<strong>Creat<strong>in</strong>g</strong> <strong>Prosperity</strong>: <strong>the</strong> <strong>role</strong> <strong>of</strong> <strong>higher</strong> <strong>education</strong><strong>in</strong> driv<strong>in</strong>g <strong>the</strong> <strong>UK</strong>’s creative economyxRecommendation 16: <strong>Universities</strong> must cont<strong>in</strong>ue to develop world-beat<strong>in</strong>g talent, but with<strong>in</strong>creas<strong>in</strong>g focus on <strong>in</strong>dustry exposure, employability and entrepreneurship. This will meanaction on <strong>the</strong> development <strong>of</strong> consistent standards for <strong>in</strong>dustry experience and entrepreneurship<strong>education</strong> as well as cont<strong>in</strong>u<strong>in</strong>g to engage employers <strong>in</strong> new models <strong>of</strong> <strong>in</strong>teraction that delivermutual benefit.Recommendation 17: Creative bus<strong>in</strong>esses should work <strong>in</strong> partnership with universities todevelop opportunities for <strong>in</strong>dustry placements, live briefs and practical experience for studentsat undergraduate and postgraduate levels.Recommendation 18: <strong>Universities</strong> should cont<strong>in</strong>ue to develop high-level and affordable CPDfor <strong>the</strong> creative <strong>in</strong>dustries through more flexible, tailored courses that meet <strong>in</strong>dustry needs.Recommendation 19: There is scope for <strong>in</strong>dustry to work with universities and public sectorpartners to build regional creative <strong>in</strong>dustries clusters and support <strong>in</strong>novation. Although <strong>higher</strong><strong>education</strong> is a powerful and natural partner for this, <strong>the</strong> support <strong>of</strong> <strong>in</strong>dustry and <strong>the</strong> relevantpublic bodies (for example LEPs) is essential.Recommendation 20: There should be ongo<strong>in</strong>g support for <strong>the</strong> Skillset Media Academies, withSkillset cont<strong>in</strong>u<strong>in</strong>g to play a coord<strong>in</strong>at<strong>in</strong>g <strong>role</strong> on strategic network development.p Students learn hands-on report<strong>in</strong>g skills at Cardiff University’s School<strong>of</strong> Journalism, Media and Cultural Studies, a world-lead<strong>in</strong>g centre formedia research, teach<strong>in</strong>g and journalism tra<strong>in</strong><strong>in</strong>g.Executive summary
<strong>Creat<strong>in</strong>g</strong> <strong>Prosperity</strong>: <strong>the</strong> <strong>role</strong> <strong>of</strong> <strong>higher</strong> <strong>education</strong><strong>in</strong> driv<strong>in</strong>g <strong>the</strong> <strong>UK</strong>’s creative economy11.0Foreword1.1 The creative economy is an area <strong>in</strong> which <strong>the</strong> <strong>UK</strong> can rightly claim to be a global leader. We have<strong>the</strong> largest creative <strong>in</strong>dustries sector <strong>in</strong> Europe, account<strong>in</strong>g for more than seven per cent <strong>of</strong> GDPcompared to around 2.6 per cent for <strong>the</strong> EU as a whole, which cont<strong>in</strong>ues to demonstrate strongeconomic growth and commercial and cultural success around <strong>the</strong> world.1.2 As <strong>the</strong> <strong>UK</strong> economy moves out <strong>of</strong> recession, <strong>the</strong> creative <strong>in</strong>dustries will be an <strong>in</strong>creas<strong>in</strong>gly importantdriver <strong>of</strong> economic recovery. A recent report by <strong>the</strong> Work Foundation identifies <strong>the</strong> creative<strong>in</strong>dustries as one <strong>of</strong> four key sectors that will lead economic growth <strong>in</strong> <strong>the</strong> future. This is due to<strong>the</strong> strong potential for growth <strong>in</strong> creative <strong>in</strong>dustries markets, but also to <strong>the</strong> wider contribution <strong>of</strong><strong>the</strong> creative sectors to o<strong>the</strong>r parts <strong>of</strong> <strong>the</strong> economy through <strong>in</strong>novation and spillover effects, and to<strong>the</strong> attractiveness <strong>of</strong> our cities to different k<strong>in</strong>ds <strong>of</strong> bus<strong>in</strong>esses and highly-skilled <strong>in</strong>dividuals(Work Foundation, 2010).1.3 Higher <strong>education</strong> is a fundamental driver <strong>of</strong> <strong>the</strong> creative economy. However, while national andregional strategies frequently acknowledge <strong>the</strong> important <strong>role</strong> <strong>of</strong> <strong>higher</strong> <strong>education</strong> <strong>in</strong> <strong>the</strong> creativesector, it is not always apparent that this <strong>role</strong> is fully recognised or well understood.1.4 With this <strong>in</strong> m<strong>in</strong>d, <strong>Universities</strong> <strong>UK</strong>, supported by Skillset, Research Councils <strong>UK</strong>, Guild HE, <strong>the</strong> UnitedK<strong>in</strong>gdom Arts and Design Institutions Association (<strong>UK</strong>ADIA) and <strong>the</strong> Council for Higher Education<strong>in</strong> Art & Design (CHEAD), commissioned a study <strong>in</strong>to <strong>the</strong> <strong>role</strong> and contribution that HE makes to<strong>the</strong> <strong>UK</strong> creative economy.1.5 The overall aim <strong>of</strong> <strong>the</strong> study was to provide an evidence-based account <strong>of</strong> <strong>the</strong> scope andimportance <strong>of</strong> <strong>the</strong> HE sector’s contribution to <strong>the</strong> creative economy and, where appropriate, tomake recommendations to government, <strong>in</strong>dustry and universities 8 . The research was focusedon two broad strands <strong>of</strong> activity:• research and <strong>in</strong>novation• skills, employability and entrepreneurship1.6 In l<strong>in</strong>e with <strong>the</strong> orig<strong>in</strong>al brief, <strong>the</strong> study gives particular focus to <strong>the</strong> digital content and related<strong>in</strong>dustries that underlie <strong>the</strong> fast-grow<strong>in</strong>g digital economy. Draw<strong>in</strong>g clear boundaries with<strong>in</strong> <strong>the</strong>creative <strong>in</strong>dustries is problematic, and we recognise that <strong>the</strong> economic success <strong>of</strong> <strong>the</strong> creative<strong>in</strong>dustries is underp<strong>in</strong>ned by <strong>the</strong> talent and vibrancy <strong>of</strong> <strong>the</strong> cultural sector as a whole. As a result,our research has given emphasis to <strong>the</strong> digital agenda, but not to <strong>the</strong> exclusion <strong>of</strong> <strong>the</strong> wider fields<strong>of</strong> <strong>the</strong> creative and cultural <strong>in</strong>dustries.1.7 There were several elements to <strong>the</strong> study process, <strong>in</strong>clud<strong>in</strong>g an extensive literature review, <strong>in</strong>terviewswith a wide range <strong>of</strong> public sector, <strong>in</strong>dustry and <strong>higher</strong> <strong>education</strong> stakeholders, and case studiesexam<strong>in</strong><strong>in</strong>g <strong>the</strong> different ways <strong>in</strong> which universities are engag<strong>in</strong>g with <strong>the</strong> creative economy. Theemerg<strong>in</strong>g f<strong>in</strong>d<strong>in</strong>gs were <strong>the</strong>n debated at a series <strong>of</strong> six focus group discussions held across <strong>the</strong> <strong>UK</strong>with <strong>in</strong>vited audiences compris<strong>in</strong>g representatives from <strong>higher</strong> <strong>education</strong>, bus<strong>in</strong>ess and <strong>the</strong> publicsector. These discussions were extremely useful <strong>in</strong> ref<strong>in</strong><strong>in</strong>g our th<strong>in</strong>k<strong>in</strong>g and help<strong>in</strong>g to frame broadareas for recommendations. They also provided an opportunity for stakeholders to reflect on <strong>the</strong>irown practice <strong>in</strong> light <strong>of</strong> <strong>the</strong> emerg<strong>in</strong>g f<strong>in</strong>d<strong>in</strong>gs.1.0 Foreword
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