Lessons Learnt from the University of Applied Sciences Model

1.0 Concept of UAS Encourages Clear Understanding of the Problem before Solving it

Universities of Applied Sciences (UAS) is a concept that has linked training and research in universities to activities in the industry and society. It’s programs therefore address the challenges and needs facing the industry. As such, graduates are able to fit in employment with minimum or no additional training. Thus, the UAS is able to achieve its third mission status which is a major challenge of universities in Kenya. There are over 20 Universities of Applied Sciences in Bavaria State alone in Germany, while there are only 10 classical Universities.

The concept of University of Applied Sciences is premised on, what must we understand before identifying what to do? It therefore has the following features;

• Teaching and research complement each other
• Research gaps are identified from the industry
• Professors are the liaison officers/link to the industry

In Kenya employers have complained about an existing gap between training at the University and desired skills by the industry. As such there has been several challenges with companies feeling that training of graduates in Kenya does not meet their expectations. Some of the complaints include; graduates have difficulties integrating theory to the practice leading to the familiar slogan that Kenyan Universities produce half-baked students, graduates have poor soft skills including communication, leadership and time management, internships take a short period of at most 3 months limited on the job training and finally there is little or no involvement of experienced industry personnel in graduates training. University of Applied Sciences approach can help address the above challenges which would help kick start the ailing manufacturing sector which presently contributes less than 10% to the Gross Domestic Product (GDP).

2.0 Applied Sciences Training Require a Highly Structured Curriculum to Achieve Intended Goals

Background: Curriculums for University of Applied Sciences are developed based on the needs of the customers (employees and employers of the relevant regions). The main philosophy is to develop personality and create an ‘out of the box’ approach to solving problems. This is achieved by; teaching fundamental concepts that gives the learner basic know how and expert knowledge, application oriented know how that gives the learners necessary skills and transfer of know how as well as development of competence for design, decision making and implementation of knowledge. A concept called blue ocean strategy is used in development of new programs whose main focus is to create uncontested markets. Therefore it encourages stakeholders participation in the curriculum development to offer insights on emerging trends and needs. Personnel developing the programs must avoid cannibalization of existing programs by ensuring synergy between stakeholders and professors of various departments within the University. Some of the key components of applied training are presented below.

Use of Conceptual seminars: Some of the Universities of Applied Sciences have a unit designed to network training by business/industry stakeholders. CEOs participate in training of students to motivate them by letting them learn about issues affecting the company and its customers. , Students develop a strategy based on the briefing by company CEOs at the beginning and weekly coaching by Professors, students implement the strategy, CEOs also carry out additional re-briefing to ensure students are on track, students present the solution to the company at the end of the semester, top 3 solutions/strategies are awarded and finally the companies pick top 10 solutions/strategies for future implementation.

Some of the benefits of conceptual seminars include; Companies enjoy free solutions,  Students are creative hence generate unique solutions, Students obtain experience and receive incentives and finally there is clear linkage between University and Industry.

Blended learning: A lot of effort is being put to infuse information technology (IT) in the training. Therefore online learning and delivery of lectures in video is pursued at the University of Applied Sciences. This is very appropriate for the students who mix working and training. Video lectures are presented online ahead of in-class activities. The key components of blended learning include; Video lectures in which students work on continuous case studies. Tasks are introduced via video and presentation of results is facilitated through web conferencing and finally, In class activities involving group work activities

Dual Training: This involves offering a particular Bachelors training to company employees who have gained experience based on apprenticeship. The training has the following features; highly skilled workforce without high school training, the candidates are highly sort after training, and finally there are breaks within and at the end of the semester; the students spend them at the company premises.

Internationalization:  There is a major effort by the Universities of Applied Sciences to infuse internationalization of students. This is designed to prepare the students for the ever changing world giving them an international experience. For home students this is done by guest lectures, intercultural activities, and meeting/supporting international students. Other ways of internationalization include, Offering courses in English especially at post graduate level or both English and German, Admitting students from other countries so that they interact with German students and finally, Encouraging students to undergo internships in foreign countries.

Library: This is involved not only in providing abundant resources (print and electronic) but also providing training that ensures lifelong learning. The libraries visited had over 45,000 e-books and over 5,000 books and use RFID for identification. In one of the universities, the library operates 24 hours a day and consists of security system for unmanned borrowing and returning of books.

Internships: These are well organized having 100 working days (over 5 months), which is sufficient to integrate a student into the working culture of a company.  The internship purpose is for the students to appreciate the value of educational training to the industry. It is also designed for the students to deploy knowledge gained from class into the industry through activities and project tasks. The internship contains 3 key stages namely;

• Introduction; This is a practical seminar conducted for one week at the end of semester preceding internships. It involves imparting of soft skills necessary for success in the industry. These include, Job application training, leadership, team collaboration in enterprises, decision making, conflict management among others
• Internship Semester: Done as a semester of minimum 100 working hours on site
• Conclusion semester: This is done in the final week of the internship semester and consists of presentations and report writing.

These are corporations of any size within Germany and abroad. The companies are aware of the following; no minimum wage for the students, students can continue to work as trainees after the minimum 100 working hours (18h per week).  Internship activities often form projects in the final year. Internships have been digitized in Universities of Applied Sciences in which students are able to; upload contracts for evaluation, download confirmation of internships from companies, follow FAQs regarding internships, and finally, access database of recent internships presentations.

Didactic training: This is a key component of University of Applied Sciences designed to enable professors to impact on the students. This began upon recognition that though professors have sufficient industry experience, they do not have teaching skills. Therefore it was necessary to equip them with necessary tools that would enable them pass on knowledge to the students. The didactic training hence provides a forum for experiential training focusing on the needs of the learner (learner-centred training). This centre demonstrates a willingness of applied sciences universities to collaborate to solve a common challenge. The centre serves 20 UAS in Bavaria region (consisting of 17 government funded and 3 church funded universities). The joint didactic training centre has a board made up of all presidents of the Universities of Applied Sciences in the region. Some of the key features of didactic training include; 4-day workshops based on the needs of the professors as identified by didactic mentors at respective UAS, The cost of training of each professor is met by the respective UAS,  The centre handles more than 1400 participants per year and finally,  Each University of Applied Sciences has a didactic mentor (whose functions are; Identifying teachers’ needs, helping the joint centre develop and update curriculum and finally, visiting the didactic centre once per semester).

3.0 Postgraduate Training and Setting up of Institutes Leads to Applied Research that is Self Sustaining

Post Graduate training; This is the heart of applied research. MSc trainings at UAS are recognized by classical universities and as such a student can progress to PhD. It is also notable that PhD training is offered in partnership with classical universities. The design of the content of the post graduate programs ensures attractiveness, competitiveness and meeting the needs of the customers.

Institutes: In UAS, applied research is carried out in institutes and also in laboratories within faculties. The professors work with post graduate students so as to solve industry challenges. The institutes are purely research based but students undergo course work training in the faculties. Researchers are paid from the research budgets but the Professors are paid from the faculties. The following are a number of institutes found in UAS;

• CARISSMA – Centre for Automotive Research and Integrated Safety Systems for Mobile Applications
• IIMO – Institute of Innovative Mobility
• InES – Institute for new Energy Systems
• IWE – Institute for Water and Energy Management
• IFM – Institute for Material Science
• Institute for Bio Polymers and Sustainability

The funding structure is as shown in the table below.

Some typical funded applied research are as shown in the Table below

4.0 Networks are a Key Driving Force Behind Technology Transfer

Background: Universities of Applied Sciences carry out technology transfer from science to SMEs and other industries. This involves transfer of knowledge, technology, values, and ways of doing things. It has a forward and backward linkage (both University and companies are beneficiaries). It is the only way Universities become an active and innovative player in the development of solutions for the economy and society. As such, it is the bridge between knowing and doing. It is carried out in the following forms; cooperative professorships and training (BSc, MSc and PhD) and Dual study  more than internship (3 months in a company 3 months at University until program is completed)

Networks: To ensure synergy, networks between Universities and SMEs are established. In the formation of networks the key is to identify problems and propose solutions. This is achieved through; holding symposiums, network marketing, network meetings, cluster meetings, constant communication of soft facts and hard facts, having a database of companies. Benefits to the companies are to be communicated adequately. Some of the benefits include; improvement in public image, network and market positioning, and finally, improved transfer of knowledge. The following were identified networks;

• Transfer Innovation Strategy – HNU has joined with 3 other Universities to establish a network for technology transfer (funded by the government) which is composed of energy, biotechnology, mobility and transformation management
• BayFOR – Bavaria Research Alliance This is a project which THI is involved in, whose mission is to help, guide, support and advice.
• Biogas 4.0 – has 1.3 million euros funding from EU while participating companies contribute 1500 Euros to produce biogas for energy

• Warme and Wohnen – Another network project by THI and a number of companies in the construction industry.

5.0 Conclusions

The model of University of Applied Sciences offers a number of insights that JKUAT can benefit from as it positions itself in seeking to meet society needs and satisfy market demands, by linking its activities with socio economic context (3^rd mission of the university beside training and research). From this workshop;

• It is possible to construct curriculums and revise existing ones based on a smooth link with industry as we seek to address the gaps that companies face.
• It is necessary to ensure practical experience of our students is more oriented to the needs of the industry by; consolidating internships to a longer period that prepares students adequately, incorporating a one week introductory course for preparing students and finally, one week conclusion course for students to write reports and make presentations
• For our staff to be the link between JKUAT and the industry they undertake regular internships to understand the needs and emerging trends. This concept is also emphasized by the engineering professional body Engineers Board of Kenya (EBK). JKUAT already has a policy on staff internships, but there is no frame work in place to ensure that staff participate. Furthermore, it is not clear the level at which this policy is implemented.
• There is need to overhaul our didactic training by developing a policy that ensures every new member of staff undergoes a pedagogical workshop. Colleges need to set aside funds for didactic training. JKUAT can explore the possibility of setting up a joint didactic training centre as a collaboration with KU, Mt Kenya, USIU, Aga Khan University Hospital and KCA.
• It is necessary to infuse applied research in our training so that we address the needs of the industry and the society.
• It is essential that technology transfer become a core element of JKUAT in order to achieve the 3^rd mission status.