roadMAP [PDF, 1.9 MB] - fteval

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1 INTRODUCTION This handbook is the result of a two years information exchange amongst experienced RTDI 1 programme managers and complementary organisations. It tries to codify good practices that were observed in 16 RTDI programmes. 10 programmes were discussed in depth in workshops of the MAP Thematic Network (MAP-TN), 6 other programmes were studied within the STRATA project StarMAP (both projects will be described in chapter 1.4). The RTDI programmes selected may be classified as Multi Actor Multi Measure programmes (MAPs; further description see chapter 4) with a focus on cooperation between science and industry. Nevertheless a huge variety of features and management practices was observed, depending both on the National Innovation System (NIS) in the respective country (especially the institutional setting) and on the problems addressed. However there are communalities that turned out to be used widely and successfully within the limits of certain frames and conditions. As these frames and conditions are the key issue for the successful implementation of an RTDI programme, the following approach was chosen for this handbook: 1.1.1 Content of the handbook: At the very beginning you will find a definition of MAPs, showing the complexity of this specific type of programme to which we refer specifically in this handbook which was developed by the network. The MAP definition is followed by introductory remarks about “why are MAPs so important?” After that you will note that the chapters follow the life cycle of RTDI funding programmes, namely design, selection procedures and contract negotiations, implementation, monitoring and evaluation as shown in the graph below: Exhibit 1: Policy Cycle for RTDI Programmes 1 Research, Technological Development and Innovation roadMAP 1
The chapter on the design phase deals with the reasons for launching a MAP, actors in the design process, the relations between overall and operative goals and the interface between programme design and evaluation, MAP guidelines, international influence and opening up of national programmes. Finally we talk about the lessons learned from the MAP-TN and StarMAP. The following chapter describes strategies and operative issues with regard to selection procedures, e.g. amongst which options you can chose and which advantages and disadvantages go along with a specific option. We talk about calls for proposals and proposal evaluation, followed by lessons learned from the individual MAPs. We continue with contract negotiations, having a look at the evaluator’s input to the contract negotiations, consortia building, funding and costing principles, the contract negotiations themselves and finally contractual issues, again with a number of lessons learned. The last chapter is about monitoring and evaluation, looking at particularities of MAP evaluations, impact measurement approaches and the usefulness of measuring MAPs. The chapter concludes with numerous examples and experiences from MAP-TN and StarMAP on monitoring, project evaluation and programme evaluation. The latter is a general feature for all chapters mentioned above: All chapters include examples and experiences from 16 RTDI programmes, 15 2 of which could be classified as MAPs according to the definition developed in the MAP-TN (see chapter 2.2). In the final part of the handbook you find a chapter on governance and social norms, touching the issues of power, steering and framework conditions as well as funding cultures (traditions, experiences and habits) and a chapter about Organisational Learning. In the Annex we have also attached comparability sheets of the main features of the MAP-TN programmes, accompanied by detailed programme descriptions, as well as comparability sheets from the StarMAP programmes. 1.2 How to read the roadMAP The target groups for our handbook are RTDI programme managers, RTDI policy makers and evaluators who would like to get a better insight into good internationally proven management practices of RTDI funding programmes as MAPs. Some of the content might sound trivial. In fact it is not, if you consider the complexity, the actors settings and all the things that can go wrong, which were also openly discussed in our network. The lessons learned also include critical success factors described in this handbook. 2 2 The exception is the TEFT programme in Norway, which is according to our definition not considered a MAP. roadMAP
Page 1 and 2: MULTI ACTORS AND MULTI MEASURES PRO
Page 3 and 4: ii roadMAP
Page 5: iv 6.8 Lessons from the MAP-TN and
Page 9 and 10: • Estonia: Ministry of Economic A
Page 11 and 12: The graph below is an attempt to vi
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Page 15 and 16: 10 “Performers” - Measures on t
Page 19 and 20: • MAPs encourage interdisciplinar
Page 21 and 22: 4.2 Reasons for launching MAPs 4.2.
Page 23 and 24: We have to distinguish three issues
Page 25 and 26: To sum up: most MAPs are an answer
Page 27 and 28: 4.3 Actors in the design process 4.
Page 29 and 30: Box 3 The Australian CRC Programme
Page 31 and 32: 4.4.3 Scoring goals … and scores
Page 33 and 34: The larger size of the programmes a
Page 35 and 36: In MAPs (like in other programmes)
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Page 39 and 40: Box 9 The Austrian K plus programme
Page 41 and 42: 4.7 Lessons from the MAP-TN and Sta
Page 45 and 46: The conclusion is that we must sear
Page 47 and 48: Box 12 The UK Partners in Innovatio
Page 49 and 50: Exhibit 8: Open calls for proposals
Page 51 and 52: • The level of competition for aw
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Box 17 The Finnish Technology Progr
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Box 18 The German CC Nanotechnology
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The quality of education and traini
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Examining the critical success fact
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6.2 Evaluator input to the contract
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6.3.3 Key principles for consortium
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Notes: • Principal Agreement - is
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Box 21 Policy objectives in state f
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Contract negotiations within MAPs a
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• An agreed timetable is importan
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• Less standardisation is usually
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Relatively few MAPs involve initial
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However, there should be a good rea
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6.8.4 Duration of negotiations •
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7.2 Basic definitions and questions
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aggregated currently. Monitoring sh
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7.3.3 Evaluating MAPs: How do we me
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Peers are important contributors in
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(iii) Help making the different per
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7.4.1 Monitoring The term "Monitori
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7.4.2 Project evaluation “Project
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Box 27 Comprehensive stage-by-stage
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Box 28 Evaluation as a „learning
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enefit/cost analysis” where the d
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Modified peer review’s key weakne
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• Funding for MAPs usually origin
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Finally, some authors see in the ST
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which can be of a planned or unplan
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Another is the issue of the set of
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8.4.4 Fourth level („operative“
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Other points that matter are: • C
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8.6 Empirical findings from the MAP
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The co-ordination issue is tackled
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Examples for publicity vs. confiden
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(EE). Compared to other features of
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Box 32 Organisational Learning in A
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indeed play an important role to su
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9.6 Lessons learned - recommendatio
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130 roadMAP
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12 ANNEX 12.1 Definition of RTDI fu
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12.1.3 Instruments different from R
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12.2.3 SE: Competence Centre Progra
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12.2.7 SL: The Toolmaker’s Progra
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12.2.12 CA: NCE - Networks of Centr
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12.3 NL: TS - Technological Coopera
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European Commission (1999): Evaluat
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Schibany / Jörg / Polt (1999): Tow
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Country Organisation MAP AT TIG Kpl
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Country Organisation MAP 1. MAP gui
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Country Organisation MAP 1. Support
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Country Organisation MAP AT TIG K p
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Country Organisation MAP 1. Monitor
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Country MAP AU CRC CA NCE FI Techno
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