Area 1: Mutual benefits: Learning to work and working to learn
Room: Octogon, Room 1
There are several models which combine theory and methodology with practical experience. Dual Study programmes in particular aim to produce a better match between the competences of graduates and the requirements of employers. Other models also encourage close interaction and dialogue. All see the benefits of programme participants learning on the job, gaining insight into real work environments and developing work-based skills. In return, companies benefit from the knowledge and talent of graduates which in turn enhances business competitiveness.
Johannes Haas, Initiator of the first Austrian Dual Study Program 2002, Head of Degree Program “Sustainable Foodmanagement”, Joanneum University of Applied Sciences, Austria
Keith Herrmann, Director of Employability, University of Surrey, United Kingdom
Option 1.1: Expanding ‘dual studies’ across sectors and disciplinesThe ‘dual studies’ concept combines two places of learning: the lecture hall and a real workplace. At the moment, this concept has been implemented only a few Member States. However, it is gaining in popularity and other countries are now looking with interest at this model.
- "The educational turbo. Introduction of the dual upper education system in Hungary”
Barna Hanula, Dean of Audi Hungaria Faculty of Automobile Engineering at the Szechenyi Istvan University in Győr together with
Olivia Schubert, Head of Educational and Academic Cooperations at Audi Hungaria in Győr, Hungary
- „Elektrotechnik Dual – Value added for Universities, Businesses and Regional Development“
Stefan Fitz-Rankl, CEO University of Applied Sciences Vorarlberg, Austria
- "KnowledgeEngineering@Work: a triple Win for businesses, universities and students"
Frank Thuijsman, Coordinator, Knowledge Engineering @ Work, University of Maastricht, The Netherlands
Option 1.2. Thinking ahead: Responsible cooperationIn today’s knowledge economy, people need to understand more than their core discipline. Graduates need to combine their specialist knowledge with transferrable skills and wider knowledge such as corporate social responsibility and ethics. They need to be able to master and apply what they have learnt and they will need to seek opportunities to acquire and update their knowledge and skills.
- “He who pays the piper calls the tune? What happens when the pharmaceutical industry helps funding a chair in Business Ethics”
Markus Scholz, Chair of Corporate Governance & Business Ethics of the University of Applied Sciences FHWien of WKW, Austria together with
Ronald Pichler, Director Corporate Affairs, GSK Pharma Austria
- "The CASE Knowledge Alliance"
Petra Biberhofer, Knowledge Alliances, Competencies for a Sustainable socio-economic development, Vienna University of Economics and Business, Austria
- "Universités des Métiers et de l'Artisanat : bridging Skilled Crafts Sector and higher education"
Philippe Perfetti, APCMA and Université de Metiers, France
Area 2: Higher education institutions – a good place for future entrepreneurs?
Room: Julius Raab-Saal
Andreas Altmann, Rector of MCI Innsbruck, Austria
Marion Maurer, Director Human Resources and Member of the Board McDonald's Austria
How can institutions create entrepreneurial spirit among researchers, educators, company staff and students? Higher education institutions represent a safe yet exciting place to nurture talent. When university-business cooperation is embedded in the institutional approach, all parties can access ideas, resources and support. In this respect, interdisciplinary teaching and skills are vital. Learners can broaden their horizons and find ways to work with or even create businesses.
Speakers will bring examples of entrepreneurial education initiatives which have been designed with companies. Participants will discuss whether entrepreneurial attitudes can be taught or better learnt.
Option 2.1 Promoting entrepreneurial thinking and activitiesTo be competitive businesses will turn to flexible problem-solvers and disruptive innovators. Universities have a key role in preparing these individuals. There are many models which support this need including project-based learning, where students are tackling specific problems and teamwork approaches involving real-life cases.
- "Junior Enterprises - bridging the gap between academia and business"
Kassandra Petersen, Vice President and Director of Public Affairs Policy, Communication and Alumni Management, European Confederation of Junior Enterprises (JADE), Belgium
- “Knowledge transfer centre West (WTZ) and Studipreneurship Camp ideengarten”
Kathrin Treutinger, Lectures, University of Innsbruck together with
Birgit Wimmer-Wurm, Research Assistant, Johannes-Kepler-University Linz, Austria
- "Regional Development by Young Entrepreneurial Minds"
Mikael Scherdin, The Entrepreneurship Lab, Uppsala University, Sweden
Option 2.2. Turning ideas into action: Support for business creationInnovation happens not only in research institutes but within SMEs. Various support initiatives, programmes and intermediaries help new and established entrepreneurs to identify and overcome problems and to further develop their business.
- ”Facilitating Multidiciplinary Academic Action"
Matti Petteri Pöntiö, President of The Think Company Helsinki, Finland
- “Structure for spin-offs”
Irene Fialka, CEO of Innovation into business (INITS), Austria
- “Making gestigon: What startups and dancing have in common”
Erhardt Barth, Head of Institute for Neuro- and Bioinformatics, University Lübeck, Germany
Area 3: Evolving roles for higher education institutions
Room: Octogon, Rudolf Sallinger-Saal
Todd Davey, Lecture of strategic marketing, University of Applied Sciences Münster and Vrije Universiteit Amsterdam
Higher education institutions are seen as a driving force for innovation in regional, social and community contexts. They need to operate in a 'triple helix' mode which goes beyond mere provision of knowledge. The multi-faceted role of higher education institutions requires governance and leadership. One session will look at internal processes and roles within institutions and the other will look at engagement with regional players.
Option 3.1. Triggering institutional change in higher education institutionsModeration:
Dainius Pavalkis, Professor at the Lithuanian University of Health Sciences, former Minister of Education and Science of Republic of Lithuania
Many universities are aware that in order to add value in the quest for entrepreneurship significant internal change is needed. Some institutions are well ahead on this road, but for others the challenges are substantial. During this session a number of examples will show how universities are kick-starting and working on change.
- “Institutional Change in higher education in Ireland. Practical Example of HEInnovate – Framework for Entrepreneurial Higher Education Institutions”
Ruaidhri Neavyn, Higher Education Policy and Development Adviser for the Higher Education Authority and Department of Education and Skills, Ireland
- "Question - not answer: University as process "
Stephan Schmidt-Wulffen, Rector of New Design University, Austria
- “The "SMART" strategy for a smart university”
Jacek Makinia, Vice-rector for cooperation and innovation, Head of the Department of Sanitary Engineering, Gdańsk University of Technology, Poland
Option 3.2. Working for society and regional innovationModeration:
Attila Pausits, Head of the Centre for Educational Management and Higher Education Development, Donau-University Krems, Austria
Cooperation between universities and businesses takes many forms and embraces a diverse set of research, education and ‘third mission’ activities.This means the stimulation, creation and sharing of knowledge for the benefit of society in social, cultural and economic terms, aligned ideally with regional priorities.
- "Inclusive co-creation of knowledge for regional innovation systems and transition to sustainable development"
Margareta Dahlström, Department of Human Geography, Karlstad University together with
Maria Hollander, CEO of Paper Province, Sweden
- "Alliances. The new paradigm in economic development"
José Pietri, Knowledge Alliances 2015 MindShare Consulting (SHIP), France together with
Joe English, Head of Enterprise, Local Enterprise Office Meath, Ireland
- “Social responsibility, social design and urban innovation”
Gerald Bast, Rector University of Applied Arts, Austria
Area 4: Lifelong learners ready to tackle societal challenges
Room: Octogon, Room 2
Natalie Völk, Head of Department Lifelong-Learning, FHWien der WKW, Austria
Thomas Mayr, Director of ibw Austria - Research & Development in VET, Austria
Demographic imbalances, migration, economic uncertainty, the rise of new technologies are some of many complex challenges that affect companies and education providers alike. Collaboration between these players can help ensure relevant and high-quality lifelong learning provision. Making lifelong learning programmes more available and accessible will also help in the supply and upskilling of the workforce. Today, lifelong learning is seen as integral to career planning and career advancement, and also is essential for education permeability.
Option 4.1. Discovering new pathways for lifelong learningAs well as well-known concepts, there are new approaches to get people involved in continuous professional learning. That opens up the playing field for higher education institutions and helps companies with talent retention.
- "Personal training accounts to stimulate lifelong learning"
Anne Aubert, Vice-President in charge of the Careers Development Service, Université de La Rochelle, France
- "Best of both worlds for education and training: the public-private partnership in biopharmaceutical medicine"
Michael Wolzt, Head of European Medicines Research Training Network (EMTRAIN)
- "The Berufsakademie Programme - Hands-On Academia?"
Elisabeth Hassek-Eder, CEO of Best of Both Worlds, Hassek-Eder KG, Austria
Option 4.2. Academic upskilling – a permanent needSpeakers will look, from their perspective, at the role of higher education institutions and companies in conceiving, implementing and adapting lifelong learning schemes and incentives.
- "Breaking new ground with specializations"
Salla Huttunen, "Breaking new ground with specializations", Haaga-Helia University of Applied Sciences, Finland
- “Waitingroom or trainingcenter? The value of an academic education for a professional career.”
Raimund Lainer, Head of HR-Development, Spar Austria
- "Managing lifelong learning experiences in and through an international alumni network"
Barbara Stöttinger, Head of Executive Academy, Vienna University of Economics and Business, Austria