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Life.2.1: Significant additional demand for educationRelevance:The indicator describes increased demand on education, in the quantitativeand qualitative aspects. It refers to schools, educational institutes,but not Universities or other institutions where education isclosely linked to research. (Those are covered in the module on Scienceand Technology.)Compilation:• Identify and report the (quantitative) demand for education generatedby the RI, e.g. more children in schools due to concentration ofyoung and middle-aged adults, working in the RI.• Identify and report qualitative demand for education, e.g. morelanguage skills, availability of English schools and national languagecourses for foreign RI workers.Data analysis methods:• Descriptive content analysis• Case studies of reference laboratoriesReferences:Use Eurostat statistics (or comparable), e.g. number of foreign languageslearnt per pupil, on:http://epp.eurostat.ec.europa.eu/portal/page/portal/product_details/dataset?p_product_code=TPS00056Definitions and explanations:If possible, the quantitative evaluations should be based on the estimatedtotal increase of the population, which includes also familymembers, workers on indirectly created working places, and studentsattracted to the region.Data sources and collection methods:• Analysis of documents such as the project proposal or documentsand databases of the HR department• Expert interviews (HR manager, other staff of the HR department)• In case of ex-post evaluation: Interviews with directors of schools,education experts in public administration• Secondary data analysis from reference facilities (e.g. SE impactreports)212
Life.2.2: Changes of education infrastructures and servicesRelevance:The indicator describes the need to adapt existing education infrastructureand services to the requirements generated by the RI. It is basedon the description of demand from indicator Life.2.1.Compilation:• Deduce requirements for education infrastructure and servicesfrom results of Life.2.1. Consider quantitative and qualitative changesor a combination, e.g. one more international school in the townwhere the RI is located or additional English-speaking classes in analready existing international school, the possibilities to get internationalhigh-school diplomas, offer of English-speaking music orphysical education, etc.• Identify and report gaps between the existing and needed educationinfrastructure and services.Data analysis methods:• Descriptive content analysis• Gap analysisReferences:NoneDefinitions and explanations:NoneData sources and collection methods:• Results from Life.2.1• Document analysis of information on existing education infrastructureand services• Interviews with education experts, such as directors of schools,with mayors, etc.213
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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
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Category S+T.3: Innovation OutcomeH
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S+T.3.2: Instruments and productsRe
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Category S+T.4: Networking & Collab
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S+T.4.2: Research contracts & proje
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S+T.4.4: Organised scientific event
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S+T.4.6: Major networks with indust
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Category S+T.5: Impact on Suppliers
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S+T.5.3: High-tech contracts and ut
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S+T.5.5: Low-tech contractsRelevanc
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Category S+T.6: More impacts on fir
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S+T.6.2: Customers and contractsRel
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S+T.6.4: RevenuesRelevance:This ind
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S+T.6.6: Scientific papers cited in
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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 and 182: Jobs.4.6: Events for studentsReleva
Page 183 and 184: Category Jobs.5: Training of Scient
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: Category Life.2: EducationHow do ed
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
Page 233 and 234: Eco.1.4: Initiatives for a sustaina
Page 235 and 236: Category Eco.2: Water & EffluentsWh
Page 237 and 238: Eco.2.2: Type, quantity, and effect
Page 239 and 240: Eco.2.4: Effects on water supply an
Page 241 and 242: Eco. 2.6: New knowledge, methods, t
Page 243 and 244: Eco.3.1: Quantity of waste by type
Page 245 and 246: Eco.3.3: Type and quantity of handl
Page 247 and 248: Eco.3.5: New knowledge, methods, te
Page 249 and 250: Eco.4.1: Type, quantity, and effect
Page 251 and 252: Eco.4.3: Type, level, and effects o
Page 253 and 254: Eco.4.5: Impacts on light and light
Page 255 and 256: Category Eco.5: RadiationWhat radia
Page 257 and 258: Eco.5.2: Radiation risks, radiation
Page 259 and 260: Category Eco.6: Biodiversity & Habi
Page 261 and 262: 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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