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Creativity in Higher Education Creative Universities and their Creative City:Regions Professor James Powell PVC Enterprise and Regional Affairs University of Salford & Coordinator of the EUA‟s Socrates Thematic Network - A Consortium known as the „European Creative City:Region Higher Enterprise Team‟ 1. Introduction & Summary As part of its membership activities, EUA has launched a new project – „‟Creativity in Higher Education‟ – with support from the European Commission in the framework of the Socrates Programme. In this context Salford University is leading, and coordinating, a programme of work with a consortium of seven European Universities. (Central European University – Budapest; Warsaw University of Technology; University of Starangar; Istanbul Technical University; Central Saint Martins College of Art and Design – London; Luhansk Taras Schevcehnko National Pedagogical University – Ukraine; and Salford form SECRET – a term which henceforth in this paper represents the work of the Socrates funded and EUA directed Creative City:Region Higher Academic Enterprise1 Team‟. This consortium has agreed to work to two main EUA objectives: To foster the development of creativity in European HEIs through good practices related to four network themes, involving all aspect of creativity in Higher Education To contribute in developing and improving an institutional culture of creativity. And, in particular, relating to the present paper, to set up a thematic network to explore that creativity led by, and with, universities who seek to be creative in their relationships with their Creative Cities and Regions. This theme was generated by the EUA in the belief that, by and large, knowledge production is city based and that most knowledge-creative regions are anchored around a city and its environs. So the network under consideration here is examining best practices in two areas: Engaging the local community in the higher education institutions. Understand appropriate urban/regional policy initiatives that would support adequately creative HEIs who wish to become involved in higher education enterprise. The SECRET Consortium, as we have styled ourselves, has only met once so far and agreed its methodology. It has already produced some most interesting institutional reports showing the breadth of what each partner means by creative relationship with their City:Regions, and their roles in them. The following short report shows the constructive progress to date and the development of a theory for improving the relationships between universities and their City:Regions. Early further discussion are tentatively suggesting the notion of a new form of university - a modern Renaissance university – one fit for purpose in the global knowledge economy and making a real impact in it. Appended to the paper, by way of a practical example, is Salford University‟s draft institutional report to the consortium which shows its best practices in the current context 2. Further Context for the Study of Creative Cities and Regions: HEIs, NGOs and Governments Many, especially and including the EUA, clearly believe that knowledge production is city based (e.g. Florida; Gertler & Vinodrai 2004): “Creative industries tend to cluster in large cities and regions that offer a variety of economic opportunities, a stimulating 1 Higher Academic Enterprise is the term in this paper used to reflect all University Outreach by the present partners to their creative City:Regions which seeks to design, develop, implement and evaluate successful externally facing „academic opportunities beyond means currently employed or available to the highest academic standard possible reflecting the mission of the University‟ environment and amenities for different lifestyles” (Wu 2005). In their development of the overall project the EUA concluded that „regions that are creative are also anchored around a city: e.g. Silicone Valley and San Francisco. So they set this thematic network up to examine best practices in two areas: The missions of higher education which include its creation of social and intellectual environments that are open to dialogue and debate about creative wealth creation, and also accessible to many different social groups. What are the ways in which HEIs can gain a good understanding of these environments? What types of structures and processes are needed to monitor the external environment? What types of activities and practices foster better links with this external environment? The urban and regional policy initiatives that engender and empower constructive development which can be revealed by examining the role of municipal government in: - Education - Developing financial support systems for innovation - Offering good government services in infrastructure (e.g. energy, telecommunication), planning, building permits and public services‟. The EUA wanted to understand what kind of public policy was needed to foster creativity in this context and what is the role of universities in driving the necessary agendas to achieve success in the global knowledge economy. They have also initiated three other complementary thematic networks in the portfolio to get a rounded view of Creativity in Higher Education. These are: Creative partnerhsips: HEIs and external stakeholders This network is focusing on ways in which HEIs can improve their creative potential and innovative output by involving stakeholder groups in the creative development process of products and services. It explores the development of creative lifelong learning provision, research partnership with industry and the impact of cultural activities on the creativity of local communities. Creative learners: Innovation in teaching and learning This network is exploring the possible ways in which creativity can be fostered through the teaching process. In addition, although the arts have been seen as the creative field par excellence, little attention has been paid to their contribution to the overall creative potential of HEIs. This network is considering how the arts could contribute to scientific and technical education and will identify good practices in the field. Creative HEIs: structures and leadership The network is focusing upon the internal environment of HEI and the factors that can boost creativity, particularly those issues that bear directly on academic enterprise, such as internal structures, leadership and group dynamics. This network is also discussing possibilities for structural changes in HEIs which could improve their creative and innovative potential. Furthermore, it is identifying good practices in sustaining a creative work environment, including ways in which HEI leaders can promote creativity and develop a creative culture in their institution. When the collective work of the EUA is complete the present work by SECRET will be firmly contextualised within the totality of these complementary studies 3. Objectives for the Project In order to firmly found their more theoretical considerations, SECRET has agreed to develop its project aims by firstly sharing the BEST PRACTICES2 in creativity of each partner University with respect to their City:Regions. SECRET wants to know precisely: 2 The importance of the context of a particular example of BEST PRACTICE will mean that it will not necessarily be directly transferable into another context. i. How Universities promote creativity and sustainable communities? ii. How the City:Region‟s Cultural and Creative Environment affects the University? iii. How Universities have helped embed Creativity in Disenfranchised Groups? iv. How Universities have dealt with aspects of Socially Inclusive Wealth Creation? v. The factors which PROMOTE/HINDER CREATIVITY Range of conditions Critical Success factors The Good Practices that enhance the creativity and innovative potential of HEIs and their external stakeholders The contribution of Quality Assurance procedures in raising (or blocking) the quality and level of innovation and creativity in the universities. Linked to the above, the potential conflicts between experimentation and risk minimisation/adversity in developing a broad range of higher academic enterprise The importance of Context – Economic and Social Environments plus 3 external stakeholder NEEDs/DEMANDs SECRET will use this case material to develop a theory upon which better relationships between Universities and the Creative City:Regions can be built. 4. Methodology of the Project The SECRET approach is simply to collate as broad a range of case materials, as time will permit, showing best practice relationships between differently creative universities and their creative City:Regions. In this process the SECRET partners should also help each other (a key aim of all Socrates programmes), and those eventually reading our final report to find out why our partner university approaches are creative, and what leads them to help their creative City:Regions. Definitional Agreements for creativity and creative City:Regions are being continuously explored and developed – each partner has agreed to develop their own working definitions and share/discuss these with other partners in order that a consensus can be reached. Each partner will describe: their own framework, showing the outreach process used by each university in building creative relationships with the region, what and how does the institution do in terms of outreach; why, with what motivations are they acting in the way they are; what are the institutional policies with respect to outreach and range of mechanisms, which are most effective in driving constructive change; and what is the impact – from building regional identity, to helping business organisations to improve local effectiveness, etc., thus hopefully suggesting a new mission for modern knowledge economy universities The central part of the methodology is the Best Practice Case Materials developed by each partner to a fair degree of detail against a template agreed by all the thematic partnership. These cases will be edited in a collective way using the interactive capability of the web site to reveal the most compelling and best exemplary cases that show the creativity and distinctiveness of the University partners. There will be 5 or 6 short case studies showing the nature, breadth and scale of the university‟s offerings at creative reach out to the City:Region and giving a broad brush summary of key projects portrayed, in no more than a page on each, including information on: initial motivation process impact internally, and on partners These summary cases will also include all aspects of Technology/Knowledge Transfer, Knowledge Exchange or Virtuous Knowledge Sharing. They involve 3 In this work the sharing of BEST PRACTICE will be considered as a two way process between Universities to the City:Regions. relationships with both business and the community, and be mounted on the SECRET web site for better dissemination. From the 5 or 6 short case studies each partner will develop at least one full scale, and well-evidenced, exemplary case revealing the very best university working practices against a developing Thematic Questioning Framework, shown below: 1. What is truly creative in the project (not just worthwhile and relevant but developing new opportunities in a unique and innovative way)? 2. Who are the major players/ actors in the relationship between you and your external city/region and what are their role 3. What are the indicators of creative success, critical success factors that enable to determine the quality, range and success of your projects of academic enterprises? 4. How have you built the necessary capacities for successful outreach? 5. What has hindered you (internal and external) in your developments and what actions have you taken to overcome these obstacles? 6. Cases will include Partner or Client endorsement? Early explorations of the cases relating to the topic area quickly revealed the main attributes in creating good higher academic enterprise and further that in this respect, „one size did not fit all‟. It was therefore agreed that SECRET‟s ambition would be to portray „Excellence in the Creative Diversity of their University Reach out to City:Region Businesses/Communities. Therefore, case studies covering the broadest range of possible creativity relationships would be chosen, which would include projects of different scales, different types of knowledge frameworks (disciplines) creative use of what, students, creative explore examples for creative failure, prepared to expose, not to lead to poor esteem 5. Co-Creation and Virtuous Knowledge Sharing: the basis for improved relations between Universities and their City:Regions, its Business and Communities At present, with respect to the growing relationships between universities and City:Regional business and the community, there is a great deal of emphasis on the more conventional transfer of scientific invention and discovery into technology, and innovation. Such transfer is clearly aimed at improving wealth creation (spin outs, etc.,) and enhanced business competitiveness as part of the growth of the knowledge economy. These are laudable aims and are quite rightly being addressed. But the expertise of non-scientific and engineering and technological disciplines in universities – other aspects of their creativity and innovation - are also extremely relevant to the economy and society. The arts disciplines contribute to the cultural economy and to quality of life factors that themselves support a growing economy. The social scientists explore to understand all aspects of society and community that impact on, for example economic inclusion, productivity and regeneration from community as well as physical and environmental aspects. Educationalists research all factors relevant to teaching and learning. The growth of the economy cannot be disengaged from societal factors - crime, housing, a vibrant cultural life and the quality and accessibility of education provision at all stages, are factors that affect businesses, because it Is people who make things work. A strong economy and a strong society are interrelated. They are not separate from each other. Yet probably more than half of the research and teaching expertise of HEIs has not recently paid specific attention to such broader European Reach-Out policies. Some of this may be because of the strength of involvement of the Governments Trade and Industry involvement in setting University agendas. The present work could act as a counterbalance to this by revealing other, better and a more enlightened ways of creating improved involvement between creative Universities and their creative City:Regions. The present consortia, are tentatively putting forward a new paradigm for the contribution of HE to the economy and society on the basis of a two-fold argument which reflects the best practices of the present university consortium‟s own relationships with their creative City:Regions. The first is that the potential contribution by universities is much more wide ranging and far reaching than is currently acknowledged in existing European reach-out policies and practices. The second and more important point is that knowledge production is a sharing process. The insights of academe combined with insights of practice will generate a knowledge sharing and a knowledge interchange that brings mutual benefits to both sides. Such concepts recognise HE‟s obligation to broader society and acknowledges that knowledge is created in the many social and economic practices outside of HEIs. This suggests a new paradigm of understanding and action that Governments could champion and their policies reflect. „Engagement with society‟ in general should be the paradigm, not knowledge transfer. The former implies a genuine interchange, a genuine engagement, the latter implies a one way movement of knowledge from academe to business and the professional worlds external to the HEIs. It is through genuine and sustained „engagement‟ with all its external partners that universities make their own contribution to knowledge production. It follows that the production and transfer of knowledge are seen as iterative rather than linear processes and that practical and theoretical knowledge are subsets of „knowledge as a whole‟, and can be best understood through what Powell refers to as the „virtuous knowledge sharing cycle‟ (Powell, 2003), shown below in diagrammatic form: 1. Universities work together with External partners to define a Worthy Development, reflecting a real Demand or a true Problem to be solved New ways of working leading products and 2. Imaginative, Interdisciplinary, 4. Formative Evaluation and the services to continuously evolve and develop Problem and Practice based Sharing of Best Practices to through a shared discourse about innovation Research with Real World drive Continuous Improvement and enterprise for wealth creation, in the richest Implementation in mind sense of that word, in the global Knowledge Economy 3. Coaching and Support to Enable Elegant and Sustainable New Product, Improved Process or other Improvements Salford’s Virtuous Knowledge Sharing Cycle (after Powell 2003) SECRET‟s early findings, together with those of a complementary study by the UPBEAT consortia, show that successful higher academic enterprise mainly occurs through co-creation, where new products or services are both successfully supplied to satisfy a real client/user NEED, and then properly applied to meet real business DEMAND. This usually means the University providing a wider range of support and coaching than conventional, with similar reverse coaching by the eventual end client, sponsor, user or customer. As the Council for Industry and Higher Education (2004) so rightly say “this is what creates and sustains economic and social growth”. In particular, UPBEAT has found it necessary to work closely and deeply with their external partners, understanding their needs and demands, and through mutual coaching, reaching success together. It is not sufficient to supply or transfer knowledge to any business or community enterprise. Success results from a continuous, cyclical, developing and involving process. The above diagram, showing the cycle of “virtuous knowledge sharing”, indicates the processes of co-creation invariably enables a university‟s real world partners to develop integrated new skills, facilities, technologies, products and processes that lead to wealth creating success in the global economy. Other extremely persuasive evidence also supports this view that sustained and „virtuous knowledge sharing‟ collaborations do yield substantial results in higher academic enterprise (particularly Lambert evidence to the UK Treasury and in the two current studies on the impact of universities in their regions – one by the OECD and the other by ESRC). Key to success in this respect is the concept of „engagement‟ which operates at both the level of social relationships and of epistemology. The paradigm proposed here is to make „engagement‟ a core value of all higher academic enterprise and in terms of implementation of enterprise, academics should strive to increase the quality and density of their meaningful external enterprise engagements. The term „engagement‟ was first coined by Patrick Coldstream and reported in an ACU publication, following a think tank in 2000. The “Idea of Engagement” is also the subject of a new book by ACU, where the concept is developed further by various contributors from around the world. Currently the Knowledge Capital developments in Greater Manchester exemplify its manifestation in an increasingly „real‟ strategic way to make a difference to the „city‟s‟ global competitive positioning through making engagement a core value in the HEI‟s and city; this is a major reason why Salford believes Greater Manchester (which includes 13 area authorities including Manchester and Salford) is truly striving continuously to be a creative city. There are powerful arguments advanced by many in academic life that universities should be „disengaged‟. We are not here entering into this debate which is beyond the scope of the present EUA study. Our concern is with the higher academic enterprise agenda and what approach is most useful to drive improved, creative, socially inclusive and wealth creating relationships between universities and their creative City:Regions. We further recognise that European Governments are the ultimate arbiter and often today they simply want economic value from any public investment. Our early analysis interestingly shows the dearth of systematic study and evidence gathering of the impact on the economy from investing in society and the equalisation of society, so we hope this overall EUA Socrates study, and our own focus, will provide a constructive alternative view for improving the role of universities in their City:Regions and particularly in improving constructive with their business and community developments. Anecdotal evidence is strong, whether that is in terms of the importance of culture, housing or schools to employees, or the inward investor who is interested in low crime rates or high quality schooling, or the continuous supply of skilled people, or of the impact of sport or community initiatives, we clearly need to raise aspirations and the achievement of Business and the Community to provide a sound skill base to underpin economic development. The current SECRET partners believe it is likely that those institutions embracing the above approach, as they have done, will have no difficulty accepting the values and knowledge found in vocational and professional education programmes. Sharing should also be a key process with respect to validation with professional bodies, sector bodies or employers etc. The same could be said about research. The distinction, therefore, is not between research-rich institutions and teaching institutions, but between „engaged‟ institutions and non-„engaged‟ institutions. This statement is an over simplification, but Institutions could be placed on a continuum. The following early model for an enterprising and creative university builds on this notion 6. Early Thoughts on a New model of an “Enterprising University” The SECRET Partners felt their early discussion led them to believe there should be a new model of enterprising universities wishing to fully embrace their creative City:Regions – possibly styled as „Modern Renaissance Universities‟. In this context, the following issues were felt to be important in helping make these thoughts more coherent and “concrete” and are the ones that are concentrating the early explorations and discussions within SECRET, namely: How best can universities fully understand in order to realise the idea of “third stream income” or creative reach out to business and community, in addition to money for teaching and research in their City:Regions? Should some universities also focus in a complementary way on higher academic enterprise, rather than, or as well as, simply being classical or pedagogical universities; Should universities get away from limiting themselves to the traditional role of pursuing basic research, long term blue sky research, teaching and learning and seek relevance to business and society, Moreover, should such universities show there is complementarity of business relevance and basic research rather than the former necessarily undermining the space for the latter (SECRET is particularly looking for cases that show such complementarity); Should universities get away from seeing the world in opposition: regional engagement vs. international research excellence, or long term orientation of university vs. more immediate “here and now” relevance; a new model and role of the university is required, more than opening up universities to the idea of innovation, not just contributing to knowledge production and creation of IP, reaching out to wider set of actors, with public interest for mutual development of the global knowledge economy for the mutual benefit of all. SECRET believes that ideally “enterprising universities” properly engaging in the global knowledge economy should help create modern renaissance for our City:Regions. Such a renaissance should best start within creative cities, but can only be initiated by the universities. Other university landscapes (Africa, Arab countries) already speak of a need for a renaissance, but the European use of the term would imply something different: European social model, social solidarity, European model of university combining productivity and social cohesion, talking also European construction. Therefore a major focus of SECRET‟s work will be to see if the guiding principles behind a Modern Renaissance University can be defined and justified – universities that want to have as a key part of their mission the creative engagement with their creative City:Regions to enable socially inclusive wealth co- creation 7. An Working Key Definitions – A Salford Perspective No formal agreement has yet been reached by SECRET about the key definitions of Creative Universities and Creative City:Regions, however, in order to aid comprehension of the current paper, those definitions being proposed by Salford University are presented below: Creative University: A „Enterprising University‟ which has the daring to be innovative in the way it engages with its external stakeholder partners and uses its imagination and reason to propose and empower its business and community partners to create socially inclusive wealth creation in the richest sense of the word wealth: releasing economic benefits to business and quality of life for all. For Salford such a university will:: o harness the skills, imagination and enthusiasm of its staff and students to work in close alliance with other external partners; o be innovative and effective in the application of new knowledge to individuals, social and economic development, working across traditional disciplinary and professional boundaries; o seek continuous improvement in all aspects of its activities and in its responsiveness to the changing needs of its students, staff and external partners o adopt a friendly, customer-focused and co-creative ethos, delivering to students an excellent experience of higher education; to staff, a rewarding and developing career relevant to society‟s needs and to the highest academic standards; and to the external partners, an effective and timely response to their changing needs to keep them at the forefront of developments in the global knowledge economy. Perhaps, as we say above, such a university is better known as a Modern Renaissance University Creative City:Region: Those City:Regions which continuously strive to re-make themselves „fit for purpose‟ in the global knowledge economy in order to sustain a wealth creating future for all its people. Such progressive City:Regions provide appropriate creative leadership by developing appropriate policies, governance structures and implementation procedures/processes which empower its citizens and the organisation to act as creative tams; providing a harmonious place in which to work, rest and play, enabling everyone to act creatively for the benefit of all. Typically such City:Regions have recognised the need to involve Universities, not only as a supplier/ provider, but also to help set a foresight enabling agenda to keep it at the leading edge of knowledge, thereby enabling the City:Region to flourish. 8. An Early Exemplar – The Salford Institutional Perspective The SECRET project has only begun to collate its materials and the author of the present paper has no authority to reveal further interesting collective findings from the partners, however, these will be out by the end of the year. For those interested in these further findings, when they become available, please e-mail: firstname.lastname@example.org Shown in the remainder of this paper is the first collation of materials by Salford University to give the reader a sense of what one university believes to be the essence of its creative relationships with its own creative City:Region and its attempts to become a modern Renaissance Unviersity.. To put the following material in context, it is based on many of the aforementioned principles and assumes that when Salford academics have an idea and want to „stage manage‟ that idea into a successful, sustainable, real world project, product or service, they will be carefully prompted towards „virtuous knowledge sharing‟ and their creative teams developed to have the right balance of people, having 4 key human enterprise characteristics or skills; their creative leaders be educated to be able to direct and combine their efforts together for optimum effect; Salford believes the essential skills required to do this are : • Academic business acumen • Social networking intelligence • Individual performance • Foresight enabling skill Salford further believes it is unlikely for any one individual to have all these skills themselves for the complex and uncertain projects of today and the future. It is finally believed that creative team working is the only true way of developing projects which will flourish as successful enterprises in the global knowledge economy. For creative project leaders, Salford has developed an approach, with another consortium known as UPBEAT, which enables them to determine where any enterprise is at any moment in time, where it is doing well, and what could be improved. It encourages both continuous general professional skills development and further team leaders work hard ensure they develop the above four skills for themselves and in their teams in a fairly balanced and highly creative way so as to ensure maximum chance of project success. The approach also suggests a sensible approach for university governance to ensure that ultimate project success is not prevented by traditional university risk aversiveness. The UPBEAT is a proactive tool for change. Is it an assessment tool? Yes, but it’s also a Self-Assessment tool. The approach works quite simply by evaluating any project during its development. It does this by asking a series of key and important questions to prompt team leaders, and their teams, to do things differently and more appropriately; it also reveals how best to drive and reinforce effective team working. Finally, the approach presents a hierarchy of simple questions that focus on the 4 key areas found critical in supporting creative academic enterprise. Studies of over 50 successful cases, of university reach-out to business and the community, have shown that the UPBEAT approach is powerful, simple, useful and cost-effective in driving better academic enterprise. So, the UPBEAT Core team are currently working with a further 20 universities to hone the system for even more effective and efficient use and to confirm its overall ability as a valuable development tool for university outreach supported by the study of a further 125 cases of successful academic enterprise. For further details of the UPBEAT work please contact Samina Khan (s.j.khan@ Salford.ac.uk) UNIVERSITY OF SALFORD Salford University’s Ethos in Reaching Out Creatively to its Creative City Region The University of Salford believes passionately in sharing its knowledge externally to drive socially inclusive wealth creation, in the richest sense of the word „wealth‟. With this aim, a wide range of new projects have been set up to encourage businesses and local communities to tap into the University‟s world class facilities, potent academic research and innovative ideas and leading edge learning provisions. From helping the smallest business exploit the possibilities of Virtual Reality, to placing specialist graduates on support projects for local companies, the University of Salford is all about access and virtuous knowledge sharing for the benefit of all. The University is also heavily involved in both strategic and practical plans to improve the economic, social and physical conditions of its own city:region and other cities, from providing innovative new spaces in which enterprise can flourish, to re-thinking neighbourhood architecture and influencing regeneration policies. The University actually exists at the epicentre of some of the biggest regeneration projects in the world, and by rooting itself in the community is adding a different dimension to both the physical and economic renewal of Salford, Greater Manchester and other pan European cities. Recognising the importance of the regional agenda, Salford is also developing leading edge projects in the North West of England and to a larger regional entity known as the “Northern Way”. It believes what it has learned with panache locally, has global significance. Thus, working with a wide range of partners, the University is supporting and assisting many community groups and new social enterprises, using its resources to aid positive urban reincarnation. The University thus initiates and develops an array of projects rooted in the community. These range from radical banking schemes for the financially excluded, to innovative health and education programmes for children, to new consultation methods that give ordinary people a real voice. With academics and real business experts on board, the University is nurturing and supporting new approaches to traditional practice everywhere from the food industry to the construction world. The University of Salford has also pioneered a change in attitude towards the creative industries, proved they‟re of vital value to the post-industrial local economy, and is now improving chances for people to get a smart start in creative careers. It is also generally encouraging businesses to innovate by promoting new methods of training to SMEs which aim to get managers to look at current practice in a new light. It‟s not how „hype your technology is‟, it‟s how you use it that counts. At the University of Salford the technological thrust is used to connect people virtually, to help develop new skills and solve problems, and to enhance collaboration across continents. Governments and industrial gurus have also recognised innovation as a key economic driver and the University of Salford is taking a lead in spreading best innovative practices into industry. By assisting business innovation, by introducing new products and processes, and by applying creativity in the real world, the University is helping enterprising companies meet the needs of the modern global economy and gain a competitive advantage in the market place. By sharing technical expertise, ingenuity and knowledge we can go places that we might never have dreamed. SHORT BEST PRACTICE CASES OF SALFORD UNIVERSITY’S CREATIVE RELATIONSHIPS WITH ITS CREATIVE CITY:REGION CASE 1: Radical Banking for Poor Communities – “A hand up, not a hand out!” 1. Context One of the main problems for people in deprived communities is lack of credit, driving the poor into the hands of unscrupulous loan sharks who contrive, through absurdly high interest rates, to make them even poorer. It has been a major concern for many British governments and community regenerators for years. Now this economic suffering is starting to be addressed by a unique and radical project initiated by the University of Salford. 2. Primary Motivators Salford University is an “enterprising university” with a major focus on developing useful external developments leading to “socially inclusive wealth creation”. Based upon an innovative legal and financial model, it decided to develop a portfolio of “community Banks” – owned and run by local people – to provide personal and small business loans to individuals who find themselves excluded from the high street banking facilities which so many of us take for granted. Unable to meet the rigid risk assessment requirements of banks and building societies, individuals are too often sucked into a spiral of debt driven by exorbitant interest rates. Licensed money lenders, credit brokers and cheque cashing agencies are free to charge interest rates ranging from 60% - 600%, whilst the temptation to deal with unlicensed predatory lenders can have a devastating effect on people and their communities. 3. The Process Community Finance Solutions was born after a team of researchers from the University explored case studies in three deprived communities and developed a radical model for providing affordable credit, using Community Reinvestment Trusts as local banking organisations. The basic principles were tested in communities, evaluated and improved, leading to a portfolio of different solutions all tailored to local circumstances but based on strong local evidence of need, demand and social contexts. The „banks‟ also produce business advice of relevance to the communities which, in turn, is leading to sustainable economic regeneration. The attention of CFS has now turned to another innovative provision of “Community Land Trust” where whole communities can ensure ownership of land and thus free them from the tyranny of property speculators. (see also UPBEAT matrix in the Appendix) 4. The Reality: a mini –sub-case All David needed was a loan of £500 to pay for a forklift driving training course. He‟d lost his job and would receive a £2,700 redundancy payment in four weeks‟ time. The banks said no. He tried Salford Money Line who said yes, and lent him the money at an interest rate of 12.7%. David completed the course and paid the money back four weeks later. He started work the following day. David is one of over 200 individuals helped back into work through a loan from Salford Money Line – not-for-profit Community Reinvestment Trust (CRT) created by University of Salford researchers. This has led to: over £360,000 personal and business loans made 24 jobs created, 60 safeguarded 19 businesses started 11 people moved into employment 5. Impact There are now „community banks‟, not just in Salford but spread around the UK in both urban and rural areas, with a further two in development. After the initial £7 million in loans, another £20 million is now available for on-lending, with innovative new financial products and services constantly in development. The project has been seen to be of real value to the nation by the Bank of England and the Treasury‟s Financial Inclusion strategy, while assessments by EFQM reveal it is at a European standard of over 700/1000.The most important innovation in the project lies in the researchers using a simple “template for action” to enable local communities to own, run and improve their financial situations. This has been recognised in a number of ways. Most importantly most of the “community banks” are self sustaining and independently run. CFS has won two „Business in the Community‟ awards; was voted the most innovative project in the North West of England, won the prestigious Times Higher Education Award as an „Outstanding contribution to Community Enterprise‟, and is seen as a global pioneer in its field. It now works actively with UK‟s Treasury, its Department of Wages and Pensions, and its DTI to role out even more innovative and financially/socially including projects. CASE 2: NetworkNorthWest 1. Context The project ran from 2003 to 2005. It started at a time when there was a growing concern about the failure of agencies across Europe to engage successfully with Small to Medium Sized Enterprises (SMEs) to encourage their development and innovation leading to growth and wealth creation. 2. Primary Motivators There was growing concern within the UK‟s NorthWest Development Agency that while innovation in big business was being supported, little was being done to develop innovation in SMEs in the region. Meanwhile, traditional business support was being seen to be inappropriate and failing to meet the needs of the majority of the regions SMEs with engagement with businesses with less than 50 employees around 14% while for those with less than 10 employees it was likely to be below 5%. At the same time research work done at the University of Salford had indicated that while action learning was regularly used globally at corporate level for leadership and organisational development there was evidence to suggest that it would be equally valid for groups of managers from similar positions in different SMEs. The intention of the project was to provide a new and creative way of offering business support for SMEs which would allowed the SME rather than the provider to set the agenda. By bringing SME managers together it would encourage them to learn with and from one another and through enabling them to challenge one another encourage them to be innovative about how they did business and their offerings to market. Approximately 1.3m Euros of grant was provided by the North West Development` Agency (NWDA). 3. Processes The project was managed at the University of Salford and delivered by 6 universities across the NorthWest of England working in partnership with local traditional support agencies... It was guided by a Steering Group made up of representatives of key stakeholders in the region, including the NWDA, to enable rapid dissemination of project findings and to ensure engagement from traditional providers of business support. 133 SME businesses were supported through 19 action learning groups (SETs) established across the region. Each delivery partner agreed to deliver a number of action learning SETs but the precise methodology to be used was not proscribed in order to allow collection of data on best practice from across the region. These data were then combined with national and international benchmarking to enable the production of a set of resources and guidelines on true global best practice in this type of intervention with SMEs as part of a wider development of resources to support this type of learning. 4. Major Impacts 118 SMEs had more than 30 hours contact time with the project while the remainder had between 3 and 30 hours. All participants grew in confidence and every participant had a different learning outcome but benefits included, new ways of working, increased turnover, improved management skills, new products to market, an understanding of the benefits of a knowledge sharing culture, increased use of ICT and links developed with universities either for further study or collaborations(see appended case study examples).An independent evaluation suggested that this type of intervention is particularly useful for women and ethnic minority businesses. Analysis of data for a sample of our SMEs demonstrated a 24.4% increase in business performance as measured by GVA (Gross Value Added) Appendix to Case 2: A selection of NetworkNorthWest’s own Case Study examples In the time Barry Lowe of Comtech UK was a SET member his business grew tenfold. Whilst that growth can’t be put down entirely to action learning Barry says “It (the process) made me think in a totally different way about things. I got into a “learning to learn” mode- and there are effects it has had on other networking activities” Maria Vargacz of North Star Design’s involvement not only helped her existing family design business but encouraged her to set up her own e-commerce business. “I’d recommend action learning to anyone-they’ll be amazed how much they’ll get from it. Reassurance, advice, help and the exciting process of learning more about yourself.” Besides peer support, Carl Spencer of Ultima Thule Technology Ltd needed funding to develop a software system “Then someone in my SET suggested I get in touch with the University of Lancaster who are now helping us develop the software with help from undergraduate students” Carl can now approach potential investors with a solid proposition. Linda Rogers of Diva Designs’ action learning set helped Linda invent a virtual tough talking credit controller to sign letters requesting outstanding payments which were threatening to damage her relationship with clients. “The SET was really helpful in encouraging me to do the business side of things. We may be from different sectors, but there are lots of issues which are common to small businesses whatever they do.” During his time with his SET Hasmat Munshi of New Bank Optical was expanding his business from three to six opticians’ shops with 21 employees. The SET encouraged him to introduce IT systems, made him look at his marketing - he now offers evening appointments and offered guidance to prevent him becoming a victim of his own success. Hasmat says “Working with the SET means you are helped to solve your own problems rather than have them solved for you, which means you learn much more.” CASE 3: Contraception Education Ltd 1. Context Contraception Education Ltd is an innovative company which started its life at the University of Salford. The idea came from a senior academic in the School of Nursing, Barbara Hasting- Asatourian, who in previous work had taught sexual health education and had started to develop her own supporting teaching resources at a basic level. A change in Government in 1997 saw an increased emphasis on sexual health issues such as HIV/Aids (report & conference 1998) and teenage pregnancy (strategy 1999). The Teenage Pregnancy Strategy in particular emphasised the important of not only sex education but also of relationship education needing to be honest, open and engaging. These changes were in line with Barbara‟s work at the time so she started to liaise with the Teenage Pregnancy Unit, the Department of Health and the Department for Education and Skills. Later, further relevant changes occurred in sexual health advice from the government with the merger of the Hiv/Aids and Sexual Health Strategies (published 2000) and the publication of the First national strategy for Sexual Health and HIV services (July 2001) and Sex and Relationship Education (published June 2004). 2. Primary Motivators Barbara‟s primary motivations came from her work teaching sexual health education targeting young people with challenging behaviour. Barbara found it hard work to hold the groups attention for long periods of time and felt that the messages were restrictive and were not getting across adequately. This was amplified by the lack of suitable resources/ information and the fact that the emphasis was on telling the young people about the forms of contraception available but not tackling some of the wider issues that would affect their decision making. Barbara‟s work in the area was given a push when the related relevant legislation came out supporting her work and when Salford‟s Academic Enterprise started, which encouraged just the sort of outreach Barbara was developing. 3. Processes Barbara came to work for the University of Salford and through her links into Academic Enterprise was encouraged to develop her ideas further. Barbara received a range of business support advice and training through the Business Enterprise Support Team (BEST) at the University. She set up Contraception Education Ltd and began to test and further develop her ideas. This eventually led to the production of the Contraception: the Board Game, which fulfils Barbara‟s original aims of getting safe sex and relationship messages across to young people in a fun and effective way. The keys to the development of the Board Game have come through a combination of factors. Barbara as an individual is very innovative but she recognised that her own individual performance was lacking and that she did not have the practical business skills needed to run a successful business. Barbara accessed the relevant training in areas such as management, finance and marketing through the BEST which also encouraged her to start networking which she was initially reluctant to dos. Barbara found networking beneficial as she was able to speak to other people in SMEs and to learn from them. Networking helped her to market the product and to access companies which helped to develop the product at a much reduced cost e.g. software developers and translation services. Barbara now networks not only on a national level but also internationally. Barbara also developed her foresight and further developed the product. Her work has since expanded into other languages, many different countries, the development of new yet related products all of which have enabled them to access a much wider market than was first envisioned. (See also UPBEAT Matrix in the Appendix) 4. Major Impacts The board game has been a success primarily because it provides an effective way of addressing sexual health issues and does it in a way that is fun for the participants. The games content is very wide yet relevant and deals with issues not strictly limited to contraception but other issues that are very pertinent to young people. The Board game provides a resource that was not available, had not been thought about, but was desperately needed. Contraception: the Board Game has been in existence now for a few years and in its market is still an unrivalled and absolutely unique product which meets a very specific need. The game is sold all over the UK along with a range of supporting materials. It is available in the form of a computer game and as an interactive resource for use on white boards with large classrooms of students. The board game has been translated into French, Spanish and Portuguese and as a result is now being sold in countries such as the USA, Brazil, Canada and Africa. 5. The Future Barbara‟s has recently been working in South Africa has developed another form of the Board Game called „Play It Safe‟ which has been tailored for a completely different audience with more of an aids/ HIV focus and significantly different content. The business has expanded to incorporate a training arm and they have won many awards and further funding from a range of sources. Contraception Education Ltd has received national and international press, radio and television coverage. From an academic stance the directors of Contraception Education are seen as specialists in their field and have had publications in journals and have presented their work at conferences in Thailand, Australia and Mexico. Shown below is the same material in a tabular for as prompted by the UPBEAT analysis Organisation Contraception Education Trigger & primary Series of strategic government initiatives to reduce local teenage pregnancy, HIV/aids motivators and improve sex education in an open and accessible way appropriate to the needs/ demands of young people. HIV/AIDS strategy report 1998, the National Teenage Pregnancy Strategy 1999. Objectives to get across safer sex and relationship messages to young people. To provide an open, accessible and enjoyable learning resource Ownership External national stakeholders (DFES, Department for Health) Healthcare Faculty, University of Salford Academic Enterprise Division, University of Salford Barbara invested her own funds Experience Barbara had no previous experience of business or gaming development and support She had a background in nursing, midwifery and teaching Needed advice from government departments Gained business skills, marketing, patenting, networking Tools/techniques external manufacturers used Extensive market research Regular user testing with students, peers, family Regular meetings with business mentor Presentations at educational and health conference provided a good dissemination platform and created market opportunities Enablers Support from key government departments Business mentor Skills training in marketing and business planning Own Funding Multi-disciplined team – games, manufacturing, healthcare expertise Tensions Initial scepticism from business mentor and games manufacturers regarding long term viability as the target market was small Impact Board game produced and helping provide appropriate sex education to young people, in the UK and overseas Product diversified to include video game and Provides innovative and informative training resource working with key agencies Translated into Spanish, French and next will be Portuguese which will extend the market to the US, Canada and Angola, Mozambique Results What has been achieved and can be measured? E.g. reduced costs, etc. Lessons Insight into the process Useful tools and techniques Commercial advantages gained through her networking skills, she has created a platform to raise awareness of Aids/HIV issue in Africa Evaluation Methods used Approached by Salford Teenage Pregnancy Team to carry out a Sure Start Plus Evaluation. Feedback from customers/clients/stakeholders Next Steps Development of computer game and video Board game has been adapted for the South African market with a focus on HIV/Aids awareness. Visual materials Data Relevant articles and reports. Company logo and brochures Digital pictures (check resolution required for print quality) Appendix to Case 3: UPBEAT Evaluation Matrix: Contraception Education Critical Increasing Quality and Density of Management, Governance and Leadership Engagement to Drive Successful University Reach Out/Enterprise Human Success Level 1: Level 2: Level 3: Level 4: Level 5: Level 6: Factors Awareness/Recognition Capability Building Developed Professional Mastery (trans-disciplinary Demonstrate Innovation & Sustained Higher Service & Capability capability) Creativity Global Excellence in (disciplinary capability) Stewardship Business Legislation relevant to the Barbara regularly met with her Barbara learned about No external debts, re-paid Development of One new Acumen work Barbara was doing business mentor to review the product life cycles, developing 50% of original loan from own product every year since 2001 came out (including Teenage business plan, finances etc. new products, acquiring new savings Development of Training Arm. Pregnancy Strategy, Sexual Research into new potential knowledge and skills to Mastery over key Won business awards Health Strategy, Education sources of funding/ repackage and market special developments and marketing including National Business Guidance). commercial sponsorship. offers and deals. functions other than finance. Awards, finalist of the DTi e- Salford‟s BEST programme New Director onboard to Barbara won award: Passport commerce awards 2005) sensitised Barbara to unemotionally handle funding. to Export Excellence. The teenage pregnancy unit Enterprise requirements. Learned to market company Secured NWDA Value Added and the DfES have singled Barbara recognised potential personally. funding out Contraception Education demand as there was a Developed new teaching as an example of excellence shortage of information and a materials. and invited them to present at shortage of resources. a DoH conference. Social Reluctantly joined Chamber Began to enjoy networking Developing many new useful Fully network engaged. Helping others on national Global strategic alliances Networking and recognised it as a skill networks and team building Stratified partnering with and local networks. formed. Developing a team based (including Chamber of company plus strategic Excellence awards. Importance of working with ethical company strategy. Commerce, BNI, CAMPUS, networks. international charities – NWBA, WIISE) from 2003 onwards began to enlisting support of Rotary work with Capture One, international to help in Reactive audio, Information Lwandle (SA township) Plus, Sherston Sheshani (South Africa) Individual Barbara recognised her lack Barbara learning new Developing mutually Third director taken on and 3 Won numerous awards Skills transcending the norms Performance of business skills information and skills from supportive core team with Directors- learned new including Finalist BFIY of a leader. Global outreach. Finance for Non-financial BEST Team on how to complementary professional collaborative skills. Using Innovator 2003, NBA Township project South Africa managers Coaching and skills course to skills. skills of others. Entrepreneur 2003) Siam Care Thailand Marketing build capacity as manager/ Julie Wray joined directors Royalty agreements made leader 2003 with two companies Certificate in life coaching Collaboration and 2004 partnerships with video, sound, printing, plastics manufacture etc Foresight Direct personal knowledge of Test and develop ideas based Developing the existing game Funding for new research and New form of game i.e. „Play it Considered global leader in Enabling people with challenging upon used early system with after evaluation and further development. New products Safe‟. Alternative use of contraception education. Skill behaviour. Identified a need teachers, students and testing. and procedures. capability to help others International conferences and for new resources to engage friends. Journal articles Computer game. based on evidence. presentations (Thailand young people and keep their Took the board game to South African localisation (BHA), Australia (JW), and attention. board game companies. Mexico (JW)) CASE 4: Shaping the Future 1. Context The project started in 2002 and ended in 2006. It started at a time when the National Health Service in the UK was undergoing a number of changes, with an important one being the integration of Primary Health Care and Social Care (H&SC) services. This reorganisation meant that new ways of working would need to be introduced with the consequent need for staff training. At the time there was little interaction between the Health, Social Care and Education sectors, so that planning for future training needs was less effective than it could have been. The project aimed to create an evidence-based data set to enable the H&SC sectors to be able to strategically plan, with the Education sector, for the training needs of Primary Care hospitals. It also aimed to ensure their ability to continuously evaluate the implementation of their Education and Training Strategies in relation to integrated H&SC services. 2. Primary Motivators The North West Development Agency recognised the importance of the H&SC sector was concerned about the impact of the changes in the H&SC sector and was prepared to fund this project for the benefit of the Region. Approximately 800k Euros of grant was provided. The universities involved in the project recognised the need to understand what new education/training provisions would be required in order to respond to the changes in the way H&SC operated. 3. Processes The project was developed as a partnership between 6 universities in the North West of England, with the University of Salford leading. It was guided by a Steering Group which had representation from all the major H&SC organisations in the Region. This was important to ensure dissemination, engagement from the sectors and provide active advice/support when required. A Director was appointed from the University of Salford with responsibility for the leadership and monitoring of the project. The use of a transformational leadership approach by the Director created a highly motivated, mutually supportive team which has been sustained beyond the project. The project was organised as a series of discrete pieces of work (Work Packages), with each partner having responsibility for leading the delivery of one or more Work Packages. These Work Packages had some elements of interdependence, so the project team met regularly to review progress and address issues affecting delivery. 4. Major Impacts The key were: A systematic literature review which also highlighted generic key factors in creating sustainable partnerships; Best practice case studies for use in training strategy development; A database mapping HE /FE provision in this area (unique in both the Region and the UK) enabling the H&SC sector to identify relevant courses as well as highlighting gaps in provision across the Region where new courses needed to be developed; An analysis of both professional and user perspectives of the current situation and future needs highlighting key issues that needed to be addressed; and The development/testing of a distinctive education/training needs analysis tool to support delivery of best practice. The skills developed by the delivery team were then used to support Primary Care hospitals in the Region who were struggling to develop their strategic plans to incorporate these changes. Additional benefits were the development of new contacts, networks and opportunities, which broadened out into a European context with the submission of a Leonardo bid. 17 CASE 5: Design Management Networks 1. Context Design Management (DM) is a relatively recent discipline in Europe. In Asia it has yet to be generally recognised. The project was designed to bring together some leading European institutions from very different city:regions and transfer their DM expertise to universities in China and Thailand. The project involved exchange of staff, development of modules at Masters level and a successful international conference at the end of the project. 2. Primary Motivators and Triggers Salford has one of the leading DM units in the UK and the Faculty is keen to develop this niche area and increase its reputation outside Europe. The project was developed as a means of creating new relationships and developing the University‟s profile in DM in Asia, using funding from the EU‟s Asia Link Fund. A secondary motivation was to develop new, and strengthen existing, relationships within Europe. 3. Processes The project was delivered in two ways. Work Packages were used for some areas of activity, but in other areas „clusters‟ were used. These clusters involved the partners selecting themes relevant to the project‟s aims, with partners then selecting which clusters they wished to engage with based on their specific areas of interest. Because this was an international project involving 4 European and 2 Asian countries the partnership meetings were very important in order to both develop common understandings and deliver the project‟s outputs. As a result a novel social networking partnership at a strategic level was enabled and the „excellence in diversity‟ of the partners in it was used to enable all to flourish in a complementary way. The use of Chinese postgraduate students as interpreters was invaluable to cross cultural understanding, with the students also benefiting in terms of experience and case study material for their research. 4. Major Impacts The project, which is scheduled to finish in quarter 2 of 2006, has delivered a range of new Masters modules and a large conference in Shanghai, which, based on an evaluation evidence, was considered a success by all participants. The conference was designed to bring education and business from both Europe and Asia together with a secondary objective being the creation of new networks and partnerships. The partnership has remained strong and there will be a new Asia Link bid submitted as well as a bid into Erasmus Mundus. Other sub partnerships have developed and will lead to new activity, not necessarily in DM. 18 CASE 6: Food Safety Alert Designing food safety management: responding to regional, national and international legislative changes 1. Context In January 2006, the European Union introduced a food safety management regulation that requires all food businesses in all 25 Member States to have an operational Hazard Analysis Critical Control Point system (HACCP) in place. HACCP is the internationally accepted system for food safety management and it has been used by larger and more sophisticated food businesses (almost all within the manufacturing industry) for a number of years. In preparation for the introduction of HACCP throughout the supply chain for all food businesses of any size, the Food Standards Agency inaugurated a major research study to design, develop and test alternative methodologies for HACCP in catering businesses. This work was led by Professor Eunice Taylor at the University of Salford, who was seconded to the Food Standards Agency for the two-year time scale of the project. 2. Primary Motivators and Triggers HACCP has been utilised by the food industry for many years, but has not, however, been implemented in any significant way within micro, small or medium sized businesses in Europe or elsewhere. Given that there are over 600,000 food businesses in the UK alone, many of which are small caterers, restaurants and cafes, with less than 5 workers, this regulatory change has the possibility of creating a significant negative impact on many smaller food businesses. Previous attempts to introduce classic or traditional HACCP methodologies into catering and retail businesses have ended in failure and if this experience was not to be repeated then a new methodology for HACCP was needed. 3. Processes The project was designed within a tight scope and timescale. Only two years were available from the start of the project to the end point, which was dictated by the predicted introduction of the legislation in January 2006. The product was to be a model of HACCP methodology that overcame some significant hurdles: 1. It had to be scientifically valid in terms of achieving food safety; 2. It had to fit within the legislative wording of the regulation; 3. It must be accepted by the national and international institutions (such as the Codex Alimentarius Commission) that regulate food safety; 4. It must be acceptable to regulators, enforcement officials, local authorities and food businesses as being capable of effective and cost efficient operation The achievement of these goals demanded the assembly of a large, multidisciplinary team of legislators, enforcement officials, food safety experts, microbiologists and food scientists, as well as psychologists and management specialists. The outputs of this team were subject to constant review by specialist committees in the Food Standards Agency, food safety enforcement bodies and by groups within the European Union and Codex Alimentarius expert working parties. The final version of this HACCP methodology was extensively tested in 50 randomly selected businesses and adaptations made in response to data collected and responses from industry. Further trials in 2000 businesses ensured that the product was acceptable to industry and regulatory bodies and was possibly the most extensively tested food safety system anywhere in the world. 4. Major Impacts The HACCP system designed in Salford has been entitled “Safer Food Better Business” and is now the Government recommended system of food safety management for small food businesses in England. The national rollout to 400,000 premises began in January 2006 with a budget of £10 million allocated to local authorities to pump prime its delivery. The system has been accepted by the European Union and by the United Nations Codex Alimentarius Committee on Food Hygiene. It is now being adopted in countries within the EU and overseas. 19 CASE 7: Salford Film Festival in the Context of the Salford Innovation Park Salford Film Festival 1. Context The Salford Film Festival (SFF), a three day festival which showcases film talents linked to Salford, was created in 2003 with the help of the University of Salford through the team working on the Salford Innovation Park (SIP). Phase 1 of the SIP initiative has seen the development of a new state-of-the-art £10 million building, the Salford Innovation Forum, which is being spearheaded by the University, Salford City Council and Northwest Development Agency. When completed in December 2006, the building will house over 50 knowledge based businesses and will be the focus for community initiatives, education and training. The SFF has been established as a film festival with a difference as it involves the whole community and the whole cinematic heritage of Salford. The SFF provides audiences with quality premieres, and offers a range of creative opportunities such as training events and workshops and the events are kept free for absolute access. 2. Primary Motivators and Triggers The SIP initiative played a significant role in establishing the SFF. Part of the SIPs remit was to develop business, education and community projects and through this work the SIP team met with a local film producer who wanted to showcase his film alongside other Salford films to celebrate local achievements in film-making. The SIP project manager, Jo Heeley, felt that the idea could be developed into a Film Festival with a Salford focus as at that time there were no other government supported film festivals in the North West. Jo felt that the SFF had the potential to innovatively engage the local community/ young people and act as a tourism driver with fantastic regeneration potential for Salford. 3. Processes Partnership working was key to the establishment of this social enterprise. At the outset, SIP took on the design and organisation of the programme and employed the film‟s producer to provide creative direction for the Festival. The film festival idea was developed further in partnership the Salford based „Northern Film Network‟ and other local community enterprises and support/ regeneration agencies from Salford. At a later stage a Steering group was set up which comprised representatives from a whole range of organisations. With the help of a lot of „blue sky‟ thinking a programme was put together for a 3 day film festival which was designed to have wide appeal, bringing in everyone from the business, community and education sectors. nd The first festival took place in October 2003 with over 2,500 visitors. The 2 Film festival was attended by nearly 4,000 people who attended the three day cinematic celebration which included premieres, screenings, conferences, master classes and the first Salford Film Festival Awards. A new Film Festival Board was set up in 2004 with the intention of making the Salford Film Festival an annual event and the third Film Festival has just taken place in April 2006. 4. Major Impacts The SFF has achieved its original aims- to engage the local community/ young people, to act as a tourism driver and to contribute to the regeneration of Salford. The community have taken the reins and the SFF is now a social enterprise run by the community for the community and a sustainable model of community regeneration has been achieved. Many of the young people involved in the film projects have moved into employment and further training and some of the films showcased have been nominated for and have won a host of national/ international awards. The SFF has also received national media coverage. The SFF was an innovative idea which, through effective multi-partnership working involving the university, businesses and the community, has widely contributed to regional skills improvement, economic development, social inclusion, regeneration and city pride. 20 Even Shorter Possible Cases CASE 8: KIDSCAN Set up by the University of Salford in 2002 as a link between the laboratory and the bedside, the KIDSCAN Children‟s Cancer Research Centre exists to analyse the development of treatments for children with cancer, as well as providing accessible information for carers. The work focuses on a better understanding of how existing drugs affect young patients, aiming to reduce harmful side effects while improving anti-cancer activity. The research is solely funded by individuals and businesses from within the community. The charity has new drugs currently to be evaluated, and patented, to help treat children‟s cancer; and new courses developed to help those interested in cancer treatment. CASE 9: Design Against Crime Ground-breaking joint research by the University of Salford and Sheffield Hallam University has shown that good design can positively affect crime reduction. The resultant project, Design Against Crime, aiming to transform urban areas through socially responsible design, drew participants as diverse as design professionals, police officers, architectural liaison officers, community groups, construction companies, property developers, housing associations, local authorities, product suppliers, probation services and academics. CASE 10: The Business Creation Unit This exceptional Unit is shaping a new approach to learning technology and business by combining the two. The Master of Enterprise (Technology) degree sees students spending at least half the course time actually setting up their own viable businesses, which have ranged from 3-D visualisation software for estate agents to a green gadget e-emporium. The BCU teaches entrepreneurial skills to science undergrads and offers hundreds of existing entrepreneurs access to science and technology expertise, including Virtual Reality tools and a unique 3-D printer. Linked to this Unit of the University, Academic Enterprise has recently successfully piloted a programme designed to inspire groups within organisations to become more innovative. It set up Innovation Cells which are groups of like-minded creative people who work on projects in a way that is outside the usual rules. The small team assumes responsibility for identifying and then creating and developing a new product or service – pooling skills, working co-operatively and operating across scientific, commercial and technological disciplines to bring the idea into reality. Participants in the cells learn creative problem-solving techniques, and unlike other training schemes, the potential outcome is real products that are ready for market. The Cells have been primarily drawn from the University and from University spin-out companies but the aim is to expand the programme to local businesses to given them a cutting edge in the marketplace. 21
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