Mapping Diversity: Developing a European Classification of ... - U-Map

Indicator 1.3.2.: number of programmes considered by the institution to be professional
programmes
• data will be diffi cult to compare;
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Dimension 4: European educational profi le
This dimension is incorporated in ‘International Orientation’.
Dimension 5: research intensiveness
Indicator 2.2.1.: number of peer reviewed publications (per fte staff? Per number of staff?).
• important indicator;
• The project team should be very clear in defi ning academic staff. In the RAE work teaching staff
and research staff are separated from staff involved in teaching and research. It was debated
whether the traditional academic staff (combining research and teaching) should be counted
only or whether teaching assistants and research assistants should be counted as well. Given the
international practice, the latter is the preferred way
• An additional indicator for this dimension was suggested: 2.2.1a: CWTS crown indicator.
Dimension 6: innovation intensiveness research
It was suggested that the indicator for the innovativeness of research (number of contracts with
business and industry) could be refi ned. Looking at the number of new contract partners is a
more telling indicator for innovativeness. It takes a more dynamic view on innovation. Whether this
information will be readily available for all UK higher education institutions can be questioned.
The university uses four indicators or instruments for the commercialisation of research activities:
patents, licensing, royalties and spin out companies. It has also information on the interaction of
the university with SME.
Indicator 2.2.2a.: number of start-ups
• important indicator;
• data can be provided.
Indicator 2.2.2b.: number of patents applied for
• important indicator;
• data can be provided.
Indicator 2.2.3.: fi nancial volume of privately funded research contracts as % of total research
revenues.
• important indicator but should be broadened to all research related revenues;
• data can be provided.
• attention was focused on the way resources and costs are accounted for. The principle of full
academic costing is relatively new to the university and it has raised the overall costs. When
fi nancial data on resources or turn-over are used in an international comparative way, it has to be
clear that the same price method is used in all countries
Indicator 2.2.4.: turnover from licensing agreements
• data can be provided.
• It was furthermore suggested to expand the indicator on the innovativeness of research. In
MAPPING DIVERSITY