ualg.pt
ACTIVITY REPORT
2012
MESSAGE FROM THE DIRECTOR
“Ladies and gentlemen we are now approaching our destination, where we will be landing in a few minutes. Please fasten your seat belts, keep your seats and tables in the upright position”,... and this is the way people arrive to any airport in the world. However, whoever lands in Faro during the day and is lucky enough to be sited by the window has a special bonus: a unique spectacle of sea, islands, beaches and canals that form the Ria Formosa. This lagoon system, the most important in Portugal, is an outdoor laboratory where scientists study biodiversity, ocean currents, sediment transport and the marine vegetation, among other. Sticking your nose to the window, you can (probably) unfold, beneath the plane, the only building with two floors located in the middle of the intricate system of canals: the maritime station of the Ramalhete next to the University of Algarve right in the center of the Ria. This is a privileged place for the study of the Ria Formosa by monitoring and discovering its features. Actually, the first question that comes to our mind about the Ria is: what is its origin? How did it gain its shape? Why isn't there a Ria between Faro and Tavira or in Portimão? These are the questions that Professor Tomasz Boski is addressing with the SIHER research project aiming “to read the geological book” through its core samples. A core sample is a cylindrical sample of soil removed vertically. In the case of the Ria, the soil is largely constituted by different mud layers with several types of materials. These are the “lines that are written in the book” about the origin of the Ria. The relationship, more or less imaginative, between these samples from different islands and canals has allowed to bring the “pages of this book” together all through the seven or eight thousand years that trace the life of the Ria Formosa. Knowing the past allows us to predict the future with greater certainty. This evidence is particularly crucial in the case of the environmentally fragile system of the Ria Formosa as it reveals to be of utmost importance when designing a strategy for its protection and preservation.
Meanwhile, a group of nine university students agitates the peaceful elderly of the bucolic village of Querença at the Algarvian mountains. Their academic fields are diverse but there is only one sole goal: to create a business activity rooted in Querença area, its places, its people and, if possible, connected to its traditions. How important is training? Here, we are at the field, we need to leave the computer behind and to roll up our sleeves (literally). This project, truly connected to the community, has drawn national attention beginning with the personal interest of the Secretary of State Almeida Henriques and receiving also the support of the Calouste Gulbenkian Foundation and also Portugal Telecom, entities that consider this project of extreme importance as it reveals rural reality, its relevance and utility in other communities all through the country. Moreover, this is absolutely true because, at the end of the project, there are concrete business opportunities approaching. Aunt Joaquina does not know very well what is happening in the village, but she already knows 9 Arrobas, the Ervanarium and Querença Paisagens, and knows that these friendly, young university students – who she already adopted - are around the village. Many other activities took place in 2012, in which the University of Algarve had the leading role, disseminating best practices in local communities and showing outside what is best made in our region. The common notion that at the University you learn a profession is increasingly becoming outdated: the University teaches people to learn and to build bridges between people, communities and knowledge. Personally, I lived in Faro for many years before the existence of the University in this city, however, these days I cannot imagine how Faro would be without the University!
Sérgio M. Machado Jesus Vice-Rector for Research University of Algarve, March 2013
The creation of the UAIC has provided the academic community with a structure dedicated to the dissemination of the research funding programs: the Division of Information and Statistics. The purpose of this Division, among others, is the selection and dissemination of research funding programs at the national, European and international level according to the interest of the scientific community of the University.
DEVELOPED ACTIVITIES R&D NETWORK STRUCTURE During 2012, a new Center for Studies and Development in the area of health was founded, the Center for Health Studies (CES), constituted mainly by researchers of the School of Health. At the end of 2012, a survey was conducted directly to the entire academic community in order to assess the potential of the existing research in the UAlg. This survey aimed to determine the features of researchers inside the R&D units, both within the framework of the UAlg and externally. This Surveyed (a) Polytechnic University Research Fellows Total
377 371 14 762
same survey was used as a base for the update of the lists of dissemination of information. This survey was sent to a total of 762 people (extended also to research fellows with a PhD degree), having a total of 656 responses, representing a participation rate of 86%. The same rate of 86% represent the professors who are researchers (in a total of 563) constituting the total number of researchers in the UAlg in 2013 (Tab. 1).
Total answers (b)
Answer ratio (b)/(a)
Declared to have answered the survey (c)
Researcher ratio (c)/(b)
336 310 10 656
89% 84% 71% 86%
267 286 10 563
79% 92% 100% 86%
Tab. 1: number of teachers who participated in the survey, responses and researchers by type of education.
Out of the 106 professors who did not respond to the survey, 75% are part-time lecturers. Out of the 563 researchers, about 75% are inserted in units of R&D.
In comparison with the result of 2010, there was an increase of approximately 4% of researchers in R&D units (Tab. 2).
Researchers not integrated in R&D units Researchers integrated in R&D units Total
2010
2012
156 405 561
143 420 563
Tab. 2: comparison between the year 2008 and 2010 concerning the integration of researchers in R&D units. 2010 Researchers integrated in external R&D units Researchers integrated in internal UAlg R&D units Total
2012
No.
%
No.
%
89 316 405
22% 78%
127 293 420
30% 70%
Tab. 3: comparison between the year 2008 and 2010 concerning the number of researchers in internal and external R&D units.
Between 2010 and 2012, there was an increase of researchers in R&D units. In spite of this increment of researchers in R&D units, there was a clear preference for external UAlg R&D structures. Figures 1 and 2 show the distribution of researchers per R&D unit and per research centers and centers of development studies respectively. The researchers who decided to make part of the UALG R&D structures are, in their majority, in research centers (72%)2.
CIQA 10%
CIMA 15%
CBME 16%
CCMAR 12% CEOT 4%
CIEO 33%
CIAC 10%
Fig. 1: distribution of researchers by research centers (a total of 211 researchers). 1
As of 2008, a report will be made based on this survey. According to the article 11ยบ of the Internal Regulation of the University of Algarve, the research centers are those acknowledged and positively evaluated by the Science and Technology Foundation (FCT).
2
UALG-iLAB4%
CASEE 2%
NAP 1%
CECL 9%
GLACIP 10% CECTA 16%
CUIP 7% CTA 7%
CEDMES 7%
CINTAL 17%
CES 20%
Bearing in mind the level of participants per R&D unit, we verify a participation increase regarding the researchers who are not associated with any type of R&D unit (32%), followed by CBME that presented a participation rate of 21% and CCMAR with 10% (Fig. 4).
CTA 2%
CUIP 2%
CINTAL 2%
GLACIP 2%
CECTA 2%
CFMFT 1%
CIAC 4%
CFMFT 4%
CIEO 5% Fig. 2: distribution of researchers per centers of development studies (a total of 82 researchers).
No R&D Unit 32%
CIQA 8% CIMA 9%
INFORMATION DISSEMINATION AND GRANT APPLICATIONS
CCMAR 10%
The creation of the UAIC has provided the academic community with a structure dedicated to the dissemination of the research funding programs: the Division of Information and Statistics. The purpose of this Division, among others, is the selection and dissemination of research funding programs at the national, European and international level according to the interest of the scientific community of the University. In order to disseminate information, e-mails and concrete presentations were the main instruments used. To this end, the survey conducted in late 2010 allowed researchers to be targeted by scientific areas. Beyond dissemination through e-mail, several presentations were held during the year 2012. Each session was aimed at exploring the funding notices that best corresponded to the research conducted at the University by enlightening the features and eligibility requirements of the funding programs as well as at alerting for the existing internal procedures in the institution. Altogether 5 information sessions were held which were attended by 116 researchers in total. Figure 3 represents the participation of researchers in the information sessions about the funding programs.
Fig. 4: participation of researchers in the information sessions in 2012 by R&D unit.
In the survey conducted in 2012, an assessment was requested regarding the dissemination of information methodology. Thus, out of the 459 researchers who indicated they received information by the UAIC over the past two years, 34% prefered dissemination of information through email, while 19% referred that the dissemination should be made by combining email, information sessions and web page. In addition to the dissemination of information, the UAIC has contributed to the support of grant applications, namely in the administrative and financial aspects of projects submitted under the research funding programs. Hence, during 2012 UAIC supported a total of 243 applications, out of which 148 were submitted to the Science and Technology Foundation (FCT).
Technology transfer
24,3% 45
CBME 21%
Community support & extension
4,5%
39
40
Sub-contracting
35
26
30
26
1,6%
25 20
16
15
Institutional
9
10
0,4%
5
Research and Development
69,1%
0
23rd April
6th June
11th June
4th July
25th July
Fig. 3: participation of researchers in the information sessions in 2012.
Fig. 5: grant applications submitted in the year 2012 by project profile
The analysis according to the project profile indicates that the majority of projects, about 69%, are applications related to research and development (Fig. 5). Additionally, there is a clear growth in the submission of projects nationwide (68%). Funding programs where there is a greater submission of applications are those of FCT (about 61%), followed by cooperation programs (such as SUDOE
and MED programs) which represented about 12% and 9% respectively in the total number of applications.
148
Science and Technology Foundation
28
MED
22
SUDOE
10 9
7 FP ENPI CBC MED
7
Calouste Gulbenkian Foundation
3 3 3 2 2 1 1 1 1 1 1
Sub-contracting ERC-Advanced Grant Bilateral Cooperation LIFE+ MAPFRE Foundation Culture Programme POPH POCTEP DG Ficheries (MARE) DG Employment AICR GRANT
0
20
40
60
80
100
120
140
160
Fig. 6: grant applications submitted by each funding programme
TECHNOLOGY TRANSFER AND ENTREPRENEURSHIP The Technology Transfer and Entrepreneurship Division (CRIA) continues to develop its role as an interface between the research work carried out at the University of Algarve and enterprises, attracting the interest of teachers, researchers and young graduates to collaborate with industry and to create new technology-based companies with strong innovation skills. During 2012, there were several initiatives to promote the spirit of entrepreneurship including:
Patent concessions
Patent requests
10 8
The support to 9 applications for patents and 6 applications for registration of trademarks and logos during the year 2012 (Fig.7); Participation in 30 events linked to the community with approximately 1,500 participants, a total of 285 hours in order to support the launch of new businesses (Fig.8); The organization of 3 events to raise awareness on intellectual property rights and the publication of the revision of the intellectual property regulation of the University of the Algarve.
9 10
7 6
6
6
5
8
8
7
6 4
3
2
2 0
0 2010
2011
Fig. 7: applications and registration of patents. 3
4
4
These data do not include CCMAR and CINTAL
2012
2010
2011
Fig. 8: creation of enterprises(spin-offs and start-ups).
2012
R&D AND POST GRADUATION TRAINING RESOURCES FINANCIAL RESOURCES In general, the research activities registered a growth rate of about 17% in revenue (Tab. 4). The largest increase in percentage terms concerns the area of institutional projects, followed by projects to support the scientific community and university extension and R&D projects.
Income Community support & extension Innovation Institutional Mobility Sub-contracting R&D projects R&D units Total
2011 16.850 364.568 343.909 2.461.994 520.516 1.200.864 376.670 5.285.370
2012 39.452 366.425 561.213 1.904.814 566.106 2.398.199 330.410 6.166.619
Figure 9 and 10 show the percentage distribution of revenue in 2012 by type of activity and by subject area, respectively. The R&D projects and mobility projects represent about 72% of the total revenue. From the point of view of the distribution by thematic area, Life Sciences, Earth, Ocean and Environment represent 35% of the total revenue, followed by Basic Sciences and Engineering with 23%.
Community support & extension
Innovation
1%
6%
R&D units Institutional
6%
6%
R&D projects
Expenses Human Resources Researchers R&D fellowships Mobility grants Travel Goods and services Equipment Pay back/returns Transfer to partners Net balance Total
Mobility
40% 2011 2.631.426 319.620 1.090.651 1.221.155 512.421 1.278.644 322.641 83.556 539.780 -83.098 5.285.370
2012 2.844.738 349.940 1.267.946 1.226.852 627.158 1.631.600 392.002 6.889 657.499 6.733 6.166.619
32%
Sub-contracting
9% Fig. 9: distribution of revenue by type of activity.
Transversal
Arts, Literature and History
22% Economics, Management and Tourism
3%
General Costs Overheads for internal R&D units Overheads for external R&D units Mobility Total
2011 465.073 259.244 152.357 876.674
2012 462.847 0 12.817 475.664
Social Sciences, Education and Teaching
4% Health Sciences and Technology
9% Tab. 4: balance sheet and accounting of the Scientific Research Support Unit and Postgraduate Training, years 2011 and 2012.
Fig. 10: distribution of revenue by thematic area.
4% Basic Sciences and Engineering
23%
Earth Sciences, Sea and Environment
35%
HUMAN RESOURCES The characterization of the human resources involved in R&D activities is the result of the survey on human potential for research. Figure 11 shows the distribution of professors-researchers of the UAlg by subject area. In this survey, it was found that, out of the 656 professors who answer the survey, 563 professors conduct research.
Economics, Management and Tourism
Arts, Literature and History
13%
16%
Basic Sciences and Engineering
Social Sciences, Education and Teaching
26%
18% Health Sciences and Technology
Earth Sciences, Sea and Environment
9%
18%
Fig. 11: distribution of researchers by thematic area. Sea
14% Arts and Heritage
7% Other
51%
Health, Food and Well Being
12% Tourism
16% Fig. 12: distribution of researchers by UAlg anchor areas.
Compared to the survey conducted in 2010, the subject areas that showed a higher concentration of teachers were life sciences and health technologies that showed a growth rate of about 89%. Nevertheless, given the scale of the University of the Algarve, there is the need for the convergence of its activities such as training, research or knowledge transfer, around the anchor areas identified as strategic axes for the development and growth of the University. In this sense, we made a first attempt of correspondence between the areas identified by scientific researchers and the anchor areas which results in figure 12. In 2012, there was a 5% increase in the number of research fellows working in research projects at the University of the Algarve, coming to a total of 112 research fellows.
Compared to the survey conducted in 2010, the subject areas that showed a higher concentration of teachers were life sciences and health technologies that showed a growth rate of about 89%.
R&D OUTPUTS AND DELIVERABLES
4
x10
500
5
450
4.5
400
4
350
3.5
300
3
250
2.5
200
0
150
1.5
100
1
50
0.5
0
0 1994
Figure 13 shows the scientific production according to the Web of Science, as of March 1, 2013 concerning the UAlg (blue bars and left-hand scale) and the national total between 1994 and 2012 (yellow line and right scale). Considering this data, it is clear that the average productivity loss of the university in recent years has been surpassed in 2012, yielding an increase of about 20% compared to 2011, reaching a total of 465 publications. Also nationally, there was a growth reaching now a total of more than 15,000 publications. The overall role of the UAlg in the national context is of about 3%.
1998
2000
2002
2004
2006
2008
2010
2012
Fig. 13: UAlg scientific production (blue, left scale) and national production (in yellow, right scale), between 1994 and 2012 regarding the total number of entries in the Web of Science as of March 1, 2013.
50 40
Growth rate UAlg-National (%)
SCIENTIFIC OUTPUTS
1996
National Publications
However, almost all rankings include factors based on scientific performance, for which the production of scientific publications in quantity and quality, is the most relevant factor. In Portugal, the bibliometric indicator is, par excellence, the one produced by Thomson-Reuters for scientific production (Web of Science) and quality of publications (Impact Factor). Among others, the factor of internationalization has been considered as an important factor for the development and quality.
one can see that, surprisingly, it was not in the years of higher absolute production that the UAlg achieved the highest growth in relation to other national institutions as was the case between 2008 and 2010. In 2011 and 2012, the growth of the UAlg was higher than the national growth of 5 and 18%, respectively, which shows a significant improvement.
UAlg Publications
Regardless of whether you agree or not, the rankings of higher education institutions exist, are used, and came to stay. For now, there are no standardized metrics for performance evaluation since each institution chooses to highlight those indicators that are most meaningful to their goals, such as scientific research, doctoral training, mobility, enrollment of students in a training degree of a specific scientific area, or coming from a certain geographical area or language.
30 10 10 0 -10 -20
More important than the figures representing the absolute production, it is essential to identify the position of the UAlg in the national context. Figure 14 shows the growth rate of the UAlg in comparison to the national growth rate, where
-30
1992
1994
1996
1998
2000
2002
2004
2006
2008
2010
2012
Fig. 14: growth rate of scientific production of the UAlg in comparison with the national growth rate in%.
The capacity of internationalization of the higher education institutions has been revealed as one of the most important determining factors for the enhancement of their quality, for its growth and for its ability to attract students and researchers of excellence.
INTERNATIONALIZATION The capacity of internationalization of the higher education institutions has been revealed as one of the most important determining factors for the enhancement of their quality, for its growth and for its ability to attract students and researchers of excellence. Figures 15 and 16 show the diversity of countries with which the UAlg
Other countries Denmark Norway Netherlands Ireland Germany Greece
6,6% 0,7% 1,1% 1,8% 2,7% 3,2% 3,9%
UK Italy France Spain
developed scientific projects in 2012 and the typology of partners, respectively. The UAlg partners in research projects are mainly Portuguese, followed by Spanish and French partners. As far as the types of partners are concerned, about 41% are institutions of higher education.
POST GRADUATE STUDIES Table 5 shows the number of students enrolled in 3rd cycle studies by thematic area and the number of graduates in 2011 and 2012.
4,3% 6,1% 8,2% 14,8% 46,6%
Portugal
Fig. 15: origin of partners in R&D projects per country.
R&D Units
10% Public Institutions
31%
Private Institutions
11%
Fig. 16: typology of partners in R&D projects.
Enrolled 2011/2012 No. of students Arts, Literature and History 55 Basic Sciences and Engineering 41 Earth Sciences, Sea and Environment 124 Health Sciences and Technology 28 Social Sciences, Education and Teaching 61 Economics, Management and Tourism 69 Total 378
Degrees 2011 2012 1 3 2 5 9 22 5 3 11 6 3 6 31 45
Tab. 5: number of enrolled students and graduates in 3rd cycle studies by thematic area
Companies
7%
Higher Education Institutions
41%
The recommended duration of a doctoral program is between 3 to 4 years. Even assuming duration of four years, and taking into account the total number of enrolled students, the number of graduates per year should be around 90. Despite a significant improvement between 2011 and 2012, the total number of 45 is only 50% of the expected degrees, suggesting an average duration superior to 4 years or a high degree of abandonment of the doctoral studies.
Unidade de Apoio à Investigação Científica e Formação Pós-Graduada Universidade do Algarve Tel. 289 800100 e-mail: uaic@ualg.pt www.ualg.pt