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Jobs.4.7: Teaching in universitiesRelevance:This indicator quantifies the number of staff members of the RI involvedin teaching activities at universities. Staff teaching at universitiesis an important instrument to foster a high quality of education,supply students with knowledge about cutting edge research andinform them about research opportunities, popularise the RI’s researchresults, and attract young researchers to the RI.Compilation:• Gather information about the number of employees from the RIinvolved in teaching activities at universities, according to formalcontracts agreed with universities.Definitions and explanations:NoneData sources and collection methods:• Document analysis (such as annual reports, internal databases, HRdocuments, etc.)• Interviews with suitable internal and external experts (project coordinator,scientific manager, HR manager, etc.)• Analysis of secondary data from reference facilities (such as annualreports or websites)Data analysis methods:• Descriptive content analysis• Case studies of reference facilitiesReferences:None182
Category Jobs.5: Training of Scientists and TechniciansHow does the RI contribute to the scientific and technical skill development?The indicators of this category capture the main features of the RI’s strategy for scientific and technical skills development, describe to whom it istargeted and explore the expected impact from the scientific and technical training activities. Quantitative as well as qualitative indicators are proposed.Indicators:Jobs.5.1: Strategy for scientific and technical skill developmentJobs.5.2: Scientific and technical skill development activitiesJobs.5.3: Participants in scientific and technical skill development activitiesJobs.5.4: Expected impacts of scientific and technical skill development activities183
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EditorsAdrian Curaj & Katja PookAut
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ForewordTen years after the first i
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List of contentsWhat can be expecte
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Category Reg.2: Political environme
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Jobs.2.7: Spending on HR by type of
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Eco.4.2: Initiatives to reduce poll
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TempEco.Int: Interview GuidelineTem
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Assessing RIs in Europe - the polic
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A simple, but important distinction
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The role of RIs beyond scientific i
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• A structured exploration of the
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Figure 1: Roles and an example of t
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FenRIAM consists of eight modules c
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try or the European Union as whole.
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Scoping - UC3The two most important
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Scoping - UC5The ex-ante estimation
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Category RI.1: Scientific Backgroun
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RI.1.2: Key scientific fields for u
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Category RI.2: Technical Performanc
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RI.2.2: Technical performance of th
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Category RI.3: Competing and Comple
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RI.3.2: Planned facilities of the s
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Category RI.4: Investor Consortium
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RI.4.2: Facility SiteRelevance:The
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RI.4.4: Motivations and expectation
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Category RI.5: Project Budget and C
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RI.5.2: Available construction fund
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RI.5.4: Available operation funds a
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Category RI.6: Scientific Activitie
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RI.6.2: R&D strategy and strategic
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RI.6.4: Strategy and resources for
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RI.6.6: Strategy and resources for
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Category RI.7: Procurement and Sale
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RI.7.2: Procurement process and pro
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RI.7.4: Industrial sectors and mark
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Category RI.8: Public RelationsHow
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Category RI.9: Human ResourcesHow w
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RI.9.2: HR planning and recruitment
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RI.9.4: Mean salary level by occupa
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Module Regio - Regional ProfileDivi
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Reg.1.1: Centrality, borders, and c
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Category Reg.2: Political environme
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Reg.2.2: Administrative organisatio
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Category Reg.3: Legal framework con
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Reg.3.2: Effectiveness/efficiency o
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Reg.3.4: Taxation and feesRelevance
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Reg.4.1: IT infrastructures and ser
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Reg.4.3: General suppliesRelevance:
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Category Reg.5: Labour marketWhat a
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Reg.5.2: Wages, pension policyRelev
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Category Reg.6: Regional economyWha
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Reg.6.2: Economic performance and c
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Reg.7.1: Existing research faciliti
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Reg.7.3: Educational systemRelevanc
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Figure 8: The RI impact as a differ
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System Analysis - UC2In the case of
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Suggested procedure for success sce
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Figure 10. The RI impact as differe
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System Analysis - UC4In the case of
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Impact AssessmentModule S+T: Scienc
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S+T.1.1: Services and opportunities
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S+T.1.3: Access and maintenance tim
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S+T.1.5: Monetary value of offered
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S+T.2.1: Publications (all types)Re
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S+T.2.3: New standards and procedur
Page 132 and 133: Category S+T.3: Innovation OutcomeH
Page 134 and 135: S+T.3.2: Instruments and productsRe
Page 136 and 137: Category S+T.4: Networking & Collab
Page 138 and 139: S+T.4.2: Research contracts & proje
Page 140 and 141: S+T.4.4: Organised scientific event
Page 142 and 143: S+T.4.6: Major networks with indust
Page 144: Category S+T.5: Impact on Suppliers
Page 147 and 148: S+T.5.3: High-tech contracts and ut
Page 149 and 150: S+T.5.5: Low-tech contractsRelevanc
Page 151 and 152: Category S+T.6: More impacts on fir
Page 153 and 154: S+T.6.2: Customers and contractsRel
Page 155 and 156: S+T.6.4: RevenuesRelevance:This ind
Page 157 and 158: S+T.6.6: Scientific papers cited in
Page 159 and 160: Module Jobs: Work & PopulationModul
Page 161 and 162: Jobs.1.1: Generated economic effect
Page 163 and 164: Jobs.2.1: HR by occupation category
Page 165 and 166: Jobs.2.3: Recruitment markets by oc
Page 167 and 168: Jobs.2.5: Type of contract by gende
Page 169 and 170: Jobs.2.7: Spending on HR by type of
Page 171 and 172: Category Jobs.3: Indirectly Created
Page 173 and 174: Jobs.3.2: Jobs created in spin-offs
Page 175 and 176: Category Jobs.4: Training of Studen
Page 177 and 178: Jobs.4.2: Nationality of trained st
Page 179 and 180: Jobs.4.4: Resources for research tr
Page 181: Jobs.4.6: Events for studentsReleva
Page 185 and 186: Jobs.5.2: Scientific and technical
Page 187 and 188: Jobs.5.4: Expected impact of scient
Page 189 and 190: Jobs.6.1: General training programm
Page 191 and 192: Jobs.6.3: Annual Spending on Genera
Page 193 and 194: Category Jobs.7: Labour MarketWhat
Page 195 and 196: Jobs.7.2: Long-term impact on jobs
Page 197 and 198: Jobs.7.4: Long-term impact on salar
Page 199 and 200: Category Jobs.8: PopulationWhat is
Page 201 and 202: Jobs.8.2: Long-term Impact on Educa
Page 203 and 204: Jobs.8.4: Expected population trend
Page 205 and 206: Category Life.1: HealthWhich influe
Page 207 and 208: Life.1.2: Benefits for societyRelev
Page 209 and 210: Life.1.4: Impact on health care wor
Page 211 and 212: Category Life.2: EducationHow do ed
Page 213 and 214: Life.2.2: Changes of education infr
Page 215 and 216: Life.2.4: Challenges on the skills
Page 217 and 218: Category Life.3: CultureHow does th
Page 219 and 220: Life.3.2: Effects on socio-cultural
Page 221 and 222: Life.3.4: Significant additional de
Page 223 and 224: Category Life.4: Lifestyle and soci
Page 225 and 226: Life.4.2: Development of lifestyle,
Page 227 and 228: Life.4.4: Long-term effect on the q
Page 229 and 230: Category Eco.1: EnergyWhat energy i
Page 231 and 232: Eco.1.2: Specific requirements on t
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Eco.1.4: Initiatives for a sustaina
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Category Eco.2: Water & EffluentsWh
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Eco.2.2: Type, quantity, and effect
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Eco.2.4: Effects on water supply an
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Eco. 2.6: New knowledge, methods, t
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Eco.3.1: Quantity of waste by type
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Eco.3.3: Type and quantity of handl
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Eco.3.5: New knowledge, methods, te
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Eco.4.1: Type, quantity, and effect
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Eco.4.3: Type, level, and effects o
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Eco.4.5: Impacts on light and light
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Category Eco.5: RadiationWhat radia
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Eco.5.2: Radiation risks, radiation
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Category Eco.6: Biodiversity & Habi
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Eco.6.2: Expected impacts of RI act
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Category Eco.7: Environmental Aware
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Eco.7.2: Impacts on environmental a
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Category Risk.1: Financial RisksWhi
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Risk.1.2: Financial risks for RI co
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Risk.1.4: Financial risks for RI up
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Category Risk.2: Public Acceptance
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Risk.2.2: Risk for a lack of public
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Risk.3.1: Supply risks for RI const
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Risk.3.3: Supply risks for RI upgra
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Category Risk.4: External Risks for
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Risk.4.2: Geological and hydro-geol
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Risk.4.4: Data security risksReleva
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Risk.5.1: Ecological risks during c
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Risk.5.3: Ecological risks during o
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Risk.5.5: Ecological risks during u
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Risk.5.7: Ecological risks during d
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Alternative ScenariosIn this chapte
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Preparatory workPrior to the Altern
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Guidelines for the Alternative Scen
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Selecting two drivers and building
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Examining wild cards effectsExamini
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ReportingThe final report of FenRIA
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Annex I: Templates for module S+TTh
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TempS+T.2.1: Selection of data coll
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S+T.1: User ServicesS+T.1.1: Servic
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S+T.3: InnovationS+T.3.1: Intellect
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S+T.5: Impacts on SuppliersS+T.5.1:
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TempS+T.Int: Interview GuidelineQue
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S+T.3: InnovationsS+T.3.1Question:H
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S+T.4.6Question:In which major netw
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S+T.5.4Question:Which further impac
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S+T.6.5Question:Which major researc
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Geographical area Host country EU m
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S+T.3: InnovationNameTypeIPR1S+T.3.
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Facility scientists as host scienti
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No. of contracts awarded to low-tec
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Industrial users and user companies
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Input-Output Method Step-by-StepInp
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Annex II: Templates for module EcoT
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TempEco.2.1: Category Eco.2 - Selec
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TempEco.Doc: Document Analysis Temp
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Eco.3: Materials & WasteEco.3.1: Qu
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Eco.5: RadiationEco.5.1: Type, leve
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TempEco.Int: Interview GuidelineQue
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Eco.2.3Question:What are the specif
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Eco.4: Emissions & NoiseEco.4.1Ques
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Eco.5.3Question:Are there any new d
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TempEco.Qu: Questionnaire (Please a
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Eco.3: Materials and WasteEco.3.1Qu
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TempRisk.1.1: Selection of data col
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TempRisk.Doc: Document Analysis Tem
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TempRiskDoc.4.1: External Risks for
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TempRisk.Int: Interview Guideline (
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Risk.4: External Risks for the Proj
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Temp RiskSupp: Interview Support Te
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RiskScale.2: Severity of EventsThis
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RiskMatrix: Risk Level DefinitionTh
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