HR and Innovation Workshop on Advancing Innovation: Human Resources, Education and Training 17 18 Novem

Presentation Transcript

HR and Innovation Workshop on Advancing Innovation: Human Resources, Education and Training 17 – 18 November 2008 Bonn, Germany Dirk Pilat Head, Science and Technology Policy Division Contact: dirk.pilat@oecd.org

Overview The OECD Innovation Strategy What we think about HR for science and innovation (HRST): Supply and request Research vocations Women in science The worldwide versatility of specialists Other work in DSTI Human capital and advancement Gaps and arrangement challenges

The OECD Innovation Strategy Ministerial Mandate from May 2007 Growing acknowledgment that advancement: is a key driver of development and locations basic worldwide difficulties is evolving quickly, including new performing artists, methodologies, and nations challenges governments to create suitable strategies We require new methodologies for more compelling approaches, additionally for human capital.

Supply and Demand of HRST Many OECD nations are confronted with low and declining shares of science and building graduates

Research vocations are progressively viewed as ugly Declining enthusiasm for research professions: PhDs for the most part utilized in colleges. Increment in doctorates has not been coordinated by increments in changeless scholarly positions; tenured positions are being supplanted by non-tenured brief positions. Private comes back from putting resources into a S&T investigate vocation might be too low with respect to different professions. Strategy issues include: conceivable request side shortcomings effects of frailty on the allure of science vocations; open segment business; and pay rates

Women stay under-spoke to specifically in specific fields and in higher positions, ladies are under-spoken to in research with respect to general business

International portability is developing Foreign ability contributes essentially to general supply of HRST Share of remote conceived HRST matured 25-64 in EU-27 and chose nations, 2006

Other significant work in DSTI Contributed to the EDU Tertiary Education Review Enhancing the Role of Tertiary Education in Research and Innovation Improving estimation, e.g. Professions of Doctorate Holders: Project takes after the work market, vocation and versatility ways of doctorate holders – information for 27 nations are normal by end-2008

But HR in science and innovation are not a similar human capital for advancement… Human capital – expansive scope of abilities, capacities, and traits held by people, groups and associations making it feasible for them to develop Partly in light of formal instruction additionally includes the making of firm-particular human capital by means of professional or at work preparing Many businesses are aptitude based without being HRST-escalated. large amounts of firm-particular abilities; between sectoral streams of learning

Innovation is changing ... Non mechanical development Organizational and advertising advancements R&D and advancement in administration businesses e.g. budgetary administrations, imaginative businesses More "open" ways to deal with development R&D co-operation, outer sourcing of learning, systems and so on. Developing internationalization of research Increasing globalization of R&D and industry-science connections; new worldwide players

… and requires an expansive scope of abilities Skills and capabilities required for advancement include: Problem illuminating capacities Addressing developing intricacy International collaboration Leadership Continual refreshing and retraining Networking and cooperation …

What are the holes… What sorts of aptitudes and abilities are required? Is there a bungle amongst free market activity? How do diverse authoritative work environment structures shape people groups' capacity to enhance? Is social capital (trust) more imperative in an atmosphere of globalization and open advancement? Is there an ideal portability level? How might we quantify execution - we don't have great pointers on aptitudes …

… and approach challenges? What sorts of instruction and preparing frameworks are expected to help encourage development? What are the difficulties for putting resources into human capital? Are motivating forces expected to reinforce private venture? How does the sythesis of human capital supply identify with the piece of interest? How do governments guarantee arrangement intelligence over various performing artists required in advancement? A vast motivation for work …