals. Also, 
real cooperation is best achieved when those Involved agree that the cooperation gives results 
which are demonstrably better than would be achieved by higher education or companies 
working on their own. 
1 Dialogue between industry and higher education needs to be maintained and 
strengthened, working towards new modes of partnership with clear goals and actions. If 
higher education-industry collaboration is to thrive, then it must be based on clear 
understanding of the nature of higher education and business. Aims and objectives are 
best shared when the partners respect the differences in the primary functions of business and 
higher education. 
I f "'" ~7~~Z ' ...'.X..TT" 1 
x^ S^W|gyp:H#EflBf.C^ 
Higher Education Business 
—»———-————•—•—,——.—— — i 
Primary functions of advancement of learning Primary function is to achieve business success and 
through teaching and research profitability through their products and services 
Pursuit of all types of knowledge (pure and applied). Direct concern for knowledge and skills crucial for 
but with special concern for basic research and the performance of the business (although certain large 
extension of knowledge in all fields (long term") companies have R&D Investment), which therefore 
places high premium on commercially applicable 
knowledge ("short term") 
Predominantly publicly funded, but with emergence Privately funded, but with certain public subventions 
of both private higher education institutions and or fiscal advantages where agreed within competition 
certain functions undertaken on a commercial basis rules 
Key employees normally enjoy high Job security Employees often have low Job security 
In many countries, higher education is part of the Except for large State-owned companies, companies 
State machinery and are therefore closely controlled have considerable freedom to determine their own 
and subject to national funding and employment financial and personnel management structures 
rules 
Especially in the case of the research universities, Most companies - with the obvious exception of the 
higher education Institutions see themselves as part large multinationals - relate to a predominantly 
of an international Community of scholars. The national or regional context 
degree to which their services are directed at the 
local Community varies considerably. 
Higher Bdocatlon-Iadwtiy Cooperation 
AC 
Basic management model Is through peer group Basic management model Involves hierarchy, 
consensus and consultation, normally within very authority, measurabillty. accountability. However, 
decentralised structures (faculties, departments). increasing recognition of new approaches based on 
However. Increasing recognition of importance of knowledge transmission and teamwork. 
Institutional management strategies and planning. 
Within their peer group, many higher education Competition and free market principles are the 
institutions are reserved about the principle of keystones of the business approach and openly 
competition, setting a higher value on cooperation recognised as such, 
and colleglallty. 
Moves towards larger Institutions (rationalisation; "De-masslfication" 
demographic and social trends) 
2 The most committed collaboration will be achieved if there is a "quality dividend" 
resulting from the pooling of effort in areas such as : 
• the training dimension of the technology transfer process and the actual contribution 
of training to the transfer of technology 
• the quality of graduates in terms of preparation for today's and tomorrow's markets 
• the availability of high quality training materials and courses, for both enterprises and 
higher education institutions themselves 
• the ability of higher education institutions to adapt to changing needs 
• obtaining greater pay-off from R&D investment by linked training efforts 
• the achievement of cost savings in training. 
ii . rMiVivri""-""ffl-i '^ |?i i 1 t,-
Type of cooperation Benefits for Business Benefits for Higher Education 
STRUCTURES FOR • higher level of awareness of » regular and direct feedback on 
HIGHER business' needs in higher education business needs, thereby improving the 
EDUCATION- » extended links with higher match between training supply and 
INDUSTRY education which can provide benefits demand 
DIALOGUE in other areas (eg R&D cooperation, » extended links with Industry which 
continuing education and training) can provide benefits in other areas (eg 
'• European networking R&D cooperation, continuing education 
• intelligence gathering on other and training) 
companies In the same sector or region » European networking. Including 
• openings for developing inter- cooperation with other higher education 
company cooperation institutions 
JOINT EDUCATION » direct influence on form and type of » feedback to enhance quality of Initial 
AND TRAINING training given and on content education 
PROJECTS • access to latest R&D results and + access to state-of-the-art expertise in 
thereby to potential new products and leading edge and cost-intensive 
processes technology areas 
»• more accessible and cost-effective * preparation for tomorrow's increasing 
training, particularly through open and and massive continuing training 
distance learning requirement 
* improved market awareness » access to new markets relevant for 
through contacts with competitor other activities (notably R&D) 
companies » access to new sources of funding 
» opportunities to develop marketing 
skills 
Higher MocaUon-Iadurtiy Cooperation 
Af 
STUDENT • privileged access to high-quality *• feedback on employers' requirements 
PLACEMENTS IN potential recruits of study programmes 
INDUSTRY • exposure to graduates from other • continuing refinement of degree 
countries of potential market interest programmes in order to provide higher 
• opportunities to influence the quality programmes and enhanced 
content and quality of higher education employment prospects for graduates 
programmes in the medium and long » opening up cooperation possibilities 
term with foreign companies 
*• opening up cooperation possibilities 
with foreign higher education 
institutions 
EXCHANGES AND » cost-effective Introduction of new » adaptation of research and training 
STAFF expertise Into the company activities to changing Industrial needs 
DEVELOPMENT » strategic cooperation possibilities » state-of-the-art updating for staff in 
INVOLVING HIGHER giving access to latest R&D results areas where leading edge is in Industry 
EDUCATION AND • provision of high quality internal sector 
INDUSTRY training * Improving strategic cooperation 
possibilities for the Institution as a whole 
TRAINING NEEDS • contribution to achieving a more » contribution to achieving a more 
AND TRAINING responsive education and training responsive education and training system 
PROVISION system (speed and quality of (speed and quality of adaptation) 
ANALYSIS (TNA/TPA) adaptation) • broad-based access to specific industry 
» increased pressure on company to sectors and their needs 
think through its future training needs »• enhanced local and regional role 
• embedding training needs analysis • feedback through to initial education 
into company practice to provide 
information on a regular basis 
3 Higher education institutions and companies - but especially higher education 
institutions - need to integrate into their institutional mission and plan a strategy regarding 
higher education-industry cooperation both generally and in regard to specific target 
sectors where such cooperation may determine success or failure. In that respect, a special 
responsibility falls on senior management, who should be supported through European 
initiatives aimed at improving their strategic management ability. Assessment of the strategic 
importance of key technologies can be made easier through stable alliances with key centres 
of knowledge. Higher education-industry cooperation can help ensure these alliances. 
4 Companies will rightly be primarily concerned with the direct and shorter-term benefits 
from higher education-industry collaboration. Over and above that concern, companies are 
increasingly becoming aware of a wider social responsibility with regard to education 
generally. The socially responsive company has an active policy towards its community, both 
locally and globally, not only with regard to education, but also in areas such as cultural 
affairs, urban and regional development, and the environment. Such policies should be seen 
as models and should be encouraged. Those policies will also support good communication 
between higher education and industry. 
5 Skills and training needs analysis is a vital area where higher education-industry 
cooperation is indispensable and urgent in view of the clear and persistent skills gaps which 
are emerging. High-quality education and training requires a full and adaptable understanding 
of demand and supply. Neither higher education "suppliers" nor employers are as yet 
accustomed to constant analysis of the "match" between current training supply and the 
shifting demand, whether in terms of individual or employer needs. There are no standard 
tools available for this analysis, and work on developing and embedding better tools and 
methodologies is essential. 
There is a need for increasing efforts along three lines : 
• sectorally, in two senses : 
Higher Education-Industry Cooperation 
At 
• in science and technology sectors 
• in business sectors 
which are strategic for the European economy as a whole 
• regionally, where the regions themselves should play the leading role, where relevant 
in partnership with national authorities 
• methodologically, where there is a need for better understanding of various 
approaches to the analysis of developments in skills and qualifications and for training 
in the application of those methods. 
6 Despite extensive experience in European and national programmes, there are still 
immense difficulties in ensuring the contribution of training to business development 
within SMEs. A special strategy has still to be developed, based on better appreciation of the 
circumstances in which a European approach is the right one. Exchange of experience will 
help transfer new approaches (eg sectoral groupings around new technological breakthroughs 
resulting from R&D), and further study and action are required, for example by creating 
greater awareness amongst SMEs of the value of cooperating within EC-wide competence 
networks related to higher education. 
7 Company-centred training, especially of a technological nature, cannot be limited only 
to the advanced level. The strategic planning of training implies that both companies and the 
higher education sector take their part of responsibility for training at all levels. 
Universities in particular should associate in their work with industry other training 
institutions and responsible bodies active in the sectors concerned. 
8 Management of the interface between higher education and industry is vital. In 
both the higher education institution and the company, management responsibility for this 
should be specifically assigned and linked to the top management level within the 
organisation. This will improve the strategic capabilities of the organisation as well as improve 
accessibility and consistency in dealing with outside partners and customers. 
9 Structured higher education-industry cooperation remains a relatively new 
phenomenon. It is understandable that the organisational and financial structures to support 
such cooperation are still under development. The boundaries between public and private 
responsibility remain unclear on many points. In such circumstances, it should be a 
particular responsibility of the public authorities to assist and stimulate such 
collaboration at the formative stage, with the European Community taking its part where 
appropriate and necessary. 
10 Much higher education-industry cooperation in education and training is carried out 
at local level without necessarily being transnational. The need for a European approach 
occurs in areas of clear European value-added linked to the developing Single Maiket. The 
types of value-added in question include : 
• transnational transfer of technology and expertise 
• the creation of permanent structures for European cooperation, particularly structures 
which had not previously existed 
• the promotion of a European market-place of qualifications and training 
• the contribution, direct and indirect, to the achievement of goals set by the European 
Community, whether in regard to specific programmes (eg in education/training, in 
R&D, in regional development) or in relation to other policies and activities (eg 
industrial policy, agricultural policy, environment) 
• increasing European competitiveness 
Higher Education-fiiduetrjr Cooperation 
A*> 
• the contribution towards achieving the cohesion goals of the Community with 
particular reference to achievements in ensuring balanced participation of all the 
regions, and to specific actions for the transfer of expertise to less-developed regions 
• enhancing the role of the European Community world-wide 
• the contribution to the promotion of the idea and practice of a Citizens, Europe 
• improving foreign language competence in the EC, particularly regarding the less 
widely spoken languages 
• increasing mobility in education and training 
• the support for participating countries' activities to improve the quality of education 
and training and to facilitate convergence between education and training systems 
• achieving financial synergy and improving the cost-effectiveness of education and 
training (eg through economies of scale, through facilitating access to other sources of 
financial support). 
11 Leading on from the previous point, the European Community has been re-assessing 
its own funding strategy regarding higher education-industry cooperation, based on a clearer 
understanding and definition of different types of activities, and taking into account : 
• the principle of subsidiarity 
• the emergence of commercial training markets, which necessitates new policies which 
differentiate between "public service" functions (eg training needs analysis undertaken 
by COMETT consortia) and purely commercial training ventures 
• the strategic nature of the sector concerned. 
The provision of Community funding has often been the key which has unlocked 
complementary funding from other sources, whether public or private. 
12 Finally, the stock of knowledge and understanding of the process of higher 
education-industry cooperation remains low. The traditions and practice regarding higher 
education-industry cooperation in training remain significantly different from Member State 
to Member State, as we have established in the previous chapter. Not enough is yet understood 
regarding those national situations. There is an increasing number of successful and 
unsuccessful ventures, but there is little time for the analysis of the factors which determine 
success and failure. Little is still known as to whether specific types of cooperation are likely 
to be more successful or cost-effective than others. The reluctance to share knowledge of 
potential commercial value (even in the training field) compounds the difficulty. Evaluation and 
monitoring efforts must be strengthened, especially in order to improve qualitative evaluation. 
HIGHER EDUCATION-INDUSTRY COOPERATION STRUCTURES 
Structures enable action to be carried through in an organised and sustained manner. They 
assist visibility, communication, and goodfinancial management They condition the manner in 
which partners can work together and help clarify roles and responsibilities. 
13 There has been a considerable development of industry liaison structures within 
individual higher education institutions. Whether central or decentralised, committees or 
officers (or combinations of them), these structures need to be well-resourced, transparent and 
accessible both internally and externally, and, above all, well-managed. Part of that 
management is the persons appointed to carry out the liaison function, but at least as 
important are the positioning and the recognition of the structure within the institution as a 
whole. 
Higher Educatton-taduetry Cooperation 
14 As part of industry's strategies towards higher education, companies should also 
reflect on their own liaison structures with higher education Only the largest companies 
appear to be in a position to justify a specific manager or department for contacts and 
cooperation with higher education. For companies unable to do so, especially the small and 
medium-sized enterprises, collaboration within a regional or sectoral consortium could be an 
alternative means of ensuring the interface. 
15 Higher education-industry training consortia, such as those set up under COMETT, 
are another way of providing a framework for constructive dialogue and action amongst the 
main actors concerned with advanced training (higher education, industry, local and regional 
authorities, employment associations, etc.). Such consortia, which are also and increasingly 
the vehicle for European cooperation in Research and Technological Development, have proved 
that they can : 
• have a substantial impact on the development of training policy at regional level or in 
relation to particular sectors 
• provide a cost-effective infrastructure for addressing the training challenge, in 
particularly through focused work on skills and training requirements 
• provide, together with counterparts in other countries, a European dynamic by forming 
a European network for information exchange and cooperation 
• in themselves exercise a catalytic role in relation to many other activities and 
programmes, both European and national (eg in training, student placements, 
technology transfer, and RfitD). 
16 Higher education-industry offices and consortia are also a catalyst for other 
activities. They have often inspired other related activities going beyond one specific 
programme, in particular : 
at European Community level : 
• collaboration in a wider range of EC education and training programmes, in particular 
COMETT, ERASMUS, TEMPUS, FORCE and LINGUA 
• parallel collaboration In Community research and development, particularly in 
technology-related programmes such as ESPRIT, BAP/BRIDGE, BRITE/EURAM, and 
DELTA 
• cooperative development of trans-European cooperation schemes originating from 
organisations other than the European Community (eg HERMES placement scheme) 
at local and Member State level : 
• skills survey activities on a regional or sectoral basis (funded by both Community and 
Member States) 
• supporting regional development through activities linked to the structural funds or the 
Community Initiatives such as EUROFORM 
• concerted action with the Euro-Information Centres directed at assisting SMEs 
• supporting SPRINT technology transfer activities through complementary training 
actions. 
Their full potential and performance should therefore be assessed in that broader context. 
Higher Bdncation-Indnetiy Cooperation 
l* 
17 Higher education-industry consortia have both sectoral and regional 
characteristics?) which are important in determining their strategy and financial viability : 
• Regional consortia can provide a sustained contribution to the goals of higher 
education-industry cooperation when they are an integral part of regional 
strategies and programmes. Where no regional training strategy exists, regional 
consortia can provide a stimulus towards creating one. This requires higher education 
to collaborate closely with regional authorities as well as with industrial and 
professional groupings in the region. 
• Sectoral consortia can provide a sustained contribution to the goals underlying higher 
education-industry cooperation when they are effectively linked to related scientific 
and professional strategies and programmes. This requires higher education to 
collaborate with the relevant scientific and professional organisations - themselves 
highly active in education and training - as well as with industrial groupings at 
European level. 
18 Higher education-industry consortia are at their best when driven by a strong motor. 
The willingness of an organisation to act as a motor depends totally on the objectives 
and expected outcomes. A consortium within an industry sector (eg automobile, textiles, 
pharmacy) is much more likely to find an enterprise willing to act as the motor force, while a 
consortium in a technology sector (eg software engineering, CIM, materials) will be more likely 
to find its driving force within the academic <>r research community. This is simply a reflection 
of the different primary goals of academia and enterprise. Those differences must be taken into 
account when designing a consortium and plotting its future potential. 
19 There is an urgent need for the Community and the Member States to coordinate 
proliferating networks - whether European or national - to ensure coherence and a simple 
"user-friendly" service to enterprises, especially SMEs. Industry will not cooperate with 
complicated and overlapping structures. The aim should be to provide a service to industry in 
a clear and coordinated manner. 
20 Higher education-industry consortia should complement and not conflict with 
policy and action within individual higher education institutions or firms. Consortium 
activity needs to be part of a strategic approach. In the interplay between consortium activity 
and individual institutional development, senior management (especially rectors of higher 
education institutions) have the key role. Consortia in particular depend on full recognition 
and support from their principal members, whether they be higher education institutions or 
enterprises. 
21 There is no uniform management model for higher education-industry consortia. 
Based on the COMETT experience, their structure and membership are very diverse. Good 
management is essential, and it is important to draw lessons from the experience so far. This 
experience indicates that, within three years of activity, such consortia should have achieved : 
• a clear legal structure including formal agreements amongst the partners 
• membership arrangements which reflect different levels and intensity of input; active 
membership should be distinguished from associate membership in terms of both 
financial contribution and return 
• a professionally prepared business plan, including in particular a clear programme 
budget allowing analysis over time of effectiveness within different areas of activity (eg 
A "regional" consortium targets its activities towards industry and higher education in one region only; a "sectoral" 
consortium takes as its focus a specific industry or technology sector (eg automobiles, computer-integrated 
manufacturing, textiles, environment) and will have a more transnational focus. 
Higher Education-Induetry Cooperation 
(4) t°L 
student placements, courses, training needs analysis etc.) and of the balance of 
investment and return in the respective areas 
• a staffing structure which provides a critical mass of full-time staff, composed on an 
inter-disciplinary basis, including one high-level manager. Consortia will also depend 
on part-time inputs, given their spread of membership and the range of requirements 
(especially sectoral) to which they have to respond. 
22 It is impossible to be categoric about the ideal critical size of a higher education-
industry consortium, given their differing situations and environments. Nevertheless, it is clear 
that consortia can easily become over-extended in terms of their ability to perform their tasks. 
They are walking a tightrope between impact at European level and local effectiveness / 
efficiency within limited resources. In most cases, a consortium will only operate effectively if 
its composition meets the following conditions : 
• regional consortia 
* a credible coverage of higher education institutions (normally all in the region) 
*• a "hard core" of several larger companies in the region 
• a sufficiently large group of SMEs to allow insights into the SME situation and also, 
where possible, some homogeneity within specific sectors; such participation may 
in certain cases be secured through the involvement of associations of SMEs or of 
professional and economic organisations at regional level 
+ decision-makers within the relevant regional authorities 
• sectoral consortia 
• a spread of leading higher education institutions from several Member States with 
a credible training and research capacity in the sector 
• a "hard core" of several leading companies in the sector concerned 
+ (where relevant) a sufficiently large group of SMEs to allow insights into the SME 
situation in the sector 
* participation by key professional associations in the sector. 
• and in both cases 
• a motor force whose basic objectives are being served through its work on creating 
and developing the consortium 
• a well-defined management structure based on a central full-time manager and on 
regular and reliable communication processes within the consortium. 
23 The continuing training of the managers of higher education-industry 
coopération is vital. This is a market for training providers within newly emerging European 
markets, and the European Community should assist in stimulating that market in so far as 
national provision is not meeting the need. The aim should be to arrive at an ongoing and self-
sustaining programme, backed up by consistent needs analysis and cooperation with the 
leading management training institutions. In planning such staff development programmes, 
the needs of the key institutional actors (eg higher education rectors, directors of industrial 
liaison) must also be met. 
HIGHER EDUCATION-INDUSTRY EXCHANGES AND STAFF DEVELOPMENT 
The key to technological innovation and business generation is people. They are the carriers of 
technology transfer and development. People should be rewarded, not penalised, for their 
Higher Educatkm-toduetry Cooperation 
£> 
international mobility and experience. In this respect, changes in institutional policies and 
practice are not keeping pace with European and global requirements. 
Student placements in industry 
24 The range of benefits which student placements in enterprises provide are both 
educational and experiential : 
or the higher education institution : 
extended links with economic life which can provide benefits in other areas (eg R&D 
cooperation, continuing education and training) 
feedback on employers' requirements of study programmes 
continuing refinement of degree programmes in order to provide enhanced 
employment prospects for graduates 
or the company : 
extended links with higher education which can provide benefits in other areas (eg 
R&D cooperation, continuing education and training) 
privileged access to high-quality potential recruits at a time when the competition 
for qualified manpower is intense 
opportunities to influence the content and quality of higher education programmes 
in the medium and long term 
or the student : 
first-hand experience of working life, thereby enhancing the student's preparation 
for and chances of employment 
integration of that work experience within a recognised qualification 
a European dimension to professional and academic development, drawing on the 
cultural and linguistic diversity of the Community 
and for the European Community as a whole a greater pool of graduates with the right kind 
of experience required for the developing European labour market. 
25 The organisation of effective student placements is labour-intensive and not every 
company will be persuaded of the return on the investment made. Nevertheless, there are 
documented cases of the economic impact of placements, where the placements have : 
• provided high-level recruits for the company, thereby keeping the company at the 
forefront of the employment market without engendering high recruitment costs 
• had a specific impact on economic performance through the technical development 
undertaken by the student during the placement 
• stimulated new European market contacts and opportunities as a result of the 
student's skills 
• provided the impetus for strengthening cooperative partnerships between the 
participating organisations (eg in R&D) 
• contributed to an increased training culture and European awareness in companies 
wishing to develop their activities in the European Single Market. 
Higher Education-Industry Cooperation 
*1 
Small and medium-sized enterprises in particular can benefit in all these ways. 
26 Student placement mobility - inward and outward - can give direct benefits for regional 
development policy, especially when such mobility is substantial and concentrated in priority 
industrial sectors. Students placed in companies can be the vectors for technological and 
commercial development, especially within the developing European single market. 
27 In the interest of convincing all parties of the value of student placements, a code of 
good practice and quality should be developed. It should be applied to all placement 
programmes funded by the Community, particularly within COMETT, ERASMUS, LINGUA, 
TEMPUS, and PETRA. Such a charter should include at least the following points relating to 
transnational cooperation : 
• model contractual arrangements amongst enterprise, training institution, trainee 
• measures for monitoring and recognition, including the integration of the placement 
within the overall course of study 
• legal aspects such as social security and medical insurance 
• arrangements to ensure adequate foreign language preparation 
• non-discriminatory remuneration arrangements. 
28 It is urgent to keep under review, with the collaboration of the Member States, certain 
aspects of the treatment of student placement students under different national 
legislations. The important areas include : 
• social security and insurance provisions 
• fiscal treatment of financial support received under national and/or EC grant/loan 
schemes. 
29 Given different national legislation and academic practice, there should continue to be 
flexibility regarding how placements are integrated into academic courses. Nevertheless, 
except where national circumstances rule out such possibilities, the Community should give 
preference to placements which - whether during or after study towards a recognised 
qualification - are planned in a coordinated way with the study programme concerned. 
30 It is important for a student placement abroad to be of sufficient duration to have a 
lasting effect on the student. The 3-month minimum duration for a student placement should 
be retained as the norm for Community support, given the situation across the Community 
as a whole. Nevertheless, companies and higher education institutions should strive towards 
longer periods in the interest of : 
• the quality of the placement performance 
• the efficiency of the investment being made, especially in situations where significant 
language and cultural adaptation is required 
• having the greatest longer-term structural impact on courses and qualifications. 
31 The supply of student placement opportunities is fragile and changeable, relying often 
on possibilities which emerge suddenly and for a short time only. There is a need for quick 
responses on the part of higher education institutions and the trainees. It is therefore vital to 
have local administrative arrangements for Community-funded placement grants. The 
European networking arrangements through the higher education-industry consortia under 
COMETT can be strengthened to provide the services required, including : 
• location of placement opportunities 
• coordinated scheme for placement offers and acceptances 
• quality assurance in the selection and monitoring of students during placement 
Higher Education-Industry Cooperation 
K 
• student support during placement (financial, academic, linguistic, welfare). 
32 Industrial placement for advanced level "research-based" training falls at the 
intersection between training and research, and both EC (principally the Human Capital and 
Mobility programme) and national schemes support such placements for "training through 
research". The centre of gravity for such training is moving towards such intersections between 
the academic and industrial milieux. Thus the training meets common needs and serves to 
create or reinforce a common scientific and technological culture. 
33 There Is a need for a better understanding of the actual capacity of European 
industry to receive placement students. A study on the actual capacity, based on a 
representative sample of companies of varying sizes and sectors, should be carried out, and 
should devote special attention to ways and means of improving awareness of the benefits of 
student placements in industry. 
Personnel Development and Exchanges 
34 The achievement of successful higher education - industry relations is totally 
dependent on the capacities and attitudes of the personnel concerned. Efforts are underway 
in both industry and higher education to effect a cultural change which will encourage and 
support cooperation This cultural change must remain firmly grounded in the awareness 
of the respective characteristics of higher education and industry, with a necessary balance 
between "science push" and "market pull". 
35 Commitment to cooperation should be seen as an integral part of the job content 
of higher education staff and of the relevant personnel within companies. In higher education, 
awareness of industrial needs and of practical approaches to cooperation should be enhanced. 
Where relevant, teaching staff should be encouraged to obtain experience of working within 
the economic sectors to which their scientific work relates. The commitment to working with 
economic life should be treated with the same importance as teaching and research functions 
when performance is being assessed for the purpose of recruitment or promotion. 
36 Personnel exchanges between higher education and industry should continue to occur 
in both directions (higher education <=> industry). It is imperative to determine clearly the 
objectives of the placement and define the programme accordingly. In terms of European 
value-added, the emphasis should be on the training of trainers and the transfer of know-how 
to the collaborating organisations. 
37 While staff secondments of significant duration are likely to attain the greatest impact, 
there is scope for a multiplicity of different exchanges and assignments. These range 
from endowed chairs and joint professorships, through fixed-term fellowships, to short-time 
and part-time attachments (eg "science watchers", "technology gatekeepers"). Both higher 
education and industry need to remain flexible in adapting to various forms of staff 
interchange, and to monitor the volume and value of that interchange. 
38 One effective and indeed cost-effective approach to personnel exchanges is the 
integration of the exchange into a broader higher education-industry training project. In 
that way, such exchanges can be more Imaginatively used as one of the range of resources 
available to specific projects and programmes. 
39 Exchange activities are often too dispersed and too small-scale. This is true of both 
personnel exchanges and of long-term placement of senior students in companies. There is a 
need to develop a more concentrated approach designed to achieve critical mass within 
target sectors and around key technology developments and techniques. Such an approach, 
in some cases linked to the EC R&D programmes, is more likely to motivate industry 
Higher Education-Industry Cooperation 
té 
(including SMEs), yield results of European significance, and to be cost-effective. Exchanges 
can assist in developing a technological culture in companies (especially SMEs) as well as 
better understanding of SMEs within higher education. 
40 For all personnel exchanges, a "dissemination plan" after the exchange should be 
required. This would serve to communicate the results of the exchange to interested parties. 
Such a dissemination plan could include arrangements for public presentation of the results 
of the exchange (eg through de-briefing seminars) locally and, where appropriate, at 
Community level (eg within sectoral groupings). 
General points regarding higher education-industry exchanges and mobility 
41 There is a need to address the question of imbalances in the placement flows 
between different regions. Cost-of-living differentials in particular should be more specifically 
taken into account through directed funding and differentiated funding levels (provided 
suitably rigorous selection and monitoring is guaranteed). 
42 The Community and Member States should examine the scope for extending the 
range of fields in which transnational placements are carried out. While the principal fields 
in which placements are currently carried out are in engineering, technology, business studies, 
and management, there is scope for extension into many other fields (eg medicine, paramedical 
fields, law, economics). <-
43 There is contradictory evidence on the question of whether and how European mobility 
programmes contribute to "brain drain"from the less-developed to the more developed 
regions of the Community. While some anecdotal experience points to such an impact, serious 
study over a sustained period may show a different and more complex reality. To that end, a 
specific study should be carried out by the Community, extending over a sufficient timespan. 
HIGHER EDUCATION-INDUSTRY COOPERATION IN EDUCATION AND TRAINING 
PROJECTS 
Collaboration in education and training projects is the most effective way of matching supply 
and demand Projects provide a focus for addressing real business problems, both short and 
long-term. When managed well, they also provide measwable and cost-effectivejrameworksfor 
building continuing partnership over a sustained period Spin-off effects in other areas such as 
research and development will often occur as a result of such projects. 
44 There is now a growing mass of experience of the implementation of training products 
based on higher education-industry cooperation. This points to a European training market 
in the course of development, a market which in fact consists of several different markets 
which need to be brought together. Success in this market depends on factors such as 
commercial opportunity, costing policy, marketing practices, quality assurance, and diffusion 
capability. Higher education institutions individually and companies individually are entering 
this market and are competing with each other for commercial success. The Commission 
should study these developments carefully and assess whether at European level there is a 
need for supportive action, especially with regard to the continuing training market (eg through 
information networks) and demonstration and clearinghouse networks. 
45 The organisation of joint training projects (comparable to a product development cycle), 
particularly in a European context, requires the blending of the skills of a wide-ranging 
course development team. Design and marketing place a premium on the availability of skills 
which are often difficult and slow to harness within individual higher education institutions 
or companies (eg advice on multimedia tools, on costing principles, on customer trends, on 
Higher Education-Industry Cooperation 
i*i 
relative merits of in-house or external production). In this respect, clear agreements are 
indispensable to ensure the sound development of the project and to avoid the vulnerability 
which can arise when the project is person-dependent rather than organisation-dependent. 
46 Project management needs to take better account of explicit project development 
stages, namely : 
needs analysis and market assessment 
conception/design, including specification of instructional objectives 
development and production 
testing 
commercialisation/marketing 
updating and maintenance 
ongoing monitoring procedures throughout the development of the project. 
The balance of Industry and higher education inputs at the various stages needs to be 
carefully monitored, especially in order to ensure adequate industry involvement at the first 
stages of needs analysis, conception/design, and marketing. 
47 At the same time, the evaluation of the success of joint training projects should take 
into account that the impact of projects is both short-term and long-term. The short-term 
impact includes : 
• the specific training provision (courses, qualifications, materials, databases) 
• the formation of new partnerships amongst the key actors (including inter-higher 
education and inter-company partnerships). 
The longer-term impact includes : 
• enhanced collaborative analysis and understanding of training requirements, both 
locally and at European level 
• the emergence of new inter-regional or intra-sectoral networks related to training and 
other related areas (eg diffusion of R&D results). 
48 Leading on from the above, the new opportunities in education and training arise from 
both the developing market and the availability of new technology. The profession of "trainer" 
like all professions, implies more and more technology and market competences which were 
less evident in the past The training of trainers becomes vital and is an area in which 
industry and higher education share common concerns. Higher education and industry will 
increasingly compete in providing qualified and adaptable trainers. The issue will present a 
particular challenge to higher education, in regard to which it has been estimated that by the 
year 2000 60% of teaching and learning activities will be in the lifelong learning area. 
49 European markets for short-course continuing training are now developing and 
activities such as COMETT have helped ensure that institutions of European learning will aim 
to be at the centre of this market. That market will allow the development and exploitation of 
high-quality courses in several countries and in adapted language versions. The European 
dimension of such courses will be most efficiently obtained through : 
• instructors drawn from countries other than that where the course is taking place 
• sensitive development of new courses and adaptation of existing courses to meet new 
target audiences in other countries 
Higher Education-Industry Cooperation 
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• courses at the highest level where the networks are already European if not global in 
nature. 
50 Foreign language policy and practice in joint training projects is an important 
market factor : 
• in all areas of activity, cultural and linguistic adaptation of training materials and 
courses should remain a major concern. Particularly where existing rather than new 
materials are being developed for implementation in another country, promoters should 
have to demonstrate a sufficient client base in that country for the purpose of testing 
the proposed course or materials; 
• the choice of the appropriate language(s) for courses and materials should be left to 
promoters themselves on the basis of normal market conditions. 
51 Transnational mobility (of both students and personnel) should be more 
systematically utilised as a aid in training project development. However, the experimentation 
stage of a project must be distinguished from final implementation in order to protect clients 
from untested training approaches and materials. 
52 Expertise in open and distance learning as well as the potential benefits of open and 
distance learning is a common factor which links higher education and industry. This is 
especially so in relation to continuing education and training. To that extent, joint training 
projects present great opportunities to assist in strategic areas such as : 
• the widening of access to higher education in Europe by supporting the extension and 
development of distance education and training (at both initial and continuing 
education levels) in all parts of the Community. There are special opportunities here 
to strengthen educational infrastructures in less favoured and remote regions in 
Europe and for those categories of citizens that have inadequate access to education 
and training; 
• the promotion of distance and open learning for the recurrent and continuing training 
of the workforce (in particular SMEs), with special attention for the priority sectors of 
industry, critical to the future of the Community internal market; 
• the promotion and introduction of new, notably computer-based, learning technologies 
for in-company training, benefiting from and exploiting transnational collaboration and 
networking of open and distance teaching universities. This can also help promote 
collaboration between open and distance learning institutions and conventional 
institutions of higher education. 
53 European Community support for joint training projects should be based on areas of 
significance for the competitiveness of European industry, involving : 
high European value-added 
analysing and responding to skills gaps at European level 
more effective diffusion of R&D results 
regional technology transfer through training 
further exploiting potential of new training technology leading to new education and 
training systems (i.e. going beyond the production of specific courses and products). 
Higher Education-Industry Cooperation 
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54 The European Community should continue and develop its differentiated approach 
to project funding : 
• "seed-corn" funding at modest financial levels for small-scale activities (eg short 
course), where the emphasis is on devolution, the development of local initiative, and 
lightness of implementation and monitoring 
• more significant investment in larger projects selected and developed proactivery in 
relation to strategic Community goals and programmes, based on higher investment 
levels, more systematic monitoring, and explicit arrangements for the diffusion of 
results. 
Higher Education-Industry Cooperation 
(5) \ho 

PartV 
The future agenda ; towards a strategy 
Thisjinal section looks at the key parts of me future agendafrom the viewpoint of both higher 
education and business. The intention is to offer to any individual company or higher education 
institution a set of practical questions which it can address in connection with the issues 
discussed in the previous chapters. This section then closes with some reflections on future 
European Community actions. 
1 The previous parts of this report have outlined a general agenda, stressing the benefits 
of enhanced higher education-industry cooperation. In the final section of the report, we look 
at what that means in terms of action at the level of an individual company or enterprise. 
The context for partnership 
2 We have tried to look at the following general aims : 
• enhancing the connections between higher education and economic life through 
policy development, encouragement of networks and mobility between higher 
education and industry. 
• the need for efforts on a major and structural scale and the need for an overall 
approach by all the actors concerned, which therefore places pressure on public 
authorities to provide the framework. 
• increasing responsiveness to client needs (individuals and organisations) and 
awareness of the importance of paid services. 
3 A fundamental recommendation is that higher education institutions should adopt 
cooperation with Ir^ustry as part of their basic mission, especially in the continuing training 
field, and that companies themselves should have an explicit education and training strategy 
as well as an organised interface with higher education which will encourage and facilitate 
access and dialogue. 
Specific areas for collaboration 
4 With regard to specific areas for action, there should be a focus on specific policy areas 
of fundamental importance as such, and where higher education-industry cooperation provides 
an effective basis for action. Priority areas of European concern include in particular : 
• continuing education and training for industry through cooperative structures and 
training needs analysis (especially for SMEs) 
• promoting measures to put continuing education and training fully into the 
mainstream of higher education efforts, including the preparation of first degree 
students for a life of continuing education and also the development of new 
structures of career development for teachers in higher education 
• a European approach to skills shortages across the Community and the monitoring 
of manpower needs and supply : 
Higher Education-Industry Cooperation 
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• greater use of the higher education-industry networks as the focus for regular 
skills survey activities 
• encouragement of better awareness at secondary education level of science, 
technology, industry 
• improved analysis and Information exchange : 
• further study and research on the position regarding higher education-industry 
cooperation, especially at Member State level, whether in regard to countries 
with a strong cooperative tradition or countries without any tradition 
• strengthened higher education-industry relationships in R&D : 
• development of higher education-industry partnerships as a sectorally focused 
mechanism for advanced research training and exchanges at European level 
• coordination of major joint training projects as a vehicle for the diffusion of the 
results of EC R&D efforts 
• the improvement of educational productivity 
• concentration on joint efforts in the multimedia and distance training area, 
where new investment and organisational efforts are required within both 
higher education and industry 
• the training of higher education teachers in the exploitation of new teaching 
technologies. 
A checklist for individual companies and higher education institutions 
5 The annexes A and B give checklists(3) which are recommended as a basis for internal 
analysis of the value of specific cooperation ventures. They are intended to contribute to the 
development of a specific strategy towards cooperation. Strategy is action, and this entire 
report is primarily intended as a stimulus towards action as well as debate. 
Future European Community Actions 
6 The purpose of this working document has been to distribute experience and to launch 
debate. One specific area in which the Community will draw on that debate will be in its 
thinking on future actions at Community level. The programme of actions includes in 
particular the initiatives to be taken following the end of the second phase of the COMETT 
Programme. 
7 Without prejudice to the discussions and evaluations to be conducted regarding future 
higher education - industry programmes at Community level, the Commission would already 
at this stage wish to record some preliminary reflections as part of the debate being launched. 
8 First, the experience to date within COMETT and other relevant Community 
programmes, which is already considerable, needs to be made available to all those in the 
Member States and beyond who wish to develop higher education-industry partnership. This 
is a matter of making use of the existing capital from within Community programmes. It is 
indeed the purpose of this document. 
9 Having primed the European pump in this area, the relevant Community programmes 
should be increasingly devoted to the Europeanlsatlon of existing and future higher education-
industry networks. This is the added value that the European Community can provide. It 
reflects the reality that what Europe needs is not so much a set of national projects (as have 
1 These checklists are based on work undertaken in the United Kingdom by the Council for Industry and Higher 
Education and the Department of Trade and Industry. 
Higher Education-Industry Cooperation 
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been and will be developed by the institutions in the Member States), but rather a European 
infrastructure of higher education-industry networks which can respond flexibly to a variety 
of needs, interact and cooperate, and cover all the main sectors and regions. New methods will 
need to be developed for this Europeanisation process. 
10 The European infrastructure of higher education-industry networks needs to be 
directed towards priority areas of European socio-economic development. This will depend on 
the decisions of the Community and the Member States in the aftermath of Maastricht, but 
certain general directions can be indicated. 
11 This innovative and qualitative role of Community actions in education and training 
reflects the reality that the main burden of producing adequate numbers of technical personnel 
can only be borne by the national education and training systems. However, higher education-
industry consortia can play a useful role because they are at the grass-roots interface between 
the supply (higher education) and demand (industry) sides of the equation. This 
supply/demand interface is one of the European weak points and explains to some extent the 
slow response to changing needs as compared with Japan and the United States. The existence 
of a range of regional and sectoral consortia should be exploited to secure more responsiveness 
to emerging skills and qualification needs, both in regions and in sectors. 
12 Obviously, this partnership function could be of considerable importance in the process 
of industrial re-structuring and adaptation in the European Community, particularly in 
strengthening the competitiveness of strategic industrial sectors. Success is not only 
dependent on research and development capability, but also on the ability to build new 
organisational forms, particularly networking, to generate the professional competences and 
skills needed for managing the innovation process, and above all to ensure quality of process 
and product. In these strategic sectors, and in cooperation with Community industrial policy 
and research and development programmes, higher education - industry partnership could be 
a useful vehicle for structural funds to reinforce the Community's capacity for industrial 
adaptation. 
13 However, it should be borne in mind that in today's fast-moving economies, leadership 
positions in industrial sectors change rather quickly. As the new technologies are diffused and 
become standard, the basis of competition shifts to costs, notably labour costs. This enable 
new competitors to enter the market; for example, U.S. domination of the advanced technology 
sectors in the 1960s was quickly challenged first by Europe and then by Japan. On the same 
logic, technological capabilities in the European Community should not be wholly concentrated 
in certain regions. The existing strong implantation of partnerships across the regions in the 
Community could then be used as a vehicle for reinforcing balanced economic development 
and cohesion. 
14 Finally, the higher education - industry partnership could play a greater role in the 
development of European training and qualifications markets. There is little doubt that, as the 
Single Market takes effect, the Europeans will train, be qualified, and work as if they are in an 
increasingly unified economic space. This will not be a training and qualifications market, but 
many different markets emerging from grass-roots cooperation in regions, economic sectors, 
and cross-frontier zones. Each of the existing consortia developed within the Community 
programmes is a potential training and qualifications market, and cooperation between them 
could extend their scope and effectiveness. Methods should be further developed to accelerate 
this process, based on increased use of its existing approaches using personnel and student 
placements and transnational collaboration in specific training projects. 
Higher Education-Industry Cooperation 
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ANNEXA 
ELEMENTS OF A CORPORATE POLICY TOWARDS HIGHER EDUCATION - A Checklist?) 
ATMS AND OBJECTIVES 
1.1 What does the company hope to achieve in its links with higher education ? 
1.2 What are the company's objectives in adopting a policy towards higher 
education ? 
1.3 Do these objectives go beyond meeting short/medium-term operational needs ? 
1.4 How will we know whether we are meeting our objectives ? 
1.5 Who is responsible for seeing that the policy is implemented, however 
decentralised the day-to-day decisions may be ? 
STUDENTS/TRAINEES 
2.1 SPONSORSHIP 
2.1.1 How many students or trainees would we sponsor each year ? 
2.1.2 From which countries ? 
2.1.3 In what subjects ? 
2.1.4 How much will we spend ? 
2.1.5 Is this a major tool for recruiting qualified staff ? 
2.1.6 If yes, what implications are there for our sponsorship programme ? 
2.2 SCHOLARSHIPS/BURSARIES 
2.2.1 How many scholarships should we provide each year ? 
2.2.2 For students from which countries ? 
2.2.3 On what terms (eg particular subject areas ?) ? 
2.2.4 How much will we spend ? 
2.2.5 Are there any company purposes/objectives which involve this 
programme ? 
2.3 RECRUITMENT 
2.3.1 How many new graduates will we recruit this year ? 
2.3.2 What level of qualification will these recruits have (eg first diploma, 
Master's, doctorate) ? 
2.3.3 From which countries should they come ? 
2.3.4 In what subjects ? 
2.3.5 How will we seek out the best recruits ? Do we cover enough 
institutions ? 
2.3.6 How will our recruiting needs change from year to year ? Do we get 
enough good applications ? 
2.3.7 How much will we spend on our recruitment programme ? 
2.4 WORK-EXPERIENCE AND TRAINING PLACES 
2.4.1 How many of each of these places will we provide this year ? 
2.4.2 Shall we provide places for students and trainees from abroad ? 
2.4.3 In what fields/divisions of the company ? 
2.4.4 How will we find the most suitable candidates ? 
2.4.5 How does this relate to our sponsorship and scholarship programmes ? 
2.4.6 How much will we spend ? 
1 These checklists are based on work undertaken in the United Kingdom by the Council for Industry and Higher 
Education and the Department of Trade and Industry. 
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^4 
2.4.7 What arrangements are necessary to ensure the placements have value 
for the company (eg through good project selection) ? 
2.4.8 What do we see as the benefits ? 
2.5 VACATION JOBS 
2.5.1 How many vacation jobs will we provide this year ? 
2.5.2 In what parts of the company ? 
2.5.3 Are we looking for any special type of applicant ? 
2.5.4 How much will we spend ? 
2.5.5 To what extent is this a divisional initiative ? 
RESEARCH AND DEVELOPMENT 
3.1 APPLIED R&D and CONSULTANCIES 
3.1.1 What areas do we want to pursue ? 
3.1.2 How will we monitor which academic departments are doing the best 
work in this area ? 
3.1.3 How will we define the terms of the projects ? 
3.1.4 Who is responsible as primary contact within the company ? 
3.1.5 How much will we spend ? 
3.1.6 Is the expertise available in this country or should we seek it in 
cooperation with partners from other countries ? 
3.1.7 How will we know our objectives are being met ? 
3.2 COLLABORATIVE/JOINT PROJECTS 
3.2.1 What areas do we want to pursue ? 
3.2.2 Is the expertise available in this country or should we seek it in 
cooperation with partners from other countries ? 
3.2.3 With what departments/researchers ? 
3.2.4 How will we define the projects' terms ? 
3.2.5 Who is responsible as primary contact within the company ? 
3.2.6 How much will we spend ? How much time will be required ? 
3.2.7 How will we know our objectives are being met ? 
3.3 STRATEGIC AND BASIC RESEARCH 
3.3.1 What are our interests in supporting these types of research ? 
3.3.2 How do we identify areas we are willing to support ? 
3.3.3 Where is the best work being done ? 
3.3.4 How much will we spend ? 
3.3.5 How long can we sustain this support ? 
3.3.6 How will we evaluate our changing interests and needs ? 
3.4 SHARING FACILITIES 
3.4.1 Under what circumstances will we provide access to our own R&D 
facilities for academics, research students, and trainees ? 
3.4.2 Under what circumstances would we want to use R&D facilities located 
at a higher education institution ? 
3.4.3 What conditions, if any, would we attach to either of the above ? 
3.5 GIFTS OF EQUIPMENT AND SOFTWARE 
3.5.1 Do we manufacture or produce any equipment or software which would 
be useful to a higher education institution ? 
3.5.2 If yes, are we interested in planning a programme of gifts of equipment 
or software ? 
3.5.3 What would be the benefits ? 
3.5.4 What would such a programme cost ? 
3.5.5 Do we own any equipment produced by others that we could give to a 
higher education institution ? 
Higher Education-industry Cooperation 
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3.6 RESOURCES AVAILABLE 
3.6.1 In addition to or in place of cash, can we provide help with any of the 
following : 
premises 
equipment 
people 
management time 
software. 
3.6.2 If so, how can we provide these most efficiently and effectively ? 
3.6.3 How does this relate to the objectives of our higher education policy ? 
STAFF 
4.1 TEACHING AND RESEARCH POSTS 
4.1.1 In what subjects are we interested in supporting chairs and/or 
fellowships ? 
4.1.2 Do we want this to be on an annual basis, by endowment, or by another 
arrangement ? 
4.1.3 How much will we spend ? 
4.1.4 How will we choose the recipient institution ? 
4.1.5 Do we want to sponsor or top-up part of an academic salary ? By what 
means ? 
4.1.6 What benefits do we think there will be ? How do these relate to our 
objectives ? 
4.2 JOINT APPOINTMENTS 
4.2.1 When would it be beneficial to support a joint professorship ? In what 
fields ? 
4.2.2 On what terms would we agree to such an appointment ? 
4.2.3 How should we seek out suitable places ? 
4.2.4 How might this relate to other initiatives (eg in R&D areas) ? 
4.3 LENDING/SECONDING COMPANY STAFF 
4.3.1 What would be the advantages of lending or seconding some of our 
employees to higher education institutions from time to time ? 
4.3.2 What would be the disadvantages (from the employee's and company's 
point of view) ? How can these be overcome ? 
4.3.3 In what areas (managerial expertise, science and technology, other;! 
would we have skills to lend ? 
4.3.4 How will we find interested institutions ? 
4.3.5 How will we encourage our staff to participate ? 
4.3.6 What would be the maximum level of participation by individuals ? By 
the company as a whole ? 
4.3.7 How does this relate to our objectives ? 
4.4 GOVERNING AND ADVISORY BODIES 
4.4.1 Which of our staff currently serve on councils or committees within 
higher education institutions (eg governing bodies) ? 
4.4.2 Which of our staff currently serve on advisory boards and committees 
relating to higher education ? Covering what activities (curriculum 
development, careers service, etc) ? 
4.4.3 Which of these activities are seen as most beneficial ? By the 
participants ? 
4.4.4 How do we promote such service among our employees ? 
4.4.5 What would be the benefits (direct and indirect) to the company from 
more involvement by employees ? 
4.4.6 How does this relate to the objectives of our higher education policy ? 
Higher Education-Industry Cooperation 
1>6 
5 COURSES 
5.1 JOINT VENTURES 
5.1.1 To what extent have we jointly planned courses with higher education 
institutions ? 
5.1.2 What do we offer in-house ? 
5.1.3 How do we coordinate our in-house programme with what is available 
from higher education institutions ? 
5.1.4 Could we have a cooperative programme for validating our in-house 
training through cooperation with a higher education institution ? 
5.1.5 What would be the benefits of greater cooperation, including cooperation 
with partners from other countries ? How will we evaluate our 
participation ? 
5.1.6 How do we find willing academic partners ? 
5.1.7 What subjects do we want to emphasise ? 
5.2 CONTINUING EDUCATION AND TRAINING 
5.2.1 What sorts of continuing education do we buy from higher education ? 
5.2.2 What do we offer in-house ? 
5.2.3 How do we coordinate our in-house programme with what is available 
from higher education institutions ? 
5.2.4 What areas do we want to develop ? 
5.2.5 Is the expertise available in this country or should we seek it in 
cooperation with partners from other countries ? 
5.2.6 How much will we spend ? 
5.2.7 How do we encourage our employees to take advantage of open and 
distance learning ? 
5.2.8 How do we become a better customer (more informed, more 
communicative) for continuing education ? 
5.2.9 How will this meet our objectives ? 
5.3 STAFF DEVELOPMENT 
5.3.1 How many employees do we support (via paid fees, study leave, etc) to 
pursue higher education ? What does it cost ? 
5.3.2 How much demand do we expect to see from employees ? 
5.3.3 How do we encourage employees to pursue higher education courses ? 
5.3.4 What subjects would we be willing to support ? How do we maximise 
choice for our employees ? 
5.3.5 How do we take advantage of open and distance learning institutions ? 
5.3.6 What use do we make of business schools ? How can we develop it ? 
5.3.7 How does this relate to overall corporate objectives ? 
6 BUILDINGS AND DONATIONS 
6.1 What financial or other help do we give to higher education for its buildings ? 
6.2 Assuming we found the right location, would we consider building one of our 
own facilities on a campus ? 
6.3 Would we participate in a multi-company initiative to build on a campus, or 
otherwise contribute to an academic building programme ? 
6.4 What donations do we make to higher education ? 
6.5 How much should we expand our donation programme ? In what areas ? 
6.6 What would be the benefits of a more active programme of donations ? How will 
we evaluate our programme ? 
Higher Education-Industry Cooperation 
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ANNEXB 
POLICY AND STRATEGY FOR COLLABORATION 
A SELECTIVE CHECKLIST FOR HIGHER EDUCATION INSTITUTIONS?] 
MISSION, ATMS AND OBJECTIVES 
What parts of our mission have been defined for us by external bodies ? 
What parts of our mission have been defined by ourselves ? 
What are our principal objectives for the next planning period in terms of teaching, 
research and service ? 
To what extent are relationships with business likely to contribute towards 
achievement of these aims and objectives ? 
AUDITING POLICY AND PERFORMANCE 
In what areas have we either under-performed or exceeded our planning targets during 
the current or recent planning period ? To what extent, if any, have relations with the 
relevant section of business been contributory to this outturn ? 
What changes in the external environment (e.g social, demographic, technological, 
political, fiscal), likely to affect our work in the next planning period, are relevant to our 
relations with business ? 
What is (a) our policy and (b) the current position with regard to the following : 
o business contributions to the planning of courses, to teaching, supervising and 
to assessing student performance 
o business support and sponsorship for students (including both national 
schemes and local arrangements) 
o staff secondments to and from business 
o academic and research posts endowed or supported by business, and the 
contracts on which such appointments are held 
o research, development and contract consultancy work undertaken for industry 
and the public sector 
o donations of equipment and services from industry or business 
o the terms on which academic units and individual staff members undertake 
consultancy and contract work for third parties, especially costing and pricing 
policy and practice 
o the ownership of intellectual property 
These checklists are based on work undertaken in the United Kingdom by the Council for Industry and Higher 
Education and the Department of Trade and Industry. 
Higher Education-Industry Cooperation 
1>S 
o access by industrial and other bodies to institutional facilities eg the library and 
on-line databases; the evaluation of computer hardware and software; 
specialised research equipment; language teaching centres 
o the letting status and level of interactive activity with any science park or high 
technology development with which we are associated 
o the financial and trading status of companies set up with our support or in the 
work of which groups of staff are actively engaged 
o consultancy assignments undertaken ? 
ASSESSMENT AND EVALUATION 
Is the overall pattern of existing collaboration consistent with our missions, aims and 
objectives ? 
Do existing forms of collaboration reflect our strengths or compound our weaknesses ? 
Do the forms of collaboration presently in place contribute to our financial viability, 
responsive capacity and academic reputation ? 
Are there some subjects and professional groups currently not in dialogue with 
business and without collaborative arrangements in teaching and research, but which 
have potential for fruitful forms of association ? What needs to be done to release this 
potential ? 
Are there gaps and deficiencies in administrative arrangements and in incentive and 
reward structures that currently inhibit effective working together ? 
Do our student admission policies give due weight to business experience and to non­
standard qualifications ? 
What action is needed, and by whom, to ensure that we are not missing out on 
opportunities for working with business that will strengthen our academic and 
financial position and enhance our reputation ? 
POLICY ON COSTING AND PRICING 
Is there an agreed policy on costing and pricing contract work, known to and 
understood by all staff, which takes account of its contribution to knowledge and 
long-run potential for royalty and other payments ? 
Are there suitable arrangements for giving advice to staff involved in negotiating 
projects ? 
Do appropriate formulae exist for the calculation of indirect attributable costs, and for 
the distribution of income between the individual, his or her department or other 
academic unit and central funds ? 
Have we available appropriate sources of legal advice on any risks and liabilities that 
contract work may entail ? 
Do we have in place quick-acting and detailed budgetary control systems, which 
require monthly departmental returns on achievement vs. budget under main cost 
Higher Education-Industry Cooperation 
^ 
headings; rigorous credit control; effective bad debt recovery; prompt and efficient 
methods for preparation of quotations and strong central control of planned surpluses 
on contracts ? 
5 POLICY ON INTELLECTUAL PROPERTY 
• Do we have a policy on intellectual property that is known to and understood by all 
staff, and which takes account of comparable policy and practice elsewhere ? 
• Is this policy incorporated into staff contracts and conditions of service ? 
» Is it understood that students involved in the development and exploitation of 
intellectual property are to be treated on the same basis as members of staff ? 
• Is authoritative advice available to members of staff at each stage in the process of 
identifying, developing and exploiting intellectual property ? 
* Are there means for resolving any disputes that may arise between individuals and 
with the institution concerning the ownership of and distribution of income from 
intellectual property ? 
6 POLICIES FOR ENTERPRISE 
• In what ways do our senior members seek to encourage closer and more effective 
relations with business ? 
• Are academic units expected to report upon current activity and make known their 
plans for working together with business ? 
• Are our practices in respect of academic advancement and recognition consistent with 
our policies on industrial collaboration ? 
• Are individuals and academic groups rewarded for success in working with business 
through internal resource distribution or other means, in ways that motivate them to 
further successful effort ? 
• Do our policies in this field take account of the experience of and attitudes to business 
that students bring with them from school, college or employment, and how these 
affect their expectations of higher education and of employment ? 
• Are our students brought into contact with facilities for vocational guidance at a 
sufficiently early stage ? Do such services assist students to formulate career 
intentions that are realistic in terms of personal capacity and external opportunity ? 
• Do we have in place staff development programmes that encourage teaching and 
supervisory practices consistent with the development of transferable skills, self 
directed learning, clear perceptions of individual strengths and weaknesses, and the 
ability to make decisions and accept personal responsibility ? 
• Do students have opportunities for extra-curricular activities that enhance their 
employability and subsequent work satisfaction ? 
• Are men and women working in business actively involved in the governance, teaching, 
research and service activities of our institution ? 
Higher Education-Industry Cooperation 
V c 
7 STRATEGY AND STRUCTURE 
• Are effective arrangements in place for industrial liaison and the stimulation of 
business contacts ? 
• Are we effective in marketing our strengths and making known to potential 
collaborators ways in which we can help their businesses ? 
• Have the costs and benefits of maintaining and establishing wholly owned or 
partnership companies to undertake particular activities been fully calculated and the 
results of these calculations acted upon ? 
*• Is our current and planned involvement in any property-based development of such 
nature as to encourage interactions that have positive academic and financial 
benefits ? 
8 STRATEGIES FOR QUALITY 
• Do we have a quality policy that embraces all aspects of our work and which 
encourages individuals to take direct responsibility for the quality of their own 
performance ? 
• Are our procedures for the recruitment, motivation, assessment and development of 
staff consistent with our quality commitments ? 
» Do we call upon men and women from business to help us in the assessment of our 
performance and in maintaining standards appropriate to our objectives ? 
• Have we considered what relevance the concept of 'zero-defect* might have for our work, 
especially in our relations with business ? 
• Can we offer quality in project management of a kind that carries conviction with our 
business partners and collaborators ? 
Higher Education-Industry Cooperation 
Hi 
ANNEXC 
REVIEW OF NATIONAL EXPERIENCE 
The following section gives a brief review of key aspects of experience regarding higher 
education - industry cooperation at Member State level The review looks at the following six 
aspects : 
1 . Specific legislation promoting higher education - industry cooperation 
What specific legislation or national policy exists to promote higher odu<artion4ndustrjr 
cooperation? 
2 Specific programmes promoting higher education <• industry cooperation 
Whainatïonal schemes and programmes exist to promote cooperative activities between higher 
education and industry? 
a : Mata developments In higher education 
What trends are there in higher education to become more actively engaged with industry in 
education and training activities (eg industry Saison offices, financial Incentives, changing 
contractual conditions for higher education stafQ? 
4 : Main developments in Industry 
What trends are there in industry to become more actively engaged with higher education 
regarding their developments in education and training activities (eg policies for cooperation, 
training schemes based on greater use of higher education expertise)? 
5 \ Investment by industry in higher education 
what data exists on the financial Investment made by industry In higher education? 
e Other key points 
Any other major considerations which should be taken into account in assessing the national 
situation* 
These national snapshots are based on more extensive reviews undertaken by national experts 
for the specific purpose of assisting the Commission in the preparation of this document 
Higher Education-Industry Cooperation 
H 

National experience : Belgium 
Specific legislation promoting higher education - Industry cooperation 
There is no specific legislation which regulates or promotes university-enterprise 
cooperation. 
Belgian constitutional decentralisation gives the regions, rather than central 
government, a direct promotional role in the establishment of University-enterprise 
links. This can impede the effectiveness of certain EC university-enterprise initiatives 
within Belgium due to the frequent EC requirement of dealing with the so called 
"national" authorities. This may have more effect on the research rather than education 
aspect of cooperation. 
Specific programmes promoting higher education - Industry cooperation 
IRSIA/IWONL (The Institut pour l'encouragement de la Recherche Scientifique dans 
l'Industrie et l'Agriculture) had the constitutional goal of promoting closer collaboration 
between universities, research centres and industry. This body has financed numerous 
individual programmes containing both university and enterprise partners. The 
institute sponsored (at 50 %) applied research in industry, often with the involvement 
of university partners. Currently this activity is being passed on to regional Flemish 
and francophone institutes which operate under similar conditions. 
The Industry-University Foundation actively promotes and develops industry-university 
cooperation in the area of management. 
Institutes of Engineers, mainly in the Flemish Continuing Training institutions hold 
numerous courses per annum for their members. 
There are 11 Joint Research Centres which manage 19 laboratories engaged on 
research activities partly financed by industrial interests, but closely linked to 
university departments. 
The National Council for Scientific Policy is a permanent committee composed of both 
university and enterprise members, with the mandate of debating strategy issues 
involving the cooperation of the two parties. 
Individual regions in Belgium have launched and financed their own technology 
promotion programmes such as DIRV in Flanders or Athena in Wallonia. 
Main developments In higher education 
According to national law, universities have three aims : - teaching, research and 
scientific services. The State will fund only the first two activities. University teaching 
staff can engage in external consultancy work for up to 20 % of their spare professional 
time. Non-university higher education establishments are charged only with teaching 
and therefore their statutes do not cater for external activities of consultancy by their 
staff. 
Flemish legislation includes both "postgraduate training" and "continuing training" 
among the basic funded activities for universities. 
The value of research carried out in the higher education establishments funded by 
industry is steadily increasing. 
Each university has created its own organisation - usually internal - to manage the 
interface with industry; the role of these interfaces is largely to coordinate the running 
of science parks, commercialisation of technology property rights, and the setting up 
of business incubator services. These organisations have no teaching brief. 
The planning of an industrial placement period as part of the training programme is 
not widespread in universities. Most often, placements occur in short business 
Higher Education-Industry Cooperation 
<<3 
management training courses. Placements are growing in importance in the non-
university higher education sector, in particular in the engineering schools. 
4 Main developments In Industry 
• The industrial sector was at the base of the Industry-University Foundation, created 
in 1956 with the aim of promoting cooperation with higher education establishments 
with particular reference to their unquestioned strategic role of producing the training 
activities for middle and higher management. Initially exclusively focused on 
management education, the Foundation seeks to develop a systematic approach to 
govern the role of universities in their continuing education role. 
• The industrial associations have a well-established role of being centre of debate and 
proposal for vocationally based training activities. However, with the exception of the 
engineering associations, there is little focus on higher education. 
• There is some industrial representation on the management boards of the higher 
education establishments. 
• The presence of enterprise personnel on the teaching staff of higher education 
establishments is relatively common - particularly in the non-university higher 
education sector. 
• Some larger industries have created specialised personnel to manage the rapport with 
the universities, mainly in the research area. 
5 Investment by Industry In higher education 
• The majority of the investment by industry in university is through indirect means 
involving, largely, bearing the costs of equipment for combined research purposes. 
• Although there are no official figures, the approximate contribution by industry in the 
research budgets of the higher education establishments can be estimated at being 
around 10 % in 1990-1991. 
6 Other key points 
• The Belgian system of decentralised legislation results in there being substantial 
inequality between effective legislation and opportunity among the various regions. 
• A secondary effect of the above régionalisation is the existence of a substantial amount 
of micro-level collaboration between the two partners, which is difficult to measure. 
Higher Education-Industry Cooperation 
</? 
COMETT IN BELGIUM 
COMETTI 
Projects accepted : 90 
Outputs produced : 52 materials, 85 courses, 6 studies, 2 newsletters, 4 
databases 
COMETT II (1990 + 1991 + 1992) 
Projects accepted : 5 
Budget allocated : ECU 6,576,828 
UETPs : 2 regional, 4 sectoral 
Students : 578 received, 555 sent 
Projects dealing with short training courses : 20 
Joint training projects : 12 + 2 Pilot projects 
Organisations participating in accepted projects : 282 enterprises, 84 
universities, 212 other organisations and 6 UETPs 
Higher Education-Industry Cooperation 
<rr 

National experience : Denmark 
Specific legislation promoting higher education - Industry cooperation 
1990 Law on Promotion of Industry (N° 394) established the legal framework for 
increasing the cooperation between private industry and public research institutions. 
Specific programmes promoting higher education - Industry cooperation 
Due to historic hostility of higher education establishments towards the private sector 
from the 1960's recent government policy has set up Technological Service Networks. 
These are independent institutions which receive their incomes from the sale of 
knowledge and research-intensive services to industry. They often provide the services 
which are commonly performed by higher education establishments in other EC 
countries. 
Ministry of Education and Research has strongly argued for a formal representation 
of industry in education establishments, in particular on the boards of management. 
So far, little has been formally achieved. 
Industrial Researcher Scheme offers economic support for about 50 Ph.D students per 
year who are working on projects involving cooperation between a private company and 
a higher education establishment. 
Danish Research Academy finances postgraduate students who are engaged on Ph.D 
research in private companies. 
Danish Centre for I.T. Research and Education established in 1985 to promote the 
application of I.T. knowledge in public research institutions and private companies. 
The Research for technological Development Programme (1984-88) had a budget of 25 
MECU to promote university-industry relations. 
The Bio-technology programme (1987-90) had a budget of 50 MECU to establish 13 
centres for cooperative research. 
Other R&D programmes in materials, networks, food technology, environmental 
technology, clean technology, agricultural production the general Technological 
Development Programme were and/are designed to have increased cooperation between 
the partners as a spin-off. 
Main developments In higher education 
Higher education establishments enjoy substantial degree of self government. Therefore 
the links with industry tend to be personalised. 
Many higher education establishments offer in-service training for companies. These 
arrangements vary from the offering of a part-time degree to the organising of short, 
intensive ad-hoc courses for individual clients. 
Engineering schools in Copenhagen and Aalborg have created formal units for R&D on 
a cooperative or consultancy basis which enjoy, therefore, income from external 
sources. 
Four science parks have been created on university campuses. They are governed by 
independent boards including representation from private industry and have proved 
successful instruments for promoting synergy. 
Most universities have liaison officers ensuring the development of links with local 
private industry. 
Main developments In Industry 
Private companies do have links with higher educational establishments, however, 
these tend to be extremely personalised by nature. 
Higher Education-Industry Cooperation 
U 
Investment by Industry In higher education 
The only data which exists shows the presence of private company funding for R&D 
projects performed at higher educational establishments. This is extremely low, 
however, over the last 10 years it has grown from less than 1 % to nearly 2 %. 
COMETT IN DENMARK 
COMETTI 
Projects accepted : 35 
Outputs produced : 19 materials, 17 courses, 7 studies, 3 newsletters 
COMETT II (1990 + 1991 + 1992) 
Projects accepted : 47 
Budget allocated : ECU 4,439,442 
UETPs : 3 regional, 2 sectoral 
Students : 421 received, 528 sent 
Projects dealing with short training courses : 9 
Joint training projects : 9 + 2 Pilot projects 
Organisations participating in accepted projects : 175 enterprises, 70 
universities, 92 other organisations and 4 UETPs 
Higher Education-Industry Cooperation 
4Y 
National experience : Germany 
Specific legislation promoting higher education - Industry cooperation 
The third version of the "Hochschulrahmengesetz" (Framework Law on Higher 
Education), 1985, confirms that the higher education system consists of various types 
of higher education institutions (e.g. universities and "Fachhochschulen"). 
This version contains information on externally funded research and facilitates 
practical application. 
Specific programmes promoting higher education - Industry cooperation 
The "BMFT" programme (Bundesministerium fur Forschung und Technologie) promotes 
cooperation between industry and higher education and funds training for technology 
transfer specialists who will work in industry (duration of programme : 1984-1991). 
The "Personalkosten-Zuschufiprogramm" (Personnel costs/grants programme), run by 
the Bundesministerium fur Wissenschaft (Ministry of Science) and the 
Bundesministerium fur Forschung und Technologie (Ministry of Research and 
Technology). Introduced in 1985, this programme appoints R&D personnel to small and 
medium-sized companies. 
Under the BMFT programmes, funding is also available for university-enterprise 
consortia. 
Within the framework of the 1986-88 project to promote higher education-industry 
cooperation, the Bundesvereinigung deutscher Arbeitgeberverbande - a consortium of 
regional training associations, initiated a number of projects and schemes to bring local 
partners together. 
Main developments In higher education 
By 1986,49 higher education institutions had become involved in technology transfer. 
Some 28 of these institutions have offices with full-time staff while 21 of them carry out 
activities on a part-time basis with the help of experts. Some institutions offer advisory 
and consultancy services at faculty level. 
Partners cooperated via national networks of research centres and were jointly funded 
by several government sources (both national and federal). They also received funding 
from private institutions (e.g. from the Max-Planck Institute or the Fraunhofer 
Gesellschaft). 
In the areas of research, technology transfer, student placements, continuing education 
and training, Fachochschulen established good regional and industry-related contacts. 
Creation of private higher education institutions based on market needs and income 
generation. 
Increasing development of study programmes with integrated placements in industry. 
In some Lander these are supported by Lander-based coordinating offices. 
Increased promotional and information activities targeted specifically at industry (e.g. 
trade fairs, handbooks designed to document R&D processes etc). 
Widespread individual contacts between professors and industry, including areas such 
as commissioned research, consultation/advisory services, evaluation, use of 
equipment, transfer of research results, etc. 
There are technology transfer offices in some 60 universities in the old German Lander 
and 20 in the new Lander. Eight universities have particular responsibilities while a 
further 25 universities have appointed a contact person to deal with technology 
transfer even if they have no dedicated office facility. Eleven regional institutes have 
been set up in private organisations with responsibility for technology transfer at a 
Higher Education-Industry Cooperation 
ks 
6 Lander level. There are 12 technology transfer offices in trade unions premises, many 
of which have links with universities. 
Main developments In Industry 
A number of Chambers of Commerce and Industry have cooperation agreements with 
higher education institutions (particularly with Fachhochschulen), covering 
study/teaching, research, continuing education and technology transfer. 
Increased participation in European partnerships related to EC programmes (COMETT, 
ERASMUS, PETRA, SPRINT). 
Individual activities such as major national symposiums (e.g. BDI or IDW), guest 
lectures, continuing training events, use of higher education staff as experts, etc. 
The Bundesverband der Deutschen Industrie - BDI (Confederation of German Industry) 
supports the creation of new faculties in the new Lander. The BDI also sponsors 
programmes for young scientists. 
Several important industry-initiated foundations and research associations (e.g. AIF), 
have broad-ranging programmes which can provide financial support for higher 
education and industry cooperation (particularly in the field of research). 
Investment by Industry In higher education 
Industry's contribution to research activities in higher education is varied and ranges 
from 2 or 3 % of external funding (estimated by the Wissenschaftsrat (Science Council) 
in 1986) to just over 15 % (Wissenschaftsrat study on external funding, 1986). 
Other key points 
Major developments have been achieved through individual contacts and cooperation 
agreements with established structures. 
COMETT IN GERMANY 
COMETT I 
Projects accepted : 126 
Outputs produced : 73 materials, 208 courses, 6 studies, 2 newsletters, 1 
databases 
COMETT II (1990 + 1991 + 1992) 
Projects accepted : 205 
Budget allocated : ECU 17,043,754 
UETPs : 19 regional, 8 sectoral 
Students : 2,213 received, 1,702 sent 
Projects dealing with short training courses : 47 
Joint training projects : 31 + 4 Pilot projects 
Organisations participating in accepted projects : 1,450 enterprises, 322 
universities, 473 other organisations and 27 UETPs 
Higher Education-Industry Cooperation 
Hs 
National experience : Spain 
Specific legislation promoting higher education - Industry cooperation 
In 1983, the Ley de Reforma Universitaria (LRU) established the framework for the 
universities to collaborate fully with the private sector both for research and for 
teaching projects subject to the particular statute which governs each individual 
university. 
This legislative position was developed further in laws of 1984 and 1986 which officially 
sanctioned teaching staff participation in joint university-enterprise activities. 
In 1986, the Ley de la Ciencia established that the forthcoming National Plan for 
technological development would actively promote not only communication but also 
concerted action between the public and private sectors. 
In 1988, the Plan Nacional de Investigacion Cientifîca y Desarollo 1988-91 was 
published. The National Plan involved both university and enterprise collaborating in 
direct contact. 
Government legislation, and in particular the Plan General de Contabilidad, encourages 
R&D activities among enterprise through a system of fiscal advantages. 
Specific programmes promoting higher education - Industry cooperation 
Following the publication of the National Plan, the Government set up Oficina de 
Trasferenda de Resultados de Investigacion (OTRIs) to be the interfaces between the. 
various public and private actors in R&D activities. The primary objective of the OTRIs 
is to appreciate the commercial potential of technological development emanating from 
research centres and transfer the know-how to enterprise. In the first two years of the 
National Plan, 53 "Oficinas" were set up - mostly sited in the universities. The OTRIs 
have been a most successful programme, working predominantly (61 %) in the field of 
R&D, and handling 6.000 contracts in 1991 for a value of 19.972 Mpts. 
The State has sponsored the development of a database be the name of DATRI for the 
coordination of the supply and demand market for technological development and its 
commercialisation. This database is available for all SMEs on subscription from the 
national association of SMEs. 
The PETRI programme encourages short term industrial application of R&D 
technological advance. This programme co-funds the necessary feasibility studies to 
ensure successful industrial implantation of the development. 
The "Proyectos Concertados" programme promotes R&D activities on behalf of 
enterprise and, principally, the national research organisations. 
The National Plan promotes the exchange of research personnel between research 
centres and industry. This initiative is also designed to stimulate the development of 
research units located in enterprise. 
Main developments In higher education 
Postgraduate doctoral theses in R&D areas are increasingly prepared based on direct 
industrial experience, particularly in the research units of enterprises. In 1989-90 137 
doctoral theses were prepared following these guidelines. 
The higher education establishments are developing placement sequences as part of 
their training curricula for undergraduates. In 1990 some 900 students benefitted from 
direct enterprise placements. 
Higher Education Industry Cooperation 
^o 
Other key points 
In 1973, due to the obstacles which both universities and enterprises felt were 
preventing profitable cooperation, the concept of the Fundacion Universidad-Empresa 
was launched. The role of the Fundacion is to be a prepositive interface between the 
two parties centred in a particular geographical area. The first one to be created was 
the FUEM at Madrid in 1973, and, since then, there have developed similar initiatives 
in all the major university cities of the country. 
COMETT IN SPAIN 
COMETTI 
Projects accepted : 122 
Outputs produced : 51 materials, 84 courses, 16 studies, 6 newsletters, 3 
databases 
COMETT II (1990 + 1991 + 1992) 
Projects accepted : 137 
Budget allocated : ECU 11,350,338 
UETPs : 12 regional, 6 sectoral 
Students : 590 received, 1,509 sent 
Projects dealing with short training courses : 29 
Joint training projects : 20 + 2 Pilot projects 
Organisations participating in accepted projects : 802 enterprises, 155 
universities, 389 other organisations and 15 UETPs 
Higher Education-industry Cooperation 
SA 
National experience : France 
Specific legislation promoting higher education - Industry cooperation 
Reforms in 1969 (loi Edgar Faure) and 1984 (loi Savary) institutionalised relations 
between universities and enterprise. In particular, industrial presence was made 
possible both on the management boards and among the teaching staff of the 
universities. 
The universities are permitted by law to create other public or private organisations 
with industrial partners. 
A legal framework allowing university teaching staff to be seconded into enterprise has 
also been developed. 
University teaching staff are legally allowed also to work for third parties. Furthermore, 
should the staff, either teaching or management, participate in external contracts on 
behalf of the university, then they can receive financial recognition for those services. 
In 1982 the government sanctioned the creation of Groupements d'Intérêt Public (GIP) 
with the object of allowing the cooperation of university and enterprise in common 
organisations, above all on research programmes. An example is PROMTP at Toulouse 
Involving the Institut National Polytechnique de Toulouse and the CNRS. 
Specific programmes promoting higher education - industry cooperation 
Since 1967 the national agency for the promotion of research and technology transfer 
(ANVAR) has been set up to ensure the organisational and commercial success of the 
university-industry rapport. ANVAR has significantly contributed to the widespread 
creation of private companies or associations which the higher education 
establishments have set up to exploit the commercial potential of their research 
activities and know-how. 
Various consultative committees have been established to ensure continuity in the 
relationship between university and enterprise. In 1986 the permanent Haut Comité 
Education Economie (HCEE) was founded to oversee this relationship. There is also the 
Conseil National de l'Enseignement Supérieur et de la Recherche (CNESER), la 
commission des titres d'ingénieur (CTI), and the commissions professionelles 
consultatives (CPC) which play influential roles in this area. 
The "conventions industrielles de formation par la recherche" (CIFRE) financially 
encourages enterprise to sponsor research leading to doctoral thesis by young 
engineers with a view to their employment following the period of research. 700 of these 
grants were awarded in 1991. 
the "conventions de formation des techniciens supérieurs" (CORTECHS) encourage 
industrial concerns to sponsor graduates for short training courses. 
The "pôles de formation des ingénieurs par la recherche technologique" (FIRTECH) 
encourages the cooperation of university and enterprise to increase the number of 
engineers trained through research activities and to expand the amount of 
technological research carried out in collaboration with enterprises. 30 such poles were 
created between 1984 and 1989. 
Main developments in higher education 
Several universities, such as Grenoble and Compiègne, have signed agreements with 
enterprises either to formalise "partnership", or for the sponsorship of particular 
vocational training courses. 
There is enterprise presence on pedagogical committees which determine the content 
and the recruitment market value of vocationally targeted training courses. 
Higher Muesrlon Industry Cooperation 
^9 
• The 1987 Law concerning Apprentissage has established the framework for periods of 
apprenticeship in secondary level technical training programmes, and in particular in 
courses for engineers. 
• Although industrial placement is already an obligatory requirement in the vast majority 
of technical, engineering and business studies courses, higher educational 
establishments have recently developed courses involving industrial "stages" for up to 
50 % of the study period. This type of experimentation has received substantial 
encouragement from the ministerial circles. 
• Universities have recently established services to cater for the created demand for 
continuing education from enterprise. Due partly to developments initiated by 
legislation in 1971, and partly also to the regulation of continuing education since the 
governmental decree of October 1985, the market for this sector of training has boomed 
from FF200 million in 1980 to FF617 million in 1989. The number of students has 
grown accordingly from 130.000 to 250.000 in the same period. 
4 Main developments In Industry 
• The majority of the larger enterprises have developed a specific department and have 
a "campus manager" to deal with universities, and in particular with the arrangement 
of stages. 
5 Investment by Industry In higher education 
• Enterprises are required by the "loi d'Apprentissage" to contribute 0.6 % of their 
personnel costs towards the institutional costs borne by organisations which deliver 
vocational training programmes. The enterprises themselves choose the establishment 
which will receive their grant. 30% of the generated funding goes into higher 
education, of which 64 % is handled by private educational establishments. 
• Industry also invests in higher education through the acquisition of university services 
such as research, use of laboratories etc, and also by the hosting of placements. Some 
of the larger enterprises also finance particular courses of secondary level study and 
even academic chairs. 
• The global investment of industry in public higher education establishments in FF 1.4 
billion in 1990, out of a total budget for public institutions offering initial or continuing 
training activities amounting to FF34.5 billion. The funding given by industry for 
continuing education activities amounts to 31 % of the resources of the universities. 
Industrial financing of the university services grew by 20 % from 1988-89. 
Higher Education-Industry Cooperation 
s^ 
COMETT IN FRANCE 
COMETTI 
Projects accepted : 359 
Outputs produced : 178 materials, 137 courses, 36 studies, 6 newsletters, 7 
databases 
COMETT II (1990 + 1991 + 1992) 
Projects accepted : 307 
Budget allocated : ECU 22,320,785 
UETPs : 21 regional, 10 sectoral 
Students : 2,197 received, 2,208 sent 
Projects dealing with short training courses : 70 
Joint training projects : 48 + 4 Pilot projects 
Organisations participating in accepted projects : 1,944 enterprises, 740 
universities, 975 other organisations and 31 UETPs 
Higher Education-Industry Cooperation 
S4 

National experience : Greece 
Specific legislation promoting higher education - Industry cooperation 
There is no general legislative framework to facilitate industrial cooperation except in 
the specific area of research projects. 
Government is currently involved in development of a national vocational training 
structure in polytechnics. 
The Greek government has declared its intention under various policy issues 
concerning development, industry, decentralisation and the role of universities, to 
create a new environment of collaboration between the worlds of industry and 
academia. 
Specific programmes promoting higher education - industry cooperation 
In 1977, the General Secretariat of Science and Technology (GGET) was created to 
organise funding of research, development of technological innovation and transfer. 
Secretariat was originally called Ministry of Research, but later became an agency 
belonging to the Ministry of industry, Energy and Technology. 
In 1987, the government programme for Industrial Research "PAVE" was launched. The 
programme was subdivided into funding for both applied and technological research 
and another funding innovation. In 1990, 134 proposals were funded for a total of 6.2 
MECU. 
The GGET coordinates National Research Programme - a funding mechanism for 
research proposals by universities, research centres and/or industry. A "research 
budget" established in all the universities through which all the external funds for 
research can be administered allowing industry directly to finance a university-based 
research programme. 
Main developments In higher education 
Greece has 17 universities offering, on the whole, formal structured curricula 
administered with a strict intra muros policy, which does not easily recognise the 
demands of industry. This policy is, however, becoming more liberal as Greece adopts 
a more "American" system. 
In the last 20 years there has been an ambitious programme to create Polytechnics 
oriented towards practical studies with the mandate to create intermediate level 
technicians for business, industry and administration. 
Little funding and facilities are available for postgraduate research - especially in the 
engineering schools. However, a recent law provides for the organising of structured 
postgraduate studies in all the Universities. 
Main developments In Industry 
On the whole, Greek industrialists still tend to view the academic world with some 
suspicion. 
The last 30 years has seen a rapid growth away from a largely agriculture based 
economy to an urban society with strong industrial and tertiary sectors. The industrial 
map of the country is still highly volatile and, by nature, does not command the 
necessary capital to make substantial long-term investments based on university-
enterprise collaboration. 
More than 40 % of employment is in the tertiary sector and in particular in tourism. 
Greek industry is typically small in size with low technological input and limited 
Higher Education-Industry Cooperation 
S"S~ 
technological innovation. International industry, such as pharmaceuticals, tends to be 
dominated by multinational capital and therefore imported know-how. 
• The Federation of Greek Industry has declared their intention to create a new 
environment of collaboration with universities in order not to miss the technological 
revolution. This is, at least, creating the rhetoric of change. 
5 Investment by Industry in higher education 
• Industry is traditionally very reluctant to invest in research projected developed by the 
Greek higher education structure. 
COMETT IN GREECE 
COMETTI 
Projects accepted : 105 
Outputs produced : 49 materials, 79 courses, 4 studies, 2 newsletters, 1 
database 
COMETT II (1990 + 1991 + 1992) 
Projects accepted : 117 
Budget allocated : ECU 8,781,914 
UETPs : 7 regional, 7 sectoral 
Students : 647 received, 967 sent 
Projects dealing with short training courses : 29 
Joint training projects : 16 + 2 Pilot projects 
Organisations participating in accepted projects : 471 enterprises, 93 
universities, 202 other organisations and 14 UETPs 
Higher Education-Industry Cooperation 
«T6 
National experience : Ireland 
Specific legislation promoting higher education - Industry cooperation 
Existence of different sectors of higher education system (university sector, of which 
former National Institutes of Higher Education (NIHE) are now a part) and vocational 
training sector (regional technical colleges) 
Constitutions of HEIs specifically provide for consultancy, applied research, and other 
commercial activities 
Tax relief is given to encourage investment in R&D, patenting of inventions, and 
payments to higher education institutions for specified research and training activities. 
Specific programmes promoting higher education - Industry cooperation 
In the early 1980s the National Board for Science and Technology generated the 
National Science and Technology Programme. It initiated changes in the basis of 
apportioning funding by focusing on precompetitive research in areas of strategic 
importance for industrial development, such as information technology. 
The Department of Industry and Commerce has created EOLAS (the Irish Science & 
Technology Agency), which aims at encouraging higher education industry cooperation, 
and provides support for research and industrial liaison offices. Under the EOLAS 
scheme in 1992, 80 companies will receive 50 % of the costs of sponsoring a graduate 
undertaking a Masters Programme by research into an aspect chosen by the enterprise. 
The industrial development Authority (IDA), another creation of the Department of 
trade and Commerce, provides support for innovation centres and start-up companies 
The ERDF (Irish Programmes with EC Regional Development Fund Support) for : 
o Programmes in Advanced Technology (PATs) : funding for development of critical 
mass of expertise, equipment and facilities in technology niche areas 
o Higher Education - Industry Cooperation Scheme : co-funding of collaborative R&D 
between HE and industry 
o Applied Research Programme : the development of R&D capability in the vocational 
education colleges 
o Industrial Liaison Officer Programme : pump-priming funding of establishment of 
Industrial Liaison Offices in vocational training sector 
o Placement Programmes : Techstart and Technology Management Programme for 
transfer of skilled personnel into firms 
o Regional Infrastructure Development : for development of campus infrastructure (eg 
buildings for regional centres of expertise) 
Main developments In higher education 
Industrial Liaison Offices have been created in most third level colleges, generally 
accompanied by Industrial Liaison Committees or Industry Advisory Boards 
National network of Industrial Liaison Officers (linked to UK UDIL organisation) has 
been launched 
Most universities have developed supportive policies and procedures for establishment 
of campus companies to commercialise ideas arising from research programmes, or to 
commercialise university services in a particular technology area, some universities 
have developed holding companies specialising in licences and patents. Other 
universities offer incubator facilities for developing SMEs. 
Policy move towards strategic research support, thereby encouraging industry linkage 
Specific policies for commercial exploitation (eg intellectual property policies) 
Growth of continuing education and training on a commercial and collaborative basis 
Higher Education-Industry Cooperation 
S Ï 
Legislation currently under consideration before the irish Parliament will give the 
regional Technical Colleges substantial autonomy and formally legalize their research 
and commercial activities. 
Main developments in Industry 
Participation in Governing Boards of newer universities and of vocational training 
colleges 
Support of specific initiatives (eg scholars' programmes, endowed chairs) such as, most 
notably, the Smurfit funding of the Graduate School of Business at University College 
Dublin. 
Location of industry R&D activities on university campuses 
Participation in curriculum development and validation through collaboration in the 
NCEA (National Council for Educational Awards) 
Increased participation in student placement schemes (estimated 1700 placements 
annually) r' 
Gifts for specific major facilities at HEIs 
Increased participation by chambers of commerce and industry associations in various 
cooperative programmes 
Many companies provide sponsorship for their employees to attend Masters 
Programmes such as MBA and Master in Industrial Engineering. 
Investment by Industry in higher education 
(Only published data relates to R&D) Industry contribution to R&D expenditure by 
higher education rose from 7.2 % in 1986 to 8.5 % in 1988 
It is estimated that the total amount of private funding of projects for the development 
of facilities in the public sector has totalled over £50 million in recent years. 
COMETT IN IRELAND 
COMETTI 
Projects accepted : 50 
Outputs produced : 8 materials, 50 courses, 5 studies, 1 newsletter 
COMETT II (1990 + 1991 + 1992) 
Projects accepted : 81 
Budget allocated : ECU 6,134,498 
UETPs : 3 regional, 2 sectoral 
Students : 594 received, 722 sent 
Projects dealing with short training courses : 15 
Joint training projects : 12 + 2 Pilot projects 
Organisations participating in accepted projects : 293 enterprises, 42 
universities, 89 other organisations and 5 UETPs 
Higher Education-Industry Cooperation 
^S 
National experience : Italy 
Specific legislation promoting higher education - industry cooperation 
In 1980 the Italian government passed the 382 law regulating the presence of private 
industry in the universities through activities of R&D. The law also proposed a 
framework through which university staff could receive remuneration for such extra­
curricular activities. 
In 1985 the 705 law established the framework for the presence of the universities in 
consortia and research companies. 
In 1990 and 1991 the government legislation regulated private sector involvement in 
teaching duties in the universities and also encouraged the universities to offer more 
targeted vocational courses. 
Specific programmes promoting higher education - Industry cooperation 
The Three Year Development Plan 1987-89 budgeted 33 MECU for the development of 
cooperation between university and enterprise. 
The Three Year Development Plan for S. Italy 1990-92 also encouraged the development 
of cooperation above all in the sphere of Science and Technology Parks. 
Main developments In higher education 
Universities consider that 63 % of the collaboration they have with private enterprise 
is through R&D projects, while 10 % is through consultancy activities. 
Most universities have industrial liaison offices. 
Universities have established offices with responsibilities for R&D, European 
Programmes and student mobility. 
Most universities collaborate in R&D consortia. 
Main developments in Industry 
Private companies consider that 44 % of the collaboration they have with universities 
is on R&D projects, 12 % on consultancy and 11 % on mobility grants. 
In 1990, the Confindustria established an agreement with MURST to regulate 
university career guidance, innovation of teaching curricula, development of targeted 
short diploma courses and vocational post-secondary level training courses and R&D. 
Many of the larger companies have developed university liaison executives which 
specialise in the establishing R&D contracts, student mobility demands and supplying 
products to the university market. 
All local Industrial Associations have offices which manage their relations with higher 
education establishments in the area. 
Investment by Industry In higher education 
In 1987 universities received 4.7 % of their funds from contracts with third parties, 
mainly industry. 
In 1986 only 0.53 % of the total industrial budget for R&D was awarded to universities. 
In over 75 % of these cases the individual research contract was worth under 
6.500 ECU. 
Higher Education-Industry Cooperation 
GQ> 
6 Other key points 
• Two of the major universities in Italy (Bocconi, LUISS) are the result of private 
industry-based entrepreneurial initiative private and are not, therefore, State 
organisations. 
COMETT IN ITALY 
COMETTI 
Projects accepted : 99 
Outputs produced : 89 materials, 151 courses, 20 studies, 4 newsletters, 8 
databases 
COMETT II (1990 + 1991 + 1992) 
Projects accepted : 160 
Budget allocated : ECU 13,417,108 
UETPs : 13 regional, 6 sectoral 
Students : 1,194 received, 1,177 sent 
Projects dealing with short training courses : 38 
Joint training projects : 32 + 2 Pilot projects 
Organisations participating in accepted projects : 760 enterprises, 141 
universities, 454 other organisations and 19 UETPs 
Higher Education-Industry Cooperation 
c o 
National experience : Luxembourg 
Specific legislation promoting higher education - industry cooperation 
There is a need to take full account of the special situation of a Luxemburg, where the 
range of industrial activity as well as the scale of its higher education provision is 
limited. 
Creation in 1987 (through the Law on Research and Development) of Public Research 
Centres ("centres de recherche publics") within the Centre Universitaire de Luxembourg 
and the Institut Supérieur de Technologic These centres have autonomous status and 
legal personality and have as their mission to create competence centres able to effect 
technology transfer to industry. 
Specific programmes promoting higher education - Industry cooperation 
No specific programmes other than the activities of the Public Research Centres 
(described below), covering technology transfer, high-level industrial training, and 
training grants for researchers. 
Main developments In higher education 
There are limitations on the capacity of higher education institutions to engage in 
cooperative activity in so far as they have no separate legal status and are therefore 
unable to enter into contractual obligations in this area. A study is in course on the 
organisation of higher education in Luxemburg, where the legal framework for extended 
higher education activities will be examined. 
Public Research Centres ("centres de recherche publics") within the Centre 
Universitaire de Luxembourg and the Institut Supérieur de Technologie. These centres 
have autonomous status and legal personality and have as their mission to create 
competence centres able to effect technology transfer to industry (which is carried out 
by means of specific agreements between the centres and the industries concerned). 
Industry is widely represented on the governing bodies of these centres. 
Creation, in cooperation with industry and the services sector, of new 2-year training 
cycles at post-secondary level, leading to the BTS qualification. 
Main developments In Industry 
Despite recent difficulties as a result of the recession, the cooperative activities with the 
Public Research Centres are now beginning to bear fruit. 
Higher Education-Industry Cooperation 
6 A 
COMETT IN LUXEMBOURG 
COMETTI 
Projects accepted : 5 
Outputs produced : 17 materials, 27 courses, 4 studies, 1 newsletter 
COMETT II (1990 + 1991 + 1992) 
Projects accepted : 5 
Budget allocated : ECU 1,085,000 
UETPs : 1 regional 
Students : 38 received, 6 sent 
Projects dealing with short training courses : -
Joint training projects : 3 + 1 Pilot project 
Organisations participating in accepted projects : 19 enterprises, 4 universities, 
20 other organisations and 1 UETP 
Higher Education-Industry Cooperation 
6 <L 
National experience : Netherlands 
Specific legislation promoting higher education - industry cooperation 
The higher education sector is divided into university (WO) and higher vocational 
training (HBO) sectors 
Community service is explicitly mentioned in 1986 Laws on higher education as one 
of higher education's objectives (Government concern for accessibility of scientific 
knowledge and for relationship between higher education and labour market) 
Specific programmes promoting higher education - Industry cooperation 
Scheme for collaborative development of postgraduate university courses 
Foundation for Technological Research (STW) subsidies for research of high commercial 
value 
Ministry of Economic Affairs has two large programmes : Innovation-directed Research 
Programmes (stimulating technological research) and Programmatic Enterprise-directed 
Technological Stimulation (PBTS) (assisting collaborative development of new 
commercial products) 
Ministry of Education agreements on specific collaboration (eg stimulation of student 
interest in science). 
Internship programmes within degree programmes of both HBO and university 
institutions 
Special 2-year vocationally focused training programmes have been developed, 
especially in the technology sectors such as engineering, involving the Ministry of 
Education and Science - KM - RCO. 
Main developments in higher education 
In HBO sector (vocational higher education sector) Board members and vocational 
committees often include industrialists 
Increased use of quality assessment schemes which include peer group and industry 
review 
Coordinators for internship programmes in HBO institutions and (where there are 
internship programmes) in universities 
Industrial Liaison Offices in most HBO institutions (some cooperating with liaison 
offices of nearby universities, some integrated into local chambers of commerce) 
Industrial Liaison Offices/Transfer Points in universities 
Permanent education programmes in expansion in both higher education sectors 
Exchange chairs and guest teacher provision in universities 
"Integrand" scheme organised by students as brokerage for industry-based projects for 
students. 
In HBO sector 6 month-1 year industrial student placements are an obligatory part of 
the curriculum. Such placements are less frequent and, when they occur, snorter in 
WO sector. 
The reduction from 5 to 4 in graduate study years in engineering degrees has 
decreased the importance of the role of industrial placements. 
Main developments In industry 
Funding of professorships and guest tutorships in higher education institutions 
Receipt of internship and vocational training project students 
Funding of trainee research assistantships (salary and equipment) 
Supply of equipment for contract research 
Higher Education-Industry Cooperation 
6T> 
• Large companies have specific officers concerned with contact with higher education 
5 Investment by Industry in higher education 
• Total flow of "third" funds to university budgets rose from 7.3 % in 1985 to 10.8 % in 
1988 
• Percentage of total industry R&D budget allocated to universities has remained fairly 
constant between 1986 and 1989 at about 0.30 % 
6 Other key points 
• National level contact and dialogue between national bodies (eg RCO, VSNU, HBO-
Council, Ministry of Education and Science) 
• Financial retrenchment has placed more pressure on higher education to generate 
additional income from other sources 
COMETT IN THE NETHERLANDS 
COMETTI 
Projects accepted : 83 
Outputs produced : 26 materials, 74 courses, 4 studies, 4 newsletters, 1 
database 
COMETT II (1990 + 1991 + 1992) 
Projects accepted : 90 
Budget allocated : ECU 7,658,939 
UETPs : 3 regional, 6 sectoral 
Students : 825 received, 693 sent 
Projects dealing with short training courses : 16 
Joint training projects : 15 + 3 Pilot projects 
Organisations participating in accepted projects : 389 enterprises, 106 
universities, 239 other organisations and 8 UETPs 
Higher Education-Industry Cooperation 
CH 
National experience : Portugal 
Specific programmes promoting higher education - Industry cooperation 
In 1980 the INESC (Institute for Systems and Computer Engineering ) was established 
to provide an interface between the Technical University of Lisbon and the 
communications and IT sectors. The main focus of activity is to encourage R&D and 
training in advanced technology. The institute now numbers 800 staff working on EC 
Programmes (29 Esprit projects), contract research, training and associated ventures. 
The Institute is managed by a joint university-enterprise board. The university 
enterprise partners of INESC generated AITEC (Tecnologias de Informaçâo SA), a joint 
stock company, in 1987 to act as a technology transfer and business incubator service 
In 1984 FUNDETEC (Fund for the development of teaching Electrical, Electronic, and 
Computer Engineering and Technology) was established by the Technical University of 
Lisbon to develop new training programmes for engineers in partnership with industry. 
In 1986 INEGI (Institute of Mechanical Engineering and Industrial Management) was 
established at Porto to improve the university enterprise links in the sector of 
mechanical engineering. The Institute undertakes training programmes for both 
managers and executive engineers as well as R&D. 
In 1987 ITEC (The Technical Institute for the European Community) was established 
by the Technical University of Lisbon to encourage the Portuguese participation in EC 
Programmes through the establishment of university-enterprise interfaces. 
In 1988 the Government established the CESE (Conselho para a Cooperaçâo Ensino 
Superior-Empresa) to propose procedures and policies to the Government to improve 
collaboration between the HE sector and industry. CESE also hosts the COMETT 
national Information Centre. 
Main developments In higher education 
There are 4 traditional universities in Portugal (2 in Lisbon, Coimbra and Porto). From 
1973 important new universities have been founded in Lisbon, Minho and Algarve 
bringing the number of public universities to 14. There are also 8 private universities. 
There are 14 polytechnic Higher Education establishments. 
HE establishments are creating Industrial Liaison Offices. 
Other key points 
The concept of joint university-enterprise Science and Technology Parks encouraging 
collaboration between the industrial and academic sectors has recently developed . Of 
particular importance are the ones in Lisbon and Porto, in the North. 
Higher Education-Industry Cooperation 
éÇ 
COMETT IN PORTUGAL 
COMETT I 
Projects accepted : 69 
Outputs produced : 47 materials, 214 courses, 10 studies, 6 newsletters, 1 
database 
COMETT II (1990 + 1991 + 1992) 
Projects accepted : 96 
Budget allocated : ECU 6,687,427 
UETfls : 5 regional, 5 sectoral 
Students : 572 received, 613 sent 
Projects dealing with short training courses : 24 
Joint training projects : 13 t 2 Pilot projects 
Organisations participating in accepted projects : 299 enterprises, 63 
universities, 157 other organisations and 10 UETPs 
Higher Education Industry Cooperation 
Go 
National experience : United Kingdom 
Specific legislation promoting higher education - Industry cooperation 
The Department of Trade and Industry (DTI), The Department of Employment (DoE) 
and the Department of Education and Science (DES) are all involved in policy 
development for the university-enterprise collaboration. Most government departments, 
and especially Ministry of Defence and Department of Health are customers for 
research and other services. 
Government policy makers aware that UK suffers from a "technology transfer gap". 
March 1991 budget allowed tax incentives for training. The estimated cost of this 
action in 1992-3 is £20M. 
Specific programmes promoting higher education'Industry cooperation 
Teaching Company Scheme, founded in 1970s, funds young graduates, employed by 
academic institutions to work on defined projects on industrial premises. SMEs can 
profit from à 50-70 % contribution to the total costs1. Over lt)00 projects funded so far. 
LINK, established in 1987/8, offers public supriôrt' up' to 50 % for research projects 
involving one "science based and (usually) two industrial partners". Estimated 301 
projects to be funded by December 1992. 
CASE encourages industry to sponsor postgraduate students, normally for three years, 
in return for work on a particular project. This programme, extremely popular with 
SMEs, organised 800 awards in 1991. 
Enterprise Initiative offers companies the opportunity to engage university consultants 
for short periods with 50 % costs being met through public funds. 
In 1991 the DTI allocated £6M to support schemes to strengthen university-enterprise 
collaboration and in particular to encourage technology audits. 
In March 1992 a further scheme was announced for the creation of "Faraday Centres" 
for the training of postgraduate researchers on industry-relevant projects, largely to 
take place on industrial premises. This programme is based on the German Fraunhofer 
scheme. 
Enterprise in Higher Education Scheme, launched in 1988, encourages higher 
education establishments to become involved in enterprise related activities, including 
curriculum development and the creation of employer relations. 56 institutions have 
so far obtained public co-funding of up to £2M for 5 years. 
1989 National Training Task Force generates a regional network of Training and 
Enterprise Councils (TECs), which seek to prioritise vocational training issues by 
encouraging entrepreneurs to see the link between effective training and business 
performance. The TECs promote a variety of training schemes which can involve 
university participation such as Employment Training, Business Growth training. 
National Vocational Qualifications initiative, based on standards defined by lead bodies 
representing industry and commerce. 
High Technology National Training (HTNT) programme for unemployed people in which 
employers carry out a teaching role. 
In Scotland and Wales there are autonomous government sponsored programmes 
promoting synergy between university and enterprise. In Scotland there is the Scottish 
Enterprise programme, while in Wales activities are coordinated by the Training, 
Enterprise and Education Advisory Group. 
Main developments In higher education 
There is extensive representation of professional and industrial bodies on the governing 
bodies of higher education institutions (and their sub-committees). 
Higher Education-Industry Cooperation 
£Y 
• Pickup scheme funds the development of new vocational and continuing education 
courses to be held by higher education establishments. 
• The concept of corporate status is increasingly extended to higher education 
establishments. A high number of universities have also created separate limited 
companies - particularly for licensing technology. 
• University staff may now be actively encouraged to participate in research and its 
commercial exploitation through revenue sharing schemes. Such schemes are, 
however, still comparatively rare. 
• Most universities have industrial liaison offices as reflected in the creation of two 
national organisations. UDIL (University Directors of Industrial Liaison) and AILO ( 
Association of Industrial Liaison Officers). 
• 36 universities have developed science parks frequently on their own premises. 
4 Main developments In Industry 
• Members from industrial concerns make up 50 % of the boards of the Universities 
Funding Council and the Polytechnics and Colleges Funding Council, which are the 
two major UK grant giving bodies for higher education. 
• In 1985 the Council for Industry and Higher Education (CIHE), an independent body 
of directors of large corporations and heads of H.E. establishments was formed. It 
promotes a fundamental broadening of the concept of general education as well as the 
development of networking at many levels between universities, polytechnics and 
companies. 
• CBI is used to negotiate industry's position with regard to higher education in the 
absence of a specific national body. 
• Accreditation by higher education institutions of company training courses (CATS). 
• Some major industries have also nominated education liaison officers. This is rare and 
absent in SMEs. 
• Industry has developed the Association of Graduate Recruiters, a representative body 
expressing the qualitative and quantitative needs it has in the field of graduate 
recruitment. 
5 Investment by Industry In higher education 
• Investment by industry in university research budget rose by 76 % 1986-90 to £ 104M. 
• Business support in universities amounted to 6.3 % total university income in 1987-8. 
This is compared to only 2 % in polytechnics. 
Higher Eduiiation Industry Cooperation 
(Z 
COMETT IN THE UNITED KINGDOM 
COMETTI 
Projects accepted : 216 
Outputs produced : 111 materials, 142 courses, 30 studies, 15 newsletters, 17 
databases 
COMETT II (1990 + 1991 + 1992) 
Projects accepted : 258 
Budget allocated : ECU 21,599,279 
UETPs : 17 regional, 11 sectoral 
Students : 2.240 received, 2.439 sent 
Projects dealing with short training courses : 54 
Joint training projects : 42 + 4 Pilot projects 
Organisations participating in accepted projects : 1,658 enterprises, 372 
universities, 427 other organisations and 28 UETPs 
Higher Education-Industry Cooperation 
£<$ 


ISSN 0254-1475 
COM (92) 457 final 
DOCUMENTS 
EN IO 16 
Catalogue number : CB-CO-92-478-EN-C 
ISBN 92-77-48792-5 
Office for Official Publications of the European CommiTmties 
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