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STI Skills Development - Shantha Liyanage

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This document discusses skills for science, technology, and innovation (STI). It defines key terms like research, technology, innovation, and human resources in science and technology. It examines the innovation process and different types of innovations. It also looks at obstacles to innovation from an HR perspective and sources of innovative ideas. The document discusses transformative innovation and a strengths-based approach to education. It analyzes STI skills in Sri Lanka and compares outputs to Australia. Key issues for national innovation systems are identified along with messages about cultivating STI skills from a young age and building collaborations.

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SET FOR GROWTH – SCIENCE, TECHNOLOGY INNOVATION SKILLS DEVELOPMENT Professor Shantha Liyanage, Business School, University of Technology, Sydney Australia. Shantha.liyanage@uts.edu.au

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Structure of the Presentation STI people/human resources Definitions and demarcations? The process of Innovation - STI skills in the innovation process- research, technology and commercial processes. Innovation and Skills Skills for innovation types – business, operational and products, service The Global CEO study of IBM – findings –critical skills. Obstacles to innovation - HR point of view Transformative Innovation skills Innovation that connect science, technology, design and arts Hope, Engagement, Wellbeing and Strength based approach (Gallup) Gallup Strength based approach- path to success Engagement of students in Science, technology innovation education Declining world trends – what one can do to make education purposeful and engaging. Our future skills for transformation

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STI Knowledge, Skills and Attitudes - what are they? • Science • Technology • Innovation • Demystifying what these terms mean (Science, Technology, Engineering and Mathematics –STEM; STEAM etc).

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Terminology - Definitions Researchers are professionals engaged in the conception or creation of new knowledge. They conduct research and improve or develop concepts, theories, models, techniques instrumentation, software or operational methods. Frascati Manual, 2005 Scientists and engineers (S&E) refer to persons who, working in those capacities, use or create scientific knowledge and engineering and technological principles, i.e. persons with scientific or technological training who are engaged in professional work on science and technology (S&T) activities, high-level administrators and personnel who direct the execution of S&T activities.

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Who is a researcher and what is HRST? Human resources in science and technology, abbreviated as HRST, refers to those persons who fulfil one or the other of the following conditions: • successfully completed education at the third level • not formally qualified as above, but employed in a S&T occupation where the above qualifications are normally required. Researchers are professionals engaged in the conception or creation of new knowledge. They conduct research and improve or develop concepts, theories, models, techniques instrumentation, software or operational methods. (Frascati Manual, OECD, 2005)

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Innovation Process and skills– Types and Levels of Resource Requirement Research and Technology Development Commercialisation- IP, Venture Formation, Branding, Marketing

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Innovation – what is it? • Scientific, technological and organisational innovation • Combining scientific and technological knowledge with business structures Innovation Types: • Business model, • Operational and • Product/service/markets

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Source – Expanding the Innovation Horizon – The Global CEO Study 2006, IBM Most common Business Model Innovations (percent of respondents)

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Source – Expanding the Innovation Horizon – The Global CEO Study 2006, IBM Benefits cited by business model innovators (percent of respondents)

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Source – Expanding the Innovation Horizon – The Global CEO Study 2006, IBM Most Common Operations Innovations (percent of respondents)

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Source – Expanding the Innovation Horizon – The Global CEO Study 2006, IBM Most Common Operations products/services/markets innovations (percent of respondents)

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Where do the innovative ideas come from? • Research –systematic scientific investigations? • Academia – research led universities? • Ordinary people - inventors?

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Source – Expanding the Innovation Horizon – The Global CEO Study 2006, IBM Most significant sources of innovative ideas (percent of respondents)

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What are the obstacles to Innovation? • People? • Legislation? • Innovation culture? • Inventive structures?

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Most Significant Obstacle to Innovation (Percent of respondents) External and Internal to Organisation Source – Expanding the Innovation Horizon – The Global CEO Study 2006, IBM

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Source – Expanding the Innovation Horizon – The Global CEO Study 2006, IBM

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Transformative Innovation • What is transformative innovation? • Innovation that are science driven, design lead, human centred, ethical and purposeful in socially and economically. • Include organisational innovation which improve efficiency and service delivery – combine human ingenuity.

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Hope, Engagement, Wellbeing and Strength • Gallup Surveys on Hope, Engagement, Wellbeing and Strength – What the data shows us about setting for growth. • Lessons learned from Gallup’s research on success in education (Gallup delivers analytics and advice to help leaders and organisations solve their most pressing problems. Combining more than 80 years of experience with its global reach, Gallup knows more about the attitudes and behaviours of employees, customers, students and citizens than any other organisation in the world).

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STI Skills Development - Shantha Liyanage

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STI Skills Development - Shantha Liyanage

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STI Skills Development - Shantha Liyanage

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STI Skills Development - Shantha Liyanage

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What is the status of Sri Lanka’s scientific talent – knowledge, skills and behavioural aspects • Relatively a small pool of talent • Dispersed and small learning communities • Research talent is restricted and confined largely to Government sector • Research priorities are not well articulated, hence the “lone ranger” efforts

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Science and Technology Personnel (STP)2004-2006 0 10,000 20,000 30,000 40,000 50,000 2004 2006 2008 STP Higher Education State Private Total STP Include all Scientists a Technologists, Technicians, Supporting Staff involve in S&T research, Service and Management activities Science and Technology Policy Research Division, National Science Foundation, Colombo 7 , Sri Lanka. www.nsf.ac.lk Source: R&D Survey 2008

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Year GDP Per (Current price) Rs. million GERD Rs. Million (US$) GERD as percenta ge of GDP Total Population million GERD Per million population Rs. million 1966 7,529 20 (4.2) 0.30 11.5 1.7 1975 11,100 45(6.4) 0.40 13.5 3.3 1984 142,700 257.0 (9.7) 0.18 15.6 16.5 1993 499,800 649.0(13.1) 0.13* 17.6 36.8 1996 769,900 1,410.0 (23) 0.18 18.3 77.0 2000 1,258,000 1,810.0 (22.9) 0.14* 18.4 98.4 2004 1,800,750 3,807.5 (40.9) 0.21 19.4 196.2 2006 2,939,000 5,119.19 (47.9) 0.17 19.8 258.5 2008 4,410,682 5,047.73 (46.1) 0.11 20.2 249.9 Gross Expenditure in R&D, 2008, source: National Science Foundation, Sri Lanka, 2008.

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0.3 0.4 0.18 0.13 0.18 0.14 0.21 0.17 0.11 0 1000 2000 3000 4000 5000 6000 1966 1975 1984 1993 1996 2000 2004 2006 2008 Expenditure(Rs.Million) 0 0.05 0.1 0.15 0.2 0.25 0.3 0.35 0.4 0.45 GERDasPercentageofGDP GERD GERD% GERD as percent of GDP, 2008, source: National Science Foundation, Sri Lanka.

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STI Skills Development - Shantha Liyanage

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0 5000 10000 15000 20000 25000 Soc Sc and Hum Medical Sc Sc and Eng 2014 2015 Undergraduate Outputs 2014 and 2015 0 1000 2000 3000 4000 5000 6000 7000 Hum and Social Sc Medical Sc Science and Engineering 2014 2015 Postgraduate Outputs 2014 and 2015 Source: Graduate Output statistics, University Grants Commission, Colombo, 2014 and 2015

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STI Skills Development - Shantha Liyanage

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STI Skills Development - Shantha Liyanage

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STI Skills Development - Shantha Liyanage

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The scale of Australian HE Outputs (similar population) Source: Higher Education and Research, Facts and Figures, Universities Australia, Nov 2015.

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Our Schooling Experiences

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STI Skills Development - Shantha Liyanage

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What are the key issues for national innovation system • Strength of STI System • Progress in selected sectors – biotechnology, nanotech, information science • Clever workforce • Increase Government commitment • Weakness of STI system • Duplication and lack of strategic focus in research • Quality of training and education – low postgraduate outputs • Underdevelop innovation and commercialisation • Collaboration in S&T development • National • International

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Key Messages • STI knowledge and skills need look beyond the supply model • Cultivate science, technology and innovation at very young ages – quality teachers and increase engagement – connect with real world science • Build collaborations among scientists and research scientists • Build a critical mass of professional and focus on the key strengths – link with future industries • Prepare the work forces to be agile and take up challenges in the 21st century • Cultivate positive learning and innovative culture with better and effective communication • Develop human resource capability in research commercialisation and innovation management • Develop a collaborative culture amongst Government, Industry, University and Community.

More Related Content

STI Skills Development - Shantha Liyanage

  • 1. SET FOR GROWTH – SCIENCE, TECHNOLOGY INNOVATION SKILLS DEVELOPMENT Professor Shantha Liyanage, Business School, University of Technology, Sydney Australia. Shantha.liyanage@uts.edu.au
  • 2. Structure of the Presentation STI people/human resources Definitions and demarcations? The process of Innovation - STI skills in the innovation process- research, technology and commercial processes. Innovation and Skills Skills for innovation types – business, operational and products, service The Global CEO study of IBM – findings –critical skills. Obstacles to innovation - HR point of view Transformative Innovation skills Innovation that connect science, technology, design and arts Hope, Engagement, Wellbeing and Strength based approach (Gallup) Gallup Strength based approach- path to success Engagement of students in Science, technology innovation education Declining world trends – what one can do to make education purposeful and engaging. Our future skills for transformation
  • 3. STI Knowledge, Skills and Attitudes - what are they? • Science • Technology • Innovation • Demystifying what these terms mean (Science, Technology, Engineering and Mathematics –STEM; STEAM etc).
  • 4. Terminology - Definitions Researchers are professionals engaged in the conception or creation of new knowledge. They conduct research and improve or develop concepts, theories, models, techniques instrumentation, software or operational methods. Frascati Manual, 2005 Scientists and engineers (S&E) refer to persons who, working in those capacities, use or create scientific knowledge and engineering and technological principles, i.e. persons with scientific or technological training who are engaged in professional work on science and technology (S&T) activities, high-level administrators and personnel who direct the execution of S&T activities.
  • 5. Who is a researcher and what is HRST? Human resources in science and technology, abbreviated as HRST, refers to those persons who fulfil one or the other of the following conditions: • successfully completed education at the third level • not formally qualified as above, but employed in a S&T occupation where the above qualifications are normally required. Researchers are professionals engaged in the conception or creation of new knowledge. They conduct research and improve or develop concepts, theories, models, techniques instrumentation, software or operational methods. (Frascati Manual, OECD, 2005)
  • 6. Innovation Process and skills– Types and Levels of Resource Requirement Research and Technology Development Commercialisation- IP, Venture Formation, Branding, Marketing
  • 7. Innovation – what is it? • Scientific, technological and organisational innovation • Combining scientific and technological knowledge with business structures Innovation Types: • Business model, • Operational and • Product/service/markets
  • 8. Source – Expanding the Innovation Horizon – The Global CEO Study 2006, IBM Most common Business Model Innovations (percent of respondents)
  • 9. Source – Expanding the Innovation Horizon – The Global CEO Study 2006, IBM Benefits cited by business model innovators (percent of respondents)
  • 10. Source – Expanding the Innovation Horizon – The Global CEO Study 2006, IBM Most Common Operations Innovations (percent of respondents)
  • 11. Source – Expanding the Innovation Horizon – The Global CEO Study 2006, IBM Most Common Operations products/services/markets innovations (percent of respondents)
  • 12. Where do the innovative ideas come from? • Research –systematic scientific investigations? • Academia – research led universities? • Ordinary people - inventors?
  • 13. Source – Expanding the Innovation Horizon – The Global CEO Study 2006, IBM Most significant sources of innovative ideas (percent of respondents)
  • 14. What are the obstacles to Innovation? • People? • Legislation? • Innovation culture? • Inventive structures?
  • 15. Most Significant Obstacle to Innovation (Percent of respondents) External and Internal to Organisation Source – Expanding the Innovation Horizon – The Global CEO Study 2006, IBM
  • 16. Source – Expanding the Innovation Horizon – The Global CEO Study 2006, IBM
  • 17. Transformative Innovation • What is transformative innovation? • Innovation that are science driven, design lead, human centred, ethical and purposeful in socially and economically. • Include organisational innovation which improve efficiency and service delivery – combine human ingenuity.
  • 18. Hope, Engagement, Wellbeing and Strength • Gallup Surveys on Hope, Engagement, Wellbeing and Strength – What the data shows us about setting for growth. • Lessons learned from Gallup’s research on success in education (Gallup delivers analytics and advice to help leaders and organisations solve their most pressing problems. Combining more than 80 years of experience with its global reach, Gallup knows more about the attitudes and behaviours of employees, customers, students and citizens than any other organisation in the world).
  • 23. What is the status of Sri Lanka’s scientific talent – knowledge, skills and behavioural aspects • Relatively a small pool of talent • Dispersed and small learning communities • Research talent is restricted and confined largely to Government sector • Research priorities are not well articulated, hence the “lone ranger” efforts
  • 24. Science and Technology Personnel (STP)2004-2006 0 10,000 20,000 30,000 40,000 50,000 2004 2006 2008 STP Higher Education State Private Total STP Include all Scientists a Technologists, Technicians, Supporting Staff involve in S&T research, Service and Management activities Science and Technology Policy Research Division, National Science Foundation, Colombo 7 , Sri Lanka. www.nsf.ac.lk Source: R&D Survey 2008
  • 25. Year GDP Per (Current price) Rs. million GERD Rs. Million (US$) GERD as percenta ge of GDP Total Population million GERD Per million population Rs. million 1966 7,529 20 (4.2) 0.30 11.5 1.7 1975 11,100 45(6.4) 0.40 13.5 3.3 1984 142,700 257.0 (9.7) 0.18 15.6 16.5 1993 499,800 649.0(13.1) 0.13* 17.6 36.8 1996 769,900 1,410.0 (23) 0.18 18.3 77.0 2000 1,258,000 1,810.0 (22.9) 0.14* 18.4 98.4 2004 1,800,750 3,807.5 (40.9) 0.21 19.4 196.2 2006 2,939,000 5,119.19 (47.9) 0.17 19.8 258.5 2008 4,410,682 5,047.73 (46.1) 0.11 20.2 249.9 Gross Expenditure in R&D, 2008, source: National Science Foundation, Sri Lanka, 2008.
  • 26. 0.3 0.4 0.18 0.13 0.18 0.14 0.21 0.17 0.11 0 1000 2000 3000 4000 5000 6000 1966 1975 1984 1993 1996 2000 2004 2006 2008 Expenditure(Rs.Million) 0 0.05 0.1 0.15 0.2 0.25 0.3 0.35 0.4 0.45 GERDasPercentageofGDP GERD GERD% GERD as percent of GDP, 2008, source: National Science Foundation, Sri Lanka.
  • 28. 0 5000 10000 15000 20000 25000 Soc Sc and Hum Medical Sc Sc and Eng 2014 2015 Undergraduate Outputs 2014 and 2015 0 1000 2000 3000 4000 5000 6000 7000 Hum and Social Sc Medical Sc Science and Engineering 2014 2015 Postgraduate Outputs 2014 and 2015 Source: Graduate Output statistics, University Grants Commission, Colombo, 2014 and 2015
  • 32. The scale of Australian HE Outputs (similar population) Source: Higher Education and Research, Facts and Figures, Universities Australia, Nov 2015.
  • 35. What are the key issues for national innovation system • Strength of STI System • Progress in selected sectors – biotechnology, nanotech, information science • Clever workforce • Increase Government commitment • Weakness of STI system • Duplication and lack of strategic focus in research • Quality of training and education – low postgraduate outputs • Underdevelop innovation and commercialisation • Collaboration in S&T development • National • International
  • 36. Key Messages • STI knowledge and skills need look beyond the supply model • Cultivate science, technology and innovation at very young ages – quality teachers and increase engagement – connect with real world science • Build collaborations among scientists and research scientists • Build a critical mass of professional and focus on the key strengths – link with future industries • Prepare the work forces to be agile and take up challenges in the 21st century • Cultivate positive learning and innovative culture with better and effective communication • Develop human resource capability in research commercialisation and innovation management • Develop a collaborative culture amongst Government, Industry, University and Community.