• enable a propoer dialogue with companies about how HE services can helpo their business move forward.  It is based on mmethodology used in programmes like Faraday Partnerships (now KTN's) by tecjnology translator teams, but has been tailored to reflect the culture and operating realities of HE institutions.  The steps involved are:

1. Interview: companies are taken through a structured interview that allows them to express issues facing them from both a market and company perspective.  Specifically the interview process allows the company needs to be categorised as follows: need to improve more skilled people; need toimprove skills of current employees; need to boost creativity; need to improve entreneurial skills; need to improve market knowledge; need to find technical expertise or test facilities; need to commercialise IP through a joint venture or R&D programme.
2. Matching: these needs are then matched with the services and solutions HE can offer, using a simple matrix of services, e.g. CPD, student placement projects, consultancy, collaborative R&D programme etc. The company needs may be met by more than one service.
3. Option choices and brokerage: the company is presented with a list of options to follow up if it wishes.  All costs and timescales are explained in order that the company can make the best decision based on its judgement of time/cost/quality.  The initial fact-finding interview, and follow-up is managed by one of KE's or WF's team of business liaison staff, who then broker the opportunity to the CKE members, drawing from a sufficiently wide-range of expertise to ensure a good match with the company needs.  It is also used in working with business support groups e.g. Business Link, MAS, to drive referrals to the HE partners.

• The weakness in demand from SMEs, both direct and via business support organisations (BSOs) such as Business Links, for KT and innovation services from HEIs (ref Lambert Report)

What are the key steps? (e.g. do this / do that to achieve this / that)

• A national practitioners group has identified and developed guidance and materials (currently at
   http://www.blu-horizons.com/SATeams.asp?ID=G20050425103456-620523401 ) to support key steps:
• Understand the business support landscape in general and in the geographies/sectors of interest;
• Identify relevant BSOs and build relationships with them to understand their structures, services, processes, funding and drivers (targets, measures, KPIs), especially those associated with diagnosis and brokerage/referral of business needs;
• Identify and implement appropriate collaborative actions to make partnerships more effective;
• Identify more and appropriate opportunities to stimulate demand based on an innovation maturity model of business.

How does it benefit partners/clients and how have users/beneficiary needs influenced this model?

• Provides guidance and models gathered from experienced practitioners from both HEIs and BSOs as well as from appropriate research of SME business process, needs and business support interventions.
• Improves BSO understanding of HEI services and when/how they could be appropriate.
• Improves BSO relationships with HEIs to facilitate increased and better referrals of SMEs.

• Developing a business innovation guidance product for SMEs from across Europe and across sectors.
• Working with diverse European organisations.
• Ensuring applicability to SMEs from a specific sector.
• Translation and localisation of product.

What are the key steps? (e.g. do this / do that to achieve this / that)

• Each partner needs to articulate what they as institutions are trying to achieve through the partnership based on the need of the industry and specific sectors (the needs analysis could be drawn from previous research or be part of the project).
• Establish the expertise each partner brings to the partnership.
• Identify early on in the partnership how end product can add value or be integrated into existing local provision.
  Agree IPR among partnership early on.
• Ensure management and facilitation of expertise and expectation in a cross-cultural context.
• Ensure each partners understands tasks through agreed action planning with regular monitoring.
• Lever subject expertise and translate academic and theoretical expertise into practical draft generic framework.
• Test framework with user groups (SMEs) in each country and use feedback to adapt innovation guidance product.
• Ensure that each partner develops specialist content in own language but in simple and practicable format.
• Set-up local user groups to ensure applicability of content.
• Get one professional translation agency to undertake translation into various languages and get native speaker to check.
• Appoint editor to co-ordinate contributions from individual partners, check content and format.
• Ensure standard simple generic format of content allowing adaptability to local and sectoral circumstances.
• Use visuals and creative industry case study examples for creative industry sector.

How does it benefit partners/clients and how have users/beneficiary needs influenced this model?

• Model for effective collaboration between diverse partners across different countries and cultures developing content drawing on each partners’ expertise and local need.
• User groups and questionnaires ensured appropriate development of content and subsequent adaptation to local and sectoral needs.
• Employing sector experts ensures basis for adaptation of content to sector needs, eg creative industries.

What are the key steps? (e.g. do this / do that to achieve this / that)

• Careful negotiation of individual partner roles so that the sum of the whole is greater than that of the parts.
• Provide sector specialists on a consultancy basis to the regional art-form development agency.
• A dedicated Partnership/Consultancy Manager to ensure that the often tight deadlines associated with consultancy demands and complicated organisational structure often associated with partnerships can be met.
• Partnership working creates access to, and enables greater strategic management of mutually beneficial funding streams, prevents duplication or gaps in provision.
• Marketing budgets for projects are considerably larger if partner contributions are pooled.
• Organisations from outside HE are able to offer HEI accredited business support.

How does it benefit partners/clients and how have users/beneficiary needs influenced this model?

• Other partners benefit from highly specialised industry knowledge and expertise in KT delivery held by HEIs.
• All partners benefit from the ability to extend the support provision and delivery profile throughout the region.
• Enables a matrix of strategic intervention and ground-breaking work at the education / industry interface
• Individual projects open up possible IP capture for core partners.
• Individual practitioners, companies (predominantly micro and SMEs) and organisations benefit from KT, networking and marketing/promotional opportunities.
• Mapping and internal event evaluation forms influence strategy. Practitioner networks contribute to strategy.
• Wisdom brokerage from experts within the region enables cutting edge delivery.
• A virtuous circle emerges, whereby practitioners and young people benefit from provision are up-skilled and so can contribute to new delivery.

How does it benefit partners/clients?

• Benefits both internal consultants and customers by bringing them together

How have KT/KE user/beneficiary needs influenced or shaped this good practice?

• Feedback is sought and changes made accordingly.

How does it benefit partners/clients?

• Is inclusive to all enterprise activity, particularly useful for those not supported by HEIF money or those not close to the enterprise office 

How have KT/KE user/beneficiary needs influenced or shaped this good practice?

• Prompted to begin to submit stories

• Establishment of strong equitable partnerships with local communities
• Overcome resistance and suspicion from community.
• Enables activity to become sustainable. What are the key steps? (e.g. do this / do that to achieve this / that)
• Analyse local community needs and requirements.
• Assess and utilise specific Higher Education asset of knowledge and expertise.
• Develop mutual goals and identifiable targets for social and economic impact with partners.
• Concentrate on beneficiaries of the project and develop ‘communities of practice’ to link those involved.
• Involve partners and service users in project design, development and evaluation.
• Develop processes, structures and resources to support the development of equitable relationships.
  
• Establish a shared language – a process not an event and requires considerable ongoing attention.
• Support the realistic involvement of marginalised and excluded communities.
• Prioritise your attentions on those who want to work with you and address the barriers to their participation. How does it benefit partners/clients?
• The benefit of this approach is a two way exchange of knowledge, experience and skills between HE and community partners. How have KT/KE user/beneficiary needs influenced or shaped this good practice?
• Enhanced capacity of community and university partners and networks are needed to achieve a sustainable impact that is not just dependent on individuals.

• Breaking down barriers between business and academic cultures
• Businesses mistrust of academia and vice versa – promotion of collaboration between the two – access to funding
• Awareness of benefits in employing graduates and working with academia What are the key steps? (e.g. do this / do that to achieve this / that
• Team will establish the clients needs
• Identify and contact the relevant university or college
• Facilitate the link
• Initiate the collaboration project and monitor progress How does it benefit partners/clients and how have users/beneficiary needs influenced this model?
• Access to a team of professionals dedicated to providing businesses with an efficient and confidential service
• Access to state-of-the art R&D facilities in academia and to operational and financial improvements
• Access to the best scientific, engineering and management experts, graduates and technicians
• Access to the latest business information and concept on marketing and development of new technology

• A simplified form is prepared for all potential projects by project/faculty finance staff listing the various types of risk likely to be encountered
• Existing and required controls to mitigate risks are identified
  

• A comprehensive form is completed for high value/high risk projects proceeding to contract
• The form has drop down lists with suggested controls for each risk to enable the controlled risks to be scored separately to the original risk

• The risk form is regularly rescored as controls are implemented or new risks arise
• Management reviews at faculty and Director/PVC level should be supported by internal independent audit style reviews Risks are reported to where they can managed.

• Faculty finance and the University Contract Compliance team support throughout project

• Major issues arising can be shared with other project managers, Deans, senior management

• Facilitates business access to regional university expertise and resource
• Ensures the business need is brokered with the most suitable HEI resource/expertise o Is demand led and results in rapid response to identified client needs The 4 stage brokerage process matches business need with university expertise:

1. Initial filtering - Diagnose company needs and publish agreed brief to universities
   
   • Company needs are diagnosed and translated by skilled regional HE Knowledge Brokers (BDMs). After this initial filtering, company needs are circulated to university BDMs and similar groups.
     
   • Agreed protocol requires a HEI response to indicate level of interest within a specified time (eg 48 hours or 5 working days).
2. Empowerment - Company selects university provider
   
   • Brokered discussions and meetings are held with interested universities and opportunity is developed. As a result, the company is empowered to select the solution and University that best meets their needs.
   • Brokers retain a ‘watching brief’ to help facilitate solutions to any emerging problems.
3. Contract - Implement solution
   
   • Company and University contract to implement the solution utilising the appropriate expertise/resources/programmes. Brokers retain a ‘watching brief’ to help facilitate solutions to any emerging problems. This may involve advising on, and facilitating access to, appropriate sources of grant funding. 4 Support
   • Ongoing support for the company
     • At the end of the programme, the brokers hold discussions with the company to understand the level of satisfaction and identify any further needs for immediate or future delivery. Further visits (eg after 6 months) may be appropriate to maintain relationships, identify opportunities and/or to evaluate impact/outcomes of previous interventions.

• Facilitates business and support agency access to regional university expertise and resource
• Ensures university expertise is directed to meet the economic needs of the region
• Provides the universities with a mechanism to address business and funding opportunities A group of regional HEIs agree upon key theme areas based on target sectors or technologies to act as the focus for regional collaboration and business liaison. The themes reflect the priorities of the RDA and regional Science Council. Each HEI nominates subject experts and business development managers to form the theme groups. Coordination can be through management group, business development groups or local Centres for Knowledge Exchange.

1. Advanced Materials / Manufacturing
2. Design and Digital Media
3. Energy and Environmental Technologies
4. Food and Drink and Healthcare and Medical Technologies
5. ICT
6. Sport Technologies

• • The theme groups are facilitated to capture individual and institutional expertise; develop regional HE business support to respond regionally to business and funding opportunities; respond effectively to major cross-discipline opportunities e.g. Olympics and Obesity; share good practice and foster and co-ordinate collaboration.

• Perceived legitimacy of KT activity within an Institution.
• Enabling KT activity within an Institution
• Accuracy of reporting KT activity both internally and externally

• Establish a dedicated, professional Managed Consultancy Service with full time Consultancy manager
• Define University-wide policy to include:

1. Numbers of days consultancy allowed;
2. Provision of professional indemnity insurance;
3. Percentage of fee top sliced for administration and professional marketing;
   
4. Processes to allow payment to staff (via payroll), School of study or unit as required.

• Establish strong delivery-orientation so process is low-resistance for both academic and client
• Collate a Register of Consultancy Expertise to swiftly identify appropriate staff when a consultancy opportunity arises
• Invoice and distribute resulting income promptly and publicly
• Negotiate contracts to enable protection of IP where appropriate and mitigate risk
• How does it benefit partners/clients and how have users/beneficiary needs influenced this model?
• Development of on-going professional relationships
• All consultancy projects are logged on University’s project management / accounting systems
• Allows the capture of IP based transactions thereby ensuring adequate protection

• Unlocks knowledge base of HEI.
• Leverages culture change within the HEI.
• Enables swift access to HEIs portfolio of products, services, and solutions.
• Creates HEI wide forum for exchange of ideas, experience, and best practice.
• Encourages accountability for knowledge exchange and budget ownership.
• Maximises activity and turnover levels.
• Provides clear structure for knowledge exchange activity originating internally or externally.

• It provides a clear and swift access to the required knowledge.
• It provides an Industry focused champion to liaise with the Business Development team and the client.
• It provides a champion who understands the needs of Industry in terms of commercialism, timelines, responsiveness, added value.

• Facilitates business access to regional university expertise and resource
• Ensures the business need is brokered with the most suitable HEI resource/expertise
• Is demand led and results in rapid response to identified client needs

1. Initial filtering - Diagnose company needs and publish agreed brief to universities
   
   • Company needs are diagnosed and translated by skilled Knowledge Brokers. After this initial filtering, company needs are circulated to university BDM and similar groups.
   • Agreed protocol requires a HEI response to indicate level of interest within 48 hours
2. Empowerment  - Company selects university provider
   
   • Brokered discussions and meetings are held with interested Universities and opportunity is developed. As a result, the company is empowered to select the solution and University that best meets their needs.
   • Brokers retain a ‘watching brief’ to help facilitate solutions to any emerging problems.
3. Contract - Implement solution
   
   • Company and University contract to implement the solution utilising the appropriate expertise/resources/programmes. Brokers retain a ‘watching brief’ to help facilitate solutions to any emerging problems. 4 Support - Ongoing support for the company
   • At the end of the programme, the brokers hold discussions with the company to understand the level of satisfaction and identify any further needs for immediate or future delivery.
   • This process provides feedback to the university suppliers and informs intelligent future signposting.

1. Create a compelling proposition for each key stakeholder (group) with clear benefits.
2. Establish project at a senior level ensuring strong leadership and commitment from the top.
3. Create strong project management team and establish objectives/deadlines early in process.
4. Empower the project group to take decisive action to keep the project to plan.
5. Where external targets involved, define project leader and ensure they take responsibility for project deliverables and regular targeted stakeholder communication.
6. Establish stakeholder objectives and timescales clearly labelled within project plan.
7. Where media gains can be established explore partnerships with media providers where both parties win. Ensure any media agreements take into account third party requirements.
8. Set up clear agreements with all parties
9. Set reviews before during and after completion of project ensuring that metrics are available to clearly identify progress
10. Create a DVD of the activity from the festival, key achievements and the benefits of sponsorship from the mouths of the sponsors themselves. Use for positive reinforcement to the sponsors and their organisations validating the risk they took to support the activity. Use to secure the sponsorship for next festival.

• Written manual of policy, procedure, recording, developing a Knowledge Transfer Partnership Project with 100% accuracy every time and ensures a complete audit trail.
• The recording of this information allows, accurate reporting of activity, ability to map a process, highlight internal and external blockages to the progress of a Knowledge Transfer Partnership against recordable timelines.
• How does it benefit partners/clients?
• The activities required to initiate and complete a KTP using this manual are transparent; transferable-with minimum supervision; user friendly and transportable.
• Avoids the problem of “corporate memory loss”
• When a knowledge Transfer practitioner leaves the organisation, the practitioners knowledge does not leave with them therefore the process is sustainable with the minimum disruption to KTP activity
• All activities are repeatable with the same level of accuracy.
• How have KT/KE user/beneficiary needs influenced or shaped this good practice?
• The need for ‘right first time’ and the ability to respond quickly and accurately to client enquiries, both internal and external with ‘evidence based’ and at a glance certainty, must become commonplace.

1. Establish a regional HE/FE team to meet and discuss approaches and pool know.
2. Appoint a “champion” to negotiate at the strategic policy level on behalf of the HE/FE team and co-ordinate meetings.
3. Broker relationships with the HE/FE team and project leaders to carry out the research on policy and on project outcomes, including the place of summative evaluation.
4. Work with local operational deliverers of training to establish rapport and to then evaluate projects in a formative approach

• The partnership enables the development of research approaches to meet the need for delivering training with disadvantaged groups within the lifetime of a project
• The approach supports and influences Key Stakeholder policy in a community development context
• The formative evaluation approach enables the HEI to work with operational project partners to develop Case Studies for community development.

• Universities lack clarity about the nature of their relationships and can be undiscriminating in their contacts.
• Lack of agreement between stakeholders about what outcomes they wish to achieve.
• Clients can be confused about what is being offered and by whom.
• Client contact can be inappropriately monitored so has little meaning. What are the key steps? (e.g. do this / do that to achieve this / that)
• Define the nature and strategic goal of partnership working in host HEI.
• Classify differing levels of interaction.
• One size won’t fit all, design and develop a framework for evaluating a range of interactions with clients/partners.
• Test out reliability and validity of tools in your context with trusted clients and actively listen to their feedback.
• Introduce the framework and ensure it is embedded into key feedback loops of the organisation at appropriate levels.
• Use the framework to establish principles (simple rules) but where possible enable local teams to develop their own process, tools and techniques. (The more they own the feedback the more they will use it.) How does it benefit partners/clients and how have users/beneficiary needs influenced this model?
• Clearer offering to partners/clients.
• Services more relevant and accessible (both internal and external).
• Metrics developed are more relevant.
• Raises perception of better partnering as clients needs better articulated, measured and met.
• Accountabilities are easier to define and meet.

• Different data monitoring processes between different organisations working on the same project can be inefficient and ineffective use of resources.
• Accountabilities can be distributed between sites increasing the potential of poor performance management and confused responsibilities.
• Weak decision making as information not presented in a standard format so comparisons are more difficult.
• Can be difficult to recognise available resources in the system.

• All key stakeholders need to agree nature of information needs and standards to be met.
• Review existing workflow tools.
• Identify workflow tool to be implemented.
• Agree a leadership model for the process.
• Set up implementation team to champion the process.
• Institute a regular review of the process to ensure appropriateness, continuing buy in and possibility of improvement. How does it benefit partners/clients and how have users/beneficiary needs influenced this model?
• More effective use of resources
• Higher quality and timely decision making

• Evaluation not integrated into projects but seen as a separate activity.
• Multiple impacts can be difficult to capture and make sense of.
• Getting the balance right between social and economic gain is challenging.
• All stakeholders need to understand the range of project milestones and outcomes in order for them to be met.
• Time frame for measuring impacts can be different to those of the project management process.
• Project outputs and longer term outcomes are often different things and need to be captured using different tools.
• Capturing lessons learnt through the lifetime of a project needs to be timely and systematic.
• In complex areas doing something is better than doing nothing.

• Consider what is possible to measure.
• Identify a framework that is appropriate to the project (preferably one that is easy to understand). See case studies for specific egs.
• Develop guidance for implementation
• Get project team to validate the approach adopted.
• Support training and development needs of the team expected to implement it.
• Support the implementation and refinement process.
• Identify the lessons learnt about the process which can be disseminated to other teams.

• Enables a clear message to be shared across all stakeholders
• Lessons are shared in a user friendly and timely way.
• Ensure information collected is relevant to the project.
• Enables project members to network, share intelligence and engage in future planning.
• Identifies more stakeholders so improves sustainability of key outcomes.
• Builds evidence base for the continuation of important aspects of the project.Academics understand a broader perspective of how their work may impact.

• Secure industry buy-in by all/sufficient industry bodies with ‘advisory/steering’ group for development and delivery
• Execute R&D phase before ‘launch’ for knowledge content capture (web based) and identification of sector’s main knowledge drivers (ie effective demand from SMEs especially, and practitioners, policy makers, funders, etc)
• Focus on ‘higher’ knowledge adoption/development/exchange, not skills training. Likely to focus on four knowledge aspects: market formulation; innovation in technology, goods and services; best professional practice (‘productivity’); and company growth and acceleration.
• Develop and maintain knowledge intensive, dynamic portal
• Provide high quality affordable learning events (seminars, (short) conferences, short courses) mostly delivered by leading industry peers, often delivered in sector company collaborations
• No fixed curriculum – always identifying and ‘cooking’ latest knowledge/industry learning and development issue
• Is ‘one to many’ not ‘one to one’ so is not primarily consultancy

• Provides bottom line benefits to SMEs and practitioners
• Informs research and teaching
• Contributes to sector market development and sector competitiveness

• Avoiding possible culture clash between HEIs and communities/community based researchers
• Ensuring equality within the partnerships
• Avoiding exploitation
• Meeting the needs of all partners

• At institutional, local, regional, national and levels, encourage all stakeholders (HEIs, funders, government, and policy-makers) to value the scholarship contribution that community based applied research can offer
• All stakeholders to recognise that where appropriate, utilising applied research methodology enriches both process and outcome
• Start with assessment of needs of all partners: (HEIs and non HEIs) to provide a solid foundation for partnership
• Partners to jointly determine focus and methodology to ensure equality within partnerships
• Endeavour for clarity on resources available
• Explore what support structures are available within each partner organisation
• Review relevant research prior to embarking on any new project to ensure best use of resources
• Realistically explore what support structures are available within each partner organisation

• Valuing of contribution and culture of all partners and acknowledging differences in working culture helps to create shared understandings and vocabulary as the partnership develops
• Increased trust strengthens research outcomes, and avoids ‘parachuting in’ model
• Increased research capacity for all partners
• Increased knowledge base for all partners
• Creates sustainable collaborative research network
• Creates opportunities for stronger, enriched and applicable research outcomes

• Facilitates business access to regional university expertise and resource (the full range of accredited and non-accredited CPD/course provision)
• Effective method for building the skills capability matrix for the region’s HEIs
• Ensures the business need is brokered with the most suitable HEI resource/expertise
• Coordinates regional HE capability and capacity in line with regional skills priorities, providing a single focussed point of contact for regional skills advisors and brokers The 4 stage brokerage process matches business need with university expertise;

1. HE Profile and portfolio
   
   • University capability and capacity mapped against specific regional skills needs e.g. based on themes such as Leadership and Management or business sectors
   • HEIs maintain and update their individual entries
2. Communication with skills advisors/brokers
   
   • Regional skills advisors/brokers (usually employed by Business Links, LSC and/or RDA) are briefed and regularly updated on HE ‘offer’ and opportunities
   • 3 Filtering opportunities
   • Regional skills advisors/brokers filter skills opportunities based on mapping of HE capability and priorities with business needs 4 Capability matrix updated
   • Feedback from regional skills brokers and business engagements used to refine HE ‘Offer’, and brokerage and mapping processes

• University services are mapped so that the benefits of a clear and consistent portfolio of products and services is communicated to the demand side
• HE knowledge brokers (BDMs) working within a university context are trained to support the identified portfolio of products and services knowing the benefits to all parties
• The HE knowledge broker is able to identify and engage appropriate expertise/resources/programmes to meet identified business needs
• External organisations receiving university assistance are re-visited by a HE knowledge broker towards the end of an active intervention. Discussions at this stage will capture the level of client satisfaction and impact achieved, whilst identifying any future collaborative opportunities.
• A Customer Relationship Management (CRM) system is used by all to capture the full range of interventions (Contract Compliance) and to analyse patterns and good practice (Business Development)
• The feedback loop is closed with new interventions being informed by previous analysis As a result the good practice;
  • Prevents the loss of contact with, and new opportunities from, the external organisation after a single intervention which may have been operated at project or discipline level
  • Allows external organisations to develop a longer term relationship with the sector thereby maximising the impact of any support
  • Builds a picture of business requirements for HE products and services

1. Financial perspective
2. Customer / stakeholder perspective
3. Business process perspective
4. Learning and growth perspective

1. Financial perspective – the key measure is growth of turnover. The Balanced Scorecard enables highlighting of  a sub-set of targets that contribute to the growth in turnover. These are; consultancy, contract research, CPD & short courses, conference & events, commercialisation income, collaborative income
2. Customer / stakeholder perspective –the Balanced Scorecard identifies that the University objective is to be seen as a high quality provider of commercial knowledge-based services. The measures used to show progress to this target are; average contract size, repeat business rate, customer satisfaction rating
3. Business process perspective – The main measures here are; number of Knowledge Transfer Projects (KTPs) years, commercialisation of the knowledge base, broken-down into; numbers of ideas and invention disclosures; students undertaking entrepreneurship training; commercialisation income; and University companies sustainability. Sustainability of University companies is measured by; numbers employed, turnover, and the lifespan of each company
4. Learning and growth perspective – evaluation of the above can be done through formal review points, quality improvements made to capture the learning points eg. If turnover is down what process improvements, customer approaches etc should be made.

1. Translates knowledge transfer strategy into annual targets owned by the Strategic Management Group (SMG) of the University;
2. Places third stream knowledge transfer objectives and measures alongside those set for teaching and research;
3. Forces the University to set appropriate metrics for knowledge transfer activity. These shared metrics and their definitions enable clarity across the University and ensures the whole University is working towards the same knowledge transfer targets;
4. The Balanced Scorecard focuses is a performance measure and monitoring framework which addresses the principle that you can’t manage what you can’t measure;
5. Helps communicate and make knowledge transfer strategic objectives and their annual counter-parts very visible to the whole University. This helps with planning all round the University. For example; the Business Development Centre which is the central support service for knowledge transfer activity is able to look at the measures on the Balanced Scorecard for each of the faculties and then produce its own strategy for supporting those faculties to achieve those targets;
6. Enables flexibility of measures on an annual basis. This is particularly important with the pending changes to the HEIF metrics for HEIF 4. Once these are known the University will adjust the measures on the Balanced Scorecard as appropriate;
7. It introduces the disciple of automating data collection to feed into the scorecard;
8. Prompts the development and introduction of a PC-based dashboard to allow regular reviews of progress to targets.

• It needs buy in at the most senior planning level. Get it supported by a Vice President/PVC to champion putting the KT vision into practice
• Goal setting should be aspirational but rooted in the academic priorities of the University which needs discussion with the Faculties at Dean level.
• The goal needs SMART KPIs to enable systematic review as part of the annual planning cycle at Faculty and University levels.
• Out of the strategic plan each Faculty should produce an Operational Performance Plan which includes detailed analysis of the constituent schools.
• The process needs to include Central Administration with a detailed analysis of the operational performance of each of the Administrative Directorates.
• A systematic review process should be implemented with timescales published for the reviews.
• The results are published and discussed.
• Opinionssought from stakeholders and this includes questions to organisations in the public, private and third sectors about the KT mission.
• There is a published rewards policy with fair sharing of the benefits of KT between the academic and the University http://www.campus.manchester.ac.uk/staffnet/policies/intellectualpropertypolicy/

• Ensuring KT is championed at the senior level and devised at the Faculty level ensures strategic coherence, a joint commitment strategically and operationally for delivery.
• Resources are more likely to be dedicated to support its implementation eg awareness raising sessions for staff and students about the importance of IP and an internal proof of concept fund
• Using the existing planning framework ensures consistency and congruity with other plans.

• Involving academics and other key staff from across the university at senior and middle management levels in strategy formation
• Ensuring VC, senior management and academic buy-in
• Creating a university wide approach which supports its core mission, builds on its strengths, is distinctive and kick-starts an interfaculty approach to fulfilment.

1. Kick-off workshop involving appropriate PVC to brainstorm internal strengths/weaknesses, external opportunities/ threats. From this derive key themes for development.
2. Discuss with PVC, Deans individually; incorporate feedback.
3. Present to PVC/Deans formally; secure endorsement.
4. Establish 1 team per theme, with senior (usually academic) lead, interfaculty team and 1 ‘third stream’ team member in support. Each team required to complete a business plan framework identifying vision, strategy, prioritised, costed plan and impacts.
5. PVC solicits feedback from VC.
6. Team leaders each present back to a formal meeting of the VC, PVCs, Registrar, Deans, ‘third stream’ director and other theme leaders for endorsement.
7. Redirect current budget to secure early wins through the successful delivery of an integrated ‘third stream’ team/interfaculty project; make new bids in support of strategy.
8. Theme teams become ongoing steering/advisory groups for the interfaculty activity and underpin the delivery supported by the ‘third stream’ team.
9. Regular updates on progress to VC, PVCs, Registrar and Deans. Review periodically.