IMPLEMENTATION OF THE STRATEGIC PLAN A NEW ENGINEERING FOR 2030ingenieria.uchile.cl/documentos/ingenieria-2030-pdf-41-mb_106320_3.pdf · IMPLEMENTATION OF THE STRATEGIC PLAN A NEW

IMPLEMENTATION OF THE STRATEGIC PLAN

A NEW ENGINEERING FOR 2030

Name of the project:Research, Development, Innovation and Entrepreneurship to Meet Global Engineering Demands

FIRST REPORT: PARTIAL RESULTS AND MILESTONE

Recipient’s name: Name: Universidad de ChileLegal Name: Universidad de ChileName of Representative : Ennio Vivaldi Véjar (Rector)

Project’s Director: Name of the Director: Felipe Álvarez DazianoInstitution: Facultad de Ciencias Físicas y Matemáticas (FCFM), Universidad de ChileTelephone: +56 2 2978 4419Email: [email protected]: Torre Central, Beauchef 850, Santiago, Chile

Operational contact information: Person of contact: Mauricio Morales Meza / Luis Salas AlbornozTelephone : +56 2 29771260 / +56 9 79 68 90 63Email: [email protected] / [email protected]: Fundación para la Transferencia Tecnológica (UNTEC), Beauchef 993, Santiago, Chile

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TABLE OF CONTENTS

EXECUTIVE SUMMARY

1 EMPHASIZED STRATEGIC APPROACH 1.1 General Strategy 1.1.1 Engineering & Sciences at the Beauchef Campus of UChile 1.1.2 An Overview on Institutional Commitment to Continuous Improvement 1.1.3 Brief Gap Analysis 1.1.4 Trajectory and Strategy to Overcome the Identified Gaps 1.1.5 Proposed Transformation Plan 1.1.6 Main Goals and Expected Results 1.2 Human Capital and Change Management 1.2.1 Change Management in Academia 1.2.2 Change Implementation, Organizational Change and Project Workforce 1.3 Governance and Synergies 1.4 Applied R&D&i and Industry Engagement 1.4.1 Multidisciplinary Areas for Priority Development 1.4.2 Technology Transfer Management 1.4.3 Pilot technological projects 1.5 Technology Commercialization and Entrepreneurship 1.5.1 General Approach 1.5.2 Activities 1.6 International Alliances 1.7 Curricular Harmonization and Technological Graduate Programs 1.8 References

2 OPERATIONAL PLAN (NEXT 36 MONTHS) 2.1 Control and Tracking Methodology 2.1.1 Risk Management Principles and Framework 2.1.2 Planning and Monitoring & Control 2.1.3 Risk Identification Procedure 2.1.4 Organization for Risk Management 2.2 Metrics and Indicators 2.2.1 Critical Indicators 2.2.2 Minimal Indicators 2.3 Activities, Projects, Results 2.3.1 Ecosystem activities 2.3.2 Human Capital and Change Management. Plan of action at FCFM 2.3.3 Governance and Synergies 2.3.4 Applied R&D&i and Industry Engagement Activities 2.3.5 Technology Commercialization and Entrepreneurship 2.3.6 International Alliances 2.3.7 Curricular Harmonization and Technological Graduate Programs Activities 2.4 Gantt Chart

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TABLE OF CONTENTS

3 RISK MANAGEMENT AND ANALISYS 3.1 Risk Management Plan 3.2 Risk Identification 3.3 Context for A New Engineering for 2030 program 3.3.1 Context for the Curricular Harmonization Project 3.3.2 Context for Entrepreneurship 3.3.3 Context for Technology Tranfer 3.4 Risk Identification for Curricular Harmonization Project 3.4.1 Risk / Opportunities Workshops 3.4.2 Conclusions of Risk Identification 3.5 Risk Identification for Entrepreneurship Project 3.5.1 Risk Workshop 3.5.2 Conclusions of Risk Identification 3.6 Risk Identification for Technology Transfer project 3.6.1 Risk Workshop 3.6.2 Conclusions of Risk Identification 3.7 Key Risk Indicators (KRI) Measures 4 MODIFIED BUDGET

ACKNOWLEDGEMENTS

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EXECUTIVE SUMMARY

The Faculty of Physical and Mathematical Sciences (FCFM in Spanish), located at the Beauchef Campus of the Universidad de Chile (UChile), is one of the leading higher-education engineering institutions both nationally and regionally. As evident in its research record, the FCFM ranks fourth in Latin America in the QS Ranking. The ranking reflects the quality of FCFM undergraduate students (selected from the top 3% of high school students according to the national admission test); the number of graduate programs and students (reaching 23 Master’s and 12 PhD programs); the high competitiveness in raising funds from national agencies (95% of the faculty participates in an external research grant); its history of curriculum change (with the early adoption of the CDIO initiative); and its record of technology transfer and innovation results. In fact, FCFM has a number of examples of knowledge-based innovation and entrepreneurship activities, which place it at the very top nationally (yet far from international best standards). For instance, in the recent book “Innovación basada en Conocimiento Científico” (Innovation Based on Scientific Knowledge), edited by the Chilean Academy of Sciences, the reader may find 6 out of 15 examples of successful innovations that were carried out by FCFM faculty (another three examples include other UChile professors). This book was commanded by the Ministry of Education to the Chilean Academy of Sciences and is the result of the work of 32 scientists and 21 representatives from industry.

In this context, the Beauchef Campus of UChile aims to be an internationally recognized center in engineering and science, to be a major player in the process of adoption of science and technology in the Latin American economy. It is the responsibility of FCFM faculty to significantly contribute to the advancement of basic sciences, earth sciences, engineering, business and management sciences, addressing the problems and needs of the country and global society. To contribute to the goal of making Chile a developed country, more integrated into the global community, the FCFM needs to strengthen the attention to activities included in the University’s third mission: wealth creation and economic development through technology transfer and innovation. This is the purpose of this project.

The FCFM, even before this grant, has put a change process in motion to restate a clear vision for the future: to become a world class institution recognized by its leadership in science, technology and innovation, driven by multidisciplinary cutting-edge research that addresses both global and national challenges, and that provides an outstanding and broad educational experience, being engaged with society and industry. By 2030, FCFM aims to be among the best 100 engineering schools in the world and the top 3 in Latin America.

This vision will be achieved through a strategy of organic institutional change together with a policy of strong alliances with prestigious partners, geared towards improving research, education and impact on the Chilean economy, through innovation and entrepreneurship based on Scientific and Technological knowledge (i+e ST). The benchmarking process clearly showed that the pursuit of meaningful i+e can generate these positive effects; moreover, the important stress we place on innovation being based on ST knowledge is because, as boldly stated by the Chilean Academy of Sciences “those innovations are the ones that, in the end, create more wealth for society. (…) Innovation based on scientific knowledge is a young phenomenon (in Chile), but it is the one with an elevated potential for transforming productive processes”.

Our strategic plan for change considers actions that will impact, in a transversal way, on different areas of the FCFM ecosystem as well as on specific areas such as human resources and change management, research & development and technology transfer, commercialization processes and entrepreneurship, international alliances and curriculum harmonization.

In order to improve the FCFM ecosystem and its immediate surrounding ecosystem – Santiago, the strategic plan proposes the following activities:

(1) Encourage multidisciplinary research and education, in order to increase the relevance and potential impact of our activities.

(2) Move FCFM towards a teaching methodology with more hands-on projects, multidisciplinary work and CDIO approach together with innovating on the assessment process, thus allowing the formation of world class students with improved skills in innovation and tools for entrepreneurship.

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(3) Strengthen our graduate programs by enhancing the graduate school, developing a strong action plan to increase the number of graduate students and to promote dissertations in multidisciplinary topics in connection with industry.

(4) The original proposal was a large organizational change to foster scientific/technology innovation and entrepreneurship, by creating a series of new Associate Deans, resulting in a high risk of coordination among the new and old structures. A lighter and more flexible structure is proposed in this reformulation with the creation of three specific units: the technology transfer management unit, the innovation and entrepreneurship management unit and the external affairs unit. The first two units will report to the Vice Dean while the external affairs unit will report to the Associated Dean for Academics & Research.

(5) There are a number of activities related to enhancing the ecosystem at the FCFM, starting with the MIT-Regional Entrepreneurship Acceleration Program (REAP), which in two years will produce a plan to enhance the Santiago ecosystem. In addition there are at least six national stakeholders from different sectors: government (innovation for the productivity presidency council and CORFO), venture capital, large corporations, entrepreneurs and the Universities (represented by the Universidad de Chile). The main output of this program is to obtain a coordinated action plan, among the different stakeholders, in order to foster the regional ecosystem. Therefore, more detailed actions are expected from participation in the program, in which our application has been already accepted for the 2015-2016 cohort.

(6) The formation of an independent high-level consultant board that will assist the project. The following scheme summarizes our plan:

DescriptionCulture SkoltechBenchmarkingActivities Partners

Internal External

Technology Hub activities

• Multidisciplinary Areas• Partnership with Industry

• MIT Martin Trust Center• Cornell NYC Tech• Technion• University of Manchester

• Technology Transfer Management Unit• OPEN BEAUCHEF program

• R&D with industry• Support of entrepreneurs• Relation with venture capitals

VALUELevel 3 OUTPUT

Organizational structure

Authorities leadership, polices, sta� and administrative support

External Boards and Committees

Creation of Innovation/ Technology Transfer and Entrepreneurshipunit

Creation of External A�airsmanagement unitRESOURCESGround INPUT

Co-curricular activities

Training of people and Identi�cation of ideas with potential for i+e ST

Curricular activities

Active learning, professional skills and multidisciplinary project oriented courses

• Other UChile Faculties and Departments (Medicine, Sciences, Arquitecture, Desing, Agriculture, Law, Business and Economics)• CDIO • Cornell NYC Tech• MIT• Technion Entrepreneurship Center• University of Manchester

• Clubs• i+e mentoring• Multidisciplinary iniciatives (supported in the i+e ST Lab and FabLab)

• Annual International Conference• Workshops • External competition

• Assessment• Internships• Student exchange• International graduate program

• i+e ST Lab• Undergraduate and graduate courses and programs on i+e• Leadership development

KNOWLEDGE

Level 2

Level 1

PROCESS

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The structure of the reformulation plan addressed 5 specific areas where the activities can be classified. In fact, the New Engineering for 2030 program sets out 4 areas of interest that are the foundational pillars for the achievement of its goals during the process of construction. The model described also includes the key aspects of management required for the construction of the ultimate goal, which is the transformation of FCFM’s processes for A New Engineering in the year 2030. These keys to success are: Stakeholder Management, Organization Management, Risk Management and Project Management. The management of change, for the construction of the pillars, articulates and operates on the basis of proper management of key aspects of the project.

In the area of human capital and change management, the plan contemplates the creation of a change management unit within the project to implement, follow and evaluate the actions proposed related to human capital and change management. The first action of the project is to deliver an academic

profile for the new areas of interest of the FCFM and new evaluation procedures of the faculty in order to encourage work in these subjects.

In the area of research & development and technology transfer, various activities are proposed to foster multidisciplinary collaborative research among the centers and units of the FCFM. A technology transfer management unit is proposed to facilitate the work and take advantage of the synergies among the units to accelerate our technology transfer process to industry. A plan to strengthen our graduate program is one of the main activities of this area to enhance our research. The proposal prioritizes research in subjects that, while being relevant for the Chilean industry, can be of global impact and where the FCFM has already some advantages. The areas of FCFM interest are grouped into three large clusters: (1) Industrial interest composed of Energy, Mining and Smart Systems; (2) Public interest composed of Resilience, Health and Education; and (3) Basic knowledge, in which Chile has some strategic advantages, composed of Technology for Astronomy and Biology.

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In commercialization processes and entrepreneurship we propose to foster the education and practice of entrepreneurship through an ecosystem enhancement program called Open Beauchef. The Open Beauchef program will encourage and facilitate the interaction of the FCFM community with entrepreneurs, investors, legal experts and industry to acquire the knowledge and experience within the innovation and entrepreneurship processes. The program will count with an operative space, the Open Beauchef Lab, a scientific/technologic innovation and entrepreneurship laboratory, where physical infrastructure and know-how will support and foster new ideas for the development teams. Mentoring from outsiders, seasoned entrepreneurs, in a well organized interaction with students, will be quite transformative in terms of cultural change and i+e education. An innovation and entrepreneurship management unit will be created to manage and coordinate the work in this program.

The proposal for curriculum harmonization, understood in Chile as the evaluation of the duration of the program, is to evaluate and develop a plan within the first three years of the project to be implemented in the following three in order to facilitate the mobility of our students between different programs and institutions, especially international ones. The FCFM has been paying attention to the international trend of standardization in order to facilitate the mobility among institutions and countries, intensifying the work of continuously reviewing curricular aspects of engineering in order to add more global skills to its students. In fact, since 2007, the length of the Computer Engineering and Mathematical Engineering programs were shortened from 12 to 11 semesters. In the initial strategic plan presented by the FCFM in January 2014 the duration of the program was not considered, due to the grant specifications, although the subject has been present within the FCFM for more than a decade. In May 2014 CORFO, after approving the grant, explicitly required the FCFM to address the issue of curriculum harmonization in this reformulation plan/report. For this reason, most of the activities proposed in this area are related to diagnostic and benchmarking for the firsts three years of the implementation of the plan. After this initial stage, a plan should be generated to afford curricular harmonization.

International alliances is a proposal to improve our internationalization and engagement with society by means of an External Affairs unit. This unit will lead to agreements with prestigious companies and partner universities who will support our plan. Specifically, our key University partners will be the University of Manchester (UK) as a global role model of a public university that followed a steady and successful path of improvement, MIT (USA) for scientific/technological innovation & entrepreneurship and leadership education, and Cornell NYC Tech (USA) and Technion (Israel) as models for high-quality technology innovation ecosystems. Notably, Technion and Cornell are partners for a new applied sciences and technology campus being built in New York City. Therefore, they are pivotal for our longer-term goal of building a new scientific-technological ecosystem within the Universidad de Chile, which will accelerate the innovation activity in Santiago and Chile as a whole.

Crucially, our bid is not just wishful thinking but is, on the contrary, supported by two key factors: (i) our unique current situation, with a large set of disciplines being cultivated and high-quality faculty and students; and (ii) a recent history of successful change, as shown by the FCFM 2000 plan that enabled renewal of the academic staff to foster research, the CDIO curriculum change and the strong increase of the quantity and quality of our infrastructure.

Our project is undoubtedly ambitious, certainly with respect to the size of the CORFO grant, but it is feasible and will provide very large returns to our country and the Latin American region, establishing, in the next 6 years, solid foundations for building a truly international and collaborative university-based innovation and entrepreneurship ecosystem. Through the “FCFM New Engineering for 2030” project, extraordinary opportunities await to establish within the FCFM a place of meeting, exchange and generation of ideas, a space for applied research, development and technology transfer, innovation based on research & development, opportunities for wealth creation between university partners and industry, a source of welfare for our society, a unique experiment in the region that allows for a new vision of taking on the challenges of the century.

1.EMPHASIZEDSTRATEGICAPPROACH

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1.1 General Strategy1.1.1 Engineering & Sciences at the Beauchef Campus of UChile

Universidad de Chile (UChile for short, www.uchile.cl) is the oldest and principal higher education public institution in the country. Established in 1842, UChile’s mission is to provide education and scholarship of the highest quality in the fields of Science and Technology as well as Humanities and Arts. Today, UChile is organized into 14 Faculties, 4 interdisciplinary Institutes and 1 clinical Hospital, which are located over 5 campuses in Santiago. It has nearly 29,000 undergraduate and 9,600 graduate students, and over 4,000 faculty members – a third being full-time professors. The President (Rector in Spanish) is the highest authority, elected by faculty to chair both the University Senate (central regulatory body) and the University Council (central executive body) for a 4-year period, renewable once.

The Faculty of Physical and Mathematical Sciences (FCFM for its initials in Spanish: Facultad de Ciencias Físicas y Matemáticas, www.fcfm.uchile.cl), is the largest academic unit of UChile in terms of the number of students, research activity and resources availability. It is located at the Beauchef Campus in downtown Santiago, with an infrastructure reaching 120,000m2 of buildings for a population of nearly 4,900 undergraduate students, selected from the top 3% of high school students according to a national test for admission to higher education. It has about 1,200 graduate students, 330 academics (including 220 full-time professors, 97% with a PhD degree), 55 scientists, 120 postdoctoral fellows and 1,600 employees making up the collaborative staff (1,200 working for external projects and services).

Conducted by an elected Dean as the local executive authority and the Faculty Council as the local regulatory body, FCFM hosts one Engineering and Sciences Undergraduate School (Escuela de Ingeniería y Ciencias in Spanish), one Graduate School, 13 academic departments, 9 multidisciplinary centers, and 3 centers for technology transfer. The Undergraduate School currently provides a 4+2-year long professional track in engineering (4 years, equivalent to a long bachelor degree) with 9 majors

(biotechnology, chemical, civil, computing, electrical, industrial, mathematical, mechanical and mining), as well as an undergraduate program in geology and three 4-year long bachelor degrees in science (astronomy, geophysics and physics). In turn, the Graduate School offers 35 degrees in engineering and sciences: 23 Master and 12 PhD programs.

FCFM alumni include Chilean presidents (heads of state and government), ministers, government officials, members of the Chilean Congress, recipients of Chilean Academy of Sciences awards, presidents and CEOs of the largest national companies, business owners, technology entrepreneurs and investors. On the other hand, UChile is responsible for nearly 25% of the scientific publications of the whole country – the FCFM contributing with around 6%. UChile is the national leader in Excellence Research Centers and associative projects (40% of the national total granted), most hosted at FCFM. UChile ranks first in postdoctoral competitions of CONICYT (the National Commission for Scientific and Technological Research, www.conicyt.cl). UChile ranks first in terms of R&D grants and Innova projects from CORFO, most conducted by FCFM faculty. UChile is placed among the 500 best institutions in the Academic Ranking of World Universities (ARWU - Shanghai Jiao Tong University), and ranked top 10 in the Latin American Ranking of Research Institutes (SCImago Research Group, Spain). In engineering research, UChile ranks fourth in Latin America according to the QS University Rankings.

In this context, the Beauchef Campus of UChile aims to be an internationally recognized center in engineering and science, to be a major player in the process of adoption of science and technology in the Latin American economy. It is the responsibility of FCFM faculty to significantly contribute to the advancement of basic sciences, earth sciences, engineering, business and management sciences, addressing the problems and needs of the country and global society. To contribute to the goal of making Chile a developed country, more integrated into the global community, the FCFM needs to strengthen the attention to activities included in the University’s third mission. This is the purpose of this project.

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1.1.2 An Overview on Institutional Commitment to Continuous Improvement

UChile is working hard to become a truly world class higher education institution in engineering and technology during the next decade. This is indeed a major challenge for a Chilean university, but we believe FCFM is in an exceptional and unique situation to embrace it. Such an enthusiastic perspective is based on one of the main characteristics of our academic community: a systematic and long-term effort for the implementation of continuous improvement strategies in relevant areas, together with the political will and technical capacity to implement radical changes, as we next show.

In the year 2000 an initiative to evaluate and study the performance of the faculty was directed by the Dean. After that exercise, in 2001 the Faculty Council approved the Dean proposal to pursue three major lines of action: (1) a renewal of the academic staff to meet international standards and foster research, (2) a curriculum change to diversify the teaching offer and improve professional skills, and (3) a strong upgrade of the infrastructure to enable better education experiences and enhance research.

As consequence, starting in 2002, several actions were taken on critical elements with the following outputs:

• Increased productivity of academics in the field of research: In the year 2000, the faculty consisted of 176 full-time professors and 250 part-time lecturers. After changes were implemented in the selection and promotion criteria, in 2012 there were 206 full-time professors, resulting in a 17% absolute increase and a 50% replacement of the original members. The number of papers went from 215 annually to 333 during the same period, representing a 55% increase in total production. This leads to an average of 1.68 ISI papers published by full-time academics in the last five years. Published papers obtained more than 9,000 citations in 2012 and over 50% of them were published in journals belonging to the top 25% according to their impact factor (Q1 category).

• Increased quantity of foreign professors and post-doctorates: There has been an increase of foreign full-time professors over recent years,

leading up to 16% in 2014 (from 5% in 2002). Post-doctorate research positions have experienced rapid growth resulting in 80 active positions in the year 2012 with only 37% held by Chileans. Fifty post-doctorates and twenty-four full-time academics are foreigners.

• Growth in postgraduate and international student registration: In the year 2002, there were 434 master and 89 doctorate students. In a decade, doctoral programs documented a significant 152% increase with 224 people registered in 2012, of which 27% were foreign doctoral students. During the same period, registrations of master students also increased by 90%, with 13% being foreigners. In general, there were 1,050 postgraduate students in the FCFM in 2012 for which 164 were foreigners, representing 16% of total.

• High competitiveness in raising funds from national agencies for science, technology and innovation: Annually, various national agencies grant about USD$21 million in financial support for research through programs such as FONDAP (4), BASALES (3), FONDEF, NUCLEOS, ANILLOS, (names in Spanish, www.conicyt.cl), etc. The UChile is the only institution that has created Millennium institutes in the engineering field with the Millennium Institute on Complex Systems Engineering and the Millennium Institute for Cell Dynamics and Biotechnology. Resources obtained through Millennium Institutes, FONDECYT, and postgraduate financing, reach USD$11 million annually. On the other hand, FCFM has a strong relationship with CORFO, which is the main government agency that promotes innovation, entrepreneurship and technological transfer. FCFM is the main local partner for the installation of 2 out of the first 4 international centers financed by CORFO (CSIRO and INRIA). Also, FCFM has sponsored about 20 Innova-CORFO projects in the last 3 years, including the recent program called “Go To Market: From the idea to the marketplace”.

• Partnerships with productive and public sectors: With business oriented initiatives and services such as IDIEM (the Institute for Research, Development and Innovation of Structures and Materials), NIC Chile (the Network Information Center responsible for .CL domain name allocations and directory services), the National Seismological Center, among

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others, our faculty is able to maintain an important link with productive and public sectors, yielding an annual turnover of USD$50 million approximately.

• Curricular change and commitment towards teaching quality: In the year 2002, work began between academics, students and representatives from the profession and industry to design a new syllabus for the bachelor degree (4 years), resulting in a new plan that was implemented in 2007. The new plan includes a period equivalent to a semester of courses from which the student freely selects to complete his/her training in science and technology, in turn, offering the opportunity to complete a secondary field or minor. Two permanent units were created in this process: the Teaching Development Area (ADD, initials in Spanish) and Gestión Curricular (Curriculum Management), that give permanent and in-house support to instructors, FCFM teaching committees, and departmental chairs.

• Leadership of CDIO in Latin America: The curricular change implemented in 2007 focused on competences, rather than the more traditional knowledge based syllabus, using the CDIO framework (Crawley, 2001): Conceive, Design, Implement and Operate. In 2009, reforms were applied to different disciplines, establishing the leadership of FCFM as a center of studies and dissemination of the CDIO initiative until now. This is the newest result in a long and consistent history of innovation in education. This ability to review and dare to try different training philosophies and techniques is fundamental when transforming schools to become world class.

• Significant improvement of infrastructure: Several large investments have been made in the last decade at the Beauchef Campus, mostly financed with our own resources. Some highlights from this venture include a modern classroom – the Galileo room – that enables an active learning environment for physics, the remodeling of an old building to foster electro-technologies laboratories, the building of a large laboratory for digital fabrication and a modern new facility setting new standards for campus life. Thus, the FCFM has 85 laboratories dedicated to teaching and research purposes, with equipment valued in several millions of USD. The so-called Beauchef Poniente project added 40,000m2 of construction to reach a total of 120,000m2, an additional 50% of space with a value of USD$80

million. The project includes facilities for academics and students, offices for departments, laboratories, classrooms, common areas and sports facilities.

• Commitment to diversity: Diversity is a fundamental value of UChile and we make our best efforts to attract students of different genders, cultures, opinions, perspectives and skills. Our students come from private schools (46%), subsidized private schools (30%) and public schools (24%). About 30% of our students come out of Santiago. Concerning gender, only 20% of our undergraduate students are women; the situation is not better in other Chilean engineering schools. In 2013, FCFM decided to take affirmative actions to explicitly and deliberately improve gender balance. We implemented a special admission program in the 2014 selection process of first-year undergraduate students leading now to a 26% share of women in the student population; the goal is to reach a 30% in the next years. In addition, we are running a campaign to promote and celebrate talented women in engineering and science. On the other hand, only 16% of our full-time faculty members are women. This year we are starting a pilot recruitment program, to promote equal opportunity employment in academia.

The strategy followed by the FCFM since 2000, characterized by a harmonious development of basic sciences, engineering, earth sciences and the sciences of business, management and economics, have fostered a unique multidisciplinary environment in training, diversity and richness of options that these interactions have brought about. They generate different perspectives where knowledge is transformed to generate new solutions required by the society. Importantly, in particular for a plan such as the one presented here, these changes have been worked out in a harmonious, paced and inclusive manner, where the whole community has been involved, and resistance to change has been faced with a reflective thought process based on a positive questioning attitude.

We can be proud of what we have achieved until now, but this is not enough. The environment in which we operate is challenging and continuously changing, and in some areas we cannot be satisfied with the speed or scale of our progress, especially concerning innovation and entrepreneurship based on Science and Technology (¡+e ST). Definitely more attention to society, industry, end users of research, innovation

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and entrepreneurship is needed, and that in turn will require more interaction with other departments, centers, and institutes within the University, as well as with companies, civic and professional institutions, and other universities.

1.1.3 Brief Gap Analysis

FCFM has taken strong actions to strengthen its research and education components over the last 15 years. The level of research and the quality of its alumni is well over acceptable in the Latin American region, but still lacks in comparison to that of developed countries. Quality (scientific merit, impact of the research in terms of citations, international recognition) and impact (application and use of the research outside of the academia) must be improved. Moreover, Technology Transfer (TT) and innovation & entrepreneurship based on Science and Technology (i+e ST), although present in the FCFM, are identified as the weakest area of our work. There is no structure within the FCFM to foster either TT or i+e ST at all levels (undergraduate and graduate students, postdocs and faculty). In particular, a tendency to work individually or by disciplines appears to be a major obstacle in tackling more pertinent and challenging problems.

During our benchmarking process [FCFM, 2013], it was established that public (state-owned) universities can be relevant actors in TT and i+e. Some important examples are those of the University of Waterloo (Canada), UCLA (USA), University of Manchester (UK) and Technion (Israel). In addition, international research universities have improved the impact and pertinence of research through addressing global problems in a collaborative way between disciplines (multidisciplinary approach). They foster, either in a direct or indirect manner, multidisciplinary activities at all levels. On the other hand, different actors from MIT, Cornell Tech and Technion highlighted the fact that research is a key element to innovation and entrepreneurship in Science and Technology. This evidence is also supported by the benchmarking performed for the Skoltech initiative [Graham, 2013], where the research capacity is identified as one of the success factors for i+e ST. Skoltech benchmarking also shows a high correlation between high level research and the best ecosystems for innovation in the world. In addition, a study performed by the

Kauffman Foundation [Boh et al., 2012] shows that most of the i+e ST is carried out mainly by a combination of professors, postdocs, graduate and business students. Research has been identified as a cornerstone, therefore, being a necessary condition to have i+e ST.

From current literature [Boh et al., 2013; Crawley, 2001], our own benchmarking process [FCFM, 2013] and the review of our strategic plan by CORFO international advisory board, we identify the key elements of success for i+e ST:

(1) Institution rich cultural environment for i+e ST, (2) Leadership within the university in i+e ST, (3) The quality of research, (4) The quality of life within the country

and the university, (5) Government support, (6) Institution strategy, (7) Students as drivers of entrepreneurial activities, and(8) Close collaboration with business and industry

Points (1), (2) and (7) are associated with the availability of courses, training and initiatives related with i+e ST and with valorization of i+e ST within the school (at all levels). We have grouped these success elements in the so called i+e ST culture. Points (3) and (4) are grouped in the so-called multidisciplinary work at the undergraduate and graduate level, and research and international collaboration. Point (3) is related to the pertinence and impact of the research, multidisciplinary work among high level researchers and a qualified PhD program, appearing as the main drivers of high-level research. Point (4) is associated with proper infrastructure and support for national and international students and staff. Point (5) is considered as external and in some way granted. The Chilean government has been fostering i+e in general with different instruments and in particular with this specific grant from CORFO. For point (6) the FCFM has been developing and implementing a clear strategy of improvement of research quality, which has shown good results (in number of publications, citations and international recognition), being a key element for i+e ST. The development of the current strategy (for this grant) appears also to target point (6). Point (6) also refers to the direct or indirect strategy to foster i+e ST. At this point we identify the i+e ST administrative structure as a strategic element. Point (8) refers to the fact that innovation and entrepreneurship imply the commercial sector,

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and the commercial sector can be a major provider of everything from stimulating projects for courses and examples of interdisciplinary successes through research topics, and financial support for research, internships, fellowships, and general operations. Companies and universities may feed off of each other, with mutually favorable results.From these key elements to succeed in fostering i+e ST, we have identified the main specific gaps that the FCFM should overcome:

I. Discipline rather than multidiscipline (at all levels). Besides external (large) grants, there is a lack of institutional incentives to perform coordinated, focused and multidisciplinary research. In particular, undergraduate and graduate programs tend to individualized work in an atomized manner.

a. More active education: There is a need for a more active education that engages multiple perspectives and disciplines on the solution on world and regional problems. This requires the generation of assessment mechanisms, such as the one proposed by the CDIO framework (Crawley, 2001). New teaching methodologies and forms of learning, such as multi- and interdisciplinary learning, social learning, project-based learning, gaming, computer simulations, distance learning, backcasting, case-studies, policy-laboratoires, problem-based learning, bootstrapping, values education, experiential approaches, reflective journal writing, among others to be explored and determined.

b. Focused research: Most of the benchmarked universities identify the focus in research as strength. The FCFM has not identified strategic areas where to focus and coordinate the work of the disciplines. External large grants have proved to be an unofficial vehicle for such a purpose.

c. Stronger PhD programs: The PhD programs need to grow in numbers, quality and they should support multidisciplinary research in specific areas where Chile has strategic advantages.

d. Lack of coordinated relation with national/international industry: In particular, lack of high level coordination for internships and joint projects with the national/international industry.

II. Lack of i+e ST culture (knowledge, value and support). In particular, the FCFM lacks of

i+e ST strategy, courses, trainings, sponsored competitions, institutional and international support, an assessment instance and proper recognition of the work developed on this topic.

III. Lack of administrative structure to foster i+e ST and TT. The FCFM lacks of institutional structure for generating, supporting and assessing Scientific-Technologic innovation and entrepreneurship and Technology Transfer.

IV. A challenging environment within the country and the Latin American region. The lack of i+e ST is not an issue either at a the University level or at the Engineering Schools. Nevertheless, Chile is a challenging environment for i+e ST due to different factors.

These gaps have an impact on many of the areas of development at the FCFM. Table 1.1 shows the relation between the gaps and areas. Quality research, education and internationalization experience are necessary conditions to foster i+e ST and TT, for this reason deficiencies on these fields indirectly impact on the level of i+e ST and TT.

Table 1.1. Identified gaps and their impact within the items defined by CORFO.

Identified Gaps

Educ

atio

n

Rese

arch

i+e

ST

Tech

nolo

gy T

rans

fer

Inte

rnat

iona

lizat

ion

Lack of tendency (at all levels) to work in a Multidisciplinary manner

• More active (project-oriented) education• Stronger PhD Program• Focused Research• Lack of coordinated relation with national/international Industry

X X X X X

Lack of administrative structure to foster i+e ST and TT X X X X

Lack of i+e ST culture (knowledge, valoriza-tion and support) X X X X

A challenging Environment within the country and the Latin American region for i+e ST X X X

1.1.4 Trajectory and Strategy to Overcome the Identified Gaps

CORFO, based on international evidence, has defined four possible trajectories that engineering schools might choose for development and trajectory based on: (i) engineering education, (ii) research and technology transfer, (iii) industry relationship and

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outreach, and (iv) combination of the previous three. On the other hand, CORFO has defined six strategies to tackle the selected trajectory with a strategy of: (1) organic evolution, (2) aggressive renewal of faculty personnel, (3) strong alliances, (4) build-operate-transfer (BOT) approach, (5) digitalization and social networks, and (6) a combination of the previous five.

In particular, since 1997, the FCFM has been following the research and technology transfer trajectory, achieving great development gains in research, education, infrastructure and internationalization. The activities described in the diagnosis section of [FCFM, 2013] suggest that the best overall strategy for the FCFM in the next years is the combination of organic evolution with strong alliances, since most of the radical strategies were already implemented. Even though, we will develop all the areas of the university in an organic manner, the commitment to change at the FCFM is based on the opportunity to improve the level of research and education through i+e ST.

Therefore, the FCFM will drive a profound cultural and organizational change to foster innovation and entrepreneurship based on Science and Technology (i+e ST). The commitment of the FCFM with i+e ST is closely related to one of its goals: pursuing new high level knowledge for Chile, the Latin American region and the world. Most of the interviewed universities in the benchmarking process mentioned that successful universities pay close attention to i+e ST not only to profit from it, but also to improve the levels of their graduates and research. Specifically, paying attention to i+e ST aids in making research more pertinent, improving the impact of it and developing the professional skills of its graduates. In most of the benchmarked universities, a high level research is seen as a necessary (but not sufficient) condition for i+e ST. In that sense, after the benchmarking stage is now understood by the faculty and students that improving our level of i+e ST will have a positive effect on our research, our graduates and the impact and pertinence that research and graduates can have on society.

UK Royal Academy of Science performed a study [Graham, 2012] where it is suggested that large and extended transformation are not usually the best option, especially for institutions with inertia and history, such as the UChile. Instead, small and deep focalized transformations tend to keep the

implementation simple and more effective to achieve the desired results.

A simple effective action to improve our level of research, education and internationalization with emphasis on i+e ST and TT is by fostering multidisciplinary work. Multidisciplinary work will be encouraged for research and graduate education, and also for undergraduate education and for the impact that our research and graduates have on the society.

Figure 1.1 shows a scheme of how we see the role of the multidisciplinary work in FCFM. The multidisciplinary profile of students and staff will be taught, encouraged and supported at the FCFM and will be included as a desirable characteristic of our graduates, faculty and programs. Multidisciplinary collaboration with local and foreign institutions will also be encouraged and supported with specific activities.

Figure 1.1. The strategic approach to improve the three major dimensions of our school, and in turn, to position the FCFM among the world class institutions in Engineering. By encouraging and supporting multidisciplinary work within UChile (Medicine, Sciences, Agriculture, Architecture, Design, Law, Business and Economics), engaging national and international industry, we will improve the pertinence and quality of our education, research and impact on society.

Multidisciplinary work appears as the right mean to improve our education, research and internationalization, which are key to foster high-level i+e ST. However, it has

World Class EngineeringScience, Technology and Innovation

Open Multidisciplinary Approach

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to be done in conjunction and coordination with other high priority macro actions, which will be conducted within this project (a more detailed description of the actions is given in section 2):

I. The promotion of joint laboratories, project-oriented and multidisciplinary courses, and strategic alliances with disciplines beyond the FCFM scope within and outside UChile. II. A change in the institutional structure to foster, monitor and assess i+e ST and TT activities.III. Courses and degrees in i+e ST.IV. Creation of an i+e ST Laboratory (Open Beauchef Lab).V. PhD program will be strengthened, in focus, multidisciplinary approach and size. VI. Formation of institutional structure to foster student quality of life and internationalization. VII. Increasing the opportunities for active education in order to learn and teach engineering and science in the context of addressing complex world and regional problems, engaging students with their learning process beyond the classroom. The use of digital tools to accelerate the information transfer to the students and the assessment of the new educational methodologies will be instrumental for this. Improving the professional and communicational skills by fostering the engaging and outreach process.VIII. International channels for deep cultural change to i+e ST and TT within the FCFM and the country – Cornell Tech and MIT REAP (Martin Trust Entrepreneurship Center) programs.

The relation of these macro-activities with the identified gaps and their impact on the pertinence areas of the institution is presented in Table 1.2.

Table 1.2. Macro-Activities and their expected impact within the gaps and in the areas (items) of the FCFM.

Identified Gaps

Educ

atio

n

Rese

arch

i+e

ST

Tech

nolo

gy T

rans

fer

Inte

rnat

iona

lizat

ion

Lack of tendency (at all levels) to work in a Multidisciplinary manner

I, II, IV, VII

I, II, IV, V, VII

I, II, IV, V, VII

I, IV, V

I, II, IV, V

Lack of administrative structure to foster i+e ST and TT

VI II II VI

Lack of i+e ST culture (knowledge, valorization and support)

I, II, III,

IV, V, VIII

I, II, III, IV,

V

I, II, III, IV,

V

I, II, III, IV,

V

IV, VI, VII

Challenging environment within the country and Latin American Region

VIII VIII VIII

1.1.5 Proposed Transformation Plan

Improving our level of i+e ST will require changes and coordination improvements. In this section we explain in more detail the proposed transformation in structure, education, research and external engaging & outreach in order to foster scientific-technologic innovation and entrepreneurship.

The strategy plan will foster innovation and entrepreneurship in science and technology by enhancing the i+e ST culture (support, knowledge and value), which is correlated to the input, process and output nomenclature of the MIT Skoltech study on innovative ecosystems [1]. We will support i+e ST (input variables) by changes and optimization of the organizational structure as well as with improvements of policies and seed funds.

The knowledge will be foster with curricular and co-curricular activities. The extra curricular activities place a key role not only to practice by applying what is learned in the curricular activities, but also to assess the methodologies used in the curricular activities.

Finally the value of i+e ST will be foster by valorizing these activities in our community and by leveraging, through different mechanism, the technology transfer activities. In this level our ambitious plan is to provide to Chile and the Region with a world class Technology Hub.

The activities of each level will count with the collaboration of specialized institutions, groups and experts for their development, implementation, operation and assessment.

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Our plan considers the following lines of action [EDA, 2013]:

1. Promoting student i+e ST2. Encouraging faculty and staff i+e ST3. Actively supporting the university technology transfer function4. Facilitating university-industry collaboration5. Engaging with regional and local economic development efforts

1.1.6 Main Goals and Expected Results

For the year 2030, the main goal of FCFM will be to become a world class institution recognized by its leadership in science, technology, and innovation, driven by a multidisciplinary cutting-edge research facing the global challenges that society needs, and providing an outstanding and broad educational experience, with social impact and responsibility within the country and Latin American region.

To carry out our main task, we state the following specific goals:

1) By means of an active participation of our community and by a steady diffusion of our activities, to develop the actions defined in our strategic plan and to adapt the FCFM institutional structure to foster, monitor and assess innovation and entrepreneurship based on Science and Technology.

2) To promote multidisciplinary research and education, increasing the impact of our activities and the pertinence of our education, generating enhanced innovation capabilities.

3) Curriculum: to continue to deepen and improve our curricular innovation process, in close alignment with the CDIO framework, focusing in two major components: (1) assessment and (2) innovation and entrepreneurship training, improving the learning experience of our students.

4) Research: to improve the impact of our research on the national and global society by fostering multidisciplinary activities and strengthening graduate programs by number and focus.

5) i+e ST and TT: to push for a profound cultural and organizational change, fostering innovation and

entrepreneurship in Science and Technology (at all levels) by means of Offices for Technology Transfer and i+e ST and a Scientific-Technology Innovation and Entrepreneurship Laboratory (OPEN Beauchef Lab).

6) To improve our internationalization by means of an Associate Dean office for External Affairs.

7) To improve and accelerate our engagement and outreach processes.

Project Outcomes:

The success in the performance of the aforementioned goals will have several outcomes:

Project term:

1) A new hierarchical structure inside FCFM with new Associate Deans, offices and laboratories.

2) A teaching methodology based on active learning, projects, multidisciplinary work, and the CDIO approach, allowing the formation of engaged and globally minded students with improved skills in innovation and tools for entrepreneurship.

3) An increase in the number of graduate students and in the impact of their research supporting the innovation and entrepreneurship.

4) New courses, graduate programs, co-curricular activities and infrastructure fostering innovation and entrepreneurship in our students.

5) A new Scientific-Technology Innovation and Entrepreneurship Laboratory to formalize the hands-on experiences of i+e activities.

6) Agreements with world leader institutions and universities for supporting our transformation; in particular, new alliances with University of Manchester (UK), Cornell NYC Tech (USA), Technion (Israel), and MIT (USA).

Long term:

1) A relevant improvement in our position of different rankings; in particular, to be among the best 100 engineering schools in the world and top 3 in Latin America.

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2) A profound cultural change in our faculty by increasing the available knowledge, valorization and support of innovation and entrepreneurship of all its members with a strong component of science and technology. Based on this cultural change, an improvement in the ecosystem and strong collaboration with local and international industries is expected.

3) A new scientific-technological hub to allow the interaction and organic development of applied research in conjunction with national and international industry, becoming a new framework within the region to develop innovation and entrepreneurship based on Science and Technology.

Project Mission:

We propose to overcome the old style, twentieth-century like approach to engineering and science at FCFM by deeply transforming and strengthening our academic and management structures for R&D+i+e (Research, Development, Innovation and Entrepreneurship). These structural changes will emphasize multidisciplinary research, active education, internationalization and engagement with society and industry. Thus we expect to provide an outstanding and broad educational experience for our students, encouraging them to become leaders and meet the national and global challenges facing society. Also, we will notably improve our standing in the world stage of distinguished academic institutions and establish ourselves as a technology and science based innovation and entrepreneurship hub for the Latin American region.

2030 Vision:

To be a leader in Science and Technology, becoming a pool of talent recruitment within the Latin American region, a world class institution that is well respected and is known for its outstanding contributions to the advancements of society and public welfare. The FCFM model for sustainable academic progress and productive involvement with industry becomes a standard for developing countries: being the best, not the largest, with intelligence to exploit limited resources, undertaking targeted tasks rather than addressing general challenges, where sustainability means wealth, caring for people and the environment. By the year 2030, FCFM will be among the best 100 engineering schools in the world and of the top 3 in Latin America.

1.2 Human Capital and Change Management

In this section we described the conceptual knowledge in which the change management is based and the implementation designed to pursue it.

1.2.1 Change Management in Academia

The purpose of this section is to identify successful change management models and strategies and use them to define a plan to direct the implementation of our proposal.

The proposed strategy was defined after performing a literature review to identify available models and strategies for successful change management in academia and by meetings and interviews with the team leading the Ingeniería 2030 project at FCFM, the FCFM authorities, CORFO advisors, and experts in change management.

Over the past decades, several change management models have been developed and used to direct change initiatives within industries and organizations. Among these models, there are twelve crucial elements [Bernard, 2012]

1. Highlighting the idea for the change; 2. Defining the change initiative; 3. Evaluating the climate for change; 4. Developing a change plan; 5. Finding and cultivating a sponsor; 6. Preparing your target audience;7. Creating a cultural fit and making the change last; 8. Developing and choosing a change leader team; 9. Creating small wins for motivation; 10. Constantly and strategically communicating the change;11. Measuring the progress of the change effort;12. Integrating lessons learned.

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In addition, the following five themes are repeatedly identified as being critical factors for successful change:

• Communication: The goals for effective communication are to increase the organization’s understanding and commitment, reduce confusion, and prepare staff for the impact of change.

• Human Factors in Change Management: When organizations undertake any transformational change process, they must make a distinction between the strategic and tactical plans and actions to accomplish the change, and the experience and emotions of the people who will design, implement, and live with the change. These elements must be systematically addressed in the development and implementation of strategic plans to ensure the success of the change process.

• Availability of Resources: Resources must be clearly identified and made available in order to successfully implement an initiative to support transformational change. Necessary resources may include additional staffing, additional funding, training in both change management and project management, administrative support, technical support, change management support, project management support, and communication tools.

• Leading Change: Leading a change effort requires a strong sponsor and/or champion for the change. Change can be lead by one person or a group of people who are passionate, visible, and committed to the effort.

A university comprises three main constituent groups: the faculty, administration, and students. Each of these groups is vital to the overall organization and has its own set of characteristics that may assist or hinder organizational change.

It can be difficult to successfully carry out change management if the affected parties have no incentive or do not understand or agree with the reasoning behind it. In this context, faculty members present an added challenge. While there is a defined chain of command among the administration and staff, the leadership and organizational change rules among faculty members is not as clear. In the world of academia, tenured faculty may choose

to act independently and it may be difficult to get a consensus on needed organizational change. Students, on the other hand, are supposed to follow a path that has been laid out for them and they have little input in terms of the faculty and administration. This is not that true in the Chilean case. Student literally and consistently, in the last two decades, have added and stopped initiatives in the agenda, administrative decisions. In foreign elite universities this is also expectable.

For successful implementation of large-scale change initiatives with a strong impact on faculty, it is important to pay special attention to the human factors. The following change elements have been frequently mentioned as requiring special attention in academic institutions [Berns, 2007; Bernard, 2012].

• Successful changes in academia are the result of discussion and approval by faculty (and shall not be imposed by the university’s President and/or Dean). If the initiatives are perceived to be “top-down” then they do not work well.

• Open communication is a vital component to the successful implementation of change, especially in academia where a significant number of members are knowledge workers and may not respond to typical incentives.

• Shared power for decision-making between faculty and administration along with transparency of the process are critical for success.

• The faculty needs to understand and contextualize the relevancy of a change to their own work, to their department, and to the institution’s overall goals.

• When developing a strategy to overcome resistance, one must be aware that faculty have a strong tendency to perceive changes as a fad that will pass. A great deal of continuity of support and communication is needed to maintain momentum and overcome this perception.

• The majority of successful changes have actually come from the faculty themselves [Bernard, 2012]. Academics are more likely to embrace change if it comes from one of their direct peers. Thus, in addition to having the proper environment for change

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implementation, it is important to gain support from influential faculty members.

• The faculty needs some type of incentive, such as extra time for planning a new curriculum.

1.2.2 Change Implementation, Organizational Change and Project Workforce

The above recommendations were followed in order to design a structure and path to change. In particular by selecting to the right internal and external people that can be highly motivated passionate about the project.

In the organization of UChile, normative and strategic decisions lie in the Faculty Councils, chaired by the Deans, and for specific matters requiring high-level approval, in the University Senate and University Council, both chaired by the President of the University. The University Senate is a normative and strategic council, with representatives of faculty (60%), students (30%) and staff (10%), elected by their peers. The University Council is a collegiate executive board, composed of the Provost, Deans and two external members appointed by the President of Chile. The Statute of the Corporation, in place since 2005, regulates the current system.

The initiatives are generated and studied at the local level by Department committees, School councils and Faculty boards, with recommendations sanctioned at the appropriate Faculty and University levels. Administratively, UChile is organized centrally in terms of its academic and educational projects, with general guidelines to be pursued by all the disciplines. Nevertheless, the organization is decentralized for managing the economic resources that are either yearly allocated by the central authorities or directly obtained through project funding and services. This scheme provides ample opportunities to each Faculty to best optimize the resources available and reach their goals.

There is an Institutional Development Plan (IDP), approved by the University Senate in 2006, which has become the roadmap designed for UChile. The IDP describes the vision of UChile as a higher education institution guided by international standards of academic excellence, which creatively and effectively

responds to the conditions and challenges of globalization and the integration of Chile in the world, following a path that is consistent with the historical mission, state and national public nature and commitment of the university. The task of reflecting on and proposing strategic plans to transform the FCFM School of Engineering and Sciences to that of a world class organization is undoubtedly a major challenge that is entirely consistent with the IDP of UChile. Within this institutional framework, and motivated by the invitation to participate in the national effort proposed by Innova-CORFO to establish “A New Engineering for 2030” in Chile, a team composed of officials, academics and professionals have conducted a critical diagnosis and benchmarking study for the FCFM.

The main authority of FCFM is the Dean. Below the Dean is the Deputy Dean and there are currently four Associate Deans: Chief Financial Officer (CFO), Academic and Research, Undergraduate School and Graduate School. Coherent with the Universidad de Chile regulations, we propose to have three extra Units: External Affairs, Innovation and Entrepreneurship Management (Gi-3aM in Spanish) and Technology Transfer Management. In addition we propose to have a National/International Academic/Industry Advisory Board to collaborate with the strategic policies of the Faculty and the evaluation of their implementation. The management offices will be coordinated with central university technology transfer office.

At the University level, the Vice President for Research and Development (VID, in Spanish) is in charge of coordinating research, innovation and artistic creation carried out by academic teams at the Universidad de Chile. In particular, this office coordinates between applied research projects, channeled by research directives per academic unit with the petitioners of the services / products developed within the university, whether public or private. With regard to FCFM, the VID supports the development of high impact research projects, with a strong component in innovation, the establishment of criteria for proper legal protection, either through patents, copyrights and industrial ownership, with the ensuing strategy to reach other potential user markets from these project results. The creation of a TT management Office at FCFM, aims to improve the early detection of market opportunities that could be filled by applied research projects. In this sense, the VID will establish general

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guidelines for possible cross synergies with other academic units to further improve the value proposal towards markets, reorient the research objectives, set early protection of results and allow for adequate technology transfer. A schematic organizational chart is presented in Figure 1.2.

Figure 1.2. Change in the Institution Structure

To ensure effective implementation and a follow--up plan during this project, and the whole period of the strategic plan, we have committed the direct participation of at least 10% of our full time academics, representing different departments or areas at FCFM. Most of these academics are young researchers with recognized levels in research and teaching, and will fulfill the function of supporting the faculty authorities and those responsible for the development of the project, detailed implementation plans, accountability, sustainability, corrective actions, and reaction to change. This team will also support the participation of the rest of our faculty in the main activities of the strategic plan.

The activities are grouped according to the responsible authority. The existing units in charge of project activities are:

• Associate Dean for Academics & Research• Associate Dean for the Undergraduate School • Associate Dean for the Graduate School• Chief Financial Officer

The strategic plan includes the creation of the following new units:

• Technology Transfer Management Office (TTMO).• Deputy Associate Dean for External Affairs.• Innovation and Entrepreneurship Management Office (IEMO).

These directive units will meet weekly with the Dean and Deputy Dean at the Faculty Operating Committee (a regular committee already present at FCFM). In these committee meetings the Head of the Project will report on the implementation progress of the project. All the directive units will report on the status of the project activities under their supervision to the Dean and to the Head of the Project. To this end, the staff of each existing unit will be increased in order to support administration and management of the planned tasks.

Each task will also be associated with one or more academics belonging to the Academic Committee. This committee is composed of the academics that participated in the strategic planning stage, as well as six other academic faculty incorporated for the implementation stage. One of the members of the academic committee will be named academic coordinator of the project and will be responsible for coordinating the committee. They will meet weekly to assign specific tasks such as personnel hiring, preparation and review of documents, resolution of problems and corrective action proposals. The Academic Committee as well as the Head of the Project will also report each semester to the FCFM council and the community about the development of the strategic plan.

The project will have an Advisory Committee including the President of the Universidad de Chile together with individuals with extensive experience in entrepreneurship and innovation, private companies, the public sector, universities and/or be featured in the cultural or scientific field. The Project Advisory Committee will meet once or twice a year to advice on the implementation of the strategic plan.

IEMO

TTMO

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The Operations and Control unit of the Project will consist of a chief administrator, an operational coordinator and one management controller. This unit will coordinate with the Deputy Head and the academic committee to:

• Centralize all the necessary information to prepare the reports for monitoring and accountability.• Provide administrative and operational support for the implementation and progress of the project and the units to be created.

The strengths of this configuration are upheld by the support and supervision of the Academic Committee who offer their experience, specifically in the areas of teaching and research.

The Senior Professional unit, composed of two part ‐time professors, supports the project via its expertise in innovation, entrepreneurship, technology transfer, management and relationships with the private and public sectors.

The Deputy Head has the function of maintaining a direct and straightforward relationship with CORFO, therefore requiring extensive experience with the characteristics and instruments of that agency.

The Academic Committee will be in charge of preparing periodic benchmarking, support monitoring and evaluation of contracts associated with the strategic plan, as well as organizing the annual conference where the results of the implementation of the strategic plan will be presented.

Every directive unit will be responsible for implementing the assigned tasks of its unit. All faculty authorities will meet weekly in the Faculty Operating Committee, where issues related to the implementation of the strategic plan will be addressed. Table 1.3 presents the existing authorities and their function within the present project.

The President of the Universidad de Chile, the highest authority, will head the Project Advisory Committee. The Faculty Operating Committee includes those shown Table 1.3 under the Dean’s supervision.

The Head of the Project is a position assigned to an academic scholar with at least five years of FCFM management experience.

Table 1.3. Existing authorities and their function within the project

Name of the

directiveAffiliation Position/

Duty

Dedication (monthly

hours)

Function within the

project

Ennio Vivaldi

Full Professor President 1

Chairs Advisory

Committee

Patricio Aceituno

Full Professor Dean 16

Chairs Academic

& Operating Committees;

Advisory Committee

member

Felipe Álvarez

Associate Professor

Deputy Dean 44 Head of the

Project

Claudio Pérez

Full Professor

Associate Dean,

Academic & Research

24Academic

and research activities

Richard Weber

Associate Professor

AssociateDean,

Graduate School

24Post-

graduate activities

Aldo Casali

Associate Professor

Associate Dean, Un-dergradu-ate School

24Under-

graduate activities

Helmuth Thiemer

Associate Professor

Chief Financial Officer

24Financial and administra-

tive activities

The Head of the project chairs the Project Operating Committee, which further includes the Deputy Head, one academic coordinator of the academic committee and one member of the professional unit. The Deputy Head has an academic background and extensive experience with Innova-CORFO, taking responsibility for the communications with this government agency.

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Table 1.4. Project faculty and senior consultant teams

Name of Professor Affiliation Position in

the Project

Dedication (monthly

hours)

Function within the

Project

Felipe Álvarez

Associate Professor

(DIM)Head 44 Project

Leader

Juan Velásquez

Associate Professor

(DII)

Deputy Head 24 CORFO

liaison

Marcos Díaz

Assistant Professor

(DIE)

Academic Coordinator 20

Supervises activities of International

Alliances

Humberto Palza

Associate Professor

(IQ&B)

Academic Committee 20

Supervises activities

of Applied R&D&I

Viviana Meruane

Assistant Professor (DIMec)


Supervises activities

of Change Management

Juan Cristóbal

Zagal

Assistant Professor (DIMec)


Supervises activities of Entrepre-neurship

Claudio Falcón

Assistant Professor

(DFI)


Supports and supervises

some activi-ties

Leonardo Basso

Associate Professor

(DIC)



some activi-ties

Willy Kracht

Assistant Professor (DIMIN)



some activi-ties

Bárbara Poblete

Assistant Professor

(DCC)



some activi-ties

Jorge Pérez

Assistant Professor

(DCC)



some activi-ties

Martín Reich

Assistant Professor

(DGL)



some activi-ties

Fabián Rojas

Assistant Professor

(DIC)



some activi-ties

Francisco Ortega

Assistant Professor

(DGF)



some activi-ties

Jaime Alée

Part -time Lecturer

Senior Consulting Engineer

135Innovation and Entre-

preneurship

Teodoro Wigodski

Part-time Lecturer

Senior Consulting Manager

12 Change Management

DIM: Mathematical Engineering Department; IQ&B: Chemical and Biotechnology Engineering Department; DIC: Civil Engineering DepartmentDII: Industrial Engineering Department; DIMec: Mechanical Engineering Department; DIMIN: Mining Engineering Department; DIE: Electrical Engineering Department; DFI: Physics Department; DCC: Computer Engineering Department; DGL: Geology Department; DGF: Geophysics Department

Table 1.5. Project Advisory Committee

Name Affiliation Position/Duty Expertise

Ennio Vivaldi

Universidad de Chile President

Information Technologies; Public Policies on Education

Claudio Muñoz Telefónica Chile President

Innovation; Business and Administration

Diego Hernández

Antofagasta Minerals Group

Executive President Mining

Ricardo Baeza

Yahoo! Research

VP for Europe

and Latin America

Algorithms; data

structures; data retrieval

Sally Bendersky

Business Suc-cess Coach

Network

Senior Associate

Coach

Public Policies on Higher Education; Innovation; Incubation

Eduardo Abeliuk

Classroom.tv TeselaGen

BiotechnologyFounder Innovator &

Entrepreneur

Figure 1.3 presents the organization chart for the present project. Existing FCFM units have been omitted. It has been established that an FCFM authority will ideally occupy the Head of the Project. If not possible, this position will be filled by an academic with experience in management positions in universities. This position has overall responsibility for, and answers to, the project and therefore must yield accountability and coordinate efforts at the highest institutional level. The Faculty Operating Committee led by the Dean represents existing faculty authorities.

The project will have an advisory committee comprised of individuals with extensive experience in private companies, the public sector, universities and / or be featured in the cultural or scientific field. The Deputy Head has a principal function of establishing communications with CORFO. The academic coordinator represents the Academic Committee in the Project Operations Committee led by the Head of the Project.

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Figure 1.3. Project organization chart

The Head of the Project will be responsible for coordination of the different tracking and monitoring procedures as well as the implementation of various strategic plans. However, the Head of the Project will distribute these activities among each responsible unit (each activity has a responsible unit with human resources and assigned materials). The Head of the Project will also take care of the Operations and Control unit of the project consisting of two engineers and a chief administrator that are in charge of consolidating the information with the support and supervision of the Academic Committee. In this way, the tracking and monitoring procedures are the responsibility of each unit and its corresponding staff, while the Head of the Project will just coordinate the different activities.

The Dean and Deputy Dean, by means of the Faculty Operation Committee, will also be involved in these procedures as the Head of the Project will report weekly to this committee on the activities. Moreover, the directive units will also meet with the Faculty Operating Committee on a regular basis.The performance measures indicated and detailed throughout the plan will be calculated and reported

annually. The Dean, Associate Deans, and Heads of academic units will provide annual progress reports that highlight that year’s strategic achievements and challenges and identify the areas of the plan yet to be implemented. These reports will also include new strategies to capitalize on opportunities or deal with challenges not identified at the beginning of the plan period.

As important as these published updates are, the process that leads to their development is what is truly essential. Each year, each unit will dedicate time to analyze the performance indicators, discuss the plan’s implementation to date with various stakeholders and consider new opportunities and challenges. The Project team will also hold an annual retreat to bring together and consider the richness of information resulting from each unit’s update process and to make decisions accordingly.

In addition there is a series of other committees specifically designed to tackle internal technology transfer and entrepreneurship issues and an external committee to tackle the external (to FCFM) ecosystem issues. These committees have been already in exercise.

Strategic Board

Mateo Budinich, Chairman, SONDA Director

Felipe Álvarez, Executive Secretary FCFM 2030 Director

Humberto Plaza, Executive Secretary TT Board, 2030 Academic Committee member

Juan Cristóbal Zagal, Executive Secretary EM Board 2030 Academic Committee member

Nils Galdo, General Partner at inverSur Capital

Fernando Lund, FCFM Full Professor, Chilean Academy of Sciences

Alejandro Maass, FCFM Full Professor.

Javier Ramírez, Chair of the Innovation and Technology Transfer Office, UChile

Andrée Henríquez, Innovation and Technology Transfer Office, UChile

Teodoro Wigodski, Senior Consultant FCFM 2030

Jaime Alée, Senior Consultant FCFM 2030

Mauricio Morales, Project Engineer 2030

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Entrepreneurship Board members:

• Rodrigo Palma, Chairman – Academic Department of Electrical Engineering, SERC Director at FCFM, UCH.

• Juan Cristóbal Zagal, Board Secretary – Scholar, Dept. Mechanical Engineering, FCFM, UCH

• Jaime Alee, Roundtables Coordinator – Senior Engineer, FCFM, UCH

• Varinka Farren – Vice Presidency of R & D, UCH

• Juan Pablo Letelier – Scholar, Faculty of Sciences UCH

• Mauricio Morales – 2030 Engineer, FCFM, UCH

• David Vargas – Entrepreneur, DUAM SA

• Barbara Silva – Entrepreneur, BST Innovation

• Pilar Marambio – Entrepreneur, Maraseed

• Robert Moser – Entrepreneur, BAU SA

• Matías Voguel – Entrepreneur, Zero Motors SA

• Enrique Allue – Entrepreneur CSJ Ltda

• Alejandra Mustakis - Entrepreneur IF

• Pilar Henríquez – CEO, Sustainable Systems SA

• Paul Altimiras – Development Manager, SQM

Technology Transfer Board members:

• Alejandro Jofré – President of TT, Academic, Department of Engineering and Mathematics; and Director of the Center for Mathematical Modeling (CMM) of the FCFM.

• Humberto Palza – Executive Secretary of TT, Academic, Department of Chemical and Biotechnological Engineering - FCFM.

• Jaime Alée – Strategic Groups Coordinator of both TT and Entrepreneurship groups. Senior Engineer of the Department of Electrical Engineering and Director of Lithium Innovation Center -FCFM.

• Orlando Castillo – Group Member of TT, General Manager in the Corporation of Technological Development of Capital Goods.

• Luis Cuezzo – Group Member of TT, Entrepreneur

• Rafael Epstein – Group Member of TT, Academic, Department of Industrial Engineering - FCFM.

• Francisco Ortega – Group Member of TT Academic, Department of Geophysics - FCFM.

• Javier Ruiz del Solar – Group Member of TT, Academic, Department of Electrical Engineering and Director of the Advanced Mining Technology Center (AMTC) - FCFM.

• Eduardo Sanhueza – Group Member of TT, Subdirector - IDIEM.

Ecosystem (Santiago) Committee - Regional Entrepreneurship Accelerator Program (REAP) Team:

• Gonzalo Rivas, Chair of the National Council of Innovation for Competitiveness (CNIC): http://www.cnic.cl. (Champion of the program and representing the Government/Economic Development stakeholder)

• Claudio Maggi, Competitive Development Manager of the Production Development Corporation (CORFO) (full name in Spanish: Corporación de Fomento de la Producción), which is a Chilean governmental agency founded to promote economic growth in Chile. CORFO oversees a variety of programs aimed at generating the economic development of Chile, through the promotion of inward investment and the advocacy of competitiveness for domestic companies. CORFO’s main areas are Quality and Productivity, Innovation and Investment Promotion. (Representing the Government/Economic Development stakeholder).

• Aldo Labra, Founder and CEO of Innovaxxion; http://www.innovaxxion.com. (Representing the Entrepreneur stakeholder).

• Nils Galdo, General Partner at InverSur Capital: http://www.inversurcapital.com. (Representing the Risk Capital stakeholder).

• Mauro Valdés, former VP of BHP Billiton - Chile

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(BHP is the largest mining company in the word), currently he is the CEO of a new R&D consortium of mining companies operating in Chile. (Representing the Corporate Representative stakeholder).

• Felipe Álvarez Daziano, Deputy Dean Facultad de Ciencias Físicas y Matemáticas (FCFM), Universidad de Chile. (Representing the university stakeholder)

1.3 Governance and Synergies NOT APPLICABLE

1.4 Applied R&D&i andIndustry Engagement1.4.1 Multidisciplinary Areas for Priority Development

As mentioned above, research capacity is a key element for i+e ST. Although our research productivity is probably the highest in the country and one of the leading in the region, measured by the number and quality of publications as well as the size of R&D contracts with companies, we are still far from developed countries standards. We are truly committed to improving our research productivity, elevating numbers and also the quality and pertinence of the research. There are still big challenges to be addressed for the sustainable development of the country and the Latin American region. Thus, the proposed activities in this area center on the improvement of the dialogue with the exterior environment, to generate a cultural change and apply our R&D potential to solve major problems for industry and society.

In order to improve the R&D quality, four main measures will be taken: (1) promoting and supporting multidisciplinary research within the FCFM, UChile, the country and abroad; (2) strengthening our PhD program, in number of students (5-6 PhD students to 1 faculty, seems to be an ideal still far number) and also for standards of quality, attracting the best students of the region, (3) focusing our research on problems where we have competitive advantages and with high impact on the society, and (4) attracting a larger postdoctoral and research fellows support.

These activities, in turn, will be framed within multidisciplinary strategic areas of R&D, both of national and international impact, which are the

greatest competitive opportunities, given the reality of the FCFM and UChile as well as Chile and the Latin American region as a whole.

Outside the FCFM but still within the UChile, the multidisciplinary approach will be encouraged with some specific areas where physical/mathematical sciences and engineering technologies may have a great impact. In fact, we will encourage interaction with academic departments and research teams of the Faculty of Medicine, the Hospital, the Faculty of Sciences, the Faculty of Architecture and Urbanism, the Faculty of Law, the Faculty of Economy and Business, and the faculties of Agronomy and Veterinary as well. For instance, we will continue to foster the current collaboration with the Department of Design at the Faculty of Architecture and Urbanism of UChile, in particular with the Industrial Design major. We expect to drive Scientific-Technology knowledge and innovation of the FCFM by interacting with these relevant areas for the development of Chile, and the world, and their problems. We will foster the interaction with these groups through project oriented courses and seed funds for collaborative research.

On the other hand, in order to improve our standing in the world ranking of distinguished academic institutions, FCFM must be recognized internationally as a focused excellent research unit. Academic prestige and global reputation will be attained by building capacities in priority development areas with a full use of our competitive strengths in multidisciplinary research.

The proposed selection of areas for priority development does not exclude other emerging topics. But in the next 5 years these will be the areas where the disciplines of the FCFM will look for problems and, in a coordinated way, collaborate to address them.

These areas are divided into three categories:

A. The first category corresponds to advanced technologies for productive processes and wealth creation.

B. The second category is composed of key ST issues related to the public interest and welfare.

C. The third category is related to advanced technologies for cutting-edge basic research.

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The following table summarizes the priority development areas and some specific topics, based on our (FCFM and UChile) expertise and the necessities of our country.

Table 1.6. Multidisciplinary Areas for Priority Development (MAPD).

A. Technologies for productive processes and wealth creation

B. Technologies for issues of public interest and social welfare

C. Technologies for cutting-edge scientific research

Energy- Solar- Smart-grids- Geothermal- Fossil fuels substitution- Electromobility- Storage systems

Resilience- Natural hazards: earthquakes, tsunamis, floods.- Climate change- Physical and digital infraestructure- Instrumentation, sensor networks and big data

Astronomy and Space - Radio astronomy instrumentation- Tools for astronomical big data - Miniaturized satellites for aerospace studies

Mining- Specific site operation technologies- Automation and robotics- Planning and production control- Critical minerals for hightech industries - Environment and sustainability

Healthcare- Health information technologies- Chemical and biological technologies- Body area networks- Wearable devices

Biology- Systems biology- Bioengineering- Genomics- Bioinformatics

Smart Systems- Modeling, optimization and operations management- Information technologies and computational models- Big data and web intelligence - Smart cities

Education- Elementary and high-school teachers training standards- Learning technologies and methods for STEM fields

A key competitive strength to address these Multidisciplinary Areas for Priority Development (MAPD) is given by the Advanced R&D Centers with external funding which are currently hosted at FCFM, namely:

• AMTC: Advanced Mining Technology Center (http://www.amtc.cl)• CATA: Center for Excellence in Astrophysics and Associated Technologies (http://www.cata.cl)• CeBiB: Center for Biotechnology and Bioengineering (http://cebib.cl/)• CEGA: Andean Geothermal Center of Excellence (http://www.cega.ing.uchile.cl)• CMM: Center for Mathematical Modeling (http://www.cmm.uchile.cl)• (CR) 2: Center for Climate and Resilience Research (http://www.cr2.cl)• ISCI: Complex Engineering Systems Institute (http://www.isci.cl)

• MAS: Millennium Institute of Astrophysics (http://www.astrofisica.cl)• SERC: Solar Energy Research Center (http://www.sercchile.cl)

The MAPD will be reviewed every 5 years, where the first review will be held in 2019. Based on the state of maturity, impact achieved and necessities of the country, the areas might be updated. The authorities of the UChile and the external board will hold the review.

1.4.2 Technology Transfer Management

To focus our R&D activities to large-scale technological challenges, there is a need for a strong transformation in our ecosystem and closer links with industry, society, and the external environment in general, so as to show lines of existing FCFM research, and in tandem, analyze its technological potential. The challenges that these new bonds generate will drive new research lines for improving the Technology Transfer (TT) function.

From this dialogue and new ecosystem, new research opportunities will generate an increase not only in applied R&D contracts, but also in a greater number of technological products (patents, licensing, etc.). This framed institutional change allows, for example, the creation of incentives and formalization of TT activities that generate internal synergies, and create a career of researchers within the FCFM, institutionally recognized to strengthen these areas. Therefore, there is a need for a new structure, especially with the creation of a TT Management Office (TTMO), so as to enhance the role of R&D&i internally and to add innovation concepts to our culture and ecosystem. This may reduce the gap detected in our diagnosis: “a lack of a specialized administrative structure to foster innovation, entrepreneurship and Technology Transfer” [FCFM, 2013].

This will require a cultural change in our community, among authorities, academics, researchers and students, so that properly applied R&D, TT, innovation and entrepreneurship, are all valued. In this context of cultural change within the FCFM there needs to be a strengthened collaborative effort among all stakeholders in R&D&i, going beyond existing structures based on departments

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and/or local facilities, to achieve a multidisciplinary environment that enhances our activities. This clearly framed strategy on TT and R&D&i, originating from within the FCFM and coordinated by the new generated unit (TTMO), will bridge the deficiency gap: “Currently, there is no internal policy to promote coordinated, focused, multidisciplinary research” [FCFM, 2013].

Actually, within FCFM there are different mechanisms for conducting R&D, ranging from individual academic initiatives to centers with a strong emphasis on TT. In addition, there is a Foundation for Technology Transfer (UNTEC) and at least two units, IDIEM and NIC Chile, that focus on service delivery, each with a large network of industry contacts. This puts the FCFM in a beneficial position to leap and improve its R&D&i.

UNTEC (www.untec.cl) is a spin-off of FCFM that was created in 1989. Its goal is to promote and execute all class of activities leading to better use of scientific and technological knowledge, for the social, cultural and economic benefit of the country. UNTEC carries out applied research and development projects as well as technical consulting, for the public and private sector. Mostly, researchers from FCFM work in these projects, with the help from both external professionals and FCFM students. The Novos Business Incubator (http://www.novos.cl) was created by UNTEC, where it operated between 2008 y 2011, mostly related to initiatives of FCFM.

IDIEM (www.idiem.uchile.cl) is an institution that was founded in 1898 as a workshop of Strength of Materials, under the supervision of the School of Engineering of the UChile, with the main objective to test and verify the quality of the materials used in public constructions, becoming in this way the first Lab for Technical Control of Materials that existed in the country. In 2005 according to the Exempt Decree No. 001338 of the Dean of the FCFM, the unit was renamed Centre for Research, Development and Innovation of Structures and Materials. Currently the IDIEM is registered in the Official Register of Laboratories for Technical Quality Control Construction, according to Supreme Decree No. 10 of the Ministry of Housing and Urbanism, 2002, in addition to multiple accreditations to the National Institute of Standards (INN).

NIC Chile (www.nic.cl) is a spin-in that was created 25 years ago, at FCFM, by faculty from the Computer Science Department. NIC Chile, which still depends on FCFM, is the organization in charge of managing and registering web sites with the .cl domain suffix and also in operating the technology that enables these sites to work safely and efficiently. NIC Chile and its developers have an impressive record of milestones on the history of Internet in Chile: to name a few, they were the first ever to connect Chile to the web and they installed the first web server in Latin America.

Within the FCFM there are R&D Centers that are currently well positioned in their TT activities, being a cornerstone in the desired change: AMTC, CMM, ISCI and SERC, for instance. Thus, the aim is to boost their role within our structure and be an example for research centers less oriented to TT and to enhance and facilitate what academics see in the TT activities they perform. The plan is to create synergies between existing centers within the ecosystem of the faculty to achieve the objectives. Thus we want to overcome one of the gaps identified in our diagnosis: “a shortage of good internships and coordinated multidisciplinary projects coordinated with participation of national / international industries” [FCFM, 2013].

Despite the high quality of research carried out at the FCFM, our diagnosis found that the size of our graduate school is a weakness, in turn, limiting its scope and impact. In this context, the gap detected was: “Still weak PhD programs as compared to world class institutions, evaluated by the ratio between number of students and full-time professors”. Therefore, we need to strengthen existing graduate programs, especially those associated with doctorates. This improvement in the size and quality of our graduate program, shifting towards an integrated R&D&i linked to the industry in a multidisciplinary environment, will generate best TT practices. In addition, doctoral graduates of our programs will generate a cultural change in the external environment becoming relevant stakeholders in our ecosystem.

From the aforementioned, it is clear that we should: (1) strengthen our bond with the local, regional, and international industry; (2) strengthen the areas of R&D&i defined in the strategic plan to boost our FCFM TT; (3) enhance the role of R&D centers that

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exist in FCFM and support researchers currently focusing on TT; (4) increase R&D projects that are effectively transferable; and (5) analyze the internal structure of the FCFM in order to improve the ecosystem of R&D&i. These activities performed within a novel framework foster a cultural change that values and better harmonizes our applied research, our TT and innovation activities, and the training of entrepreneurial professionals.

To achieve our goals, activities are grouped into three strategic areas that address the aforementioned weaknesses and identified internal diagnosis of FCFM. These areas are:

1) Link with the national and international environment;2) Internal ecosystem of the FCFM and the University; 3) Multidisciplinary R&D&i of national and global relevance.

Each of these axes is associated with critical activities, which may have additional sub-activities, so as to achieve a direct relationship with the indicators and the expected impact. Of these critical activities, one for each strategic axis has been selected as “pilot initiatives”:

• Create a TT Management Office for Relations with the Exterior Environment (UAM - in Spanish); • Competition for TT Acceleration; and • Promote multidisciplinary graduate theses with Industry.

Regarding the quantitative impact this project will have on our R&D&i, and therefore on certain indicators (KPI: Key Performance Indicators) that are requested by CORFO, it is necessary to contextualize the current reality of the FCFM. In 2014, the FCFM received about $10.000 million (Chilean pesos) in public funds for research. This amount does not include FONDECYT projects for which a majority of our academics possess. On the other hand, the FCFM receives nearly $3.700 million (Chilean pesos) annually for R&D&i contracts and services, excluding revenues of about $3.500 million (Chilean pesos) by the IDIEM. In this regard, the annual budget of this project is around 5% of our total revenues for R&D&i. Therefore, the impact to some indicators of this project such as those related to public sources of funding, or income from applied R&D contracts, will be limited by the size of our current numbers. This project is expected to have a significant impact on the quality of our R&D&i, rather than quantity in the short-medium term. Some of

these activities strengthen the internal ecosystem and our relation with the external environment rather than improving indicators of funding or resources. Of course, in the long term this is expected to have a significant quantitative impact, not only for both FCFM and UChile, but for the Chilean economy as well.

1.4.3 Pilot technological projects

In order to evaluate feasibility, time, cost, adverse events, and other effects related to the plan implementation, we propose to conduct small scale preliminary “tests” applied to some pilot technological projects, in an attempt to learn by doing and improve the design prior to performance of the full-scale activities.

The following is a list of some applied research initiatives being developed in the FCFM, which contemplate different ways of transferring technology to industry and society. Participants were surveyed to establish the months in which they would achieve the first target for each project and to determine a risk indicator in achieving the target, as presented in the table (from 1-3).

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CENTER ORPRINCIPAL

RESEARCHER INVOLVED

PROJECT DESCRIPTION TYPE TARGETTERM GOAL

MONTHS

RISK LEVEL (1-3)

AMTC, Advanced Mining Technology

Center

Software modeling and mining planning

Development of software that allows the modeling of mineral deposits with 3D projection

optimization and mine planning tasks.TT Licensing

Agreement 6 2.0


Center

Seismic tomography applied to mining

Developing a system that enables tomographic modeling, i.e., in sections from the seismic wave

propagation for mining applications, safety reservoir, detection of hazardous areas, etc.

TT Licensing Agreement 8 1.7

CMM, Center for Mathematical

Modeling

Seismic monitoring system in real time for underground

mines

Monitoring system that allows real-time seismicity in underground mines, reducing

operating risks and other featuresTT Licensing

Agreement 12 1.6

CE, Energy Center Lithium Project (awarded GoToMarket 2014)

Advanced system for electrical energy storage based on high density lithium batteries. EN Spin-off 12 1.7


Center

Automation and sensing of LHD and trucks.

A system that allows monitoring and automatic control of LHD operations and giant mining trucks in large mines carrying out their tasks

as well as in workshops and automated enclosures, etc.



Center

Model Conversion for continuous mining

processes.

A System that allows for the implementation of ongoing conversion, i.e., establishing a line of continuous processing in large mines of large-

scale operations


CE, Energy Center MICRO HYDRO PLUG & PLAY 2.0 - H 2.0

Solutions to central hydraulic micro plug & play to meet local requirements for electricity in places that

have a watercourse and a vertical drop.EN Spin-off 16 2.0

Prof. Juan Velázquez

Docode software (awarded GoToMarket 2013)

Software to detect plagiarism in any web document EN Spin-off 24 2.1

Prof. Humberto Palza

Plasticopper (awarded GoToMarket 2014)

Nanostructured copper additives to produce resins, plastics and antimicrobial paints EN Pos Spin-

off 24 2.3

Prof. Raul Quijada and Patricio Toro

Natural additives such as reinforcements for micro and

nano polymer compounds (awarded GoToMarket 2014)

Natural additives such as reinforcements for micro and nano polymer compounds (awarded

GoToMarket 2014EN Spin-off 24 2.4

Complex Engineering

Systems Institute / ISCI

Brain Informatics for Web intelligence

A system that allows Big Data to be applied to data collected using an eye-tracking system,

pupillary dilation and Electro Encephalogram, to characterize the behavior of navigation and user

preferences.

EN Spin-off 24 2.9

Complex Engineering

Systems Institute / ISCI

Text Mining for analyzing mental illness by using

data collected from social network

System that analyzes the mental health of people based on observed behavior in social

networks.EN Spin-off 24 2.9

CE, Energy CenterT-SCHEDULE: ERNC

MODELING IN ELECTRICAL SYSTEMS

Software that allows modeling the office in power generation so as to include non-

conventional renewable energy NCRE, unlike modeling blocks.

EN Spin-off 34 1.9

General Electric- FCFM

INDUSTRY UNIVERSITY COLABORATION SECOND

GENERATION

PROJECT CO-R & D FCFM RESEARCH CENTERS AND GE CORPORATION TT MOU 36 2.3

Professor Manuel Duarte

Ultraportable Ultrasound device (award GoToMarket 2014)

Ultraportable ultrasound for checkups at point of care. EM Spin-off 36 2.6

CE, Energy Center CLEAN SOLAR: SOLAR PANELS SELF-CLEANING

Automatic cleaning solar panels photovoltaic or thermal planes, which function through rotating

brushes.EM Spin-off 40 2.3

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An ad-hoc committee was formed to select 4 projects, consisting of the Deputy Dean, Felipe Alvarez, a representative of the technology companies, Mateo Budinich, a representative of the central Innovation Office of UChile, Andree Marcel, and a representative of the academic committee of the New Engineering for 2030, Juan Cristóbal Zagal. The selection criteria felt the need to represent various forms of technology transfer to include entrepreneurship and research contracts, considering the expected time to achieve the target, the risk declared by the perpetrators and their relationship with the priority areas stated in the strategic plan of the Faculty.

With the above, the committee decided to present the following four initiatives as pilot projects in the context of this proposal:

• Plasticopper. www.plasticopperchile.com• Lithium Batteries / Baterias de litio. www.pcil.cl• Real-time seismic monitoring system for underground mines / Sistema de monitoreo sísmico en tiempo real para minas subterráneas. www.cmm.uchile.cl• Automation and sensing of LHD (Load Haul Dump) and trucks / Automatización y sensorización de LHD y camiones. www.amtc.cl

A business initiative by graduates stundents of the University of Chile (from FCFM and Faculty of Sciences) is also included to broaden the spectrum of case studies which take place based on this selection of pilot projects. This has to do with the company.

• Lab4U. www.youtube.com/watch?v=ULVQazz9tjQ

1.5 Technology Commercialization and Entrepreneurship1.5.1 General Approach

As stated previously, entrepreneurship, especially in technology, can be an excellent driver for multidisciplinary and more innovative education and research, producing more pertinent engineers and research. For this reason is key to develop an entrepreneurship culture (incentive, knowledge and recognition) within the FCFM. A structure will be generated to allow us to coherently manage the entire development mechanism of the assignment of promoting entrepreneurial activities among our diverse community. The task will be carried through an organizational scheme fully integrated with the current soul at the FCFM in order to avoid resistance to the entrepreneurial spirit. The program that will be implemented to foster scientific and technology entrepreneurship will be named as OPEN BEAUCHEF PROGRAM. This program is envisioned as a natural window where the FCFM will connect with the society, encouraging to our community (student and staff) to coherently work to tackle relevant problems to the society.

OPEN BEAUCHEF is formed by a series of foundational structural activities, called Critical Foundational Activities, starting with an ad-hoc structural administrative organization of the program, and a physical space, named OPEN BEAUCHEF LAB, for training innovation and entrepreneurship. This OPEN BEAUCHEF LAB will consist of a co-construction and work area located at Beauchef Campus, focused on scientific and technological specialization of our student and staff and the entrepreneurial mechanism to transfer the innovations.

This space (OPEN BEAUCHEF LAB), where students and staff can gain experience on scientific and technology ventures, will also offer the connection between problems from outside (which anyone can bring - OPEN) and the expertise of the highly specialized laboratories of the FCFM. The lab will offer knowledge and practice in the sought out innovation mechanism and in the entrepreneurial path as a transferring (to society) mechanism. This lab will be responsible for the creation and execution of new curricular and co-curricular activities that

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enhance the multidisciplinary work, the leadership and entrepreneurship in science and technology.

Initially, the plan calls for the creation of a highly specialized digital fabrication laboratory (FABLAB 2.0) formally associated with OPEN BEAUCHEF program, but transversal to the whole faculty, where the specialty of this place is coordinated with the work of OPEN BEAUCHEF LAB. Within a three-year plan, additional laboratories will be added, starting with a laboratory of high precision mechanical workshops (MECHLAB 2.0) and continuing with other laboratories, which may be upgrades to existing laboratories already collaborating with the OPEN BEAUCHEF program. The relevance and specification of the associated laboratories will result from the learning stage springing from following-up the first Spin-Offs and Start-Ups prospects.

This Lab will generate, foster, assess and communicate all about the educational processes related to i+e ST. Its main function will be to identify the right people that next will be able to push i+e ST initiatives, coordinating efforts of both the Undergraduate and Graduate Schools. It will also provide i+e ST support for faculty and staff. The main objective of the Lab and all the i+e ST structure is to provide hands-on experience on i+e ST and an easy interaction of the staff and students of the FCFM with the society. In that sense, this new structure has an educational value and auto-sustainability will be avoided. Thus, in the long term the Open Beauchef Lab should have a basal institutional support with a budget allocated yearly, which will be calculated for the desired operation and not only on the profit of the activities related to them, being evaluated every 3 years.

The Lab will work on the cultural change of the FCFM and will hold activities to promote within our community (students, alumni and staff) the participation in i+e ST training processes. What we call “i+e ST culture” has three dimensions: i+e ST knowledge, valorization and resources. Through the Lab we expect to improve the knowledge in i+e ST at all levels, among students and staff, advertising and organizing the knowledge available in coordination with the entire organizational structure and other offices. In addition, the Lab will be in charge of managing the i+e ST resources in order to improve the coordination and visibility of the i+e ST experiences within the FCFM.

The participation of “mentors” (outsiders, seasoned entrepreneurs) seems very appropriate for the idea of OPEN Beauchef. The relationship student / mentor, when well organized, can be quite transformative in terms of cultural change and i+e education.

The name “Lab” is not casual and deserves an explanation. Sometimes the word “center”, at least in our community, might imply economically auto-sustainability. On the other hand the word “Lab” has the meaning that it is a place where hands-on experience is gained. In that sense the i+e ST Lab will be a space where the FCFM community will have resources to learn, exchange experiences with national and international i+e ST communities, transfer research multidisciplinary knowledge and find financial information support. In that sense the Lab is devoted to educate in i+e ST and to identify motivated and skillful students avoiding the idea that the Lab is devoted to find marketable prototypes.

On the other hand, the Innovation and Entrepreneurship Management Office (Gi-3aM in Spanish) will be responsible for coordinate and manage the i+e ST and TT strategy, training and hands-on activities. This will be in coordination with the University Technology Transfer Office, depending of the Vice Presidency for Research and Development.

1.5.2 Activities

For the duration of the six-year project, we will implement activities promoting entrepreneurial culture among the scientific and technological initiatives within the context of the Faculty. Cultural support should allow construction of six (6) key elements:

Join different worlds consistently (Stakeholders): Faculty scholars, students and professionals with peers from other disciplines inside the University, with entrepreneurs and companies from the private sector, national entrepreneurial ecosystems, public sector needs, and with selected international centers related to entrepreneurship and innovation.

Educating in the third mission: To provide capabilities to train and educate students, scholars and professionals in the mission of transferring knowledge creation to society through known formal procedures. This is true for both the formal

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undergraduate and graduate phase, as well as for workshops, internships and ad-hoc courses that will gradually be generated.

Supporting early innovators: There is an inventory of developments in science and technology applied in laboratories and workshops of the Faculty, as well as multiple initiatives by research groups that could be “accelerated” as an initial transference procedure, a first wave, an example or model. Support in the form of resources will be provided to these groups —previously selected according to their interest and potential— which will have access to expert technical staff on these issues, information to external financial resources (incubators and venture capitals) and national/international contacts, in order that they achieve the first results during 2015.

Ability to measure the results: In order to assess the progress you have to build and measure performance indicators that will permanently evaluate programs and achieved results.

Communicate properly: With an over-a-century-old culture where education and research have been the heart of the University and the knowledge transfer has been done in an informal way, a powerful communication model should be developed, both internal and external, to attract stakeholders to participate and benefit from the culture together with avoiding resistance to the cultural change.

Ethical standards and protocols: In a State-owned University, combining public and nonprofit interest with elements that are principally aimed at promoting entrepreneurship with the ultimate goal of creating jobs and development of high economic value for the country, makes it necessary to create an adequate framework that allows the development of private activities alongside the normal activities related to work remunerated and funded by the University, as well as to avoid possible conflicts of interest. At the same time, regulations should be kept simple and open to avoid falling into more bureaucracy and allowing creative freedom without exaggerated fears or restrictions.

Critical Foundational Activities

Creation of the Management Office of OPEN BEAUCHEF

Creation of the Laboratory of innovation and entrepreneurship (Open Beauchef Lab)

Improvement of the Fab Lab for Digital Fabrication. (FABLAB 2.0)

Improvement faculty Labs to participate in Open Beauchef, in-cluding a Mechanical Laboratory (MECHLAB 2.0) to be defined in detail from the learning process.

Ecosystem Activities

Co-curricular activities: workshops, trips, competitions, men-toring, small seeds, entrepreneurship – innovation - leadership courses and activities for students and staff (WORKSHOPS I&E)

Offer mentoring and support for projects under a new line of enterprise “Open Beauchef”. (MENTORING EMP OPEN Beauchef)

INTERNATIONAL SCHOLARSHIP ACCELERATOR

Generate network between students, academics and entrepre-neurs. (NETWORKING 3aM)

Acceleration support for entrepreneurial niches

Foundational critical activities are designed to persist in time, evolving according to circumstances; however, Ecosystem activities are destined to be recreated and modified in quantity and content every year, according to how their effectiveness is proven gradually.The initiatives proposed here were thoroughly discussed and validated by a diverse tactics board composed of eight entrepreneurs and seven academia members. A total of five tactic board meetings were held and regularly validated at the strategic board level. The heterogeneous nature of the board provides a wide and powerful focus for addressing the proposed task.

The general goals are to enhance the R&D activities carried out by the Engineering School at large as well as to prepare an ecosystem for expanding results of applied research to society through adequate value creation mechanisms. This is strongly related to the activities of the faculty, professionals, graduate and undergraduate students that ultimately generate knowledge that can be transferred to society. Similarly, the goals establish the requirement of promoting activities to encourage the creation of external units with their own, separate legal personalities, in order to mobilize these enterprises towards the national productive sector.

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Indicators

With respect to the requested critical indicators, the number of spin-offs (C.13) (legal entities that maintain a bond with the University; for example, through licensing – whether a new company that emerges with the goal of commercializing a licensed product or an existing company that acquires the license via a technological transference mechanism – or another with the same objective) and the number of start-ups (C.14) (legal entities that do not have a bond with the University other than the recognition that its formation originated via an incubated and fomented initiative from within the Faculty and partially or fully implemented by members of the same community (academics, professionals and students), the Investments attracted (C.15) to the starting companies, the revenue generated by spin-offs (C.16) and the revenue generated by start-ups (C.17).

The baseline value of the first two indicators (C.13, C.14) is extremely modest, and thus the initial efforts will serve to create an ecosystem that promotes self-sustaining growth. For subsequent years, the intent is to focus on improving indicators C.15, C.16 and C.17, which requires a consolidated and stable infrastructure of administration and follow-up. Therefore, indicators C.13 and C.14 will be the task for the first year and a half, and the other indicators are approximations that can be redefined and clarified after that period of time.

Desired Conditions

One desirable and essential condition of the Faculty is that the product or service developed by the creation of knowledge complies with standards of science and technology, thoroughness, and essence of the work for which the University has been historically known for. At the same time, the resulting ecosystem feeds and generates new applied sciences and technologies of high scientific impact, which the Faculty aspires to maintain and improve over time.

The idea is for the venture to be open to the community and to be a new (non-mandatory) opportunity for members of the University, promoting a win-win situation for entrepreneurs and companies operating in Chile, without sacrificing the essence of identity, achieved over more than a century of history and evolution, oriented towards academic excellence.

Short to Long-term goals: a Synthesis

The goals for every indicator were extensively analyzed. Aside from the indicators requested by CORFO, marked as essential critical in the table, others were set which related more to spin-off or start-up quality. These indicators are being analyzed, as there are still doubts about the outreach mechanisms, considering the Faculty has no experience on the matter.

General activities (macrotasks) related to each stage

The Stages that have been defined in the project correspond to the natural process of learning, trying out new mechanisms and analyzing their impact. Due to the fledgling experience of the Faculty in this topic, the complexity of the response to incentives to “culture” of our Faculty, besides the gradual improvement of bureaucratic obstacles associated with being a public body known to all, it has been decided that at least 2015 will be a year for thinking, stating hypotheses and testing.

We believe that the Lean Start Up method applied to the model of organization and structure we are imagining is appropriate for our own challenge in the field of entrepreneurship. The complete model shown in this document is based on this concept and is therefore organized on a foundation, which allows us to begin the transition successfully, with minimum risk and maximum flexibility.

Spin-off

• Ecosystem creation stage:

1. Conduct an inventory and selection of possible initiatives to be accompanied at the early acceleration stage.

2. Develop an experimental acceleration mechanism over the project base that originated within the faculty, and with a selection mechanism that is appropriate for the goal of promoting “sure winners”.

3. Empirically test different models (for example, the Lean Startup Method), associated with tutoring and mentoring for the business sector that are oriented toward this proposal and with proven models for this acceleration stage. This move also seeks to reflect the diversity of projects in the Faculty models.

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4. Develop metrics and a prospect input mechanism as well as financial incentives for their support.

5. Generate incentive tools, courses, workshops, practices and laboratories in undergraduate and graduate courses to generate new potential ventures for 2016 and onwards.

6. Support student organizations that promote an i+e culture on campus. This is probably one of the most effective and visible actions for producing change and motivate faculty and mentors.

• Ecosystem acceleration stage

1. Once the appropriate mechanisms are selected, create an acceleration system of formal ventures through a suitable structure and with associated funding. This structure needs to manage the KPI, which in turn monitors the progress of the set objectives.

2. Establish intra-university and international cooperation systems that integrate the system acceleration spin-offs.

• Ecosystem sustainability stage

1. A spin-off system self-supported by funds and mechanisms from compensation of the spin-offs already established.

2. A validated ecosystem and integrated into the evaluation incentives of the academic career evaluation system and by professionals within the Faculty.

3. Companion Programs (courses, workshops, laboratories) that are presently in permanent operation within the Faculty.

4. Permanent monitoring of trends and opportunities to adapt the incentive tools created.

Start -up

• Experimental and measurement stage

1. Develop one or more mechanisms to formally link (certify) start-ups originating from entrepreneurial ventures within the faculty.

2. Seek possible thesis “cases” or scholarly and professional activities that can be gradually incorporated into the system (alumni, professionals related to the FCFM, etc.).

3. Follow-up cases that are still under control to avoid handling errors, erroneous expectations and to improve methodologies.

4. Generate incentive mechanisms, courses, workshops, practices and laboratories in undergraduate and graduate courses and co-curricular activities to motivate start-up creation and culture.

• Follow up and management control stage

1. Incorporate potential start-ups certification to the office for acceleration spin-offs, for further follow-up.

2. Create proactive procedures to encourage this activity, such as laboratories, internships, participation in entrepreneurial ecosystems, etc.

• Sustainability Stage

The entrepreneurship ecosystem for start-ups goes through a maturity stage of management officially measured and accepted by the Faculty.

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1.6 International AlliancesInternational alliances have been part of the historical strategic development at the FCFM, collaborating with international institutions in order to face and tackle more challenging problems which will lead to a more pertinent education of our engineers and boosting the impact of the FCFM’s research. Some examples of current agreements with international institutions, made before this project, are: the Écoles of France (Lille, Lyon, Nantes, Marseille and Paris), University of Manchester (UK), University of Sheffield (UK), Google (US) and Yahoo (US). These agreements are in the field of the mobility of students and staff as well as joint research.

The international alliances are being established to enhance the students’ formation, our research and our impact over the society, through our graduates and staff (innovations, spinoffs and startups), and our processes of technology transfer. We will act at different levels in our institution and programs in order to achieve our goals. We expect to offer new courses and activities in leadership, innovation and entrepreneurship in collaboration with some of our international partners. These courses should be available for students (undergraduate and graduate) and staff (professionals, postdocs and faculty). For students, these courses should be organized in a way that they can take isolated courses, but if desired, the students might get a minor and even a master in the topic of innovation and entrepreneurship for science and technology. In addition we expect to offer courses to our students that can expose them to the real flavor of the global challenges that Chile and the world are currently facing. We will also support project courses, where students and staff could face problems in a multidisciplinary way, hopefully connecting the research made in the FCFM with our students.

Besides the curricular and co-curricular activities we will foster international exchange, internships and joint research with the industry. We will support exchange with our international partners at different levels (students and staff) not only for deepen some technical knowledge but also for improving leadership, innovation and entrepreneurship knowledge and skills. We also facilitate internships with international industries and incentivize joint research with local and international industry.

At the graduate and research level we will enhance our graduate programs (Master and PhD) attracting more student from the best universities of the region. We will actively work on strategic programs to solve the research deficits of other countries in agreement with their programs of development. We will enhance our PhD program by establishing research exchanges with international partners and agreements for postdocs positions for our PhD graduates. These professionals could come back to our University or Chile as postdocs, researchers or faculty. On the other hand we will support and keep contact with our students that go to our partner institutions to pursue a PhD degree. We also expect to encourage to some of our students to pursue graduate studies related to applied research, for example in institutions such as Cornell Tech. We also want to attract to those PhD graduates to our university as postdocs, researchers or faculty. We expect that some of these PhD graduates (from our university or from our international partners) could develop careers in the national or international industry as innovators or entrepreneurs.

We will also have a plan for training faculty and for recruiting new faculty, which could come from our partners’ institutions as well as from other institutions around the world.

In particular, for this project we have established specific relationships with a group of international institutions not only to deepen the strategic plan of the FCFM on multidisciplinary work (education, projects and research) but also to foster the innovation and entrepreneurship “culture” (knowledge, support, value). The institutions with which we have established agreements are:

1. MIT Gordon leadership group: This group will collaborate in the creation of curricular and co-curricular activities related to i+e ST and leadership for the engineering through staff (mainly faculty) training.

2. MIT Martin Trust Center for Entrepreneurship: This group will collaborate in the creation of curricular and co-curricular activities related to i+e ST. As well they will be our partners for the creation of an i+e ST competition with a possible (if the winner project has a global potential) acceleration process in Boston. On the other hand, the center will support us in the formulation of a regional

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(Santiago) strategy to enhance our innovation and entrepreneurship ecosystem through the REAP program.

3. MIT Terrascope: This group will collaborate in the creation of curricular and co-curricular activities related to multidisciplinary global challenges.

4. Israel Institute of Technology (Technion): This University will collaborate in the creation of curricular and co-curricular activities related to i+e ST as well as possible research collaboration on critical subjects. 5. Cornell Tech: This fairly new institution will collaborate in the creation of curricular and co-curricular activities related to i+e ST. This institution has the goal of enhancing i+e ST in New York City, as a partnership between Cornell University (USA) and Technion (Israel). This institute will support us if new innovations and start-ups would like to reach a global market.

During the process of this review we have started conversations and advanced in some specific actions with other international institutions, such as:

1. Imperial College: They will collaborate with mobility of students and staff as well as with possible joint research.

2. University of Queensland: They will collaborate in the creation of curricular and co-curricular activities related to i+e ST, in particular for social innovation and entrepreneurship.

3. The new NSF Innovation Corps (I-Corps) formed by University of California Los Angeles (UCLA), University of Southern California (USC) and Caltech: Some FCFM faculty are already collaborating in this initiative, which opens avenues for a more structural collaboration. We expect to exchange students and researchers for joint research.

In order to enhance our graduate programs we have developed a strategy for attracting talented international students, specifically from good regional universities (Latin America). Some activities are devoted to this purpose.

The above mentioned institutions will assist us or collaborate with us at the educational level, both at the undergraduate and graduate level, at the research level and/or at the TT/i+e ST level (see scheme).

Figure 1.4 shows a scheme where the above description is summarized.

External/International Partners for graduate

level students

• Latin American U.• National U.

Internal Graduate Level

• U. Manchester•Ecole Central

•Technion

External/Internal Graduate Level

International Postdoc

• U. Manchester• Technion• Imperial College

Faculty/sta� Training

• MIT GLG• MIT MTCE• Technion• Cornell Tech

Faculty/sta� Exchange


Formation and recruiting of New

Faculty


UndergraduateLevel

• MIT GLG• MIT MTCE• MIT Terra• Technion• Cornell Tech

UndergraduateLevel

• MIT GLG• MIT MTCE• MIT Terra• Technion• Cornell Tech

NationalPostdoc

Programs

Global Universities

and Companies

Creation of new companies

i+e ST •Cornell Tech

Traditional

• U. Manchester• Ecole Central• IC• Technion

i+e ST

• Cornell Tech

Enhancement of the National Ecosystem and the support to become global

• MIT MTCE - REAP Program• MIT MTCE - GFSA Program• Cornell Tech

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1.7 Curricular Harmonization and Technological Graduate Programs

A key project ingredient is to define specific activities to adapt and manage a process of curricular harmonization of engineering programs currently offered by the FCFM, using as a benchmark the best practices that prestigious international engineering schools have at undergraduate and graduate levels.

International institutions use a variety of schemes when training and educating future engineers. The usual timeframe of their degrees (3+2 years scheme of the Bologna agreement or the 4 years of the engineering schools in the US) is different from the one used by our faculty: 6 (2+2+2) years, where 2 years are for the common core, 2 years for the long bachelor major and 2 for the professional degree. Following the diagnosis of the FCFM, this timeframe difference is not a very important one in the development of our students in their future workplaces, nor on their employability, as they possess strategic advantages given by the first two years of the common core, as already discussed.

In our benchmark, we observed that traditional lectures, standard tests and evaluations, and regular curricula are mainly used by UCLA and The University of Manchester’s engineering academics, either in the first two-three years of their bachelor degree or the following two years of their master degree, ending with a capstone at the end of the fifth year. On the other hand, institutions like Olin College base their educational approach on students doing project work throughout the curriculum, and Waterloo’s signature co-op program provides two years of real-world work experience for students by the time they graduate. Many engineering schools have begun to move away from the traditional lecture style and have taken recently a very proactive approach in engaging students in hands-on, interactive, team-oriented learning experiences from year one within the curriculum to enhance the professional abilities of their graduates, namely teamwork, leadership, communication and self-efficiency. These experiences last one to two semesters, involving local and/or international stakeholders.

Beginning in 2007, our school introduced a similar Introduction to Engineering course in the first year,

following the CDIO paradigm (applied strongly at Chalmers and MIT); conceive, design, implement and operate processes and systems, followed by a project workshop in the second year. But there still exists a lack of design-build courses in the middle years of the curriculum. On the other hand our engineering education lacks the industrial and real-world approach from practitioners of the engineering profession. This gap is caused mainly by the success of our graduates as employees in their respective workplaces, which has not created the necessity of change. Another probable cause is a somewhat smaller importance given to education in our research-driven faculty. To achieve this cultural change it is important to place similar importance on teaching as well as research. For instance in the academic evaluation, include teaching training as part of the academic career (training lessons, peer evaluation, mentoring).

Another aspect in the analysis of the difference between the benchmarked institutions and our faculty is the culture of engineering education outside the curriculum. Extracurricular activities for students are fundamental in the future engineers: 50% of UCLA’s undergraduate population partake in clubs related to their future engineering interests, and The University of Manchester’s students follow the same path. Even more, Olin’s “Passionate Pursuits” is a for-credit instance where students follow their interests outside of the scope of their majors. These activities help their students develop skills and abilities that cannot be stacked in the curriculum directly or that are not taken into account in traditional engineering education schemes, strongly emphasizing the “doing” part of the engineering education. Infrastructure is needed for this point, and our faculty has taken long strides since 2007 in this direction, but a gap can be clearly identified when the load of the curriculum makes it hard or even impossible for students and academics to partake in projects outside of the traditional workload. The cause of this gap is related to the structure of the curriculum, where solid mathematical and physical background is sought in order to tackle engineering problems, thus filling up the workload of the students and academics, leaving little time to tackle interdisciplinary projects. A way to change this paradigm is to emphasize the importance of such active-learning and project-based workload either in the curriculum (increasing the weight of such courses and methodologies in the curriculum) and by giving

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non-academic incentives towards the development of projects outside the scope of the curriculum.

There is an ever-increasing amount of technical knowledge that engineering students have to manage. There is also a growing recognition that young engineers must possess a wide range of personal, interpersonal skills. In order to give the engineering students both technical and personal/interpersonal skills, the FCFM has adopted the CDIO approach and implemented several activities of active learning. Despite that, the percentage of active learning activities in the classroom is still low; therefore, we are determined to increase the number of active learning activities in the classroom, as well as team work and multidisciplinary learning experiences.

Increasing the number of the students as well as improving their quality will strengthen the PhD program. The External Affairs Unit (EAU) will be responsible for attracting foreign students from Latin America. For example, some international Universities devote personnel to be in contact with scholarship agencies in foreign countries in order to facilitate the recruitment of outstanding students from the region. In addition, this office in coordination with the Associate Dean for Academic and Research will be responsible for the exchange program experience (with our world class partners) of our PhD students and for the quality of life issues related to the PhD students. The PhD program will be supported by this grant to encourage multidisciplinary collaboration between disciplines, with specific activities that will be described in detail in section 2.

As suggested by Boh et al., 2012, courses of i+e ST will be offered to PhD students. Boh et al., 2012 mention that one of the most effective strategies to generate spin-offs, with a small effort from the faculty, is through a partnership of a faculty and PhD student(s)/postdoc(s). Limiting the Professor effort in generating spin offs and technology transfer is key to avoid either overload of work or decline of scientific production or teaching quality. Any of these cases might bring possible conflict within the institution. In addition, a partnership between faculty, PhD student(s) and business (MBA) students also shows effectiveness with an efficient effort from the faculty. Specific attention will be placed on project-oriented courses on technology commercialization. At the beginning and with frequency we will partner with

national/international consultants and institutions in order to offer the TT and i+e ST courses and acceleration of projects (spin-offs, and start-ups). Courses and applied research will be also performed in foreigner institutions of technology transferring profiles such as the new Cornell NYC Tech campus.

External Engaging and Outreach

In particular, outreach activities will be used to tackle three weaknesses: (1) the understanding of the current engineering challenges, (2) the transferring speed of the knowledge to the community outside our school, and (3) the communicational and professional skill of our graduates. We plan to publish and advertise over a University platform all projects developed within the courses. In this manner the students will improve the level of their output as their work will be read and utilized by people other than professor(s) of the course. The ethic related to plagiarism can be also treated in context due to the fact that their work is going to be public, making the copy-paste practice a much more dangerous and detectable practice. We will implement clubs and some pilot programs based on the Terrascope initiative (from MIT), which brings challenging geophysical problems to freshman students. The outputs of the projects are public in different formats, as reports, presentations and radio news. By using this material created by the students we might accelerate the knowledge transfer to the community and include them in the activities under development by students and researches of the FCFM.

The i+e ST Lab will host a national and international conference to report our advances and mistakes, on the subject of promoting innovation and entrepreneurship at engineering schools. This conference will help to distribute/exchange experiences with others, and also will help us to systematize the developed work annually

The following defines the objects to channel efforts in the areas of the curricular harmonization project:

General Objective

Reduce the gap between the competencies (knowledge, skills, attitudes, values) and those required by the global labor market of a recently graduated FCFM student.

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Specific Objectives

1. Define and quantify the gap between skills that an FCFM graduate student has with those of an engineer already in the labor pool.

2. Design an “improvement process” that gives FCFM graduates skills training in line with what is required by the current market.

3. Define indicators that measure whether or not these competencies are being taught, and if they are being learned by recently graduated FCFM students.

4. Develop a system of monitoring and quality control of this new professional training process (to include regular and personalized monitoring).

To comply with the aforementioned, activities and milestones are detailed with their definition, time-line, human and financial resources needed, as well as a mechanism that takes into account what was carried out in the process.

Regarding the curriculum, we plan to deepen our development based on competencies, adding two major components: (1) assessment of the new methodologies and (2) innovation and entrepreneurship teaching, which has been recently included in modern engineering curricula. Specialists from the Gordon-MIT Engineering Leadership (GEL) program, will assist us in assessment procedures [Soderholm and Huttner, 2013]. During our interviews with specialists from the GEL program, it was brought to our attention that Latin American culture is more adverse to risk than US culture. In that sense, in order to develop an entrepreneurial spirit, we should be starting with leadership development and enhancement of the self-efficacy (a better indicator of good performance within the STEM area). The courses together with the assessment can be implemented by using more active (project-based) methodologies. We plan to take advantage of digital platforms as Classroom TV (a partner of UChile) to transmit the content of the courses to the students, then using the class time to work in synthesizing, operating and implementing the knowledge. In order to improve the communicational and professional skill of our students, it was suggested that the outputs of the projects become public, also improving our outreach speed.

It was identified within the diagnostic that the major lack of hands-on experience correlates with the 3rd and 4th year of the bachelor degree. After the common core, during the first two years, the interaction of the students of one program/degree is minimal with students of other programs. We plan to add multidisciplinary project courses after the common core, as electives courses, to let students of different programs of UChile such as Engineering, Medicine or Agriculture, interact with each other. We will have a Minor in Technology Innovation during the 3rd and 4th year. Other multidisciplinary minors, in Engineering for Sustainable Development for instance, will also be explored and promoted. We will also have, as optional, a variety of i+e ST courses available for students and staff. Last but not least, we will promote multidisciplinary undergraduate thesis.

Figure 1.5. Schematic of the FCFM curriculum.

In addition to the curricular harmonization analysis, we will implement a number of specific changes to the current curriculum. The current lecture courses are in blue and the current project oriented courses within the common core are in orange. Red sections show the courses and activities to foster interaction among students (and with the high level knowledge) from different disciplines. In order to overcome the lack of interaction among students from different programs, we will use the new i+e ST Lab with active learning and project-oriented courses and activities, the i+e ST minor, the improvement of the other minors in order to foster multidisciplinary collaboration, and the generation of incentive mechanisms to foster the development of multidisciplinary undergraduate thesis.

i+e ST Lab and Minors

i+e ST Lab

i+e ST Lab

Discipline1 Discipline2

Last 2 years Professional Degree and Master Degree

Next 2 years long Bachelor Degree

First 2 Years Common Core Basic & Eng. Sciences

Discipline11

Discipline12 Discipline13

i+e ST

i+e ST Lab and Minors

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Besides the courses, special attention will be paid to the national as well as international internships. Successful universities in TT and i+e ST have a strong commitment to the internships of their students. The Capstone program will be also analyzed to evaluate its feasibility within our school.

In addition to the curricular activities, we will have multiple co-curricular activities, such as thematic clubs, i+e ST and TT contests (local, regional and international), common spaces for innovation and experimentation as the FabLab (http://fablab.uchile.cl/en). Through the OPEN Beauchef Lab, we will support students and staff for application and implementation of multidisciplinary projects. The Lab will also support for acceleration process of some ideas with international acceleration (Global Founders’ Skills Accelerator (GFSA) program from MIT- Martin Trust Center, Cornell Tech, etc.). We will support student organizations related to i+e as well.

Finally, the Office of Engineering for Sustainable Development (OESD) of the FCFM was founded in 2013, and seeks to promote and integrate a culture of engineering for sustainable development at the Faculty, enhancing the excellence of the formation of the students. In order to achieve this, the Office works in four dimensions: teaching, research, campus operations and outreach.

The OESD and the FCFM Sustainability Committee state and understand the concept of sustainability as the human aspiration to perpetuate life and the wellbeing of all forms of life in the planet. Thus, sustainability comprises social, environmental and economic development, harmonizing these three dimensions. The FCFM curriculum will incorporate this concept, in the manner of focused and related sustainability courses, aiming to form professionals that have an ethical and technical understanding in the matter. Some specific actions will be:

• Incorporate sustainability topics and concepts in the first two years of the education of the students• Design a Minor in Engineering for Sustainable Development• Create a Circular Economy Workshop for second year students• Design a Sustainability & Circular Economy Diploma for practitioners.• Develop applied projects with professors, professionals and students; mainly in the topic of life cycle analysis.

1.8 References[1] “Research, Development, innovation and entrepreneurship to meet global engineering demands“, Implementation of Strategic Plan for A New Engineering for 2030, a program of Innova CORFO, FCFM, 2013

[2] Graham, R., “Technology Innovation Ecosystem Benchmarking Study: Key findings from Phase 1,” January, 2013.

[3] Boh, W. F. , De-Haan, U., and Strom, R. , “University technology transfer through entrepreneurship: faculty and students in spinoffs,” 2012.

[4] Crawley, E. F. , “The CDIO Syllabus: A statement of goals for undergraduate engineering education.,” Massachusetts Institute of Technology, 2001.

[5] Graham, R. ,”Royal Academy of Engineering and MIT report on how to achieve long-term change in engineering education.,” March 2012.

[6] Soderholm, D. H. , and Huttner, E. , “The Gordon-MIT Engineering Leadership Program: Relationship to CDIO Syllabus v2,” in Proceedings of the 9th International CDIO Conference, 2013.

[7] “The Innovative and Entrepreneurial University: Higher Education, Innovation & Entrepreneurship in Focus”, U.S. Department of Commerce, Office of Innovation and Entrepreneurship, Economic Development Administration (EDA), 2013.

[8] Berns, K., Charboneau, D., Foth, C., Hesley, J., & Paggy, K.-K, “Directing Change Management at the University of Minnesota”. University of Minnesota, 2007.

[9] Bernard, A. J., “Change Management in Academia”, Worcester Polytechnic Institute, 2012.

2.OPERATIONAL

PLAN (NEXT 36 MONTHS)

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2.1 Control and Tracking Methodology2.1.1 Risk Management Principles and Framework

Risk management is the systematic process of identifying, analyzing and responding to project risk. Managing project risk is an integral part of good project management and critical to project success. Project Risk Management provides benefits when it is implemented with organizational commitment to the making of decisions and performing actions in an open and unbiased manner. On the other hand, the effect of not managing project risk may be disastrous.

A Framework and Key Success Factor approach to Risk Management involves and engages all stakeholders during the lifecycle of the project. It includes a special recognition of the value, commitment, responsibility, communication, organization, and effort for the project success and project management integration.

The following figure shows the six key factors that most influence the success of a project’s Risk Management process.

Figure 2.1. Risk Management Success Factors

Recognize the value of Risk Management: Project Risk Management should be recognized as a valuable discipline that provides a positive potential return on investment for organizational management, project stakeholders (internal and external), the project’s management and team members.

Individual Commitment / responsibility: Project participants and stakeholders should all accept responsibility for undertaking risk-related activities as required. Risk management is everybody’s responsibility.

Open and honest communication: Everyone should be involved in the Project Risk Management process. This includes any actions or attributes that hinder communication about risk, reduce the effectiveness of Project Risk Management in terms of proactive approaches and effective decision-making.

Organizational Commitment: Organizational commitment can only be established if risk management is aligned with the organization´s goals and values. Project Risk Management may require a higher level of managerial support than other project management disciplines because handling some of the risks will require approval of, or response from, others at levels above the project manager.

Risk Effort Scaled to Project: Project Risk Management activities should be consistent with the value of the project to the organization and with its level of project risk, its scale, and the other organizational constraints. In particular, the cost of Project Risk Management should be appropriate to its potential value to the project and the organization.

Integration with Project Management: Project Risk Management is not isolated from other project management processes. Successful Project Risk Management requires the correct execution of the other project management processes.

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2.1.2 Planning and Monitoring & Control

The processes of risks/opportunities management is represented in the following diagram:

Figure 2.2. Risk/ Opportunities Management Process

The way the activities for risk/opportunity management process are carried out is defined during the planning phase. Comprehensive planning improves the probability of success in the Monitoring and Control phase.

Risk/opportunity management process planning and monitoring is important to ensure the level, type and the visibility of the risks/opportunities that are consistent with the relevance of the project for the Organization.

The plan for the management of risks/opportunities includes:

• Methodology: Defines the methods, tools and sources of information that can be used to manage risks/opportunities in the project.

• Functions and Responsibilities: Defines the leader, the support and the members of the risks/opportunities management team for every type of activity in the risk/opportunity management plan, assigns people to these roles and explains their responsibilities.

• Budget: Allocates resources and estimates the costs of the management of risks/opportunities in order to include them in the base-line project cost.

• Risk / Opportunity Categories: Provides a structure that guarantees a full process of systematic identification of the risks/opportunities in a uniform level of detail, and contributes to the effectiveness and quality of identification.

• Probability and impact of risks/opportunities: What are the chances of the risk/opportunity occurring and what are the consequences for the project?

• Periodicity: Defines when and how often the risk/opportunity management process is performed during the project life cycle, and establishes the risks/opportunities management activities to be included in the project schedule.

• Reports: How will the information and communications be registered?

• Monitoring: Registration of the risks/opportunities and lessons learned.

2.1.3 Risk Identification Procedure

2.1.3.1 Risk Response, Prevention and Correction Plan

The next step in the risk management process is the development of strategies to reduce the probability of occurrence and mitigate the consequences should they occur.

There are some general strategies that can be applied to various types of risks such as:

• Avoid: Avoiding the risk involves changing the project management plan to eliminate the threats represented by an adverse risk, which is equivalent to isolating project objectives from the impact of the risk. Some risks that arise in the early stages of the project can be avoided by clarifying the requirements, obtaining information, improving communication, and reviewing lessons learned from other projects.

• Transfer: Transferring the risk requires the transfer of the negative impact of a threat, along with the responsibility for the response, to a third party. Transferring the risk simply changes the party responsible for its management; it does not eliminate it. Examples of risk transfers are: hiring insurance, choice of the type of contract (if work is sub-contracted), clauses in purchase orders.

• Mitigate: Mitigating the risk involves reducing the probability and/or impact of an adverse risk event,

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to an acceptable level. Taking early action to reduce the probability of the occurrence of a risk and/or its impact on the project is often more effective than trying to repair the damage after the risk has occurred. Adopting less complex processes, doing more testing, selecting a more stable supplier, gaining experience and recruiting suitable staff are examples of mitigating actions. However, it should take into consideration that mitigation strategies usually involve a higher price and therefore the cost/ benefit of implementing the strategy must be analyzed. • Accept: This strategy indicates that the project team has decided not to change the project management plan to deal with a risk, or has not been able to identify any other appropriate response strategy. It can be adopted for both risks and opportunities. This strategy can be passive or active. The passive acceptance does not require any action, leaving the management in the hands of the project team should the risk materialize. The most common Active acceptance strategy is to establish a contingencies reserve, including the amount of time, money and resources needed for their management.

2.1.3.2 Opportunity Response Plan

In the case of opportunities, the aim is to use them for the benefit of the project or the business. To do this, a management plan must also be prepared for them, together with monitoring of the actions taken on them. The different strategies are:

• Exploit: This strategy can be used when the organization wants to make sure that the opportunity becomes a reality, eliminating the uncertainty associated with a particular positive risk and thus ensuring that the opportunity is fully realized. Some examples of direct exploitation of the opportunities include; the assignment of the organization’s most talented resources to the project, to reduce the time to closure or to offer a lower cost than originally planned.

• Share: Sharing a positive risk involves assigning all or part of the property of the opportunity to a third party, who is better able to capture the opportunity in benefit of the project. Some examples of actions to

share include the formation of joint risk associations, teams, and companies with special purposes or temporary company alliances, which can be made with the express purpose of taking advantage of the opportunity, so that all parties benefit from their actions.

• Enhance: This strategy is used to increase the probability and/or the positive impacts of an opportunity. Identification and maximization of the key driving forces of these positive impact risks can increase their probability of occurrence. Some examples of enhancing opportunities include the addition of more resources to an activity to finish early.

• Accept: Accepting an opportunity is having the will to take advantage of it if it arises, but not looking for it actively.

2.1.3.3 Monitoring and Control of Risks and Opportunities

Responses to the risks and opportunities are implemented from the planning stages until the end of the Project. However, there must be continuous monitoring to detect new or changed risks and opportunities.

Monitoring and Control is the process of identifying, analyzing, planning and tracking the risks/opportunities. Those on the monitoring list must be analyzed again, the conditions that trigger the management plans tracked and the implementation of responses or actions reviewed for each risk/opportunity while evaluating their effectiveness. Process monitoring and Control, like other risk/opportunity management processes, is a continuous process, which takes place throughout the project lifecycle. Other purposes of this process of Monitoring and Control are to determine if:

• The assumptions of the project are still valid.• The risk/opportunity, as it was assessed, has changed state, via the analysis of trends.• Correct policies and management procedures are being followed • The reserves for contingencies of cost or schedule should be amended to align with the project risks/opportunities.

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The risk/opportunity Monitoring and Control process may involve having to choose alternative strategies, implement a contingency or reserve plan, take corrective action and modify the project management plan. The Project Controller periodically reports to the Project Manager on the effectiveness of the plan, any unanticipated effects and corrections on the fly as needed to properly manage the risk/opportunity. To carry out this monitoring and control in practice, it is recommended that each risk/opportunity is reviewed weekly, or more frequently, depending on the stage of the project, to check its status, associated management plan and the actions carried out during the week. All this should be documented in the risk register, according to the following point (recording of risks/opportunities).

2.1.4 Organization for Risk Management

The program structure has been defined in terms of the principal activities required to achieve the objectives of the program as well as to establish a fluent communication level and optimal decision-making process, including the risk management responsibilities:

Figure 2.3. Risk Management Organization Structure

A Project Control and Monitoring organization has been established for the correct management of risks in the 2030 New Engineering Project and its scope of work includes:

• Managing the Monitoring and Control of the project • Managing Communications and key Stakeholders.• Change Management

Figure 2.4. Project Control & Monitoring Scope

2.1.4.1 Roles and Responsibilities in Risk Management

Project Risk Management should be included as an integral part of all other Project processes and aspects. Since project risk can affect project objectives, anyone with interest in achieving those project objectives should play a role in Project Risk Management.

The roles and responsibilities for Risk Management should be clearly defined and communicated, and individuals should be held responsible and accountable for results. This includes allocating responsibility for specific activities within the risk process, as well as for resulting actions required to implement agreed-upon responses.

The following table describes the Roles, Accountabilities and Responsibilities defined in the Risk Management process.

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Table 2.5. Risk Management Roles and Responsibilities

Roles Person Responsible Responsibilities

Steering Committee

Rector, Dean, Vice-Dean, Director Postgraduate School, Director Undergraduate School

Be informed about risk management. Involve key Stakeholders of the program to ensure their alignment with the project.

Risk Management

Program Director and Co-Program Directors

Plan the project risk management during all phases of its implementation. Structure the Risk Management Plan according to the guidelines of the Project Director. Carry out the initial identification of risks and create the project risk register. Approve the action or response plans defined for the control of risks. Designate the project team responsible for risk management support activities. Report the status of the main risks and the control measures defined to the Program Steering Committee, for their information and ratification.

Monitoring and Control of Risks

Project Control and Monitoring team.

Carry out regular meetings with the project team to update the risk register. Permanently monitor control actions or response plans, defined for each of the risks and opportunities identified. Periodically inform key stakeholders about the status of risks and opportunities, their changes and short and medium term actions. Meetings should be held weekly or more frequently, depending on the stage of the project, to review the plans and actions of each item, to check if an item requires new actions.

2.1.4.2 Cycle of Risk Monitoring and Control

For the monitoring and control of the project risks, the program’s Monitoring and Control Team, must lead the follow-up work, in order to assist the progress of the project. They will continuously make a qualitative analysis of the identified risks (probability and impact) and monitor the execution of the defined response plans and their results, as well as identifying new risks.

The cycle of risk monitoring and control, for the project, seeks to assure risk management processes through preparatory meetings and a review of conclusions, on a regular basis. Initially, the cycle will be executed on a monthly base, although the periodicity can vary depending on the speed of execution of the project.

The diagram below shows the meeting cycle for one month. Meeting 1, during the second week, is a review of the risk status of each project. Meeting 2 is a group meeting with the project teams of all areas to present the risk status of the month.

The cycle of meetings is repeated each month and is represented on the following timeline:

Figure 2.1. Monthly Meeting Cycle

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2.2 Metrics and indicators2.2.1 Critical Indicators

All the indicators demonstrate the base line from the year 2013, unless otherwise indicated.

C1. Number engineering degrees granted (total and per area)

1.1 MethodologyAll data on graduates of the accreditation module from each specialty of the FCFM is compiled and calculated to yield the total number of graduates. Graduate students who receive their degree corresponding to the measurement year are considered in this calculation.

1.2 Baseline Table C1.1. Engineering degrees granted (total and per area) year 2013. Source: SIES.

Year 2013

Major/Engineering Women Men Total

Civil 10 62 72

Electrical 6 66 72

Biotechnology 9 7 16

Computing 3 24 27

Mining 6 20 26

Industrial 31 100 131

Mathematics 4 23 27

Mechanical 4 23 27

Chemical 13 11 24

Total 86 336 422

1.3 Hypothesis and projection.In order to set the goals of graduates we consider the following assumptions:

1.3.A Preferences of students completing the Common Plan that determine if they choose to pursue degrees in science or engineering, remain constant or lean toward engineering.

1.3.B Rates for voluntary dropouts and for being expelled for academic reasons, remains at the levels reached in the years 2011-2013.

1.3.C Total number of students entering the Faculty increases by at least 1% per year in the Common Plan and among those of low and middle income.

Table C1.2. Projection according to database SIES Database.

Base Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Varia-tion 6

years

% Varia-tion 6 years2013 2014 2015 2016 2017 2018 2019

422 430 439 447 456 464 473 51 12%

Table C1.3. Projection following data base U-Campus. Auto-evaluation-Cohorts Module


years

% Varia-tion 6 years2013 2014 2015 2016 2017 2018 2019

355 355 438 444 450 456 462 45 12%

The University of Chile projected to graduate 2,401 engineers during the six years of the project.

C2. Number of Master’s degrees granted (total and per area)

2.1 MethodologyGraduates of different FCFM master’s programs obtained by the graduate office were compiled. Those considered are students whose degree was received in the year of evaluation.

2.2 BaselineTable C2.1. G Professional master’s graduates in 2013. Source: U-Campus

Program Name 2006 2007 2008 2009 2010 2011 2012 Total

451 Master in Management and Public Policy

0 1 0 1 9 15 4 30

452 Master in Information Technology

0 0 0 1 3 2 0 6

455 Master in Administration for Globaliza-tion

0 1 0 5 21 14 0 41

470 Master in Engineering Sciences Re-sources and M.A Water Sciences

0 1 0 1 1 4 0 6

472 Master of Electrical Engineering

0 1 1 1 0 3 3 9

475 Master of Science in Chemical Engineering

0 0 0 1 3 1 0 5

476 Master of Science in Seismic Engineering

0 0 0 0 2 0 0 2

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477 Master of Engineering Science in Transportation

0 0 0 2 1 0 0 3

479 Master of Science in Mechanical Engineering

0 0 0 1 2 2 0 5

489 Master of Business Administration

1 0 1 3 16 58 0 79

498 Master of Mining Engineering

0 1 0 0 2 7 0 10

499 Master of Business En-gineering and Information Technology

2 2 0 4 9 1 0 18

Total general 3 7 2 19 69 107 7 214

2.3 Hypothesis and projectionTo set goals for master’s graduates we consider the following assumptions:

2.3.A The preferences of graduates of the Faculty, which determine whether or not they will continue with a master program remains constant.

2.3.B Rates for voluntary dropouts and for being expelled for academic reasons remains at the levels reached in the years 2011-2013.

2.3.C Total number of students admitted to master’s programs increased by 5% a year.

2.3.D Rates for voluntary dropout, postponement of studies and expulsion for academic reasons remain at the high levels as those reached between 2011-2013.

2.3.E Total number of students admitted to the master’s program increases by 5% annually. Table C2.2. Projection of professional master’s graduates derived from U-Campus database. Auto-evaluation Module Cohorts.


years

% Varia-tion 6 years2013 2014 2015 2016 2017 2018 2019

214 220 255 260 277 287 300 86 40%

New Engineering Initiative 2030 is committed to graduate 1,599 technological master’s students during the period 2014 to 2019.

C3. Number of PhDs in engineering degrees granted (total and per field).

3.1 MethodologyGraduates profiles are taken from each FCFM PhD program, which are delivered by the postgraduate office. PhDs are those whose doctoral degree was received during the assessment year.

3.2 BaselineTable C3.1. Number of engineering PhDs graduated in 2013

Program Graduates 2013

PhD of Engineering Sciences in Materials Science 3

PhD of Engineering Sciences in Fluid Dynamics 1

PhD of Engineering Sciences n Mathematical Modeling 7

PhD of Engineering Sciences in Chemical Engineering 1

PhD of Computer Science 4

PhD of Electrical Engineering 5

PhD of Chemistry 1

PhD of Engineering Systems 1

Total general 23

3.3 Hypothesis and projection.To establish goals for doctoral graduates scheduled in engineering and / or technology, we consider the following assumptions:

3.3.A Student preference to pursue a doctoral program at the FCFM remains constant or increases.

3.3.B Rates for voluntary dropout, postponement of studies and expulsion for academic reasons remain at the levels reached between 2011-2013.

3.3.C The number of total foreign students admitted to doctorate programs increased 6% for the year.

Program Name 2006 2007 2008 2009 2010 2011 2012 Total

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Table C3.2. Projection of graduates of doctorate programs.


years

% Varia-tion 6 years2013 2014 2015 2016 2017 2018 2019

Type of program: Technological Doctoral Graduates

19 23 24 24 25 25 26 7 37%

Type of program: Total doctoral Graduates FCFM

23 36

It is estimated that from 2014 to 2019, 148 doctoral students will graduate programs in engineering and technology.

C4. Industrial property generation

4.1 MethodologyPatents declared by the various academics, scientist and centers containing FCFM as industrial property assets are considered.

4.2 BaselineTable C4.1 Industrial generation.

Average Year 1 Year 2 Year 3 Year 4 Year 5

2009-2013 2009 2010 2011 2012 2013

1 1 1 0 2 2

4.3 Hypothesis and projection.To set the goals of industrial property assets we consider the following hypotheses:

A Transfers of public funds for research to universities and to the FCFM increase at least 2% annually.

Table C4.2. Projection of patents obtained by the FCFM.

Base Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Vari-ation

6 years

% Vari-ation 6 years

2009 -

20132014 2015 2016 2017 2018 2019

1 1 2 2 3 3 4 2 100%

Fifteen (15) new patents are expected during the project period.

C5. R&D funds from public sources.

5.1 MethodologyFinancing is procured through various FCFM R&D centers. Amounts given by public sources are obtained by the center, and summed to obtain the total contribution to R&D.

5.2 BaselineThe years 2008 – 2013 are considered for calculation of the average annual income from public sources for R&D.

5.3 Hypothesis and projections.To set the goals of public R&D funding, the following assumptions are considered:

There is an average public competitive funding increase of 5% per year, meaning that the FCFM maintains its stake nationwide.

Table C5.1. R&D funds from public sources.

Year Income(in pesos)

Base 2008-2013 9,389,018,174

Year 1 2014 10,327,919,992

Year 2 2015 10,327,919,992

Year 3 2016 11,360,711,991

Year 4 2017 12,496,783,190

Year 5 2018 12,496,783,190

Year 6 2019 12,496,783,190

Variation 6 years 3,107,765,016

% Variation 6 years 33%

C6. R&D funds from private sources.

6.1 MethodologyAll income from private sources, only declared by FCFM centers, were considered. The amounts from private sources utilized by each center, are summed to obtain the total contribution to R&D.

6.2 BaselineThe average annual amounts for private R&D, between 2008 - 2013 were considered.

6.3 Hypothesis and productionTo carry out the projection, we take into consideration the support from private sources that will have a variable increase between 5 – 10% per year, meaning that the FCFM maintains its stake nationwide.

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Table C6.1. R&D funds from private sources.


Base 2008-2013 2,080,567,225

Year 1 2014 2,288,623,948

Year 2 2015 2,288,623,948

Year 3 2016 2,517,486,343

Year 4 2017 2,769,234,977

Year 5 2018 2,769,234,977

Year 6 2019 2,769,234,977

Variation 6 years 688,667,752


C7. Funding for R&D funds from NGOs or non-profit organizations and other national institutions not included under indicators 5 and 6.

7.1 MethodologyWorks with the accounting unit of the Faculty to disaggregate the source of financing.

C8. R&D funds from foreign institution.

8.1 MethodologyWorks with the accounting unit of the Faculty to disaggregate the source of financing.

C9. R&D interdisciplinary projects.

9.1 MethodologyProject information from various FCFM centers were collected and classified in a binary fashion, indicating whether or not they were multidisciplinary: considering the multidisciplinarity as the presence of researchers over a wide field defined by CORFO or researchers belonging to more than one of the three following specific fields: Engineering and engineering trades, Industry and production and Architecture and Construction.

9.2 BaselineTable C9.1. Multidisciplinary and non-multidisciplinary projects

Item Quantity Percentage

Non-multidisciplinary 24 22%

Multidisciplinary 85 78%

Total Projects 109 100%

C10. Income from research contracts with private companies.

10.1 MethodologyAll income from private sources, declared by FCFM centers was considered. The amounts from private sources are obtained by the center and summed to obtain the total contribution to R&D.

10.2 BaselineThe average amount of annual contracts for R&D from 2008 - 2013 was considered.

10.3 Hypothesis and projectionThe amounts received by contracts that will increase between 5-10% a year, meaning that the FCFM maintains its stake nationwide.

Table C10.2 Income from research contracts with private companies.


Base 2008-2013 2,080,567,225

Year 1 2014 2,288,623,948

Year 2 2015 2,288,623,948

Year 3 2016 2,517,486,343

Year 4 2017 2,769,234,977

Year 5 2018 2,769,234,977

Year 6 2019 2,769,234,977

Variation 6 years 688,667,752


C11. Income from research contracts with public institutions.

11.1 MethodologyWorks with the FCFM accounting unit to disaggregate the origin of the different revenues per contract.

C12. Licensing e-contracts.

12.1 MethodologyContracts registered in the Di + unit of the University of Chile licenses are considered.

12.2 BaselineTable C12.1 Licensing contracts

Item No.

C12. Number of contract licenses. 0

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12.3 Hypothesis and projectionsWe assume that in the year 2016 a mechanism will be established at the University of Chile to facilitate licensing.

Table C12.2 Projection number of licensing contracts.

Year 2014 2015 2016 2017 2018 2019

Numer of contract licenses

0 0 1 3 6 9

C13. Spin offs.

13.1 MethodologySpin offs registered and reported by Di+ of the FCFM are obtained. Spin offs are considered as entities with legal representation that maintain a formal link with the university; whether a company created to commercialize a licensed product or an existing company acquiring the license in a technology transfer mechanism, or other mechanisms with the same goal.

13.2 BaselineTable C13.1 Spin offs.

Item No.

Spin offs 1

13.3 Hypothesis and projectionsThe first year and a half will focus on the creation and establishment of an entrepreneurship ecosystem that allows self-sustaining growth; therefore the initial growth of the Spin off will be slow.

Table C13.2 Projection of Spin offs.

Year 2014 2015 2016 2017 2018 2019

Number of Spin offs 1 2 2 3 5 6

C14. Start ups.

14.1 MethodologyStart ups recorded and reported by the FCFM Di+ unit are obtained. Start ups are considered as entities with legal representation that have no link with the university, except the recognition that it orginated from the initiative incubated and nurtured within the university, and partially or fully implemented by members of the same university.

14.2 BaselineTable C14.1 Number of Start ups registered at the FCFM.

Item No.

Number of Start ups. 0

14.3 Hypothesis and projectionsThe first year and a half focuses on the creation establishment of an entrepreneurship ecosystem that allows self-sustaining growth; therefore the initial growth of the Start ups will be slow.

Table C14.2 Projection of start up.

Year 2014 2015 2016 2017 2018 2019

Number of start up 0 2 2 3 4 6

C15. Amount of investment attracted to companies.

15.1 MethodologyInvestments on Start ups or Spin offs recorded by the Di+ FCFM unit are considered.

15.2 BaselineTable C15.1 Amount of investments attracted to companies.

Item No.

Investments attracted to companies 0

C16. University income from Spin off.

16.1 MethodologyRecorded data of the Di+ unit of the FCFM is obtained. According to a CORFO response given on 13/1/2014 for the C17 indicator, revenues are only those that reach the university (not those that the Spin off generates for itself).

16.2 BaselineTable C16.1 University income from Spin off.

Item No.

University income from Spin off. 0

16.3 Hypothesis and projectionsWithin its own model, the University does not consider the revenue received by Spin off.

Table C16.2 Projection of income for the university generated by Spin off.

Year 2014 2015 2016 2017 2018 2019

Revenue for the university generated by spin off

0 0 0 0 0 0

C17. University income from Start ups.

17.1 MethodologyRegistered data from the Di+ unit of the FCFM is obtained. It is worth mentioning that in the university’s model for Start ups, revenue does not exist for the university.

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17.2 BaselineTable C17.1 University income from Start ups.

Item No.

University income from Start ups. 0

17.3 Hypothesis and projectionsThe University’s own model does not consider the perceived revenue by the start up.

Table C17.2 Projection of University income from Start ups.

Year 2014 2015 2016 2017 2018 2019

Revenue for the University generated by start up

0 0 0 0 0 0

C18. Jobs generated by Spin offs.

18.1 MethodologyRecorded data of the FCFM Di+ unit are obtained. Employment signifies those working within a Spin off.

18.2 BaselineTable C18.1 Jobs generated by Spin offs.

Item No.

Job generated by Spin off. 0

Table C18.2 Projection of jobs generated by Spin offs.

Year 2014 2015 2016 2017 2018 2019

Job generated by Spin off pp 6 8 15 45 60

C19. Jobs generated by Start ups.

19.1 MethodologyRecorded data of the FCFM Di+ unit are obtained.

19.2 BaselineTable C19.1 Jobs generated by start up.

Item No.

Jobs generated by start up. 0

19.3 Hypothesis and projectionsTable C19.2 Projection of jobs generated by start ups.

Year 2014 2015 2016 2017 2018 2019

Jobs generated by start up pp 6 8 21 32 60

C20. Number of CPD courses, diplomas or certificates awarded (Continuous Professional Development Courses.

20.1 MethodologyProfessional graduates declared by the graduate office are considered. Data shown were collected for the year 2014. Data shown was collected for the year 2014.

20.2 BaselineTable C20.1. Number of professional graduates in continuing

education.

Typo Certified Professionals 2014

Diplomas 392

Courses 238

Total EC 630

20.3 Hypothesis and projections.Table C20.2 Projection of certified professionals.

Year 2014 2015 2016 2017 2018 2019

Certified professionals 630 662 693 725 756 788

C21. Innovations with international potential.

21.1 MethodologyInternationally projected innovations such as patent applications solicited from abroad or those that belong to the PCT system, are considered.

21.2 Hypothesis and projectionsTable C21. Innovations with international potential.


6 years

% Vari-ation 6 years2013 2014 2015 2016 2017 2018 2019

s/c s/c 2 2 3 3 4 2 100%

C22. Students abroad.

22.1 MethodologyThey consider students who are at least one semester abroad or those participating in the Student Mobility Program (PME) or Dual Degree Program. Also considered are practices or internships in companies that exceed 10 weeks.Students who spend at least one semester abroad or those participating in the Student Mobility Program (PME) or Dual Degree Program are considered. Also considered are practices of internships in companies that exceed 10 weeks.

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22.2 BaselineDuring the year 2013, 20 students spent a semester abroad.

Table C22.1. Students studying abroad.

Year 2008 2009 2010 2011 2012 2013 2014 Total

Out 10 14 21 16 26 20 26 133

22.3 Hypothesis and projections.Table C22.2 Projection number of students with semester

stay abroad.

Year 2014 2015 2016 2017 2018 2019

Out 26 30 34 38 42 46

C23. Digitalization/ On-Line education.

23.1 MethodologyAll courses that are active within the curricula of all FCFM programs are considered. Of these, the classes declared as fully or partially digitized are the most outstanding.

23.2 BaselineTable C23.1.Digitalization/ On-line education.

Courses 2013 Courses digitalized 2013

Level of digitalization

2310 0 0%

23.3 Hypothesis and projections.The growth of courses per year remains constant, being that the first year of project implementation, a higher figure is 0.3%.

Table C23.2 Projection of digitized courses.

Year 2014 2015 2016 2017 2018 2019

No. Subjects digitalized 1 1 4 7 10 13

No. Total subjects 2325 2340 2360 2375 2390 3005

% Subjects digitalized 0,04% 0,04% 0,1% 0,3% 0,4% 0,6%

Note: There is an online university-level platform called U-Cursos. This platform allows students to access relevant content for each of their courses (both actual courses and those previously enrolled), such as audiovisual class material at the instructor’s disposal (class videos, podcasts, presentations, etc.), tasks to be handed out, discussion forums of teaching staff members from each course, complementary material of the course, etc. Most importantly, one can combine a set of tools to enhance and facilitate distance learning of each course.

C24. Number of undergraduate engineering degrees granted for female students.

24.1 MethodologyData is obtained from the website portal www.mifuturo.cl on graduates (who possess their degree) from each professional specialty taught at the FCFM. The site contains data on total number of graduates, as well as the percentage that are women.

24.2 BaselineTable C24.1 Undergraduate engineering degrees granted to

female students.

Year 2013 2013

Program Women Men Total %Women %Men

Civil Engineering 10 62 72 14% 86%

Electrical Engineering 6 66 72 8% 92%

Biotechnological Engineering 9 7 16 56% 44%

Civil Engineering in Computer Science 3 24 27 11% 89%

Mining Engineering 6 20 26 23% 77%

Industrial Engineering 31 100 131 24% 76%

Mathematical Engineering 4 23 27 15% 85%

Mechanical Engineering 4 23 27 15% 85%

Chemical Engineering 13 11 24 54% 46%

Total 86 336 422 20% 80%

24.3 Hypothesis and projectionsTable C24.2 Projection of Female undergraduate with

engineering degrees.

Year 2014 2015 2016 2017 2018 2019

% women with degrees 20% 20% 21% 21% 22% 22%

C25. Students under Engineering 2030 program.

25.1 MethodologyWhen making a curricular change in any study program af the Faculty level, there is a resulting code change. Furthermore, whenever new courses and new programs are enacted, a record is generated. Based on the above we will register students who attend or participate in curricular and co-curricular activities associated with the Engineering 2030 initiative.

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25.2 BaselineAs the New Engineering Project 2030 began in September 2014, the baseline of this indicator is 0.

To establish goals for students of Engineering Program 2030 the following assumptions:

25.3 Hypothesis and projectionsThe following is used to establish goals for students of the Engineering Program 2030:

25.3.A The assumptions is that the 8 departments and 9 programs agreed to incorporate the curricular changes proposed by the program and its implementation will begin during the year 2016.

Table C25.1 Students in the Engineering Program 2030.

Year 2014 2015 2016 2017 2018 2019

Students 0 50 100 200 400 500

Between 2015 and 2019 the expectation is that 1,250 students will carry out curricular or co-curricular activities associated with Engineering 2030. So the table above shows only new students participating in 2030 activities.

C26. Students graduated under Engineering 2030 Program.

26.1 MethodologyWhen making a curricular change in a program of study at the Faculty level, there is usually a resulting code change. However, this is not always true. At least in US engineering schools, most courses that are counted under an entrepreneurship path are old courses that are re-fashioned. We assume this will certainly happen in our School. A possibility is to count the % of i+e content and methodologies and make a cut at 50%. Otherwise, we will be underestimating our impact, or incentivizing meaningless code changes. Based on the above, we will register graduates who have completed or participated in curricular or co-curricular activities associated with the Engineering 2030 initiative.

26.2 BaselineAs the New Engineering Project 2030 began in September 2014, the baseline indicator of graduates is 0.

26.3 Hypothesis and projectionsThe following assumptions are used for goal setting of graduates from the Engineering Program 2013:

26.3.A The assumption is that all 8 departments and 9 programs of study will agree to incorporate the curricular changes proposed by the program and its implementation will begin during the year 2016.

26.3.B We suppose that the co-curricular activities began to be implemented in the between 2015-2016.

Table C26.1 Projection of students graduated Engineering 2030 Program.

Year 2014 2015 2016 2017 2018 2019

Graduates 2030 0 0 50 100 200 400

2.2.2 Minimal Indicators

All indicators are measurements taken into consideration for the year 2013, unless otherwise noted.

M1. Number of engineering students (undergraduate)

1.1 MethodologyThe calculation considers the total sum of enrolled students per undergraduate study program of the FCFM, taking into account the number of students from engineering as the number of enrolled students declared per year. 1.2 Baseline

Table M1.1. Number of undergraduated engineering students (at start of year)

Engineering Major

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Common Plan (“Plan

Común” in Spanish)

1,988 2,012 1,557 1,908 1,954 2,347 2,618 2,823 2,703 2,441

Biotech-nology

77 102 89 92 91 81 72 65 69 72

Civil 493 553 486 445 420 421 401 431 473 524

Computer Science

250 283 249 205 194 210 215 236 263 269

Electrical 344 428 383 343 347 346 356 366 383 374

Industrial 688 845 751 712 721 716 754 795 839 826

Mathe-matics

83 84 66 69 93 95 95 108 121 135

Mech-anical

170 198 177 150 161 180 200 212 263 286

Mines 99 130 112 112 138 171 191 248 300 316

Chemical 58 81 70 70 84 88 112 111 120 123

Total w/Plan

Común4,250 4,716 3,940 4,106 4,203 4,655 5,014 5,395 5,532 5,366

Total w/out Plan Común

2,262 2,704 2,383 2,198 2,249 2,308 2,396 2,369 2,572 2,925

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1.3 Hypothesis and projectionsTable M1.2 Projection of total undergraduate engineering

students to 6 years.

Year 2014 2015 2016 2017 2018 2019

Total undergraduate

students

5,366 5,366 5,366 5,366 5,366 5,366

M2. Rate of undergraduate -professors with a PhD degree.

2.1 MethodologyOf the total academics appointed by the faculty, they calculate the corresponding percentage of academics with a doctorate degree, including the professors such as contracted full-time, part-time and per-hour basis, academics.

2.2 BaselineTable M2.1 Rate of undergraduate professors with PhD.

Academics with Faculty appointment

2008 2009 2010 2011 2012 2013 2014

Total Full-time and Part-time 548 517 507 498 480 480 454

Employment status

Full-time 205 208 212 220 219 227 228

Part-time 7 6 4 2 2 2 2

Per hour 336 303 291 276 259 251 224

Level 2008 2009 2010 2011 2012 2013 2014

Doctor 244 247 254 259 254 268 269

Master 56 50 47 48 52 50 43

Bachelor 246 218 204 191 174 162 141

Others/ not - bachelor or non-

graduate level2 2 2 1

Percentaje of undergraduate professors PhD

45% 48% 50% 52% 53% 56% 59%

2.3 Hypothesis and projections.It is assumed that the increase in full-time teachers with doctorates will be equivalent to the increase in part-time lecturers without a PhD, explaining how the ratio is maintained.

Table M2.2 Projection rate of undergraduate professors with PhDs.

Year 2014 2015 2016 2017 2018 2019

% Academics with Doctorate

degree

59% 59% 59% 59% 59% 59%

M3. Laboratories for academia.

3.1 MethodologyA survey for laboratory courses will be implemented to record the student opinion regarding compliance of laboratories in relation to their teaching function

M4. Number of students in a Master program.

4.1 MethodologyThe methodology considers that are enrolled in a master’s of Engineering course taught by the FCFM and that have no yet been granted the master’s degree.

4.2 BaselineTable M4.1 Students in master’s programs.

Master’s Number

MASTER OF ENGINEERING, IN WATER AND ENVIRONMENTAL RESOURCES 25

MASTER OF ELECTRICAL ENGINEERING 23

MASTER OF GEOTECHNICAL ENGINEERING 3

MASTER OF CHEMICAL ENGINEERING 12

MASTER OF MECHANICAL ENGINEERING 20

MASTER OF SCIENCE IN EXTRACTIVE METALURGY ENGINEERING 16

MASTER OF SCIENCE IN EARTHQUAKE ENGINEERING 14

MASTER OF SCIENCE IN TRANSPORTATION 10

MASTER OF COMPUTER SCIENCE 24

MASTER OF OPERATIONS MANAGEMENT 32

MASTER OF GLOBALIZATION MANAGEMENT 117

MASTER OF BUSINESS ADMINISTRATION 233

MASTER OF MANAGEMENT AND PUBLIC POLICY 98

MASTER OF BUSINESS AND INFORMATION TECHNOLOGY 50

MASTER OF ENGINEERING IN COMMUNICATION NETWORKS 5

MASTER OF MINING 37

MASTER OF INFORMATION TECHNOLOGY 47

TOTAL: 766

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4.3 Hypothesis and projections.Table M4.2 Projection of total students in master’s programs.


6 years

% Vari-ation 6 years2013 2014 2015 2016 2017 2018 2019

766 804 845 887 931 978 1027 261 34%

M5. Number of students in a PhD program.

5.1 MethodologyConsiders students who are enrolled in one of the engineering doctoral programs offered by the FCFM and who have not yet received the doctorate degree.

5.2 BaselineTable M5.1 Students in a PhD program in engineer.

Doctor Number

DOCTOR OF MATERIALS SCIENCE 13

DOCTOR OF FLUID DYNAMICS 9

DOCTOR OF CHEMICAL ENGINEERING 20

DOCTOR OF MATHEMATICAL MODELING 35

DOCTOR OF COMPUTER SCIENCES 41

DOCTOR EN MINING ENGINEERING 10

DOCTOR OF ELECTRICAL ENGINEERING 41

DOCTOR OF CHEMISTRY 3

DOCTOR OF ENGINEERING SYSTEMS 22

TOTAL 194

5.3 Baseline and projectionsTable M5.2 . Projection of total students in a PhD program in

engineer.

YearsBase Year

1Year

2Year

3Year

4Year

5Year

6Vari-ation

6 years

% Vari-ation 6 years2013 2014 2015 2016 2017 2018 2019

No. PhD students 194 198 202 206 210 214 218 24 12%

M6. Rate of Master’s professors with PhD degrees.

6.1 MethodologyCalculated by collecting payroll data from FCFM academics (includes name and degree level obtained) along with other various master and doctor programs. They identify professors that join the FCFM and that possess a doctorate degree, resulting in two things: the total number of professors with PhD who teach in graduate programs and the complete pool of professors. All the information is obtained towards the end of the measurement year. Some professors belonging to more than one (academic committees, claustro in Spanish) were counted anyway in each.

6.2 BaselineTable M6.1. Rate of Master’s professors with PhD degrees belonging to academic committee of master’s programs.

Master Total

Percentage of

doctorates in

academic committee

Doctors in academic committee

Without Doctors in academic committee

Percentage without

doctor in academic committee

Master of Business Engineering in I.T.

8 88% 7 1 13%

Master of Extractive Metallurgy

8 88% 7 1 13%

Master in Chemical Engineering

10 100% 10 0 0%

Master of Science in Mechanical Engineering

13 92% 12 1 8%

Master of Science in Geophysics 17 88% 15 2 12%

Master of Science in Physics 17 100% 17 0 0%

Master of Astronomy 18 94% 17 1 6%

Master of Electrical Engineering

20 100% 20 0 0%

Master of Computer Science 21 95% 20 1 5%

Master of Mining Engineering 23 39% 9 14 61%

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Table M6.2. PhD teachers belonging to PhD program academic committee.

Doctor Total

Percentage of PhD in academic committee

PhD in academic committee

Without PhD in

academic committee

Percentage without PhD in

academic committee

Doctor of Mining Engineering 9 100% 9 0 0%

Doctor of Chemical Engineering and Biotechnology

10 100% 10 0 0%

Doctor of Electrical Engineering 16 100% 16 0 0%

Doctor of Physics 17 100% 17 0 0%

Doctor of Astronomy 18 94% 17 1 6%

Doctor en Computer Sciences 18 94% 17 1 6%

Doctor of Sciences in Mathematical Modeling

20 100% 20 0 0%

Doctor of Fluid Dynamics 22 100% 22 0 0%

Doctor of Industrial and Systems 29 100% 29 0 0%

Doctor of Geology 30 90% 27 3 10%

Doctor of Chemistry 43 12% 5 38 88%

Table M6.3. Rate of Master’s of professors with PhD degrees belonging to academic committees.

Item No.

Number of professors in academic committees 387

Number of PhD professors in academic committees 323

Percentage of professors with PhD degrees belonging to the academic committees

83%

6.3 Hypothesis and projections.Table M6.4. Projected percentage of professors with PhD belonging to the academic committees.

Year 2014 2015 2016 2017 2018 2019

% Professors with doctorate degree belong-ing to claustros

83% 83% 83% 83% 83% 83%

M7. Investment in R&D Lab

7.1 MethodologyImplementation of an accounting mechanism to centralize this information is set for September 2015.

M8. Study program rates redesigned with SCT-Chile and other criteria.

8.1 MethodologySince all programs of study at the FCFM are redesigned with SCT-Chile, the total was recorded as the number of programs offered by the FCFM.

8.2 Baseline Table M8.1. Study programs redesigned with SCT-Chile among other criteria.

Major Engineering

Biotechnology

Civil

Computer Science

Electrical

Industrial

Mathematics

Mechanical

Mines

Chemical

M9. Programs reduced in time length

9.1 Methodology A program is considered redesigned only from the time when the redesign goes into effect for new students. Study programs that have implemented the redesign of its course curriculum during or before 2013 are counted.

9.2 BaselineTable M9.1. Programs reduced in time length.

Major Engineering Year de

implementation of redesign

Actual duration (semesters for 2014)

Biotechnology 12

Civil 12

Computer Science 2007 11

Electrical 12

Industrial 12

Mathematics 2014 11

Mechanics 12

Mines 12

Chemical 12

Total redesigned programs redesigned

for 20131

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9.3 Hypothesis y projections.Table M9.2. Projection of number of study programs redesigned.

Year 2014 2015 2016 2017 2018 2019

Total study programs reduced in time length

2 2 3 4 6 9

M10. Student retention.

10.1 MethodologyStudent retention for the first 4 years was calculated by considering the number of students who entered the FCFM cohort, then, for each cohort, the number enrolled for the second year, then the third and finally the fourth year.

10.2 Baseline M10.1. Number enrolled in the first 5 years.

Year Entered

Enrolled for 1st year

Enrolled for 2nd

year

Enrolled for 3rd year

Enrolled for 4th year

Enrolled 5th year

2005 596 528 499 473 458

2006 647 611 569 535 523

2007 631 606 577 557 540

2008 652 599 562 546 540

2009 683 629 606 602 588

2010 788 713 706 701 689

2011 790 701 693 684 661

2012 786 735 725 714

2013 777 727 703

Based on the Table M10.1 retention is calculated for the first four years, whose percentage is detailed in Table M10.2.

M10.2. Retention rate for first 4 years.

Year Entered

Enrolled for 1st year

Enrolled for 2nd year

Enrolled for 3rd year

Enrolled for 4th year

2005 89% 84% 79% 77%

2006 94% 88% 83% 81%

2007 96% 91% 88% 86%

2008 92% 86% 84% 83%

2009 92% 89% 88% 86%

2010 90% 90% 89% 87%

2011 89% 88% 87% 84%

2012 94% 92% 91%

2013 94% 90%

M11. Rates of graduation within allotted time frame

11.1 MethodologyThis indicator takes into account the number of students graduated within the period of 7 years, beginning with their year of commencement at the FCFM. The rate of graduation within the allotted time frame of different cohorts is calculated. Cohorts are reported until 2008, considering that this is the last year in which to analyze the degree within the 7year period, since the term ended in 2014.

11.2 BaselineTable M11.1. Rates of graduation within allotted time frame

Year Students Admitted

Graduation in 7 years or less

Rate (gradu-ates)

2005 596 92 15%

2006 647 130 20%

2007 631 114 18%

2008 653 156 24%

M12. Postgraduate programs (PhD and Master’s) in engineering related fields.

12.1 MethodologyScientific nature programs were excluded. Master and doctoral programs taught by the FCFM, carried out through the graduate school are on the rise.

12.2 BaselineTable M12.1. Postgraduate FCFM programs.

Doctors of Engineering (9):

DOCTOR OF MATERIALS SCIENCE

DOCTOR O FLUID DYNAMICS

DOCTOR OF CHEMICAL ENGINEERING

DOCTOR OF MATHEMATICAL MODELING

DOCTOR OF COMPUTER SCIENCE

DOCTOR OF MINING ENGINEERING

DOCTOR OF ELECTRICAL ENGINEERING

DOCTOR OF CHEMISTRY

DOCTOR OF SYSTEMS ENGINEERING

Master level professionals (7):

MASTER OF MANAGEMENT FOR GLOBALIZATION

MASTER OF BUSINESS AND ADMINISTRATION MASTER

MASTER OF ADMINISTRATION AND PUBLIC POLICIES

MASTER OF BUSINESS AND INFORMATION TECHNOLOGY

MASTER OF COMMUNICATION NETWORKS

MASTER OF MINING

MASTER OF INFORMATION TECHNOLOGY

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12.3 Hypothesis and projections.Table M13.2 Postgraduate Programs at the FCFM.

Year 2014 2015 2016 2017 2018 2019

Doctor and master

(technological or professional)

16 16 16 17 17 18

M13. Graduate Satisfaction Rate (undergraduate).

13.1 MethodologyPre-graduate students of each of the nine FCFM Engineering programs were given a survey to rate their satisfaction. They were asked to agree or disagree with the statement: “In general, the training I received in my program of studies was of high quality”. The answer to that question for each of the study programs was analyzed. In December 2015 CORFO will implement a methodology that utilizes a percentage-style survey with a 4-level rating.

13.2 BaselineTable M13.1 Satisfaction level of graduates.

Civil Engineering Specialty

% that feel they received high quality

training

Number of graduates surveyed

Biotechnology 94% 31

Civil 100% 124

Computer Science 100% 79

Electrical 95% 163

Industrial 99% 196

Mathematics 100% 58

Mechanics 95% 13

Mines 100% 30

Chemical 95% 41

Weighted Average 98%

M14. Graduate satisfaction rate (postgraduate).

14.1 MethodologyIn July of 2015 CORFO will implement the proposed methodology.

M15. Full time equivalent hours of professors with PhD.

15.1 MethodologyThe methodology considers all professors possessing a doctorate degree, and their corresponding work time status. Part-time is equivalent to 40% of full-time scheudule, and that the hourly status is equivalent

to 25% of half-time. With this the equivalent number of full-time academics is calculated by adding the equivalence of each day to full-time days.

15.2 Baseline Table M15.1 Academics with full-time, part-time, and per-

hour work schedules.

Academic Faculty

Appointments 2008 2009 2010 2011 2012 2013 2014

Doctor Full-time 171 174 181 189 186 201 207

Doctor Part-time 6 5 4 2 2 1 1

Doctor hourly 67 68 69 68 66 66 61

Total 182,181 188,872 195,981 192,8 207,4

M16. Number of FTE doctorates in R&D.

16.1 MethodologyCORFO will implement the proposed methodology in July 2015

M17. R&D labs rate of use.

17.1 MethodologyData from the Center for Mathematical Modeling (CMM), a leading center within the FCFM, is taken as reference. This data contains the available hours of the largest computer center, dubbed “supercomputer” along with the number of hours utilized by users. With these the percentage of computer use, compared to the hours of use available was obtained.

17.2 BaselineTable M17.1 Rate of R&D Labs use

Year-semester

Total Time Usage %

UsageDown-time

% Down-time

Users

2013-1 3,576 2,146 60% 53 1,48% -

2013-2 4,416 2,650 60% 58 1,31% -

2014-1 4,320 3,024 70% 144 3,33% 227

M18. Number of scientific and technological disclosures.

18.1 MethodologyAcademics are obliged to inform the R&D vice-president of any such findings who maintains a record.

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18.2 BaselineTable M18.1 Number of scientific, technological and

innovative disclosures.

Item No.

Number of scientific, technological and innovative findings. (Disclosure 2013)

15

M19. Number of applied patents.

19.1 MethodologyThe University of Chile´s innovation direction keeps track of the patent applications, trademarks, published and obtained at the FCFM. This information yields the necessary indicator.

19.2 BaselineTable M19.1 Total number of applied patents

Item No.

Number of applied patents for 2013 4

19.3 Hypothesis and projections.Table M19.2 Projection number of applied patents.

Year 2014 2015 2016 2017 2018 2019

Number of applied patents

4 4 5 6 7 8

M20. Number of granted patents.

20.1 MethodologyThe University of Chile´s innovation direction keeps track of the patent applications, trademarks, published and obtained at the FCFM. This information yields the necessary indicator.

20.2 BaselineTable M20.1. Number of granted obtained.

Item No.

Number of patents granted for 2013 2

20.3. Hypothesis y Projection.Table M20.2 Projection number of patents granted.

Year 2014 2015 2016 2017 2018 2019

Number of patents granted

s/c 2 3 4 5 6

M21. Number of R&D projects with private companies.

21.1 MethodologyMethodology will be implemented during 2015 in collaboration with FCFM research centers.

M22. Number of R&D contract with public entities.

22.1 MethodologyMethodology will be implemented during 2015 in collaboration with FCFM research centers.

M23. Number of publications.

23.1 MethodologyThe vice-president of Research and Development at the University of Chile maintains a record of ISI publications by university academics in each of its faculties.

23.2 BaselineTable M23.1 Number of publications at the FCFM.

Year 2010 2011 2012 2013

Publications ISI and SCOPUS 370 380 405 432

M24. Number engineering related publications.

24.1 MethodologyThe vice-president of Research and Development at the Universidad de Chile divides the publications carried out at the FCFM into different topics as well as reports on the number of engineering publications. 24.2 Baseline

Table M24.1 Number of engineering related publications

Year 2010 2011 2012 2013

Number of engineering related publications ISI and/or

SCOPUS25 25 28 31

M25. Citations.

25.1 MethodologyThe methodology will be implemented with the collaborative effort from FCFM research centers

M26. Number of publications by doctorate students.

26.1 MethodologyThe proposal makes student CVs a prerequisite for enrollment in doctoral programs. These CVs will be updated annually, creating records of students from different programs that have been published, as well as the number of publications.

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M27. Number of Interdisciplinary publications by doctorate students.

27.1 MethodologyThe proposal would make student CVs a prerequisite for enrollment in doctoral programs. These CVs will be updated annually, creating records of students from different programs that have been published, as well documenting the number of publications. The publications will be credited with the scientific disciplines that deal (according to OECD classification), and doctors with publications in more than one of the above disciplines, will be listed as a doctor with multidisciplinary publications.

M28. Citation of doctorate students.

28.1 MethodologyTo be implemented during the year 2015.

M29. Citations of interdisciplinary doctorate student publications.

29.1 Methodology To be implemented during the year 2015.

M30. Number and type of CPD courses offered (courses that do not entitle the student to an academic degree after completion).

30.1 MethodologyThe graduate school manages the Continuing Education courses offered at the university. The data was obtained from the year 2014.

30.2 BaselineTable M30.1 Total CPD courses offered.

Type Quantity

Graduates 29

Courses and specialization 15

Total from the year 2014 44

M31. Number of academics dedicated to programs mentioned in indicator N30 of this table.

31.1 MethodologyThe postgraduate school gathers the necessary information.

31.2 BaselineTable M31.2 Number of professors and corresponding hours

in continuing education.

Department Professors Hours

Dept. Industrial Engineering 37 766

Dept. of Computer Science 13 1801

Dept. Mining Engineering 56 2249

IDIEM 17 216

Dept. Electrical Engineering 26 95

CMM 9 222

Dept. Civil Engineering 16 192

Postgraduate School 18 144

Dept. Of Geology 21 280

Total 213 5965

M32. Number of Academics professionals dedicated to activities of technology, entrepreneurship and innovation.

32.1 MethodologyFull-time academics are those researchers and all kinds of graduates working in a laboratory or a center belonging to the FCFM center, who are active functionaries of the FCFM.

32.2 BaselineTable M32.1 Academics and professionals linked to an FCFM

center or laboratory.

Center Academics and Professionals

Center for Mathematical Modeling (CMM) 129

Advanced Mining Technology Center (AMTC) 175

Andean Geothermal Center of Excellence / Centro de Excelencia en Geotermia de Los Andes (CEGA)

45

Complex Engineering Systems Institute / Instituto de Sistemas Complejos de Engineering (ISCI)

51

Solar Energy Research Center / Centro de Investigación en Energía Solar (SERC-Chile) 50

Center for Climate and Resilience Research / Centro de investigación del Clima y la Resilencia (CR2)

72

Center for Astrophysics and Associated Technologies /Centro de Astrofísica y Tecnologías Afines (CATA)

21

Center for Retail Studies / Centro de Estudios del Retail (CERET) 6

Center for Business Intelligence Research / Centro de Investigación en Inteligencia de Negocios (CEINE)

21

Energy Center / Centro de Energía (CF) 0

Finance Center / Centro de Finanzas (CF) 14

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Center of Academic Excellence in Biochemi-cal Engineering and Biotechnology / Centro de Excelencia Académica en Engineering BioChemical y Biotechnology (CIByB)

0

Center for Public Systems / Centro de Siste-mas Públicos (CSP) 0

Center for Operations Research of the Mining Industry / Centro de Investigación de Operaciones para la Industria Minera (CIOMIN)

0

Total 584

M33. Number of prototypes, processes or services developed.

33.1 MethodologyMethodology will be implemented during the year 2015.

M34. Number of professionals enrolled in a CPD course (courses that do not entitle the student to an academic degree after completion).

34.1 MethodologyThe methodology considers data obtained for the year 2014 and recorded by the graduate school related to professionals who have been enrolled in any courses or CDP programs.

34.2 BaselineTable M34.1 Enrolled in continuing education courses and

programs.

Item Quantity

Enrolled in Continuing Education and programs 966

M35. Courses with SCT.

M36. Continuing Education retention rate

36.1 MethodologyThe retention rate consists of calculating the number of students currently enrolled in any of the courses or continuing education program, and students who received a certificate of discharge from the course or enrollment. A percentage was taken of graduates over the total student enrollment. The postgraduate school furnished all the data.

36.2 BaselineTable M36.1 Retention rate for Continuing Education.

Item No.

Retention rate for Continuing Education 97%

M37. Students (undergraduate and postgraduate) participating in spin offs, star ups, R&D+i.

37.1 MethodologyThe Di + unit at the FCFM furnishes all the registerd data.

37.2 BaselineM37. Number of undergraduate and postgraduate students participating in spin offs, start-ups and R&D+i.

Item No.

Students participating in spin offs, start-ups and projects of technological and innovation transfer

0

M38. Number of products, processes or services transferred to and utilized by society.

38.1 MethodologyAn annual survey will be implemented starting in 2015.

M39. Satisfaction level among students after completing CPD (non academic) courses.

39.1 HypothesisA standard survey will be created and applied to all continuing education programs that take place in school. The survey will be implemented whenever a program ends; collecting feedback from participants.

M40. International accreditation.

40.1 MethodologyThe Sub-Directorate of FCFM’s Educational Management furnishes the necessary data.

40.2 BaselineTable M40.1 International accreditation.

Item No.

Programs internationally harmonized or accredited 0

M41. International internships.

41.1 MethodologyThis indicator was obtained from the Office of International Relations, and consists of all students who participated in the International Internships for Engineers (IIE) program between the years 2007 and 2011.

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41.2 BaselineThe Baseline is determined by calculating the annual average of students who took part in internships abroad during the period 2007-2011.

Table M41.2. Students participating in the IIE program between 2007-2011.

Item Total(2007-2011)

Annual average(2007 – 2011) Baseline

Number of students that participated in the IIE program

90 18 18

M42. Number of R&D projects in association with international entities.

42.1 MethodologyThe annual survey will begin in 2015.

M43. Number of initiatives of technological transfer, innovation and entrepreneurship in association with international entities.

43.1 MethodologyThe annual survey will begin in 2015.

M44. Foreign Students.

44.1 MethodologyThis indicator is obtained by counting the regular graduate students at the end of 2014 registration year.

44.2 BaselineTable M44.1 Percentage of foreign postgraduate students, 2014.

Year 2014

Foreign postgraduate students 352

Total 1.420

Percentage 25%

M45. Students involved in international activities.

45.1 MethodologyThis is defined as performing students that study abroad or participate in publications or projects with international reach.

M46. Academics involved in international activities.

46.1 MethodologyThe annual survey will begin during the year 2015.

M47. Publications with foreign co-authors.


M48. Patent applications- with international researchers.


M49. Proportion of minority students.

49.1 MethodologyThe annual survey will begin in 2015

M50. Graduation rate among minority students.

50.1. MethodologyThe annual survey will begin during the 2015 year.

M51. Number of curricular hours of undergraduate English.

51.1 MethodologyThis considers curricular hours of English expressed in the FCFM curriculum which are mandatory for all students.

51.2 BaselineTable M51.1 Number of curricular hours of undergraduate

English.

Item No.

Hours of curricular undergraduate English 15 SCT

M52. International postdoctorates in Chile.

52.1 MethodologyThe annual survey will be implemented in 2015.

M53. Chilean postdoctorates abroad.

53.1 MethodologyConduct an annual survey of students graduated from particular FCFM postgraduate programs and learn about any kind of research being conducted abroad.

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2.3 Activities, Projects, Results2.2.1 Ecosystem activities

Based on the diagnostic and benchmarking performed in the first stage of the grant, it was developed a strategy to improve the impact that our work have in society. This impact requires a strong multidisciplinary research, which is connected to the undergraduate level in order to give to engineering students more pertinent skills. In that sense we have developed a number of activities to facilitate multidisciplinary work (among disciplines and among levels – graduate and undergraduate).

2.3.1.1 Application to the MIT Regional Entrepreneurship Accelerator Program (REAP)

Objectives: To collaborate in the development of a rich, innovate, and entrepreneurial ecosystem.

Detected Problem: Challenging Ecosystem for innovation and entrepreneurship in science and technology (i+e ST).

Affects Indicators: C5, C6, C9, C10, C11.

Activity 1 (Code S2): MIT REAPThe economy of Chile is ranked as a high-income economy by the World Bank, and is considered one of South America’s most stable and prosperous nations, leading Latin American nations in competitiveness, income per-capita, globalization, economic freedom, and low perception of corruption. In 2006, Chile became the country with the highest nominal GDP per capita in Latin America. In May 2010, Chile became the first South American country to join the OECD. The Global Competitiveness Report for 2009-2010 ranked Chile as being the 30th most competitive country in the world and the first in Latin America, well above Brazil (56th), Mexico (60th) and Argentina, which ranks 85th. The ease of doing business index, created by the World Bank, lists Chile as 34th in the world as of 2014. During 2012, the largest sectors of Chilean GDP were mining (mainly copper), business services, personal services, manufacturing and wholesale and retail trade. Mining also represented 59.5% of exports in the period, while the manufacturing sector accounted for 34% of exports, concentrated mainly in food products, chemicals and pulp, paper and others. Chile’s economy and administration is run

from Santiago, the capital. Although Santiago is the financial and administrative center, the economy of the city is strongly based on services offered to the commodities sector (mining, agriculture, forestry and fishing) which represents 18,4% of the GDP of the country. The manufacturing industry is still far behind the commodity exportation and the added value in the manufacturing process is usually not so high. The economy of Santiago therefore requires a motivating push in order to lead the country to the development, offering a more diverse matrix of incomes to the city and the country.

Chile, and in particular Santiago, is very strong in the services sector, which are already crossing country boundaries. In particular, some financial services are being offered to other countries of the region. Retail chains (Falabella, Home Center, Jumbo, etc.) have expanded to Argentina, Brazil, Peru and Colombia. In addition, companies related to logistics and transportation such as Sudamericana de Vapores and LAN Airlines have become major actors in the region with branches in Peru, Ecuador, Colombia, Argentina and Brazil.

Different governmental institutions such as the National Innovation Council for Competitiveness (CNIC) and the Production Development Corporation (CORFO) have been developing and advising different strategies and programs for fostering innovation and entrepreneurship. Programs such as Start-up Chile from CORFO and the Fondef from CONICYT (National Commission for Scientific and Technological Research) have tried to change the innovation and entrepreneurial culture of Chile and help with the technology transfer from university and research centers.

Nevertheless there are still a number of difficulties to overcome in order to foster innovation and entrepreneurship within the region. Some of the critical difficulties in Chile are that:

1. It has a strong dependency on the commodities. 2. The culture does not support entrepreneurial behavior and risk-taking.3. Venture capitals are scarce.4. There is geographical isolation and a limited local market relative to other regions in the world.5. There are few world class research institutions within the region.

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We expect to collaborate in solving these issues but because most of the problems are out of our reach, they needs to be treated by all the stakeholders involved. For this reason we have applied to the Regional Entrepreneurship Acceleration Program (REAP), which is offered in partnership between the Martin Trust Center for MIT Entrepreneurship and. MIT Sloan Executive Education, in seeking of support and international expertise to address this issues in a coordinate manner.

We are taking strong internal actions to enhance innovation and entrepreneurship skills of our students (undergraduate and graduates) and staff (engineers, postdocs, researchers and faculty). However the region ecosystem (Santiago and also Chile) should also be enhanced in order to see relevant changes for the country. For these reason we applied to a regional acceleration program from MIT, REAP. We have been already selected to participate in the 2015 cohort with the following team:

1) Government (Champion): Gonzalo Rivas, Chair of the National Council of Innovation for Competitiveness (CNIC): http://www.cnic.cl.

2) Government/Economic Development: Claudio Maggi, Competitive Development Manager of the Production Development Corporation (CORFO) (full name in Spanish: Corporación de Fomento de la Producción), which is a Chilean governmental agency founded to promote economic growth in Chile. CORFO oversees a variety of programs aimed at generating the economic development of Chile, through the promotion of inward investment and the advocacy of competitiveness for domestic companies. CORFO’s main areas are Quality and Productivity, Innovation and Investment Promotion.

3) Entrepreneur: Aldo Labra, Founder and CEO of Innovaxxion; http://www.innovaxxion.com.

4) Risk Capital Expert: Nils Galdo, General Partner at InverSur Capital: http://www.inversurcapital.com.

5) Corporate Representative: Mauro Valdés, former VP of BHP Billiton - Chile (BHP is the largest mining company in the word), currently he is the CEO of a new R&D consortium of mining companies operating in Chile.

6) University: Felipe Alvarez, Deputy Dean, Faculty of Physical and Mathematical Sciences (FCFM), Universidad de Chile and director of the New Engineering for 2030 grant.

For the next 2 years (2015 - 2017) the group will be educated and coordinated by MIT faculty and staff in order to finish with a specific plan and actions to enhance the region. We expect to obtain task that enrich our current development strategy plan.

2.3.1.2 TRAINING CAPABILITY TO TECHNOLOGY TRANSFER (TT) AND INNOVATION & ENTREPRENEURSHIP BASED ON SCIENCE AND TECHNOLOGY (I+E ST)

Objective: Installing the “culture” for scientists-technological innovation and entrepreneurship through the creation of laboratory, specialized courses, an international conference and i+e ST contest.

Detected Problem: There is no mature “culture” for scientific-technological innovation and entrepreneurship. (i+e ST). Also, there is no internal policy to promote coordinated, focused, multidisciplinary research.

Affects Indicators: C5, C6, C7, C8, C9, C10.

Activity 2 (Code E2): OPEN Beauchef Lab (Scientific/Technology Innovation and entrepreneurship Laboratory) This lab will be the place where multidisciplinary work will be encourage, through different actions and line. This lab will collaborate in the support of curricular and co-curricular activities such as project oriented courses, innovation and entrepreneurship courses, specific (technical) clubs, with the FCFM mission projects and with support activity for innovation and entrepreneurship. The lab will support the association of people at different levels and expertise. In that sense a group of researchers can expose to students with the development done in their own lab and work together with externals and entrepreneurship expert on the potentialities or application of that technology. On the other hand problems might also come from outside and they might seek expertise to tackle the engineering part of the problem, which might require the collaboration of different groups and knowledge. In that manner we expect to connect to our undergraduate students with the more novel solutions for the problems, improving their education,

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and also improving the impact of our research, which eventually will bring innovation and entrepreneurship based on science and technology. In this Lab will be hosted the students clubs that will be used to focus on specialization in the selected missions and the strategic areas.

Activity 3 (Codes E3 and E4): FABLAB 2.0 and MECHLABThe FCFM has developed a Digital Fabrication Lab, which has accelerated the design-prototype path for students and researchers. Due to the successful impact that this lab has had, the FCFM will enhance this lab in order to facilitate the fast fabrication to let more student to access to the Lab. On the other hand a mechanical will be improved to have capabilities for more sophisticated and higher precision mechanical products. Other labs and capabilities will be integrated to this program. In particular the high machinery capabilities of the Microwave Laboratory from the Radio Astronomy Instrumentation Group. These labs will be the first coordinated labs associated to the OPEN Beauchef, described later in the entrepreneurship activity section. These lab will enhance the machinery capabilities for the students and researchers and the possibilities to actually build their designs.

Activity 4 (Codes S3 and S4): Missions FCFMThe FCFM has successful used the concept of seed mission projects. These projects are selected because there is a gap that the FCFM identifies as relevant for the country, challenging to drive research but at the same time feasible to do with the FCFM capabilities. Previous examples are the robocup (team to participate in international robotic soccer competitions) and the eolian (the first solar car build in Chile). Where the motivation for those projects were the lack of knowledge on Robotic and Renewable energy, but the development. Currently these programs are still running with a sustainable mechanism, but the interest and expertise developed there has for sure contributed in two technology centers, the advanced mining technology center (AMTC) and the Energy Center. Currently the FCFM is investing in a cubesat (an ultra-miniaturized satellite [Jones, 2014]) program based on the lack of satellite technology in the country and the technological expertise and infrastructure developed for other area, the radio astronomy instrumentation. The Cubesat team has been already funded for a second satellite but now with an external grant (Fondecyt). These

missions act as a challenge that has to be addressed by the FCFM, its students and staff. This has been encouraging the collaborative work (multidisciplinary and different areas of expertise). It allows to undergraduate students to develop solutions in more realistic environment (it is a real challenge), with the support of senior engineers. But these solutions can be developed with more novel tools that are provided by graduate students and researchers. This program has been successful for the FCFM and we expect to keep/accelerate our mission program and coordinate it with the selected priority areas.

Activity 5 (Codes A22, A23 and A24): Curricular and co-curricular activitiesWe expect to develop a series of curricular and co-curricular activities to educate our students together with quantifying the intrinsic motivation and interest of them. In particular we will develop multidisciplinary project and active-learning oriented courses especially in the 3rd and 4th year of the programs. At that levels the students are already divided in specialties, therefore these courses should be transversal in order to encourage the multidisciplinary work. These courses can be optional in the beginning just to facilitate the evaluation of the pilots. We also expect to coordinate the courses in such a way that could be possible for the students to obtain a minor in i+e ST and even a master. It has to be planned with care in order to be integrated later to the curriculum. Digitalization of courses and content could facilitate to concentrate in the application and development during class or university time. Therefore we will take actions to support the digitalization of content, by facilities to record content and to create more automatized practice and evaluation process of the content. These facilities for digitalization of content should also be used to generate from the student outreach material. For example through documentaries or audio cats, which can be used for external community. Finally we will support the creation of technology clubs, which will work to gain knowledge and expertise in some technological tool. We expect that this deep knowledge will facilitate the use of this technology in later solutions. But coordination among the potential users and other clubs has to be done. For this reason the clubs will be settled in the OPEN Beauchef Lab. In addition, competitions, mentoring programs, student incubators, jumps grants and entrepreneurship trips will be considered.

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2.3.1.3 ORGANIZATIONAL STRUCTURE AND INFORMATION SYSTEMS THAT CROSS SUPPORT THE IMPLEMENTATION OF THE STRATEGIC PLAN IN THE VARIOUS FIELDS.

Objective: Generate operative, administrative, professional and academic skills to implement project

Activity 6 (Code S1): Hiring supporting professionals and academic participant incentives

Activity 7 (Code S6): Design, construction and implementation of Data Mart SystemTo develop a data mart system with a dashboard, allowing FCFM to quantify the relevant indicators that serve both to control the internal strategy as well as respond to CORFO information requests.

2.3.2 Human Capital and Change Management. Plan of action at FCFM

2.3.2.1 ORGANIZATIONAL STRUCTURE AND GOVERNANCE

Objective: Set up an organizational unit specifically designed to handle change management. This unit should be formed by experts in change management, academics of the Engineering 2030 project as well as strategic FCFM leaders.

Problem detected: There is a need to incorporate active learning techniques and training of professional skills at the undergraduate level.

Affects indicators C25 and C26

Activity 1 (Code G1): Create an organizational unit in charge of the change management.

Activity 2 (Code G2): Identify natural leaders at FCFM and empower them with the objectives of the project.

2.3.2.2 COMMUNICATION STRATEGIES.

Objective: To generate the school’s strategic vision as well as specific activities to homologate in curricular harmonization of engineering programs.

Problem detected: Communication is a vital component to the successful implementation of change, especially in academia where a significant number of members are knowledge workers and may not respond to typical incentives. The Faculty

needs to understand and contextualize the relevancy of a change to their own work, to their department, and to the institution’s overall goals. Furthermore, shared power for decision-making between faculty and administration along with transparency of the process are critical for success.


Activity 3 (Code G3): Hold “town-hall” meetings at the beginning of each year where academics and administrative staff gather in a single location so that everyone receives the same information at the same time. This type of forum allows participants to ask questions directly with the benefit of hearing the questions and concerns of others

The purpose of this meeting is to introduce the objectives of the project, the results of the previous year, the proposed plan of action with specific goals for the upcoming year, the members in charge of the project and the different channels of communication. It is very important to provide the reasoning behind the change, which should be backed up with facts and data to influence the faculty members.

Activity 4 (Code G4): Conduct periodic surveys and focus groups to receive feedback from faculty, administration, and students.

2.3.2.3 INCENTIVES AND RISK MITIGATION ACTIONS.

Objective: Define activities that encourage the participation of everyone in the project, identify potential resistance and create activities to mitigate it.

Problem detected: The Faculty has a strong tendency to perceive changes as a fad that will pass. A great deal of continuity of support, communication and incentives are needed to maintain momentum and overcome this perception. It is also very important to identify possible resistance in an early stage and to develop strategies to handle or mitigate it.


Activity 5 (Code G5): Identify possible resistance and develop a strategy to overcome it.

Activity 6 (Code G6): Make public acknowledgements (e.g., in the form of Awards) and visibility to innovators and entrepreneurs.

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Activity 7 (Code G7): Provide support for faculty and staff, such as training in teaching methodologies or in innovation and entrepreneurship.

Activity 8 (Code G8): Provide incentives for faculty, such as time for planning new curriculum, for training activities and the inclusion of relevant indicators in the evaluation process.

Activity 9 (Code G9): Include relevant indicators during the hiring procedure of new faculty and administrative staff.

2.3.3 Governance and Synergies

This project considers only one university in Chile. Therefore this section does not apply.

2.3.4 Applied R&D&i and Industry Engagement Activities

2.3.4.1 LINK WITH NATIONAL AND INTERNATIONAL ENVIRONMENT

Objective: Improve the FCFM connection with the needs of the industry and society, strengthening existing structures and/or generating new ones.

Detected Problem: Shortage of goods, coordinated internships and coordinated multidisciplinary projects with participation of national/international industry.

Affects Indicators: M33, M38.

Activity 1 (Code T1): Create an Articulation Unit for relations with the external environment (UAM).This unit is responsible for centralizing information to and from the Faculty on issues related to TT. The main focus of this unit is the generation of networks between the external environment (companies, entrepreneurs, official departments, etc.) and research developed in the FCFM, so one needs to have an understanding of both what is internally researched and also the needs of the external environmental. The FCFM Centers will coordinate and enhance their existing TT networks and activities, as well as create communication channels with individual academics, by means of UAM. From the dialogue generated in this unit, one may participate with academic and / or departments that do not belong to existing facilities, so as to complement their own work, create a structure that supports them and link them to the Centers for FCFM and the external environment.

Activity 1.1 (Code T2): Appraisal of industry needs in priority areas.Hold ongoing meetings of UAM professionals with stakeholders from the external environment, to appraise issues and challenges of the industry and communicate these findings with academics and researchers from the Faculty to create joint projects.

Activity 1.2: Creation of a Faculty Club (Alumni VIP), a space or meeting place of leading Beauchef alumni and former Beauchef faculty that can work to strengthen and empower FCFM projects.

Activity 1.3: Generate industry internships in the FCFM from awarded projects.Develop professional internship programs from industry or external environment in laboratories and FCFM centers. This activity has already begun in some FCFM centers such as the AMTC, and CMM.

Activity 1.4: Incorporate industry professionals from external environment to thesis commissions.Connect the thesis work from the faculty with the challenges of the industry or external environment, for example, the creation of a mentoring program so that entrepreneurs, executives and professionals in general, accompany the development of the thesis focused on R & D + I.

Activity 1.5: Promote leveraging of external funds.The different external financing channels (i.e., CORFO-INNOVA,Crowdfundings, Venture Capitals, etc.) for those projects in their premarket stages will be promoted. This includes advising researchers on the possibilities of acquiring resources and/or relying on external entities such as an accelerator, investment networks, to achieve them.

Activity 2: Deepening the relationship between FCFM Centers, industry and societyEnhance ways to improve relationship with the different agent networks through the new FCFM structure currently existing in the Centers. The Centers will be facilitators of dialogue between the FCFM and the community that leverages the activities and other insiders. Actions that increase the amount of R&D contracts with the environment and the generation of technological products (patents, licensing, etc.) will be defined.

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Activity 3: Disseminate TT developed in the FCFM to industry and societyActivity 3.1: Develop a communication strategy.This plan seeks to boost the presence of media in mass information, social networks and the media industry, regarding R+D+i activities carried out at the FCFM. In this way, society will learn of different initiatives, generating an image that the FCFM can develop state-of-the-art R+D+i This will facilitate projects receiving major investor support, and the image generated in the external environment will allow it to rely on the Faculty to solve their problems or challenges.

Activity 3.2 (Code T3): Promote dialogue for the liaison between the FCFM and external environment.The objective is to position the faculty as an active agent in TT subjects according to their priority areas by generating R+D+i themed seminars. The first activity will enhance current seminars conducted by some centers as a formal faculty activity. In addition, we invite people from the external environment to the faculty to participate in dialogues with our researchers. These activities include organizing breakfast, one-day laboratory internships, focus groups, digital media lectures, etc.

Activity 3.3 (Code T4): Creating a portal for TT to receive complaints and promote activities.This portal will help the UAM in its mission to communicate the technological projects that develop, improving the communication between media and the university in themes of technology transfer.

Activity 3.4: Connecting professional master’s students with local projects

Activity 3.5: Carry out work among master’s students, and technological projects of the Faculty.

Activity 4 (Code T5): Create a competitive fund for internal projects that enhance the TT.Create a competitive fund for the community with the goal of developing projects that promote technology transfer from the faculty and external entities.

2.3.4.2 INTERNAL ECOSYSTEM OF THE FACULTY AND UNIVERSITY

Objective: Increase the capacities to generate synergies between the various structures of the Faculty

and the University in the field of TT, and generate an ecosystem that strengthens connectedness with the external environment.

Problem detected: Lack of a specialized administrative structure to foster innovation and entrepreneurship and Technology Transfer.Affects Indicators: M32, M37, M38, M43.

Activity 5: Strengthening the role of existing centers within the FCFM Activity 5.1: Formalizing FCFM CentersAnalyze the formalization of particular centers so they can increase their impact on the current internal structure

Activity 5.2: Create synergy through improved liaisons between the Centers created.Discuss the faculty power structure to formalize the professional research track within FCFM programs.

Activity 5.3: Strengthen TT in all FCFM Centers. Create formal channels so that the Centers with highest TT impact can motivate other Centers with less focus in this area and invite other academics to enrich the activities of Centers already in operation.

Activity 6: Maximize current University and Faculty structures for TT Activity 6.1: Maximize the UNTEC role in Faculty processes.Discuss and disseminate within the FCFM community and the external environment, the role of UNTEC as a facilitator of technology transfer while generating strategies between UNTEC and UAM.

Activity 6.2: Generation of networks between IDIEM and the Centers and FCFM academics.Take advantage of the external environment networks of IDIEM to create and/or promote lines of joint research between the IDIEM, academics and businesses. These endeavors carried out by the IDIEM and academics will be shared, in relation to solving problems within the industry.

Activity 6.3: Fortify the link between the different actors of the University related to TT and our Faculty. Coordinate R+D+i activities with other centers and/or researchers from other Faculties and with the Vice-rectory to enhance TT strategy.

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Activity 7: Improve the organization and TT functioningActivity 7.1 (Code T12): Create a permanent panel for discussion and development of incentives, policies, strategies and best practices of TT.

This panel will be responsible for discussing incentives to generate a cultural change in TT, and fortify current and future TT structures, such as creating a professional research track within the FCFM associated with the centers. In addition, the panel will be responsible for generating discussion on how the FCFM can address issues of national interest. This panel will be multidisciplinary, involving both academics and centers such as external references (professionals, entrepreneurs, CEOs, etc.) and postgraduate students.

Activity 7.2: Create a standard knowledge database for TT activities. This repository and/or forms of collaborative work will share documents to assist other units improve their internal processes. Examples of these documents include: budgeting, valuation quantification of academic work, R & D contracts, intellectual property, agreements, regulations, etc.

Activity 8 (Code T6): Competition for TT AccelerationCreate a competitive fund that allows laboratory prototypes to become industrial prototypes and subsequently transfer products to the industry or business ecosystem. A committee formed by industry professionals and academics will select and accompany prototype proposals to be strengthened. These funds may be supplemented by external resources or may act in counterpart with others. Activity 9: Create mechanisms that support the development of TT with the industryActivity 9.1 (Code T7): Create support funds for nomination of TT projects.This fund will help those academics that need financing in the stages previous to the allocation of private or public funding.

Activity 9.2 (Code T8): Brief TT training courses for academics, researchers, postdocs, postgraduates and administrative personnel.Create courses to provide skills for packaging and marketing of technologies to the Faculty community to facilitate TT in the future.

Activity 9.3 (Code T9): Create technological tours focused on priority areas.These tours bring academics from the School to visit the industries that are at the top of technological development in order to get acquainted with both the technologies they use as well as the challenges and future opportunities. In addition, academics will be presented with the latest trends in forms of work and of relationships with the business ecosystem. Furthermore, it aims to create a relationship between global industry and FCFM.

2.3.4.3 MULTIDISCIPLINARY R+D+I OF NATIONAL SIGNIFICANCE AND OF WORLD SCALE

Objective: Fortify multidisciplinary R + D + i and the Technological Capacities towards the challenges of Industry and Society in the priority areas of FCFM by increasing graduate students and their improved linkages with other centers and other agents focused on TT, actively promoting the co-supervision of theses across disciplines

Problem detected: 1) Still weak (compared to world class institutions) the PhD program, evaluated by number of PhD students per full-time professor and its quality; 2) Currently, there is no internal policy to promote coordinated, focused, multidisciplinary research.

Affects Indicators: C1, C2, C3, C21, M37

Activity 10: Increase R+D+i by increasing number of graduate students.Activity 10.1 (Code T10): Disseminate national and international doctoral programs.Initiate Latin American tours, together with the graduate school, to countries such as Colombia, Cuba and Venezuela with the aim of spreading postgraduate initiatives of the Faculty and interview candidates for the various programs. These tours will be enhanced every year by communication campaigns in traditional and digital media in Latin American countries.

Activity 10.2 (Code T11): Create scholarship bridges.To support doctoral programs with lower demand, they will receive funding for freshmen with high probability of later getting scholarship grant funds from public agencies i.e. Conicyt, whose projects have an orientation towards R & D + i. (20 seats). Partnership will be created in the private world

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so they can invest in fellowships for the following graduate years.

Activity 10.3: Strengthen PhD and Postdoc Conicyt scholarships with the industryStudents will learn about scholarship opportunities for doctoral and postdoctoral industry positions as well as companies that support the initiative.

Activity 10.4: Generate an graduate school strategic plan. Design a plan to first analyze the current failures in the weakest postgraduate programs and then execute actions to assist them in their areas of need. A diagnostic of the postgraduate programs will be implemented and an action plan will be designed along with the committee members of the programs, the last in order to improve them so they can take advantage of the strengthening of the graduate school.

Activity 10.5: Promote multidisciplinary undergraduate theses in collaboration with industry.A multidisciplinary and real world approach to the undergraduate thesis will better prepare the students for their early professional performance and experience, diminishing the exit benchmark gap. Moreover, it would allow and incentivize them to envision what a graduate multidisciplinary thesis with the industry would be like. The latter would be accomplished through the existing network between the FCFM centers and the external environment, and new agreements generated in the context of this project.

Activity 11: Promote research priorities through the CentersActivity 11.1: Validate and enhance research lines in priority areas.Create a committee to discuss the priority areas of FCFM. This panel will be responsible for disseminating research and challenges present in the priority areas and will also be in charge of generating discussion around these issues among academics. Involvement is expected of this committee of international researchers, centers, and external national universities.

Activity 11.2: Focus on priority areas by means of FCFM Centers.Create a strategic plan that allows FCFM Centers to coordinate and generate greater synergy and/or focus on all strategic areas.

Activity 11.3: Strengthen existing international agreements currently in CentersPublicize existing international R+D+i cooperation agreements within the FCFM community in such a way as to take advantage of their potential. The Centers are expected to take advantage of research areas not currently developed with the participation of other agents.

Activity 12: Promote multidisciplinary approaches to Postgraduate theses with industryActivity 12.1: Creating Faculty Seminars for centers to disseminate their activities to graduate students. Seminars will be created at the graduate school level, where centers showcase their objectives, methodologies, and research so as to generate multidisciplinary collaborations within reach of all graduate students.

Activity 12.2: Creation of an internal body at the FCFM, allowing graduate students to offer seminars to students from other graduate programs. The graduate school will allow postgraduate students access to seminars given by students of other programs in order to enhance their thesis work while generating internal synergies and improving their multidisciplinary focus.

Activity 12.3: Encourage and facilitate graduate program students in taking courses from other valid programs as electives.

The graduate school will generate a valid elective list of graduate program courses, which may be taken by students. The motive behind this is to generate a strategy for such activities that are encouraged and required.

Activity 12.4: Promote multidisciplinary graduate thesis with Industry.A multidisciplinary approach will enhance the postgraduate student theses with the industry, through the existing network between the FCFM centers and the external environment, and new agreements generated in the context of this project

Activity 13 (Code T13): Purchase and installation of networks.The acquisition of networks for new laboratories and installations at 851 Beauchef support applied research focused on modeling of complex systems, which will enhance the capacity of the supercomputer

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BigData Center for Mathematical Modeling, opening new possibilities for technological applications for fields of astronomy, mining and a new area, the Smart Cities

2.3.5 Technology Commercializationand Entrepreneurship

2.3.5.1 STRUCTURE FOR I+E ST

Objective: Improve the structure and infrastructure for i+e Education

Problem detected: Lack of structure, coordination and support for education in entrepreneurship

Activity 1 (Code E1): OPEN Beauchef Management Office Affects Indicators C13, C14, C15, C16, C17, C18 y C19.

The objective is to create a professional and highly specialized administrative structure that allows us to disseminate innovation and entrepreneurship knowledge and expertise, together with promoting/facilitating multidisciplinary work in order to identify and tackle Innovation niches. This structure will act as internal and external window for input and output of requirements and manage the transversal processes that enable actors or leaders of prospects learn and advance in the process of technology development, through acceleration support (information), networking and administrative support to release to the market.

Description This office must meet the objectives of acting as proactive support and coordination to innovation and entrepreneurship education. This office will manage this mission at the FCFM, directly under the deputy Dean (see new structure). This office will receive a fix annual basal budged, carefully designed to be absorbed by the FCFM budget after the engineering 2030 grant is finished and to avoid the requirement of auto sustainability of the basal activities (without detriment to attract external funding for other activities). This office will serve as a hub to facilitate the interaction among different actors (multidisciplinary) in addition to serve as a firewall of the associated (Open Beauchef) labs and activities to be aligned with the goals of the strategic plan. The main tasks that this office should have are:

Supervisory Tasks• Oversee the management and advancement of

macrotasks previously indicated, propose changes and improvements and act as Steering Committee of the entrepreneurship education program presented to CORFO.

Recurrent executive tasks• Support the connection and interaction of different people/groups (within the FCFM and outside) which are trying to tackle a similar problem. • Support (expert exposure) and selection of the ideas that the teams can bring to tackle the desired problem. • Assigning stage categories to each team, depending on the level of development. • Approval of advancement to the next stages of support (information, meetings, business model)• Management of early acceleration process.

Coordination Tasks• Coordination with entrepreneurship teaching units and laboratories of the FCFM• Window entry to those interested in participating in the process,• Window-to-market and coordination with University TT structure,• Window with networks of investors and businessmen of the ecosystem in particular alumni,• Contracts with associated acceleration companies from outside the FCFM.

Activity 2 (Code E2): OPEN BEAUCHEF LABAffects Indicators C13, C14, C15

This Lab will be transversal to the FCFM activities, in this section are described lab profile related to entrepreneurship. This venture space aims to enable entrepreneurs in the various specialties of the FCFM to meet with their workteams to undertake their projects.

DescriptionThe entrepreneurship space should benefit from the facilities that technology delivers in order to undertake. The content of the laboratory is divided into three pillars: Its infrastructure, personnel and technological equipment.

•Infrastructure: The laboratory will occupy an area of 400 square meters available on the second floor of the southwest tower at Beauchef 851 —the new complex of Faculty buildings. The space has an open floor plan; the idea is to keep most of the

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spaces open by establishing an internal organization in different areas aimed at creating an environment where entrepreneurship is a contagious process among those working.

There will be five large spaces. These are the co-work, meetings, modeling ideas, exhibitions and coffee areas. The divisions will be performed partially (not making a closed room) with opaque glass walls, which also serve as whiteboards.

•Equipment: The equipment will be divided into five major areas outlined in the previous section:

o Co-work: First, it is necessary for both chairs and tables in the laboratory to be easily movable, in order to promote a dynamic work environment. It is worth noting that there will be tables for general work and some reserved for projects with a higher degree of advance. In addition, there should be some beanbag chairs with coffee tables.There will be a secretary desk, with a printer, scanner and plotter. The first two would facilitate distribution of any document or scanning of the same and the last would server for generating logos or some kind of advertising for the projects.Lockers around the area will be available so that attendees can store their belongings there as well as in work desk spaces designed for that purpose. Monitors will also be incorporated with streaming devices, so that different groups can use them when needed.Finally, in order to enhance networking among entrepreneurs who have at some time used the room, there will be computers installed for two purposes: so that entrepreneurs can access them whenever they need and so that through an interface, they may register voluntarily as entrepreneurs, sharing information about their business venture, contact information and even putting human capital requirements to enhance their development (search for a specific kind of engineer, for example) in order for others to join.o Meetings: Requires a central table and movable chairs. To allow wireless transmission of digital content, the room will have a monitor connected to a streaming device (Apple TV or Google Chromecast), which can link to any mobile device (smartphone, computer or tablet) to show presentations, images, videos or any other didactic element. The area will also have a web camera on the monitor and a central computer, which will allow videoconferencing.

o Modeling of ideas: To provide tools for entrepreneurs, the lab will feature a screen or monitor with an interface that offers video tutorials on how to use various tools for accelerating the conception and design of projects (brainstorming, mind maps, empathetic map, prototyping, validation board, etc.), mentioning the purpose of each one, the necessary materials and how to use it, along with examples. To enhance this, there will be a shelf with several drawers, which have a number that will match the videos mentioned above, and contain all the materials needed to use the tool described in the tutorial. The monitor interface also allows for the option of streaming to mobile devices via an Apple TV or Google Chromecast.o Presentations: There should be a central computer and a projector for presentations, along with mobile chairs with support for writing. As with the meeting space, this area will feature a webcam on the monitor and a central computer, which will allow videoconferencing. This sector can be used for talks by international entrepreneurs to laboratory entrepreneurs or the university community.o Recording Studio: This area will feature recording and editing tools necessary for entrepreneurs to create audiovisual content that may be submitted to diverse competitive funds, investors or the entrepreneur and student community. There will also be an expert from the audiovisual field who will be able to support entrepreneurs in the creation of such content.o Coffee: People will have access to a coffee maker and a mini fridge with juice, beverages, sandwiches and other snacks. In addition, tables, chairs and beanbag chairs will be available for entrepreneurs to relax a moment and share with their peers.

At the secretarial office, iPads will be available for use in the various areas. Finally, we have to mention the constant presence of experts who are responsible for analyzing how students, with their particularities, interact with the different spaces offered by the laboratory, with the purpose of rearranging them if necessary, or enhancing them, generating impact metrics of such spaces. Also worth mentioning is the search for companies which are business ventures with young people, and require the insertion of enterprising students interested in enhancing their business model and provide the possibility to insert them into a long-term entrepreneurship reality.

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Figure 2.6. Layout of the laboratory.

Activity 3 (Code E3): FABLAB 2.03D Printing Lab with limited series production capacityIt affects indicators C13 and 14

The objective is to reach fast prototyping and initial production capacities for intermediate volumes.

DescriptionCurrent equipment at FABLAB is taking a couple of hours to produce just one unit, and molds for greater volumes require high initial investment. It is necessary to buy equipment for printing units at intermediary production volumes to validate their marketing potential.

Milestones• Buy equipment to improve intermediary production volume capacities inside the laboratory.

Examples of required equipment is shown below:Tormach PCNC 1100, Torchmate Plasma Cutter.

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Activity 4 (Code E4): OTHER LABS AND MECHLAB 2.0Extension of laboratories associated with other Faculty areas.

Affects indicators C13 and C14The objective is to create a network of laboratories associated with OPEN BEAUCHEF that offer specialized services for participants/groups in innovation and entrepreneurship activities, which can be formed with people from inside and outside the University of Chile. There is an alliance with the University of Sheffield for students and researchers exchange in the area of high precision machinery. There is a strategy of complementing that exchange with some machinery for prototyping and design in at least two specific labs. There is also high precision machinery capabilities within the Radio Astronomy Instrumentation group that should be coordinated with the OPEN Beauchef initiative. To enable joint laboratories with OPEN Beauchef, the Faculty will invest in instrumentation for IDIEM, teaching laboratories in the department of mechanics and others.

DescriptionThis stage would begin in 2016 making investments to improve a mechanical laboratory and specialized workshops for developing products with a high degree of craftsmanship and complex elaboration. To achieve this, learning for the first year will be incorporated into project monitoring. Afterwards, other laboratories will be added according to a program that will take place in 2016 and 2017.

2.3.5.2 ENHANCEMENT OF THE I+E ST EXPERIENCE

Objective: Increase and enhancement the activities for i+e ST.

Problem detected: Lack of knowledge, practice and support for i+e ST.

Activity 5 (Code E5): Innovation and entrepreneurship workshops and courses for students, scholars and researchers (i&e WORKSHOPS)

Affects Indicators C13, C14 and C15 It is intended that the university community (students, academics and researchers) have opportunities for improvement focused on entrepreneurship and innovation methodologies, consisting of short-

term activities (workshops) and long term activities (courses for students), which can be coordinate to conduct to minors and master degree in the case of the students.

DescriptionThe focus is on students, academics and researchers, in order to improve their skills in innovation and entrepreneurship; in particular teaching contents and methods such as:

• Business models• Maker Movement• Lean Startup• Trends in entrepreneurship and innovation• Technological Entrepreneurship• Patenting and law for new ventures• Venture development

The workshops will be conducted both nationally and internationally (especially with our alliances with Cornell Tech and Technion), where experts can be invited from abroad or the country, and can send people belonging to the community of faculty abroad to learn in key locations around the world, where the innovation and entrepreneurship happens.

As for the courses, they focus on undergraduate and graduate students, and aim for the development of an entrepreneurship and innovation project by students during a semester course, all this with the support of part time teachers coming from the world of entrepreneurship and have teaching skills needed to transmit their knowledge to students.

Activity 6 (Code E6): Perform mentoring and support for projects under a new line of entrepreneurship “Open Beauchef” (MENTORING ENTP OPEN BEAUCHEF)Affects indicators C13 and C14

GoalThe aim is to create a new line of ventures, allowing all people with projects or developments, both from inside and outside the Faculty, to be sponsored by mentors who guide and accompany them in their entrepreneurial initiatives, supporting their undertaking based on their own experience, even up to the financing stage.

DescriptionTutoring programs consisting in sponsorship by

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entrepreneurs for venture projects, by students and others at the FCFM. Sponsor entrepreneurs should be strongly linked to the entrepreneurship field, with wide knowledge of methodologies for current entrepreneuring, such as Lean Start Up, and the various processes, and their particularities, related to the same (conception, design, implementation, and marketing). Their work can be compared to that of coach. In addition to support provided by tutors, the program contemplates setting up a website where entrepreneurs can present their projects in prototype phase, with the aim of recruiting people with different skills to support their design process and conception with a specialized focus, while encouraging the formation of multidisciplinary teams. Finally, to support the process of financing ventures that show potential in the University, the program will support investment attraction (alumni networking) and contacts. In the first year, there will take place an open call competition with well-defined, transparent methodologies to select potential ventures evaluated by an external committee.

Activity 7 (Code E7): International Accelerator InternshipsAffects Indicator C15The objective of the alliance with specialized international accelerators (Cornell Tech, MIT Martin Trust, Cambridge, etc.) is to allow certain existing ventures with great potential within the FCFM to gain extra support

DescriptionThrough the creation of alliances or relationship with international accelerators, we will support and foster existing ventures inside the Faculty. The aforementioned support will be carried out through funding won in joint venture competitions.

Activity 8 (Code E8): Create networks among students, academics and entrepreneursAffects Indicators C13, C14, C15, C16, C17, C18 and C19Create networks among students, academics and entrepreneurs.

DescriptionDevelop network activities so that entrepreneurs, as well as students, academics, and faculty researchers, have access to roundtables of associations with entrepreneurs from other expert areas, as well as from other University areas.

Activity 9 (Code E10): Funding for acceleration of venture nichesAffects Indicators C13, C14 and C15Provide financial information support for the various FCFM ventures in order to be able to apply to the right support external fund.

DescriptionIt is intended to boost these ventures providing financial information support (applications to seed funds) in their early stages or leveraging projects of interest in order to access greater funding later.

2.3.6 International Alliances

The activities related to the international alliances that we will develop during the next 3 years are and they have 3 main axis, detailed below.

2.3.6.1 INFRASTRUCTURE ENHANCEMENT

Affects Indicators: M40, M41, M44, M45, M46, M47.

Activity 1(Code: R1): Definition of the type of structure to support the international/external relationships and alliances.

Activity 2 (Code R2): Search and selection of new personnel to support the international alliances.

Activity 3 (Code R3): Foundation of New External Affairs Office.

Activity 4 (Code R4): Development of a strategy to the enhancement of the networks with national and international institutions (External Affairs office): This office will organize the current agreements of the FCFM with external institutions in order to operatize the agreement. The office will help to make the match between the implementation parties (offices, research groups, professor, students and staff). This office also will be seeking and supporting new agreements for:

• Internships. This will require a plan to define the outcomes of the internships and to interact with international companies. • Attraction of International PhD students with scholarships form their countries. This will require activities with ambassadors, policy agencies and university presidents, deans of the international

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target country/university.• Student exchange• Faculty Exchange• Research collaborations with leading institutions and companies• Collocation of our PhD students in Postdocs positions at leading institutions and world class companies. In addition, this office will be working toward the Sustainability of the project.

2.3.6.2 FOSTERING FORMATION

Affects Indicators: C21, M42, M43, M44. M46, M47, M48.

Activity 5 (Code R5): Development of a plan of action to increase the number of international students in our graduate programs. This plan should require interaction with authorities of international universities as well as the authorities of these countries in order to find the common interests between our specialization and their needs.

Activity 6 (Code R6): Attraction of international specialist to the improvement and creation of new optional courses on leadership and i+e ST: In collaboration with international institutions (Cornell Tech, Technion, MIT Gordon Leadership Group, MIT Martin Trust Entrepreneurship Center) we will evaluate our current courses and we will develop courses related to leadership and i+e ST.

Activity 7 (Code R7): International internships for PhD students: The goal of this activity is to enhance and foster international cooperation with leading research and innovation institutions.

Activity 8 (Code R8): In coordination with the graduate school the external affairs office will help with the contact-with and support-to PhD graduates: We will develop a system to keep aware of the opportunities around the world for our PhD graduates and to be able to promptly communicate those opportunities to them.

We will keep up contact with our PhD graduates to improve the FCFM network and to help them to connect with other alumni.

Activity 9 (Code R9): Student Exchange with partner institutions: This item includes the generation of periodic scholarships for undergraduate, graduate

and foreign students to spend some time abroad (either short terms of 15-30 days, up to long terms such as a semester). Also, we will be actively attracting foreign students to our Faculty for short or long terms studies within the FCFM. We will actively care and support that the stay and the educational experience of the international students.

Activity 10 (Code R10): Enhance international internship programs: Currently the international internships are limited in number and programs. We will increase the number of students making abroad internships, the number and level of companies offering them. This office will coordinate and support the students with the process of internships. Taking the information coming from the External Affairs this office will operate the internships. It will take special care of the international internships.

Activity 11 (Code R11): Training of faculty in Leadership and i+e ST: Professors from the FCFM will be trained in Leadership and i+e ST in world class institutions: Gordon Leadership Group and Martin Trust Center from MIT and JTCII from Cornell Tech.

2.3.6.3 OUTREACH ACTIVITIES

Affects Indicators: C21, M42, M43.

Activity 12 (Code R12): Scientific-Technological Innovation and Entrepreneurship Conference: The Scientific-Technological Innovation and Entrepreneurship Conference is an annual opportunity for experts and world leaders in these fields to meet, share best practices, network and learn from each other. This conference is also an opportunity for students of the FCFM to present their developments and to know what is been done internationally.

Activity 13 (Code R13): FCFM i+e ST Challenge: In the same logic of the BizTech Entrepreneurship Challenge from the Bronica Entrepreneurship Center at Technion we will host an entrepreneurship competition where the process and award will be to support the acceleration of the projects (acceleration might be performed abroad with partner institutions such as Cornell Tech). International judges should participate, increasing our international visibility.

Activity 14 (Code R14): Outreach of the agreements and results to the international community:

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Communication of the agreements and their results to the FCFM community and to the External environment is relevant to keep attracting opportunities. The communication will be handle in coordination with the communication office

2.3.7 Curricular Harmonization and Technological Graduate Programs Activities

The globalization has driven the international curricula to standardization in order to facilitate the mobility among institutions and countries. This trend has not been indifferent to the Universidad de Chile and specifically to the FCFM, which has intensified the work of continuously reviewing curricular aspects of engineering in order to facilitate mobility of their students and graduates. In fact, since 2007, Computer Engineering program decided to shorten the time to obtain the degree from 12 semesters to 11 semesters. In the initial strategic plan presented by the FCFM in January 2014 the duration of the degrees was not considered, due to the grant specifications, although the issue was present at meetings of the project team and the authorities of the Faculty/University.

In May 2014 Corfo, together with communicating that we were granted with the fund, required us to explicitly address the issue of curriculum harmonization (review the duration of the engineering programs) in this reformulation plan/report. This justifies that we propose diagnostic and benchmarking activities for this specific aspect (they were not specifically conducted in the previous stage, because they were not explicitly requested).

2.3.7.1 INFORMATION GATHERING AND GAPS CHARACTERIZATION

Objective: To generate the school’s strategic vision as well as specific activities to homologate in curricular harmonization of engineering programs.

Problem detected: There is a need to incorporate active learning techniques and training of professional skills at the undergraduate level.Affects indicators C25 and C26

Activity 1: Entry Benchmark

There is currently great heterogeneity in knowledge, skills, attitudes and values possessed by students

entering the FCFM, significantly impacting their initial adaptation and their performance during the first years of the program. Most students need to develop (in an unguided and proper way) the necessary tools to function within a challenging curriculum. This problem originates from the formative years in primary school. With this in mind, we plan to study this multidimensional phenomenon to better understand how incoming students arrive to the FCFM, what their skills and abilities and interests are, and what needs to function correctly in the university environment.

Considering the information available at the FCFM, a complementary task is provided, with students entering engineering professions, major universities in Chile and other countries, in order to compare the level with entering FCFM students and recognize any area of skills deficiency.

To complete this task, the following milestones are defined:

Milestone 1.1 (Code A1): Initial diagnosis of strengths and weaknesses of students entering the FCFM.

• Necessary human resources: National consultant in human resources and engineering.• Methodology: Qualitative-Quantitative; 3 focus groups with first and second year FCFM students + 1 final questionnaire to all the students enrolled in their first year of studies at the FCFM + Final report.• Duration (diagnosis execution): 6 months• Time frame:

January and February 2015: Bidding for award of studyMarch 2015: AwardingApril to August 2015: Execution of study (includes interim progress report results for the end of May)September 2015: Final report

Milestone 1.2 (Code A2):Benchmark of selection process, welcoming, and balance of strengths and weaknesses of students entering engineering programs in Chilean universities.• Necessary human resources: consultant in Human Resources and Engineering• Methodology: Qualitative; 7 semi-structured interviews with members of 7 Chilean universities renowned in engineering education (one interview per university)

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• Duration (diagnosis execution): 6 months• Time Line:

January and February 2015: Bidding for award of study.March 2015: AwardingApril to August 2015: Execution of study (includes interim progress report results for the end of June)September 2015: Final report

Milestone 1.3 (Code A3): Benchmark of selection process, welcoming, and balance of strengths and weaknesses of students entering university engineering programs in the United States.

• Necessary human resources: consultant in human resources and engineering• Methodology: Qualitative; 10 semi-structured interviews with members of 10 U.S. universities renowned in engineering education (one interview per university) + final report. • Duration (execution of diagnosis): 6 months• Time Line:

January and February 2015: Bidding for award of study

March 2015: AwardingApril to August 2015: Execution of study for 10 U.S. universities (includes interim progress report results for the end of June)September 2015: Final report

Milestone 1.4 (Code A4):Benchmark of selection process, welcoming, and balance of strengths and weaknesses of students entering engineering programs in European universities.

• Necessary human resources: consultant in Human Resources and Engineering• Methodology: Qualitative; 3 focus groups with first-year students from 3 leading European universities in engineering education (one focus group per university) + Final report.• Duration: (execution of diagnosis): 6 months• Time frame:

January and February 2015: Bidding for award of study March 2015: AwardingApril to August 2015: Execution of study for 3 European universities (includes interim progress report results for the end of June)September 2015: Final report

Milestone 1.5 (Code A5):Benchmark of selection process, welcoming, and balance of strengths and weaknesses of students entering engineering programs in Asian universities.• Necessary human resources: consultant in Human Resources and Engineering• Methodology: Qualitative; 10 semi-structured interviews members of 10 Asian universities renowned in engineering education (one interview per university) + Final report.• Duration (execution of diagnosis): 6 months• Time frame:

January and February 2015: Bidding for award of studyMarch 2015: AwardingApril to August 2015: Execution of study for 10 Asian universities (includes interim progress report results for the end of June)September 2015: Final report

Activity 2. Exit Benchmark

Nowadays, a significant gap exists between the knowledge and skills that students possess at the moment of graduating from the FCFM, in comparison to the minimum that is required by the best companies and institutions that seek young engineers. Among these skills there are also those that were not developed fully during the university studies, for example, the lack of interpersonal skills, practice and experience in genuine work environments.

Considering the constant and demanding changes in engineering training, it is important to study the gaps between generic skills that students possess upon graduation from FCFM, compared to the minimum that the best companies and institutions demand of engineers. Some of these skills may go undeveloped during the years of university study; for example, improving interpersonal skills and gaining practical experience in real working environments.Because of this, recent graduates must invest time to adjust to their new situation (being a newly qualified engineer with challenges and responsibilities within a company), which in some cases, may lower the performance curve during the first years of one’s career

To address this problem we have proposed multidimensional study of this phenomenon to understand the condition the students are in upon graduating from the FCFM, for example, if they meet

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the graduate profile, what their interests are and what they need in order to function properly in the professional environment. To complement the information available in the FCFM, a similar study will be carried out, but now considering students who graduate engineering degrees from major universities in Chile and other countries, in order to compare the level held by graduates FCFM and detect weak areas that could be improved.


Milestone 2.1 (Code A6): Diagnosis of the FCFM student condition upon graduating; for example, their exiting, competencies, networks, etc.

• Necessary human resources: National consultant in human resources and engineering• Methodology: Qualitative – Quantitative; 7 focus groups with FCFM alumni during the last two years (maximum of one focus group per specialty) + 10 semi-structured interviews with managers that have contracted recently graduated engineers from the FCFM in the last two years (they should belong to 10 different industries) + 1 final survey to all of the graduates during the last two years at the FCFM + Final report.• Duration (execution of diagnosis): 4 months• Time frame:

January and February 2015: Bidding for award of studyMarch 2015: AwardingApril to June 2015: Execution of study (includes interim progress report results for the end of May)July 2015: Final report

Milestones 2.2 (Code A7):Diagnosis of how engineering students are currently graduating from other universities of Chile.• Necessary human resources: consultant in human resources and engineering• Methodology: Qualitative; 7 focus groups with alumni over the last two years from 5 leading Chilean universities in engineering education (each group covers a specialty and each has a maximum of one student per university) + 10 semi-structured interviews with managers that have contracted recent engineering graduates from these 5 Chilean universities that lead in engineering education in the

last two years (must belong to 10 different industries) + Final report.• Duration (execution diagnosis): 6 months• Time frame:

January and February 2015: Bidding for award of study March 2015: AwardingApril to August 2015: Execution of study (includes interim progress report results for the end of June)September 2015: Final report

Milestone 2.3 (Code A8):Diagnosis of how engineering students are currently graduating from universities in the U.S.

• Necessary human resources: Consultant in human resources and engineering.• Methodology: Qualitative; 3 focus groups with alumni over the last two years from 3 U.S. universities that are leaders education and engineering (each group must consist of engineers from different disciplines with a maximum of 3 engineers from the same university) + 7 semi-structured interviews with U.S. managers that have hired recent engineering graduates from these 3 U.S. universities that lead in engineering + Final report.• Duration (execution of diagnosis): 6 months• Time frame:

January and February 2015: Bidding for award of studyMarch 2015: AwardingApril to August 2015: Execution of study for 3 universities in the U.S.(includes interim progress report results for end of June)September 2015: Final report

Milestone 2.4 (Code A9):Diagnosis of how engineering students are currently graduating in other universities in Europe.• Necessary human resources: consultant in Human Resources and Engineering• Methodology: Qualitative; 3 focus groups with alumni over the past two years from 3 universities in Europe leading in engineering education (each group must consist of engineers of different disciplines with a maximum of 3 engineers from the same university) + 7 semi-structured interviews with managers that have hired recent engineering graduates from those 3 universities in Europe that lead in engineering + Final report• Duration (execution of diagnosis): 6 months

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• Time frame:January and February 2015: Bidding for award of studyMarch 2015: AwardingApril to August 2015: Execution of study for 3 universities in Europe (includes interim progress report results for end of June.)September 2015: Final report

Milestone 2.5 (Code A10):Diagnosis of how engineering students are currently graduating in other universities in Asia

• Necessary human resources: consultant in Human Resources and Engineering• Methodology: Qualitative; 3 focus groups with alumni over the past two years from 3 Asian universities that lead in engineering education (each group must consist of engineers from different disciplines with a maximum of 3 engineers from the same university) + 7 semi-structured interviews with managers who have hired recent engineering graduates from those 3 leading Asian universities in engineering + Final report.• Duration (execution of diagnosis): 6 months• Time frame:

January and February 2015: Bidding for award of studyMarch 2015: AwardingApril to August 2015: Execution of study for 3 universities in Asia (includes interim progress report results for end of June)September 2015: Final report

Activity 3. Benchmark of (national) market requirements

We propose a hypothesis regarding the gap between the knowledge, skills and abilities that students possess upon graduation from FCFM, comparing them to the minimum required by top companies and institutions that need engineers and young engineers. To identify (and potentially shorten) this gap, we will study the problem and ascertain skills and achievement indicators that companies require when hiring recent engineering graduates.

To accomplish this task, the proposal includes, in all interviews and focus group companies (defined in the previous milestones), an article of questions related to this subject. Therefore, the basic information needed for this task is attached to the previous one and has only one item regarding national exploration as a way of quantifying the needs of companies.

Milestone 3.1 (Code A11): Diagnosis of skills and achievement levels that newly graduated engineers need in order to be valued in a national work environment.

• Necessary human resources: National consultant in human resources and Engineering. • Methodology: Quantitative (National character survey to managers of companies and organizations + Final report)• Duration (execution of diagnosis): 5 months• Time frame:

January and February 2015: Bidding for award of studyMarch 2015: AwardingApril and May 2015: Preparation of measurement instruments.June to July 2015: Execution of study.August 2015: Final report

Activity 4. Gap analysis of incoming students

Upon completion of the previous studies, we will conduct a comprehensive compilation of information and an analysis of the gaps between the skills that students possess when entering the FCFM and the “desired minimum base” that students should demonstrate at the beginning of their studies.

This information from the FCFM will form the base of the study and data obtained from national and international universities will be used as a point of reference or comparison to propose a comprehensive set of strategies that improve the performance of the FCFM in matters of engineering education. The analysis also takes into account the initial skills of the students, so as to provide the necessary tools to make the most of their college studies.

To accomplish this task, the following milestones are defined:

Milestone 4.1 (Code A12): Analysis of the gaps between the skills that students have upon entering the FCFM and “desired minimum base” with those that students should demonstrate at the start of his/her engineering studies.

• Necessary human resources: An Industrial Engineer + a Psychologist (preferably with experience in competency-based education)

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• Methodology: Review of primary sources (all reports generated in studies conducted in Stage 1). Generating a report characterizes the situation at the FCFM. • Duration: 3 months• Time frame:

September 2015: Recruitment of an (Engineer and Psychologist)Oct. and Nov. 2015: Execution of analysis. (Includes preliminary report)December 2015: Final report

Activity 5. Gap Analysis of Graduates

In depth analysis of the gaps between the skills possessed by students upon graduation from FCFM and the “desired minimum base” that professionals should possess in the area of engineering at the start of their careers.

To accomplish this task, the following milestones are defined:

Milestone 5.1 (Code A13): Analysis and diagnosis of the gaps between the skills of FCFM graduates possess and the requirements of the labor market.

• Necessary human resources: An Industrial Engineer + a Psychologist• Methodology: Review of primary sources (all reports generated in studies from Stage 1). It ends with a report that accounts for all studies carried out and the analysis of the information, characterizing the situation at the FCFM.• Duration: 3 months• Time frame:

September 2015: Recruitment of an (Engineer + Psychologist)Oct. and Nov. 2015: Execution of analysis. (Includes preliminary report)December 2015: Final report

2.3.7.2 TRANSFORMATION PROCESS AND HARMONIZATION OF CURRICULA

Objective: Implement the school’s strategic vision as well as specific activities to homologate in curricular harmonization of engineering programs.


Affects indicators C25, C26, M40, M41, M44 and M45.

Activity 6. Skill Delivery Design Methodologies

To carry out this challenge, the Teaching Development Area (ADD, initials in Spanish) of the FCFM will be strengthened, with the purpose of promoting teaching excellence, supporting the teaching and learning, within the educational model of the Universidad de Chile and in alignment with the standards set by the CDIO initiative for engineering education. In addition, the ADD will also assume the standards established as a result of the analyses conducted in stages 1 (information gathering) and 2 (gap analysis).

To promote continuous improvement of teaching and learning, the ADD offers support and advice, at least in the following areas:

• Teaching innovation: Preparation of proposals for setting learning outcomes, incorporating new methodologies (multi- and interdisciplinary learning, social learning, project-based learning, gaming, computer simulations, distance learning, backcasting, case-studies, policy-laboratories, problem-based learning, bootstrapping, values education, experiential approaches, reflective journal writing, among others), assessment strategies and instructional technology, and also foster the incorporation of global, regional and national challenges in the courses in order to be consistent with the 2030 mission in terms of emphasizing the engagement with society and industry. This process must be carried out carefully while supporting the Curriculum Management Unit, as it affects the curriculum and graduate profile.

• Transferable skills for engineering and science: promotion, development and assessment of skills such as professional ethics, oral and written communication, teamwork and leadership

• Formulation of projects for strengthening teaching in engineering and science.

• Teacher training workshops for academics and teachers. This includes a training program for adjunct professors and assistants, in order to assure a minimum rate of participation within the academic community.

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• Other educational needs arising through this project that are related to the teaching area and new methods of engineering education that should be implemented in FCFM.

The ADD will be responsible for leading the processes of empowerment methodologies for teaching science and engineering.On the other hand, the Office of Engineering for Sustainable Development (OESD) of the FCFM is responsible for the incorporation of sustainability in the curriculum, in the manner of focused and related courses, aiming to form professionals that have an ethical and technical understanding in this matter.


Milestone 6.1 (Code A14): Strengthening the Teaching Development Area within the FCFM.• Necessary human resources: Team with skills in the teaching of engineering • Methodology: Hiring an expert in engineering teaching methodologies who works in conjunction with the ADD (Proposed profile: PhD in engineering education) + Pedagogical Advisor of university environments. These professionals are responsible for defining the new skills needed by the team of the ADD and establish the basic guidelines of the area.• Necessary human resources: Team with skills in the teaching of engineering • Methodology: Professionals are responsible for defining the new skills needed by the team of the ADD and establish the basic guidelines of the area • Duration: 3 months• Time frame:

March 2015: Search and recruitment of (PhD +_Pedagogical AdvisorApril and May 2015: Definition of ADD guidelines and future member profiles

Milestone 6.2 (Code A15): Analyze the most appropriate methodologies for each course taught at the FCFM, to strengthen the delivery of minimum skills required for the professional world. Apply methodologies to strengthen the cognitive development of an engineering student (e.g., teach thinking skills, modeling, design solutions)

• Necessary human resources: Team with skills in teaching engineering

• Methodology: The ADD team will be fundamental in the study of current teaching methodologies in the FCFM and in the proposals of new (or better) teaching methodologies, aimed at setting out the basic engineering skills required for the professional world, while strengthening the cognitive development of engineering students.• Duration: 7 months• Time frame:

June and July 2015: First design of methodologies + implementation proposalAug. to Nov. 2015: Piloting of first designed methodologies December 2015: Pilot project report results

Activity 7. Methodology Design for Skills Development

To carry out this challenge, together with the previous activity, the ADD team will be responsible for leading the implementation of new (or better) teaching methodologies in the FCFM for the development of personal skills (e.g., ability to reflect, capacity to express one’s self, writing skills), management skills (leadership, teamwork, personal management, negotiation, etc.) and skills for “learning to learn” (how to reinvent one’s self so as to not become obsolete in the workplace? How to accept that I do not know something? How to get help? Where can I learn? What mood should I be in to maximize my learning?). These skills will be transferred to FCFM teachers, who will be supported and accompanied by ADD in its implementation and deployment.


Milestone 7.1 (Code A16): Design and pilot the first methodologies to strengthen the development of personal skills, management skills and the ability to learn how to learn.

• Necessary human resources: Team with skills in engineering education• Methodology: The ADD team is fundamental in the study of current FCFM teaching methodologies and the proposal of new (or better) teaching methodologies, aimed at developing key engineering skills in the world today, such as personal skills, management skills and the ability to learn to learn.• Duration: 7 months• Time frame:

June and July 2015: First design of methodologies

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+ implementation proposal (includes choosing a control group to evaluate the results)Aug. to Nov. 2015: Piloting of first designed methodologies in select courses.December 2015: Report with results of the pilot.

Activity 8. Initial Leveling

To carry out this challenge, the Career Management Area (AGC) within the FCFM will be created, whose purpose is to design and implement mechanisms and strategies required to accompany and guide students during their academic life with the intention of enabling them to develop their full student potential. To achieve the aforementioned, the agency will offer support and advice, at least in the following areas:

• Measurement of strengths and weaknesses of students entering the FCFM: assessment and analysis of knowledge, skills and abilities, and creating strategies for strengthening weaknesses throughout the academic period. (Some of these activities are already covered by the Quality of Life area at the FCFM. Therefore, the objective is for the AGC to support their work and participate in the massification of these guidelines and help turn them into a standard).• Measurement and development of transferable skills for engineering and science: definition, design of measuring instruments and assessment of generic skills in students (e.g., oral and written communication, teamwork, leadership, etc.) • Design, implement and support a leveling process for students entering the FCFM. (This includes remedial courses of knowledge and personal development workshops targeting FCFM students.)• Other educational needs arising through this project that are related to student area and/or new methods of engineering education.

The AGC will be responsible for monitoring and evaluating the processes of personal and professional development of students, serving as support to other FCFM units.


Milestones 8.1 (Code A17): Creation and implementation of the Career Management Area within the FCFM.

• Necessary human resources: Team with skills in guidance and personal development Methodology: Hiring of expert in personal development methodologies in engineering environments (Proposed profile: PhD in Human Resources) + Advisor/Counselor. These professionals, while providing the basic guidelines of the area, will be in charge of defining the new skills needed by the AGC team. • Duration: 4 months• Time frame:

March 2015: Seek and hire (PhD + advisor/counselor)April to June 2015: Defining AGC guidelines and future member profiles

Milestone 8.2 (Code A18): Design instrument to measure strengths and weaknesses of a student entering the FCFM.

• Necessary human resources: Team with skills in guidance and personal development• Methodology: The AGC team will support the study of current teaching methodologies at the FCFM and participate in the proposed new (or better) teaching methodologies in engineering, with a focus on assessing strengths and weaknesses of students. • Duration: 13 months• Time frame:

July 2015 to Feb. 2016: Design of evaluation instrument + proposed implementation.March to June 2016: Piloting the first evaluation instrumentsJuly 2016: Report results of pilot experience

Milestone 8.3 (Code A19): Design and piloting of leveling process for new FCFM students.

• Necessary human resources: Team with skills in guidance and personal development • Methodology: The AGC team will design and lead a pilot project to support the leveling process of new students to the FCFM program.• Duration: 12 months• Time frame:

Aug. 2016 to Feb. 2017: Design of leveling process + proposed implementationMarch to June 2017: Piloting of leveling processJuly 2017: Report results of pilot experience

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Activity 9. Harmonization of curricula

To begin this complex process, we have defined two key stages to allow for debate, assessment of relevance, setting of expectations and providing the new basic guidelines to incorporate into engineering teaching at the FCFM. Considering the complexity of the organization, the following milestones are defined for this activity:

Milestone 9.1 (Code A20): Internal discussion and agreements per department, which includes academics and students of the FCFM

• Necessary human resources: Team 2030 + AGC + OESD (It is noteworthy that the Department CTD be included as well as a representative of the Curriculum Management Unit).• Methodology: Due to the complexity within the FCFM, there will be general work groups (with representatives of Team 2030 + manager representatives from each department at the FCFM) and months of extended work (work groups in each department), which will allow for visualizing and consideration of the entire organization and reduce the rejection of change. These work groups will define the core skills of a graduate’s career, and cross courses, specific to each specialty, all of which should point to the long term goal proposed at the FCFM. • Duration: 9 months• Time frame:March 2015: Definition of work groups April to July 2015:

First stage of discussion regarding new teaching methodologies and skills necessary to train FCFM students. It ends with a preliminary report for each department and the general board report. Aug. to Nov. 2015: Second stage of discussion: Initial design of new cross courses and specificsDecember 2015: Final report with definition of minimum skill requirements for a engineering graduate to possess; definition of new cross courses geared towards delivering these skills.

Milestone 9.2 (Code A21): Adaptation of curricula to new requirements and definition of Basic Syllabus for new cross courses to include in the curricula. Due to the extensive work involved, the syllabus design will be carried out over the next 24 months for all previously existing FCFM courses.

• Necessary human resources: Team 2030 + Curricular Management Unit + AGC + OESD• Methodology: A proposal for adapting curricula to respond to the agreements reached at the previous stage will be held in conjunction with the departments. This will be accompanied by the creation of a syllabus for each new course to be included in the mesh, which lay the foundation for new content and skills that you want the students to integrate upon entering the engineering degree program. • Duration: 6 months• Time frame:

January to May 2016: First design of adapted curricula June and July 2016: Definition of basic syllabus for each course

2.3.7.3 MONITORING AND QUALITY CONTROL

Objective: guarantee quality and assessment of the new curricular activities



Activity 10. Establish Quality Standards

To safeguard the quality of education provided at the FCFM, the minimum standards that must have new courses, workshops, laboratories, assessments, etc. are defined


Milestone 10.1 (Code A22): Define quality standards for courses in engineering professions taught at the FCFM

• Necessary human resources: Team 2030 + ADD + Curricular Management Team + AGC + OESD• Methodology: Considering the information gathered on methodologies for engineering education in Chile and abroad, and considering the identified gaps, the minimum standards are defined, regarding the minimum standards at the FCFM; for example, minimum contents, quality of teaching, quality of materials, quality and relevance of evaluations,

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quality of adjunct teachers and assistants, etc. This process will involve various FCFM stakeholders and some external consultants in engineering education. • Duration: 5 months• Time frame:

Oct. 2015 to Feb. 2016: Internal debate at the FCFM, workshops and Final report and summary of the work and proposed quality standards for new courses to be started at the FCFM.

Activity 11. Design of monitoring systems and quality control

Based on accreditation standards, mechanisms and existing systems to track and to perform quality control of the courses taught in FCFM will be improved.To accomplish this task, the following milestones are defined:

Milestone 11.1 (Code A23): Design and development of prototype system for monitoring and quality control of new courses included in the FCFM curricula.

• Necessary human resources: Development team (+ Support of: AGC + ADD + Team 2030)• Methodology: A survey of requirements will be performed; defining processes, roles, users, technology architecture and performance needs. Some minimal functions that the system must have may include: monitoring student (performance, co-curricular activities, etc.), quality assessment (courses, infrastructure, etc.) and a metrics module and indicators. Existing systems will be evaluated and new modules will be developed by a group of engineers. Testing will be conducted in controlled environments (Alpha version) to yield minimum system stability. It is noteworthy that strategies to interpret the information, mechanisms for controlling and measures to take in different scenarios must be created. • Duration: 12 months• Time frame:

March to June 2016: Sample of requirements and conceptual design systemJuly 2016 to Feb. 2017: Alfa development system version, testing in a controlled environment and making improvements.

Activity 12. Development of pilot testing

After evaluating and adjusting the Alpha version of the system, one should evaluate the behavior of the system in a real environment. Therefore, one must perform a pilot phase to assess the Beta version (or Minimum Viable Product) system under real conditions, for which there is a trial run and adjustment, which aims to make a sample representative of courses, teachers and students at the FCFM.To accomplish this task, the following milestones are defined:

Milestone 12.1 (Code A24): Piloting a system for monitoring and quality control for new courses included in the curricula within FCFM.• Necessary human resources: Team Development (+ Support of AGC + ADD + Team 2030)• Methodology: Select a representative sample of courses, teachers and students, and the Minimum Viable Product (MVP) system will test them for an entire semester. During this period there will be constant adjustments to monitoring and quality control to provide a minimum stability, achieve high usability and ensure that the objectives are fulfilled.• Duration: 6 months• Time frame:

Mar. to Jul. 2017: Trial run and continuous system adjustmentsAug. 2017: Evaluation and preparation of Final report that supports the process of design, development, testing and improvements made. The basic system documentation (manual data and process) is also made.

Activity 13. Magister i+e (Code A25)

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2.4 Gantt ChartCode Activity

Months

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

ECOSYSTEM

S1

S2

S3

S4

S5

S6

HUMAN CAPITAL AND CHANGE MANAGEMENT

G1

G2

G3

G4

G5

G6

G7

G8

G9

APPLIED R&D&I AND INDUSTRY ENGAGEMENT

T1

T2

T3

T4

T5

T6

T7

T8

T9

T10

T11

T12

T13

TECHNOLOGY COMMERCIALIZATION AND ENTREPRENEURSHIP

E1

E2

E3

E4

E5

E6

E7

E8

E9

E10

E11

E12

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INTERNATIONAL ALLIANCES

R1

R2

R3

R4

R5

R6

R7

R8

R9

R10

R11

R12

R13

R14

CURRICULAR HARMONIZATION

A1

A2

A3

A4

A5

A6

A7

A8

A9

A10

A11

A12

A13

A14

A15

A16

A17

A18

A19

A20

A21

A22

A23

A24

A25

Code Activity

Months

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

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Below are the details of the activities with their critical milestones and implementation period.

Code Name of the Activity Description Milestones Start Date Date of ending

ECOSYSTEM

S1 Hiring Academics Decree appointments

May 2015 August 2017

S2 Participate in MIT REAP Program

The MIT REAP (Regional Entrepreneurship Acceleration Program) is a global initiative created to help regions accelerate economic growth and job creation through entrepreneurship based on innovation (IDE). The partner regions are part of multidisciplinary teams and commit to two years of learning with MIT.The MIT team will collaborate in the creation of curricular and extracurricular activities Innovation and Entrepreneurship. This initiative sets out to generate a regional strategy for promoting the innovation and entrepreneurship through the REAP program.

Forms and report. November 2014

December 2016

S3 Satellite Launch project

Within the plan to promote FCFM missions is that the faculty finances projects to encourage students to address complex technological problems, as a way of generating opportunities to develop professional skills and implement active learning methods. Following this line is a multidisciplinary challenge run by academics and students, consisting of the creation of satellite for later use in space for scientific and research purposes. Currently there is already a miniaturized satellite, weighing 1 kg and has a liter in volume, and the principal amount of the reservation release was performed.

Forms and report. September2014

September 2016

S4 Missions FCFM Multidisciplinary project March 2016 August 2017

S5 Improvement of IDIEM equipment

Equipment improvement to strengthen bonds with industry

Equipment recieved March 2015 December 2016

S6 Design, construction and implementation of Data Mart system

May-2015 Febru-ary-2016

HUMAN CAPITAL AND CHANGE MANAGEMENT

G1 Create an organizational unit in charge of the change management.

This unit will be responsible for monitoring progress of project implementation and providing ongoing risk assessment

Identification of major change management strategies, identifying the most significant risks.

May 2015 September 2015

G2 Identify natural leaders at FCFM

and empower them with the objectives

of the project.

Build alliances with opinion leaders within the Faculty.

Identify the main objectives. Generate a list of stakeholders and establish strategies. Define operative measures involving.


G3 Hold “town-hall” meetings at the

beginning of each year where academics and administrative

staff gather in a single location

so that everyone receives the same information at the

same time.

Disseminate project progress Plan first meeting. Systematize collected information.

August 2015August 2016August 2017

September 2015

September 2016

September 2017

G4 Conduct periodic surveys and

focus groups to receive feedback

from faculty, administration, and

students.

Mechanisms to monitor opinions of the bodies that make up the Faculty

Design and apply consult mechanisms.

October 2015

October 2016

October 2017

November 2015

November 2016

November 2017

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G5 Identify possible resistance and

develop a strategy to overcome it.

Risk identification mechanisms according to ISO 31,000

Update information on preliminary risks.Ensure stakeholder involvement in mitigation measures.

November 2015

November 2016

January 2016January 2017

G6 Make public acknowledgements

(e.g., in the form of Awards) and visibility to innovators and entrepreneurs.

Recognize outstanding individuals in the field of entrepreneurship and technological transfer.

Establish selection committee. Establish criteria for choosing people to be awardedDefine annual award plan.

January 2016January 2017

March 2016March 2017

G7 Provide support for faculty and staff, such as

training in teaching methodologies or in innovation and entrepreneurship.

Implement courses and workshops to promote innovation and entrepreneurship

Report proposal. Report on proposal implementation.

April 2016 December 2016

G8 Provide incentives for faculty, such as time for planning

new curriculum, for training activities

and the inclusion of relevant indicators in the evaluation

process.

Propose implementation of measures to free up time of academics based on their involvement in innovation and entrepreneurship.



G9 Include relevant indicators during

thehiring procedure

of new faculty and administrative

staff.

Propose criteria to incorporate into the recruitment process.



APPLIED R&D&i AND INDUSTRY ENGAGEMENT

T1 Create an Articulation Unit

for relations with the external

environment (UAM)

This unit is responsible for centralizing information to and from the Faculty on issues related to TT. The main focus of this unit is the generation of networks between the external environment (companies, entrepreneurs, official departments, etc.) and research developed in the FCFM, so one needs to have an understanding of both what is internally researched and also the needs of the external environmental. The FCFM Centers will coordinate and enhance their existing TT networks and activities, as well as create communication channels with individual academics, by means of UAM. From the dialogue generated in this unit, one may participate with academic and / or departments that do not belong to existing facilities, so as to complement their own work, create a structure that supports them and link them to the Centers for FCFM and the external environment.

• Standards and policies for the Internships.• Creation of a Research Data base and mechanism for searching multidisciplinary research with industry application. • Policies and mechanism for the Legal support.• Definition of the attraction mechanism (short and long terms) of external no-governmental investments. • Plan and evaluation procedure for increment of joint project with industry for the first 3 years.• Plan and evaluation procedure for increment of patents and licenses for the first 3 years.• Plan and evaluation procedure for increase of startups and spinoffs for the first 3 years.• The office will determine opportunities for technology transfer.


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T2 Appraisal of industry needs in

priority areas

Hold ongoing meetings of UAM professionals with stakeholders from the external environment, to appraise issues and challenges of the industry and communicate these findings with academics and researchers from the Faculty to create joint projects.

• Create new opportunities for the industry. • Call for academics and researchers. • Creation of joint projects with the industry.

September 2015

January 2015

T3 Promote dialogue for the liaison

between the FCFM and external environment

The objective is to position the faculty as an active agent in TT subjects according to their priority areas by generating R+D+i themed seminars. The first activity will enhance current seminars conducted by some centers as a formal faculty activity. In addition, we invite people from the external environment to the faculty to participate in dialogues with our researchers. These activities include organizing breakfast, one-day laboratory internships, focus groups, digital media lectures, etc.

• Survey of current seminar centers. • Improve current seminar centers. • Design new seminars. • Hold seminars.

September 2015

January 2015

T4 Creating a portal for TT to receive complaints and

promote activities

This portal will help the UAM in its mission to communicate the technological projects that develop, improving the communication between media and the university in themes of technology transfer.

• Design Portal.• Programming portal.• Survey of technological projects.

January 2016 May 2016

T5 Create a competitive fund

for internal projects that enhance the TT

Create a competitive fund for the community with the goal of developing projects that promote technology transfer from the faculty and external entities.

• Generaction of bases.• Call to compete.• Allocation of funds.

June 2016 July 2016

T6 Competition for TT Acceleration

Create a competitive fund that allows laboratory prototypes to become industrial prototypes and subsequently transfer products to the industry or business ecosystem. A committee formed by industry professionals and academics will select and accompany prototype proposals to be strengthened. These funds may be supplemented by external resources or may act in counterpart with others.

• Generation of bases.• Call to compete.• Allocation of funds.

T7 Create support funds for

nomination of TT projects

This fund will help those academics that need financing in the stages previous to the allocation of private or public funding.

• Generation of bases.• Call to compete.• Allocation of funds.

The FCFM will foster and support the development of multidisciplinary scientific and technological projects, involving the whole FCFM community (faculty, under and graduate student, postdoc, industry and alumni). It is expected that these projects have a strong impact on the undergraduate students by their active participation. Examples of such projects are the next generation of the satellite, solar car, ultra-light airplane among others.

• To gather information regarding the projects that are being developed in the FCFM.• To foster the development of new projects.• Formalize and centralize the management of the projects.

August 2016 September 2016

T8 Brief TT training courses for academics, researchers, postdocs,

postgraduates and administrative

personnel

Create courses to provide skills for packaging and marketing of technologies to the Faculty community to facilitate TT in the future.

• Increase the skills necessary for packaging and marketing of technologies.• Implement courses.

August 2016 February 2015

T9 Create technological tours focused on priority

areas

These tours bring academics from the School to visit the industries that are at the top of technological development in order to get acquainted with both the technologies they use as well as the challenges and future opportunities. In addition, academics will be presented with the latest trends in forms of work and of relationships with the business ecosystem. Furthermore, it aims to create a relationship between global industry and FCFM.

• Define industries with high technological development.• Make contact with academics.• Recognize problems and opportunities of said industries.

August 2016 February 2015

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T10 Disseminate national and international

doctoral programs

Initiate Latin American tours, together with the postgraduate school, to countries such as Colombia, Cuba and Venezuela with the aim of spreading postgraduate initiatives of the Faculty and interview candidates for the various programs. This tour will be enhanced every year by communication campaigns in traditional and digital media in Latin American countries.

• Design the tour.• Generate communication plan.

September 2016

February 2015

The goal of this activity is to rethink and redesign the Graduate School of FCFM, from its current small influence/operation to a strong and influent Graduate School, where information and management is centralized. Expected results are increased enrollment from top Chilean and foreigner students, a boost in S&T research and transfer, and a more efficient use of resources.

• Definition of detailed features of the new Graduate School.• Appointment of the associate dean of Graduate Studies.• Hiring personnel.

T11 Create scholarship bridges

To support doctoral programs with lower demand, they will receive funding for freshmen with high probability of later getting scholarship grant funds from public agencies i.e. Conicyt, whose projects have an orientation towards R & D + i. (20 seats). Partnership will be created in the private world so they can invest in fellowships for the following graduate years.

• Generation of bases.• Call to compete.• Allocation of funds.• Generate alliances with private world.

January 2017 June 2017

T12 Create a permanent panel for discussion and development of incentives, policies, strategies and best

practices of TT.

This panel will be responsible for discussing incentives to generate a cultural change in TT, and fortify current and future TT structures, such as creating a professional research track within the FCFM associated with the centers. In addition, the panel will be responsible for generating discussion on how the FCFM can address issues of national interest. This panel will be multidisciplinary, involving both academics and centers such as external references (professionals, entrepreneurs, CEOs, etc.) and postgraduate students.

• Define positions.• Planification of first meeting.• Convene meetings

June 2015 September 2015

T13 Modernization of social networks for

big data

Enable network infrastructure to enhance the development skills of applied research in the mining, astronomy, health, etc.

• Big requests.• Allocation.• Execution of works.• Network reception.

October 2014

September 2016

TECHNOLOGY COMMERCIALIZATION AND ENTREPRENEURSHIP

E1 Crear oficina GI-3aM.

The i+e lab encourages entrepreneurship and innovation across the FCFM, bringing together many cross-curricular interests, fostering team-based and entrepreneurial activities among FCFM students, faculty, industry, and alumni. The main purpose of the innovation and entrepreneurship laboratory is to exploit our research findings, and to empower young talents on their pathway to innovation and entrepreneurship. The Innovation and Entrepreneurship Lab will act as a bridge between research and industry, promoting an ecosystem where innovation happens.

• Definition of the Director’s profile.• Definition of the work schedule.• Definition of the personnel profile.• Set-up infrastructure. • Hiring personnel.


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E2 Create OPEN Beauchef Lab

The i+e lab encourages entrepreneurship and innovation across the FCFM, bringing together many cross-curricular interests, fostering team-based and entrepreneurial activities among FCFM students, faculty, industry, and alumni. The main purpose of the innovation and entrepreneurship laboratory is to exploit our research findings, and to empower young talents on their pathway to innovation and entrepreneurship. The Innovation and Entrepreneurship Lab will act as a bridge between research and industry, promoting an ecosystem where innovation happens.

• Definition of the Director’s profile.• Definition of the work schedule.• Definition of the personnel profile. • Set-up infrastructure. • Hiring personnel.


The goal of this activity is to create a dedicated space with all the necessary tools for groups of students to develop innovative and entrepreneur’s projects with a strong scientific and technological focus. The projects will be self-initiatives by the students. There is the expectation to have students of different levels and specialties working on the same project.

• Set-up infrastructure.• 2 clubs in operation.



The accelerator will support technology-based projects with strong commercial potential and where the core team members are students, staff and alumni at and from FCFM. It will provide support in:• Coaching - ongoing coaching from national-international mentors and grants application support • Office space – dedicated premises with office workspace, kitchen, rooms, teleconference, etc.• Contacts and network – access to potential investors, partners and clients• Financial support –project with potential global impact will have financial support for international acceleration.

• Definition of goals, mission, vision and metrics of the Accelerator.• Definition management/control procedures. • Conditioning of the facilities.• Hiring personnel.• 1 start up each year.

E3 Improve FabLab for packaging

Strength the implement path of CDIO curriculum through the enhancement of our FABLAB facilities.

• Launch the new FABLAB facilities.

September 2014

August 2017

Improvement of current and new technological teaching laboratories to align them with the strategic plan of ING2030 project. The focus will be the “operation” part of the CDIO curriculum.

• Internal call for laboratory-improvement proposals.• Layout.• Select and purchase new equipment.• Purchase of new requirements.

E4 Improvement of other laboratories

Improvement of current and new technological teaching laboratories to align them with the strategic plan of ING2030 project. The focus will be the “operation” part of the CDIO curriculum.

• Internal call for laboratory-improvement proposals.• Layout.• Select and purchase new equipment. • Purchase of new requirements.

October 2015

August 2017

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E5 Create workshops, innovation courses and entrepreneur-

ship

The goal of this activity is to create a dedicated space with all the necessary tools for groups of students to develop innovative and entrepreneur’s projects with a strong scientific and technological focus. The projects will be self-initiatives by the students. There is the expectation to have students of different levels and specialties working on the same project.

• Set-up infrastructure.• 2 clubs in operation.

September 2015

February 2015

In collaboration with international institutions (Cornell-Tech, Technion, MIT Gordon Leadership Group, MIT Martin Trust Entrepreneurship Center) we will evaluate our current courses and we will develop courses related to leadership and i+e ST.

• Evaluation of current i+e courses.• Improvement of the current i+e courses.• Creation of new leadership courses.• Creation of new i+e courses.

E6 Perform tutoring and support to

projects

The aim is to create a new line of ventures, allowing all people with projects or developments, both from inside and outside the Faculty, to be sponsored by mentors who guide and accompany them in their entrepreneurial initiatives, supporting their undertaking based on their own experience, even up to the financing stage.

• Definition of the profile.• Call to competeAllocation of projects.• Hiring.• Induction.

October 2015

February 2015

E7 Implement international accelerator internships

This item includes the generation of a support program for long term stays of FCFM faculty at international institutions. The objective is to create strong links with top research groups and to improve the impact of our research.

• Call to apply and select applicants.

March 2016 February 2017

E8 Create networks among students, academics and entrepreneurs.

Develop networking activities for students, academics, researchers, faculty to have access to rounds of partnerships with entrepreneurs from other areas of expertise as well as other areas of the University.

• Design of networking activities.• Communication with entrepreneurs.

March 2016 August 2017

E9 Create funds to support activities of

the ecosystem

Provide financial support for different FCFM projects based on a process of open and transparent selection.

• Generation of bases. • Call to compete.• Allocation of funds.• Generate alliances with private world.

April 2016April 2017

July 2016July 2017

E10 Create acceleration funds of niche

enterprises



April 2016April 2017

July 2016July 2017

E11 Early acceleration funds (intra FCFM)

Resources to support initiatives led by people who have formal links with the Faculty.

Define regulation for application.

July 2016July 2017

October 2016

October 2017

E12 Acceleration Contract funds

(external)

Support resources for initiatives involving people who do not belong to the academic and student body.

Define regulation for application.

July 2016July 2017

October 2016

October 2017

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INTERNATIONAL ALLIANCES

R1 Definition of the type of structure to support the international/

external relationships and

alliances.

This activity aims to define the optimal way to structure international relations and alliances that are desired.

• Define priority countries.• Define type of institutions that alliances want.

March 2015 June 2015

R2 Search and selection of new

personnel to support the international

alliances.

Search and selection of the associated deans of Technology Transfer and i+e ST, Students Affairs and International Affairs.

• Define profile.• Call to compete.• Approve Competition.• Recruitment.• Induction.


R3 Foundation of New External Affairs

Office

The Associate Dean of TT and i+e ST: She will foster TT and i+e ST through a central and hierarchical organizational structure. All the TT activities will be centralized and supported by this specific unit having authority inside the faculty. It is also contemplated to improve the search of opportunities and project management related with TT by the creation of a new TT Office. An accelerator office will be also created to support the start up and spin off formation.

The Associate Dean of Students Affairs: She will implement (and will verify the quality) the external experiences of the undergraduate and graduate students. In particular will deal with the exchange programs, with the visiting experiences of our students abroad and the international students at the FCFM. It will also manage the national and international internships, implementing the established designs and agreements made by the Associate Deans of External affairs and TT.

The Associate Dean of External Affairs: She will be in charge to look for and establish all the external relations of the FCFM. In that sense it is the office that will work with external, national and international, institutions in order to enhance education, research, i+e ST and TT. This office will pay close attention to establish national and international internships, to attract international undergraduate and graduate students, to search and communicate collocation opportunities for our graduate students and to search for investment opportunities outside the FCFM. The implementation of the agreements will be handle for other offices but this office will establish the link. In addition this office will support with the preparation and execution of conferences at the FCFM. In addition, This office in conjunction with the Associate Dean of TT and i+e ST will be actively working toward the sustainability of the strategic plan.

• Definition of goals, missions, visions and metrics.• Definition of the management and control procedures. • Definition of the personnel profile. • Hiring personnel.• Set-up infrastructure.

July 2015 February 2015

R4 Development of a strategy to the

enhancement of the networks

with national and international

institutions (External Affairs office)

This office will organize the current agreements of the FCFM with external institutions in order to operatize the agreement. The office will help to make the match between the implementation parties (offices, research groups, professor, students and staff). This office also will be seeking and supporting new agreements for:• Internships given the standard produced by the TT office• International PhD students with scholarships form their countries• Student exchange• Faculty Exchange• Research collaborations with leading institutions and companies• Collocation of our PhD students in Postdocs positions at leading institutions and world class companies

In addition this office will be working toward the Sustainability of the project.

• Protocols for establishing the agreements.• Data base with the agreements, executors and expected results.• Methodology and policies for seeking external opportunities.• Procedure for the implementation of the agreements. • New agreement.

July 2015 February 2015


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R5 Development of a plan of action

to increase the number of international

students in our graduate programs

This activity aims to conceive and f implement best practices to promote the flow of people from abroad to faculty in graduate programs.

• Define profile of foreign students that come to the FCFM. • Design incentives to attract foreign. • Study the best communication strategy to attract foreign.

September 2015

March 2016

R6 Attraction of international

specialist to the improvement and creation of new optional courses

on leadership and i+e ST

In collaboration with international institutions (Cornell-Tech, Technion, MIT Gordon Leadership Group, MIT Martin Trust Entrepreneurship Center) we will evaluate our current courses and we will develop courses related to leadership and i+e ST

• Evaluation of current i+e courses.• Improvement of the current i+e courses.• Creation of new leadership courses.• Creation of new i+e courses.

September 2016

June 2007

R7 International internships for PhD

students

The goal of this activity is to enhance and foster international cooperation with leading research and innovation institutions.

• Call to apply and select applicants.


R8 In coordination with the graduate school the external affairs office will help with

the contact-with and support-to PhD

graduates

We will develop a system to keep aware of the opportunities around the world for our PhD graduates and to be able to promptly communicate those opportunities to them.We will keep up contact with our PhD graduates to improve the FCFM network and to help them to connect with other alumni.

• Hired a professional to follow up and contact our alumni.• Develop the necessary software infrastructure to assist in the process.

March 2016 July 2016

R9 Student Exchange with partner institutions

This item includes the generation of periodic scholarships for undergraduate, graduate and foreign students to spend some time abroad (either short terms of 15-30 days, up to long terms such as a semester). Also, we will be actively attracting foreign students to our Faculty for short or long terms studies within the FCFM. We will actively care and support that the stay and the educational experience of the international students

• Scholarships for the students.• Managing protocol of the students exchange experiences with partner institutions.


R10 Enhance international

internship programs

Currently the international internships are limited in number and programs. We will increase the number of students making abroad internships, the number and level of companies offering them. This office will coordinate and support the students with the process of internships. Taking the information coming from the External Affairs this office will operate the internships. It will take special care of the international internships.

• Pilots of standardized. industry internships. • Policies and procedures for industry internships.• Contact with companies willing to offer structured internships.


R11 Training of faculty in Leadership and

i+e ST

Professors from the FCFM will be trained in Leadership and i+e ST in world class institutions: Gordon Leadership Group and Martin Trust Center from MIT and JTCII from Cornell-Tech.

• Identification of the priorities of the training.• Definition of the training goals.• Definition of Mechanism for transferring the knowledge to the rest of the community.• Execution of the training.

July 2015 June 2017


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R12 Scientific-Technological Innovation and

Entrepreneurship Conference

The Scientific-Technological Innovation and Entrepreneurship Conference is a annual opportunity for experts and world leaders in these fields to meet, share best practices, network and learn from each other. This conference is also an opportunity for students of the FCFM to present their developments and to know what is been done internationally.

• Contact international and national specialists for first conference in year Nº2.• One conference organization in year Nº2.• One conference organization in year Nº3.

June 2016June 2017

August 2016August 2017

R13 FCFM i+e ST Challenge

In the same logic of the BizTech Entrepreneurship Challenge from the Bronica Entrepreneurship Center at Technion we will host an entrepreneurship center where the process and award will be support for acceleration of the projects (acceleration might be performed abroad with partner institutions such as Cornell-Tech)

• Design of the challenge.• Search for Sponsors and mentors. • Implementation of annual Challenge.

June 2016 August 2017

R14 Outreach of the agreements and

results to the international community

Communication of the agreements and their results to the FCFM community and to the External environment is relevant to keep attracting opportunities. The communication will be handle in coordination with the communication office.

Communication policies and protocol.


CURRICULAR HARMONIZATION

A1 Initial diagnosis of strengths and weaknesses of

students entering the FCFM.

The goal of this activity is to restructure several aspects of the Undergraduate School to align them with the context of the current project. Giving a special focus on technological innovation.

• Generate technical bases. • Call for bids.• Allocate bids.• Hiring of an expert to act as a consultant.• Generate final report.• Final payment.

April 2015 June 2015

A2 Benchmark of selection process, welcoming, and

balance of strengths and weaknesses of students entering

engineering programs in Chilean

universities.


Generate technical bases.• Call for bids.• Allocate bids.• Hiring of an expert to act as a consultant.• Conduct semi-structured interviews.• Generate final report.• Final payment.

May 2015 July 2015

A3 Diagnosis of strengths and weakness of

students entering engineering

programs in the U.S.

The objective of this activity is to generate a profile view of engineers entering engineering programs in the US.

• Generate technical bases. • Call for bids.• Allocate bids.• Hiring of an expert to act as a consultant.• Conduct semi-structured interviews.• Generation of final report.• Final payment.

June 2015 August 2015



programs in the Europe.

The objective of this activity is to generate a profile view of engineers entering engineering programs in Europe.

• Generate tecnical bases.• Call for bids.• Allocate bids.• Hiring of an expert to act as a consultant.• Conduct semi-structured interviews. • Generaate final report.•Final payment.

July 2015 September 2015


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programs in the Asian universities

The objective of this activity is to generate a profile view of engineers entering engineering programs in Asia.

• Generate technical bases.• Call for bids.• Allocate bids.• Hiring of an expert to act as a consultant• Conduct semi-structured interviews.• Final report.• Final payment.

August 2015 October 2015

A6 Diagnosis of how FCFM students are currently graduating

with regard to their exiting,

competencies, network, etc.

We will evaluate our program to check coherency with declared graduate profiles. We will also evaluate the pertinence of our declared graduate profiles.

• Generate tecnical bases.• Call for bids. • Allocate bids.• Hiring of an expert to act as a consultant• Evaluation of the actual engineering profile we produce, matching it to the current curriculum.• Final payment.

September 2015

November 2015

A7 Diagnosis of how FCFM engineering

students are currently graduating

from other universities of Chile.

The aim is to assess the current national standard of graduates of various engineering programs.

• Generate tecnical bases.• Call for bids.• Allocate bids.• Hiring of an expert to act as a consultant.• Conduct semi-structured interviews. • Form focus groups.• Generate final report.• Final payment.

October 2015

December 2015



from other universities in the

U.S.

The objective is to evaluate the standard among current students in engineering programs in the US

• Generate tecnical bases.• Call for bids.• Allocate bids.• Hiring of an expert to act as a consultant.• Conduct semistructured interview. • Form focus groups.• Generate final report.• Final payment.

November 2015

January 2016




Europe.

The objective is to evaluate the standard among current students in engineering programs in the Europe

• Generate technical bases Call for bids.• Allocate Bids.• Hiring of an expert to act as a consultant.• Conduct semi-structured interviews.• Form focus groups.• Generate final report.•Final report.

December 2015

Febrero 2016




Asia.

The objective is to evaluate the standard among current students in engineering programs in Asia

• Generate technical bases.•Call for bids.• Allocate bids.• Hiring of an expert to act as a consultant.• Conduct semi-structured interviews• Form focus groups.• Gernerate final report. • Final payment.

January 2016 March 2016


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A11 Diagnosis of skills and achievement level that newly

graduated engineers need in order to be valued in a national work

environment.

The goal is to understand the profile of graduates that industry values in the field of engineering

• Generate technical bases.• Call for bids.• Allocate bids.• Hiring of an expert to act as a consultant.• Conduct national survey to managers of companies of different orgnaizations and companies. • Generate final report.• Final payment.

February 2015

April 2016

A12 Analysis of the gaps between the skills that students have upon entering the

FCFM and “desired minimum base” with those that students should demonstrate at

the start of his/her engineering studies


• Hiring of an expert to act as a consultant.• Definition of detailed features of the new undergraduate school.

March 2016 May 2016

A13 Analysis and diagnosis of the

gaps between the skills of a FCFM

graduate and needs of the workplace

The goal is to identify gaps. • Final report characterizing teh FCFM situation.

April 2016 June 2016

A14 Strengthening the teaching

development area within the FCFM

This activity will improve and strengthen current implementation of the CDIO curriculum in the FCFM. In particular, we will evaluate the current curriculum, integrate innovation-entrepreneurship education and develop, with the assistance of professionals related to CDIO, MIT Gordon Leadership Group and Skoltech, assessment strategies for the new curriculum.

• Strengthen teaching support office.• Define metrics to evaluate the implementation of the CDIO curriculum.• Search and selection of human resources.• Improvement of teaching. infrastructure• Define metrics to evaluate the implementation of the CDIO curriculum (assessment).• Improve of teaching infrastructure.• Implementations.

March 2016 October 2016

This activity has the goal to improve the teaching skills and methods of the Professors. Professors will be trained through LASPAU program and CDIO in order to include more active methodologies within the classroom.

• 5 trained professors per year, with international partners, within new teaching methodologies.• 2 workshops per year, with the trained professors, about the new methodologies and the experience of implementing them in our classrooms.

This activity aims to gather all the information a faculty member needs to know, and write it in an official document. This information includes teaching; research and technology transfer activities, and others metrics required for faculty member in the context of this strategy plan.

• “FCFM faculty guide” textbook.


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A15 Analyze the most appropriate methodologies for each course taught

at the FCFM, to strengthen the

delivery of minimum skills required for the professional

world. Apply methodologies to strengthen the cognitive

development of an Engineering student



April 2016 July 2016



This activity aims to gather all the information a faculty member needs to know, and write it in an official document. This information includes teaching; research and technology transfer activities, and others metrics required for faculty member in the context of this strategy plan.

• “FCFM faculty guide” textbook.

A16 Design and pilot the first methodologies to strengthen the development of personal skills,

management skills and the ability to

learn how to learn



July 2016 November 2016



A17 Creation and implementation of the Career

Management Area within the FCFM

This activity aims to lay the requirements for the creation of Career Management Area, and then implement it.

• Define profile.• Call for bids.• Approve competition.• Hiring.• Induction.• Definition of new skills requried for CMA team.• Implementation.

July 2016 October 2016

A18 Design instrument to measure

strengths and weaknesses of a

student entering the FCFM

The objective of this activity is to propose new teaching methodologies based on the assessment of the strengths and weaknesses that FCFM students currently possess

• Deffine profile.• Call for competition a concurso.• Approve competition.• Hiring.• Induction.• Study of current teaching methodology at the FCFM. •Proposed new teaching methodologies.

August 2016 October 2016


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A19 Design and piloting of leveling process

for new FCFM students.



August 2016 November 2016

A20 Internal discussion and agreements per department, which includes academics and students of the

FCFM.

The objective of this activity is to define minimum skill required of new engineering graduates and new cross courses geared to delivering these skills.

• Generation of interdisciplinary work teams.• Definition of basic competencies of graduates from each program, and a report. • Initial design of new specific and transversal courses.• Final report.

September 2016

December 2016

A21 Adaptation of curricula to new

requirements and definition of Basic Syllabus for new

cross courses to include in the

curricula.



October 2016

February 2015


• Strengthen teaching support office.• Define metrics to evaluate the implementation of the CDIO curriculum.• Search and selection of human resources.• Improvement of teaching infrastructure.• Define metrics to evaluate the implementation of the CDIO curriculum (assessment).• Improve of teaching infrastructure.• Implementations.

A22 Define quality standards for

courses in engineering

professions taught at the FCFM



September 2016

February 2015

A23 Design and development of

prototype system of monitoring and

quality control of new courses included in the FCFM curricula



October 2016

March 2017


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A24 Piloting a system for monitoring and

quality control for new courses included in the curricula within

FCFM





• Strengthen teaching support office.• Define metrics to evaluate the implementation of the CDIO curriculum.• Search and selection of human resources.• Improvement of teaching infrastructure.• Define metrics to evaluate the implementation of the CDIO curriculum (assessment).• Improve of teaching infrastructure.• Implementations.

A25 Magister i+e • Magister Creation Form.• Magister Regulation.• Approval of Magister.



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3.RISK MANAGEMENT

AND ANALYSIS

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Introduction

The definition of a Project Risk or Opportunity is an uncertain event or condition that, if it occurs, has a negative or positive impact on the project’s scope, schedule, cost and quality.

The successful performance of any project is closely related to the management of the risks/opportunities at all stages of the project life cycle. In the assessment phase, the most important sources of risks/opportunities are financial, technical, organizational, political, legal, image, environmental and community aspects of the project. When the proposal is awarded and the Project Management starts, sources of cost, time, quality and safety become the focus of risks/opportunities management.

It is essential that risks/opportunities management encompasses a wide range of situations of uncertainty to provide a solid process that leads to project management actions. Risks/opportunities management aims to identify, analyze, assess, strategize, monitor and control the risks/opportunities that are directly or indirectly connected to the project and which could affect (negatively for risks and positively for opportunities) compliance the objectives of the project and/or the business case.

The context for the management of risks/opportunities will vary depending on:

• Economic aspects, such as; financial situation, costs and benefits. • Support and commitment of the Organization to the project.

• Technical aspects in the design, implementation and operation.

This document describes the methodology, process and results for the initial risk identification for the 3 key aspects identified as Curricular Harmonization, Entrepreneurship and Technology Transfer.The documents included in the plan are described in the Table 3.1.

Table 3.1. Documents

Document File Name

Risk Plan – This document Risk Plan v0 – PDF Format

Risk Register Risk Register v0 – Excel Format

3.1 Risk Management ObjectivesThe objective of Project Risk Management is to decrease the probability and the impact of events in the Project. In addition, there is a subsidiary objective related to positive events, where the target is to increase the probability and impact of capturing those opportunities.

Risk and Governance

The management of risk is used to control and limit the exposure of the Project to situations that may have a negative impact on the project itself or the business objectives.

In general, risks and opportunities are defined in terms of their impact on the project and their prob-ability of occurrence. This classification could be qualitative or quantitative. Qualitative classifications could be as simple as defining low, medium, high or be defined with greater detail, ranging in probability of ‘very low’ to ‘almost certain’ and impact from ‘neg-ligible’ to ‘catastrophic’.

In the governance of risk management, the role of the project manager is:

• Identify and understand the risks associated with the project.• Determine appropriate measures to lower their probability of occurrence, if possible, and minimize the impact on the project and business.• Monitor them during the execution of the project • Make sure that the mitigation measures are carried out • Be constantly repeating the cycle since the risks are dynamic; some disappear and new ones emerge.The project manager can respond to those risks through generic strategies, such as: • Avoid the risk.• Transfer the risk, or share it with another actor of the project.• Mitigate the risk or reduce the consequences if the risk materializes.• Acceptance together with the implementation of man-agement strategies, which can be passive or active.

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Opportunity Source Identification

The following table describes the main sources of opportunities, in order to facilitate their identification:

Table 3.3. Opportunity Source Definition

Sources Definition

Time Opportunity that the project finishes earlier than planned

Cost Opportunity that the project costs less than planned

Quality and Completeness

Opportunity that the quality of the deliverables exceeds design requirements

Scope Opportunity to create a positive precedent by following an efficient process that minimizes change controls

Reputation (includes information security)

Opportunity to highlight the company’s reputation by controlling the information/data/records, communication, behavior, etc.

Team Objectives Opportunity to positively impact on different areas of the company with excellent team management

Labor Relations Opportunity to build long-term relationships with the client or with companies involved in the project

Stakeholder Management

Opportunity for the company to manage Stakeholders in many ways, not only for this project but also for future ones

In the case of the opportunities, the strategies should be developed to maximize the benefits. Actions to consider include:

• Exploit• Share• Enhance• Accept

3.2 Risk IdentificationThe risk Identification, is a process where the pro-ject team; the project manager and the risk manager hold an open discussion about the objective and out-comes of the projects.

During the workshop the focus is to review and iden-tify any possible circumstance or event with an effect on any part of the project.

The risk identified is recorded in the Risk Register file.

Risk Source Identification

There are several sources of risk, the following table serves as a guide to identify them.

Table 3.2. Risk Source Definition

Source of Risk Definition

Time The risk that the project could take more time than expected.

Cost The risk that a project could cost more than expected.

Quality The risk that the quality of the results does not comply with the requirements of the design or the customer’s expectations

Scope The risk that a badly defined scope and / or the inefficient management of change requests can affect the goals of the project

Team Management

The risk that poor management of the pro-ject team could have a negative impact on any of the objectives of the project.

Reputation (includes information security)

The risk that mismanagement of information handling, communication with Stakeholders, behavior, etc. may affect the reputation of the company

Labor Relations The risk of underestimating the role of groups with interests related to the project, could have a negative impact on any of the objectives of the project

Stakeholder Management

The risk of a negative impact on any of the objectives of the project due to mismanage-ment of the stakeholders (the Stakeholders Plan deals with this risk separately).

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Risk assessment and analysis

Once the risks have been identified, they can be classified by probability and impact in a 5 by 5 matrix. The following diagram shows the matrix and indicates the risk level and the respective actions to be taken.

Table 3.4. Risk Classification Matrix

Likelihood

Impact

1 Insigni-ficant

2 Low

3 Middle

4Major

5Catas-trophic

5 Very Likely

>=90%5

(Medium)10

(Significant)15

(High)20

(High)25

(High)

4Probable

[30%, 90%]

4(Low)

8(Medium)

12(Significant)

16(High)

20(High)

3 Possible

[10%, 30% ]

3(Low)

6(Medium)

9(Medium)

12(Significant)

15(High)

2Unlikely

[3%, 10%]

2(Low)

4(Low)

6(Medium)

8(Medium)

10(Significant)

1Slight

<3%1

(Low)2

(Low)3

(Low)4

(Low)5

(Medium)

Risk level Interpretation Action

High A risk identified as high

Define a strategy and action plan immediately

Significant A risk identified as important

Define a strategy and action plan to review in the next status meet-ing (weekly)

Medium A risk identifiedwith low importance

Define a strategy and action plan to review in the risk meeting (monthly)

Low A risk identifiedas low

Monitoring and review the risk status. No action required.

Opportunity assessment and analysis

Opportunities should be analyzed and classified in the same way as risks with a similar 5 x 5 matrix:

Figure 3.5. Opportunity Classification Matrix

Likelihood

Impact

1 Insigni-ficant

2 Low

3 Middle

4Major

5Soaring

5 Very Likely

>=90%5

(Medium)10

(Significant)15

(High)20

(High)25

(High)

4Probable

[30%, 90%]

4(Low)

8(Medium)

12(Significant)

16(High)

20(High)

3 Possible

[10%, 30% ]

3(Low)

6(Low)

9(Medium)

12(Significant)

15(High)

2Unlikely

[3%, 10%]

2(Low)

4(Low)

6(Low)

8(Medium)

10(Significant)

1Slight

<3%1

(Low)2

(Low)3

(Low)4

(Low)5

(Medium)

Oportu-nity level

Interpretation Action

High Identification of a very important opportunity, which could be relatively easy to materialize with good management.

Plan the opportunity management strategy carefully but quickly and implement it at the right time. Unlike the action to manage a high level risk, the key to materializing a high level opportunity is in implementing action in the proper time frame, wich may not be immediately. This opportunity must be monitored constantly, it required rapid communication with stakeholders of the project.

Significant Identification of an important opportunity.

Carefully plan a strategy to manage the opportunity. But action must not be made in haste since the more relevant the opportunity, the lower is its probability of occurrence.

Medium Identification of a potentially interesting opportunity.

Analyze the opportunity while prioritizing the management of risks. Check its status at project progress meetings.

Low Identification of a low interest opportunity.

Monitor the opportunity and develop a management strategy, only if the coast/benefit relation warrants it. Trying to materialize some low level opportunities may distract the project team from its main functions and impede it from meeting some of its obectives.

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Risk and Opportunity cross aspect identification

The cross aspect identification defines a classification for each risk or opportunity to understand culture, strategies, impact situations external to the project, governance and compliance with methodology. These aspects could affect different activities of a single project or a different project in a program.The analysis of the cross aspect is a good start for preparation of the response plan to reduce the impact or probability of occurrence.

Table 3.6. Cross Aspects Description

Cross Aspects

Description

Organization • Retain the management team, training• Availability of resources, both in time and skills• Financing• Dependence with other projects

Project Management Methodology

• Governance• Use of a project management methodology for control• Project planning and estimations• Identify users and end users of the product or service• Effective change management and communications

External • Regulatory, legal• Changes in the market or customer• Other external factors, universities, reforms, lows

External by providers

• Selection of Consultants• Contractual agreements• Dependencies, work dependence with other projects

Technical • New Curriculum unproven• Complexity of processes to transform• Incorporation of Technology, technology matu-rity, obsolescence• Prior requirements, quality

Strategic • How the organization plans to make changes• Culture alignment• Internal definition, politics

Metrics for Risk Monitoring - Key Risk Indicators, KRIs

The risk monitoring and management processes will be measured using a set of Key Risk Indicators - KRI.

The KRIs has been chosen from the best practices content or as defined in:

- The Practice Standard for Project Risk Manage-ment from the Project Management Institute.- Operational Excellence best practice.The following table contains a selected subset of Key Risk Indicators (KRI).

The KRI structure has the following description:

• Risk ID: A unique identifier.• Key Risk Indicator: Name of the indicator.• Description: An explanation about the concept in-volved in the KRI. What does it measure?• Formula: The text of the formula to calculate the indicator.• Time Range: Period of time when the indicator must be measured.• Effort Direction: The action required according to the result of measurement. • Unit: Name of the measure.

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Table 3.7. Key Risk Indicators

Risk ID Key Risk Indicator Description Formula Time Range

Effort Direction

Unit

KRI02 % of unassessed risks

Percentage of unassessed identified risks.

[Unassessed identified risks] percentage of [Total identified risks]

Per month

Minimize Percentage

KRI03 Recurring audit finding instances

Number of Audit finding repeated during the project time in different areas

[number of Audit] Per month

Stabilize Number

KRI04 Number of Risk Events

Number of actual risk events that have occurred in a certain period. Could also be expressed as frequency. The risk event occurs when a risk becomes an issue or the likelihood is 100%

[number of Risk Event] Per month

Minimize Number

KRI05 Risk Trend Risk Trend could be increasing, decreasing or stable

[number of Risk accumulated per month]

Per month

Trend Number

KRI07 % of risks which have probable frequency of occurrence and probable magnitude of impact measured

Percentage of risks for which the probable frequency of occurrence and the probable magnitude of the business impact have been measured, within the scope.

[identified risks measured] percentage of [Total identified risks]

Per month

Maximize Percentage

KRI08 % of staff trained in critical risk management techniques

Percentage of staff trained in critical risk management techniques (e.g., standard risk analysis techniques, crisis management, project management, skills to detect when something is amiss).

[staff trained in risk management] percentage of [Total project staff]

Per month

Maximize Percentage

KRI12 Cycle time from discovery of a control deficiency to risk acceptance decision

Cycle time from the discovery of a control deficiency (e.g., vulnerability event) to a risk acceptance decision.

[number of days between the risk identification and the action plan definition start]

Days Minimize Time

KRI14 Frequency of risk management activity reporting

Frequency of risk management activity reporting.

[number of days between one risk report and the following]

Days Minimize Time

KRI17 % of risk mitigation plans executed on time

Percentage of risk mitigation plans executed on time (per management’s decision, set date).

[risk mitigation plans executed on time] percentage of [total risk identified]

Per month

Maximize Percentage

KRI19 % of risk incident response plans past their next required review date

Percentage of risk incident response plans past their next required review date.

[risk mitigation plans overdue] percentage of [total risk identified]

Per month

Minimize Percentage

KRI22 Number of risk incident response plans without an accountable owner

Number of risk incident response plans without an accountable owner.

[number of risks with response plans without responsible]

Per month

Minimize Number

KRI23 % of overdue risk vulnerabilities

Percentage of overdue risk vulnerabilities.

[risks overdue (not solved)] percentage of [total risks identified]

Per month

Minimize Percentage

KRI24 Average number of days that risk vulnerabilities open

Average number of days that risk vulnerabilities open

[total days between risk identification and report day] divide by [days of the report period]

Per month

Minimize Time

KRI28 % of re-opened risk vulnerabilities

Percentage of re-opened risk vulnerabilities.

[number of reopened risk] percentage of [total risk identified]

Per month

Minimize Percentage

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Risk and Opportunities Recording

The risks and opportunities log or Risk Register contains information about their identification in the project. This record can be held in any project management collaborative software or simply documented and circulated to the Organization using and excel format file.

Figure 3.1. Example of Risk Register in Excel

The Dictionary of fields in the risk register contains:

Table 3.8. Risk Register Field Description

Field Name Description

ID A unique correlative number to identify the risk.

Status A value of Identified, Deleted or Unassessed is registered for each risk.

Scope Area The area or specific project affected by the risk/opportunity.

Risk Name A description of the risk name.

Explanation A explanation to introduce understanding of the risk

Risk Origen Different aspect of source of the risk, according to detailed description.

Cross Aspect Different aspects like strategic, technical, organizational, external or project management.

Likelihood Probability of occurrence of risk.

Impact Effect on the project if the risk occurs.

Rating The product of the probability by the impact.

Rating Value A number scale to identify if the risk is Low, Medium, Significant or High.

Assessment By The name of person or team that identified the risk.

Assessment Date The date of the assessment.

Risk Responsible Person responsible for the risk and the execution of response plan.

Impact A description of the impact of the risk if it occurs.

Generic Strategy Identification of the risk strategy to reduce the probability or impact: Avoid, Transfer, Mitigate or Accept.

Risk Response Plan Identified by

The name of person or team that identified the risk response plan.

Risk response plan Description of the risk response plan.

Project Outcome The outcome, objective or activity in the project affected or impacted by the risk.

Risk Response Date Date when the risk plan was identified

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3.3.1 Context for the CurricularHarmonization Project

The Curricular Harmonization project evaluates and proposes a strategy that facilitates the definition of specific activities to adapt and manage an enhancement process of the engineering programs that are currently taught in the FCFM. It uses the best practices observed from engineering schools of high international reputation, both at the undergraduate and graduate levels, as a reference point. In this way, the regional leadership in matters of science and technology is sought, leading to the FCFM being established as a world class institution by the year 2030.

The project objectives that have been defined to guide the efforts in the area of curricular harmonization are the following:

3.3.1.1 General Objective

Reduce the gap between the competencies (knowledge, skills, attitudes and values) of a student who recently graduated from the FCFM and a professional who is already capable of generating value in a work environment.

3.3.1.2 Specific Objectives

The specific objectives for Curricular Harmonization are:

• Define and quantify the gap between the skills of graduates of the FCFM and those of an engineer who is already in the work environment.• Design an “improvement process” to enable the delivery of training in competencies to the FCFM graduates, in accordance with what the market needs.• Define indicators that can measure the decrease of these gaps existing between a new graduate from FCFM and a professional with experience.• Design a system to monitor and control the quality of this new process of professional training, including individual and periodic monitoring.

In order to achieve the defined objectives within the scope of the 2030 Curricular Coordination project, various stages and activities have been identified and are summarized in the following table:

3.3 Context for A New Engineering for 2030 program

The University of Chile’s project “A New Engineering for 2030”, emerged as a key result of the deep and permanent transformations in its Faculty of Physical Sciences and Mathematics (FCFM), especially in the academic and management areas, and mainly in the structures which support and promote research, development, innovation and entrepreneurship.

In this context, the New Engineering for 2030 program, sets out 4 areas of interest that are the foundational pillars for the achievement of its goals during the process of construction. These have been identified as Curricular Harmonization, Entrepreneurship, Technology Transfer and International Relations.

Figure 3.2. New Engineering 2030 Program Model

The model described also includes the key aspects of management required for the construction of the ultimate goal, which is the transformation of the FCFM’s processes for New Engineering in the year 2030. These keys to success are: Stakeholder Management, Organization Management, Risk Management and Project Management.

The management of change, for the construction of the pillars, articulates and operates on the basis of proper management of key aspects of the project.

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Figure 3.9. 2030 Curricular Coordination Activities

Stage Activity Description

Information Com-pilation

Entrance Benchmarking

Considering the information available to the FCFM, a complementary study has been prepared, of students admitted to engineering in the leading universities in Chile and other countries, in order to compare the level with which the FCFM students enter and recognize any deficient skills.

Graduation Benchmarking To address this problem, a study of this multidimensional phenomenon has been proposed in order to understand the level of the students graduating from FCFM, if they meet the graduate profile, what their interests are and what they need to develop successfully in the professional environment.

Market (local) requirements Benchmarking

To identify (and potentially decrease) this gap, it is proposed to study this issue to identify competencies and indicators of achievement that are currently required by businesses that hire recent graduate engineers.

Gap Identification

Entrance Gap analysis Perform a general compilation of information and an analysis of the gaps between the competencies that students possess at the time of entering the FCFM and the “desired minimum base” that a student should have to start his studies.

Graduate Gap Analysis Analysis of the gaps between the competencies that students possess at the time of graduation from FCFM and the “desired minimum base” that an engineering professional should have at the beginning of their working life.

Transformation Process

Design methodologies to deliver skills

Strengthen the Area of Teacher Development (ADD) of the FCFM, the purpose of which is to promote teaching excellence, supporting the teaching - learning processes and their actors, within the framework of the educational model of the University of Chile. These standards are aligned with the CDIO initiative for engineering education and those established as a result of the analyses carried out at stage 1 (information gathering) and 2 (gap analysis).

Design of methodologies to develop skills

The ADD team will be responsible for leading the implementation of new (or improved) teaching methodologies in the FCFM.The ADD will be responsible for the development of personal skills (for example, capacity for reflection, ability to express themselves, writing, etc.), managerial skills (leadership, teamwork, personnel management, negotiation, etc.) and ‘learning to learn’ skills (How to reinvent yourself so as not to become obsolete in the workplace.How to accept that I don’t know something? How to ask for help? Where can I learn? In what state of mind should I be to maximize my learning?).

Curricular Coor-dination

Initial equalization

Create the Career Management Area (AGC) within the FCFM, whose purpose will be to design and put in place the mechanisms and strategies necessary to accompany and guide students during their academic life, with the intention of helping them to develop their maximum potential.

Curricular Coordination

Assess relevance, adjust expectations and establish the basic guidelines of the new direction desired by 2030 Engineering

Monitoring and Quality Control

Establishment of quality standards

Protect the quality of the education provided in the FCFM, setting the minimum standards that new courses, workshops, laboratories, and assessments must have.

Design of monitoring and quality control systems

Based on the designed quality standards, existing mechanisms and systems will be improved to track and to execute the quality control of the courses that are taught in the FCFM.

Development of pilot tests Perform a pilot to evaluate the Beta version (or minimum Viable product) of the system under real conditions. To do this, a semester-long trial run and adjustment has been arranged, which will be carried out with a sample of representative courses, teachers and students of the FCFM.

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3.3.2 Context for Entrepreneurship

The FCFM requires that the products or services developed by the creation of knowledge, meet the rigorous scientific and technology standards and work ethics that have historically identified this institution. So that the resulting ecosystem virtuously feeds the generation of innovative science and applied technology with scientific impact.

Entrepreneurship should be open to society and be an opportunity for the members of the University, as well as for entrepreneurs and companies operating in the Chilean society to integrate.


The overall objective for the entrepreneurship project, under the New Engineering for 2030 program, is to strengthen R & D in the FCFM, extending its work to research applied to society through mechanisms of value generation and through the development of competencies in its students and the University community in general to launch and commercialize technology.

3.3.2.2 Specific Objectives

The specific objectives for the Entrepreneurship project, are defined as:

• Facilitate the development of entrepreneurial and technology commercialization capabilities in pre and post-graduate students. • Encourage and support entrepreneurship in students.• Encourage and support the commercialization of technology.

To achieve these objectives, the following activities have been defined:

Table 3.10. Entrepreneurship Project Activities

Activities Description

Foundational Creation of an administrative structural organization called the Office for the Management of Innovation Support in the Third Mission GI - 3 aM

Creation of a physical space for entrepreneurship as a place of work and co-construction, focused on the scientific and technological specialization of the enterprises that will be created, called Open Beauchef.

Ecosystem Coherently unite the different worlds of academics, students and professionals of the faculty, and peers in other disciplines within the University, with entrepreneurs and companies in the private world, with ecosystems of entrepreneurship in the country, with the needs of the state, with selected international centers and related to the creation of enterprise and innovation.

Educating on the third mission. That is, to provide capabilities to train and educate students, academics and professionals in the mission to transfer knowledge creation to society through known and formal mechanisms. Doing this during the formal undergraduate, and postgraduate phases as well as in workshops, internships and ad-hoc courses that will be gradually generated.

Support the early innovators. Those groups, previously selected according to their potential and interest, will be supported with resources. That is, with technical staff expert in the area, with financial resources and local and international contacts.

Measure results with performance indicators that permanently evaluate the programs and results.

Properly and powerfully communicate, both internally and externally, to disseminate and attract stakeholders to participate and benefit from the ecosystem.

Establish standards and ethics protocols to create an adequate framework that permits the proper development of private activities together with activities funded by the University and unpaid work, while avoiding any possible conflicts of interest.

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3.3.3 Context for Technology Transfer

The Technology Transfer Project, will focus on the challenges of the country and the region.

Thus, the activities will center on the improvement of dialogue with the external environment, to generate cultural change and apply our R&D potential to solving major problems within industry and society. These activities in turn, are framed within strategic areas of R&D, both of national and international impact, which have the greatest competitive opportunities, given the reality of both the FCFM as well as Chile and the region as a whole.

To focus our R&D activities on technological challenges of scale, there is a need for a complete transformation in our ecosystem and closer links with industry, society, and the external environment in general, in order to show lines of existing FCFM research, and in tandem, analyze their technological potential. The challenges that these new bonds generate will drive new research lines for improving Technology Transfer.From this dialogue and new ecosystem, new research opportunities will generate an increase in the number of technological products (patents, licensing, etc.). This organized institutional change facilitates, for example, the creation of incentives and formalization of Technology Transfer (TT) activities that generate internal synergies, and the creation of a Researcher’s course within institutionally recognized schools, to strengthen these areas.

Therefore, there is a need for a new structure, as an articulated unit, so as to enhance the role of R+D+i internally and to add innovation concepts to our culture and ecosystem. This may reduce the gap detected in our diagnosis: “a lack of a specialized administrative structure to foster innovation, entrepreneurship and Technology Transfer”.


The general or strategic objectives of Technology Transfer, can be summarized as:

• Improve the connection of the FCFM with the needs of industry and society, strengthening existing structures and/or generating new ones.• Increase the capacities to generate synergies between the various structures of the Faculty and the University in the field of TT, and generate an ecosystem that strengthens connectivity with the external environment.• Fortify multidisciplinary R + D + i towards the challenges of Industry and Society in the areas of priority for the FCFM by increasing graduate students and improving their links with other centers and other agents focused on Technology Transfer, actively promoting their co-supervision across disciplines.

3.3.3.2 Specific Activities

In accordance with the objectives of the project, the following table summarizes the relevant activities for the Technology Transfer project:

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Table 3.11. Technology Transfer Project Activities

Objective Activities Description

Improve the FCFM’s connection with the needs of the industry and society, strengthening existing structures and/or generating new ones.

Create an Articulation Unit for relations with the external environment (UAM)

This unit is responsible for centralizing information to and from the Faculty on issues related to TT. The main focus of this unit is the generation of networks between the external environment (companies, entrepreneurs, official departments, etc.) and research developed in the FCFM, so one needs to have an understanding of both what is internally researched and also the needs of the external environmental.

Appraisal of industry needs in priority areas.

Generate industry internships in the FCFM from awarded projects.

Incorporate industry professionals from external environment to thesis commissions.

Promote leveraging of external funds.

Deepening the relationship between FCFM Centers, industry and society

Enhance ways to improve relationship with the different agent networks through the new FCFM structure currently existing in the Centers.

Disseminate TT developed in the FCFM to industry and society

Develop a communication strategy to boost the presence of media in mass information, social networks and the media industry, regarding R+D+i activities carried out at the FCFM.

Promote dialogue for the liaison between the FCFM and external environment

Create a portal for TT to receive complaints and promote activities Connect professional master’s students with local projects

Carry out work among master’s students, and technological projects of the Faculty.

Create a competitive fund for internal projects that enhance the TT

Create a competitive fund for the community with the goal of developing projects that promote technology transfer from the faculty and external entities.

Increase the capacities to generate synergies between the various structures of the Faculty and the University in the field of TT, and generate an ecosystem that strengthens connectedness with the external environment.

Strengthening the role of existing centers within the FCFM

Analyze the formalization of particular centers so they can increase their impact on the current internal structure.

Create synergy through improved liaisons between the Centers created.

Create formal channels so that the Centers with highest TT impact can motivate other Centers with less focus in this area and invite other academics to enrich the activities of Centers already in operation.

Maximize current University and Faculty structures for TT

Maximize the UNTEC role in Faculty processes as a facilitator of technology transfer while generating strategies between UNTEC and UAM.

Take advantage of the external environment networks of IDIEM to create and/or promote lines of joint research between the IDIEM, academics and businesses. These endeavors carried out by the IDIEM and academics will be shared, in relation to solving problems within the industry.

Coordinate R+D+i activities with other centers and/or researchers from other Faculties and with the Vice-rectory to enhance TT strategy.

Improve the organization and TT functioning

To achieve this action, TT will create a permanent panel for discussion and development of incentives, policies, strategies and best practices of TT; create a standard documentation repository for TT activities and create a system to quantify the TT within the FCFM.

Competition for TT Acceleration Create a competitive fund that allows laboratory prototypes to become industrial prototypes and subsequently transfer products to the industry or business ecosystem. A committee formed by industry professionals and academics will select and accompany prototype proposals to be strengthened. These funds may be supplemented by external resources or may act in counterpart with others.

Create mechanisms that support the development of TT with the industry

Create support funds for nomination of TT projects

Training courses for academics, researchers, postdocs, postgraduates and administrative personnel

Create technological tours focused on priority areas

Disseminate national and international doctoral programs

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Fortify multidisciplinary R + D + i towards the challenges of Industry and Society in the priority areas of FCFM by increasing graduate students and their improved linkages with other centers and other agents focused on TT, actively promoting the co-supervision of theses across disciplines.

Increase R + D + i by increasing number of graduate students

Create scholarship bridges:

Strengthen PhD and Postdoc Conicyt scholarships with the industry.

Generate a postgraduate strategic plan, to analyze the current failures in the weakest postgraduate programs and then execute actions to assist them in their areas of need.

Validate and enhance research lines in priority areas creating a committee to discuss the priority areas of FCFM. This panel will be responsible for disseminating research and challenges present in the priority areas and will also be in charge of generating discussion around these issues among academics. Involvement is expected of this committee of international researchers, centers, and external national universities.

Promote research priorities through the Centers

Create a strategic plan that allows FCFM Centers to coordinate and generate greater synergy and/or focus on all strategic areas.

Strengthen existing international agreements currently in Centers, publishing existing international R+D+i cooperation agreements within the FCFM community in such a way as to take advantage of their potential. The Centers are expected to take advantage of research areas not currently developed with the participation of other agents.

Create Faculty Seminars for centers to disseminate their activities to graduate students. Seminars will be created at the graduate school level, where centers showcase their objectives, methodologies, and research so as to generate multidisciplinary collaborations within reach of all graduate students.

Promote multidisciplinary approaches to Postgraduate theses with industry

Create of an internal body at the FCFM, allowing graduate students to offer seminars to students from other graduate programs.

Encourage and facilitate graduate program students in taking courses from other valid programs as electives.

Promote multidisciplinary graduate thesis with Industry.

Objective Activities Description

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Juan Cristobal Zagal

Entrepreneurship Mechani-cal Yes

Marcos Díaz

International Relations Electrical Yes

Teodoro Wigodski

Company Director Adviser Industry Yes

Barbara Poblete

International Relations

Computer Science Yes

Willy Kracht

Change Management Mining Yes

Martin Reich

Curricular Coordination Engineer Geology Yes

Francisco Ortega

International Relations Physics Yes

Leonardo Basso International Relations Civil Yes

Felipe Alvarez

Vice-Dean and Project Director

Mathe-matics Yes

Cristian Chehade Project Engineer Industry Yes

Mauricio Morales Project Engineer - Yes

Ma José Contreras

Sub-Director Teacher Administration Staff Yes

Richard Weber

Director Postgraduate School Industry Yes

Ignacio Díaz Project Engineer - Yes

Aldo Casali

Director Undergraduate School Mining Yes

Ingrid Sepúlveda

Sub-Director Postgradu-ate School Staff Yes

3.4.2 Conclusions of Risk Identification

3.4.2.1 Classified summary of the risks identified

The rating classification represents the likelihood by the impact analysis, according to the matrix defined in the plan.

Risk Identification WorkshopDate: 11/12/2014 – 19/12/2014 – 06/01/2015

Name Role FCFM Department

Attendance (Y/N)

3.4 Risks Identification for Curricular Harmonization Project3.4.1 Risk / Opportunities Workshops

The risks/opportunities workshop was the starting point to fill out the attached file Risk Register v0 with the record of risks/opportunities.

The workshop addressed all points in this document necessary to complete the Excel annexed to this plan. The topics of the workshop were:

• Initial identification of the Risks/ Opportunities• Analysis and evaluation of each of the items identified, classifying them in a 5 X 5 matrix of probability versus impact. • Management plan for each of the items depending on individual analysis and previous classification

The following table shows the attendance and the date when the workshop was held:

Table 3.12. Curricular Harmonization Project Risk Identification Workshop Attendees

Risk Identification WorkshopDate: 11/12/2014 – 19/12/2014 – 06/01/2015


Attendance (Y/N)

Juan Velasquez Project Sub-Director Industry Yes

Claudio Falcón

Curricular Coordination Physics Yes

Fabián Rojas

Curricular Coordination Civil Yes

Jorge Pérez


Computer Science Yes

Francisco Molina

Curricular Coordination Industry Yes

Viviana Meruane

Change Management

Mechani-cal Yes

Humberto Palza Technology Transfer Chemistry Yes

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Table 3.13. Curricular Harmonization Project Risk Classification

Rating Risk Name

High Academic overload makes it difficult to implement new learning methodologies.

Failure to comply with the strategic vision of harmonization.

Non-compliance due to the time required for internal and external bureaucracy.

Lack of information from the academics on the project.

Losing ethos of the common plan.

Loss of branding by making curricular changes.

Poor communication of the project to the students.

The speed of the project acts to the detriment of the communications. Going too fast may result in poor communication with stakeholders and the community.

Significant Focus on entrepreneurship can hamper public approval of the graduates.

Lack of incentives for master students to participate in activities of i + e

Lack of information from the academic body.

Loss of positioning (value and quality) in the labor market.

Make changes in the curricula of the courses that affect the accreditation.

Negative impact on entrance pass grade due to the project’s innovative teaching methods.

Reduction of the academic quality standards.

Medium Dissent from academics to implement new methodologies.

Failure to comply with the deadline of September 2015 for the strategic vision.

Implementation of a national engineering measurement system. Given the advanced talks that there are over doing a test to the Bachelor of Engineering from around the country.

Incomplete information gathering.

Lack of interest in postgraduate co-curricular activities.

Lack of interest in the offer of continuing education of the FCFM (diffusion-information).

Low credibility of proposals with academics, head teachers, directors, etc.

Low participation of PhD students in activities of i + e.

Non-integration of the different areas of the FCFM (ADD) to support new methodologies.

Not detect the needs of former students in continuing education.

Not having a platform for continuing education, which sustains the process of maintaining a link with graduates.

Quality control problems in the provision of continuing education.

Reduction of the appeal for the applicant. Lower positioning of the undergraduate program in view of applicants via PSU.

The administrative structure of the FCFM is not compatible with shortening the duration of studies.

Low Competition for masters students (human capital) to leverage research.

Compliance with master’s creation dates.

Lack of interest of students or graduates to take the i + e Master’s due to lack of differentiation or coherence with current market needs.

Obsolescence of the master’s program.

Opposition from an internal FCFM stakeholder to the i + e Master.

The mater’s program does not pass all of the internal approval instances of the FCFM - U. de Chile.

Time pressure that promotes doing without thinking.

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3.4.2.2 Visual Dashboard and Conclusion for Curricular Harmonization

The review of the risk identification and analysis show:

1. The main sources of risks for the project are associated with the management of Stakeholders and Communication, definition of scope, time, and expected quality.

2. The organizational risks identified, make mention of lack of incentives, information, interest and the time of students and academics. Project management risks, are directly related to the organizational aspects.

3. The risk strategies and mitigations that will be generated aim to control and reduce the ranking from High – Significant to Medium or Low. That is, they aim to mitigate 64% of the identified risks.

4. The risks are concentrated in the upper right quadrant; of high probability of occurrence and major impact.

Figure 3.3. Curricular Harmonization Project Risk Dashboard

5. In general, the risks identified, together with their ranking, have a strong component of stakeholder management. This requires a management strategy consistent with their identification and aligned to the handling of communications and change management.

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3.4.2.3 Risk Source analysis

The risk source classification shows a better arrangement in order to understand the risk:Table 3.14. Curricular Harmonization Risk Classification by Source

Risk Origen Risk Name

Cost Academic overload makes it difficult to implement new learning methodologies

Image or Reputation

Focus on entrepreneurship can dampen the public approval of the graduates

Implementation of a national engineering measurement system.

Lack of information from the academics on the project.

Loss of branding by making curricular changes

Making changes in the curricula of the courses that affect the accreditation.

Reduction of the appeal for the applicant. Lower positioning of the undergraduate program in view of applicants via PSU

Labor Relations Competition for masters students (human capital) to leverage research

Quality Failure to comply with the strategic vision of harmonization

Incomplete information gathering.

Loosing ethos of the common plan

Obsolescence of the master’s program

Quality control problems in the provision of continuing education

Reduction of the academic quality standards.

Scope Lack of interest in postgraduate co-curricular activities

Low credibility of proposals with academics, head teachers, directors, etc.

Negative impact on entrance pass grade due to the project’s innovative teaching methods.

Not detecting the needs of former students in continuing education

Not having a platform for continuing education, which sustains the process of maintaining a link with graduates.

The administrative structure of the FCFM is not compatible with shortening the duration of studies

The master’s program does not pass all of the internal approval instances of the FCFM - U. de Chile

Stakeholders and Communications

Dissent from academics to implement new methodologies

Lack of incentives for master students to participate in activities of i + e

Lack of information from the academic body

Lack of interest by students or graduates to take the i + e Master due to lack of differentiation or coherence with current market needs

Lack of interest in the offer of continuing education of the FCFM (diffusion-information)

Loss of positioning (value and quality) in the labor market.

Low participation of PhD students in activities of i + e

Non-integration of the different areas of the FCFM (ADD) to support new methodologies

Opposition from an internal FCFM stakeholder to the i + e Master

Poor communication of the project to the students.

The speed of the project acts to the detriment of the communications. Going too fast results in poor communication with stakeholders and the community.

Team Management Time pressure that promotes doing without thinking.

Time Compliance with master’s program creation dates

Failure to comply with the deadline of September 2015 for the strategic vision

Non-compliance due to the time required for internal and external bureaucracy

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3.4.2.4 Strategies and Action Plans

Strategies to decrease the probability of occurrence and mitigate the consequences should risks arise are classified generically as Avoid, Transfer, Mitigate, or Accept.

• Avoid: change the project management plan to eliminate the threats that represent an adverse risk. Usually used for High risks.

• Transfer: move the negative impact of a threat, along with the responsibility for the response, to a third party. The risk is not eliminated.

• Mitigate: reduce the probability and/or impact of adverse risk event to an acceptable threshold through a plan of work, resources, time and costs.

• Accept: the project team has decided not to change the project management plan to deal with a risk, or has not been able to identify any other appropriate response strategy. Normally used for low risks.

The detail of action plans to avoid or reduce the risks’ probability or impact, can be reviewed in the Appendix of this document.

For risks identified as High (more likely 2-Unlikely to impact greater than 2-Low), a risk mitigation strategy, to reduce the probability and impact has been established. This includes the definition of a delineated response plan and a person responsible for driving it.

Table 3.15. Curricular Harmonization Risk Response Plans

Risk ID

Risk Responsible

RiskName

Risk response plan

1 Project Co-Director

Loss of branding by making curricular changes

Regular meetings with Stakeholders, listening to their views on the impact of the activities on the branding of graduates from Beauchef.Presence in organizations like the Institute of Engineers. Generate a dissemination strategy.Presence in social networks.Highlight renowned alumni. Track the impact of the proposals on the branding of the FCFM.Controlling and measuring perceptions of the positioning of the graduates.Measure the actions taken to strengthen the positioning and their results.


Lack of information to the academics on the project.

Send a weekly email indicating 5 relevant points of the week, and the main active risks that require action in the short term.Monthly meeting with the complete Curricular Harmonization team.Define two teachers responsible for each of the five areas of Curricular Harmonization.Monthly report on the progress of the project to the rest of the academic community. In addition, allow them to send suggestions so that they feel that they are heard.Create a web page for the project where project information is published, progress or milestones that are completed and goals that are proposed in the future. Create a Twitter account for the project.

23 Dean Losing ethos of the common plan

Identify the ethos of the common plan.Generate a dissemination strategy with a focus on communicating how the project affects or otherwise, the ethos of the common plan.

24 Project Director Poor communication of the project to the students.

Communicate the benefit and impact of the project to internal stakeholders.Deploy a communication plan including internal and external workshops on the status and key point of the project. Inclusion of project information in current media diffusion.Presentation of the project to students, aimed at explaining the conceptual bases, and how it strengthens the FCFM without changing its ethos or academic tradition.

27 Undergraduate School Director

Academic overload makes it difficult to implement new learning methodologies

Organize short workshops in flexible time periods to encourage the participation of academics.Define a process to induce in new methodologies to new academics.Create new criteria in the evaluation process.Engage the ADD.

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30 Project Director The speed of the project acts to the detriment of the communications. Going too fast may result in poor communication with stakeholders and the community.

Hold two events per year, which bring together all the teachers in order to communicate the project status, together with relevant points.Hold an annual conference to which the whole FCFM community invited, to communicate the project status, together with relevant points. Show the results of some of the project activities to people, inviting them to participate in it.

32 Project Director Non-compliance due to the time required for internal and external bureaucracy

Integrate relevant actors that allow you to leverage processes of obtaining information and approval for the project.Make an identification of processes.Deploy the time management plan, including the schedule with time estimation according to expert judgment and previous experience.Generate a monitoring plan for each process and activities or procedure relating to the project.

37 Project Director Failure to comply with the deadline of September 2015 for the strategic vision of Cur-ricular Harmonization.

Share the Curricular Harmonization vision. Integrate existing activities and courses with curriculum Harmonization proposals.Coordinate efforts with the existing areas of the FCFM. Work from aspects macros to micro, maintaining continuity in the process.Establish a time management plan and identification of critical path for its control.

Risk ID

Risk Responsible

RiskName

Risk response plan

All of these risks arise from Stakeholder & Communication, Image or Reputation, Quality, Cost or Time and Scope.

The area of Project Monitoring and Control and Communication will be responsible for following up the risk response plan assigned.

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Table 3.16. Entrepreneurship Project Risk Identification Workshop Attendees

Risk Analysis Workshop Date: 06/03/2015


Attendance (Y/N)

Juan Velasquez

Project Sub-Director Industry Yes

Claudio Falcón

Curricular Coordination Physics Yes

Fabián Rojas

Curricular Coordination Civil Yes

Jorge Pérez


Computer Science No

Francisco Molina

Curricular Coordination Industry Yes

Viviana Meruane

Change Management Mechanical Yes

Humberto Palza

Technology Transfer Chemistry Yes

Juan Cristobal Zagal

Entrepreneurship Mechanical Yes

Marcos Díaz

International Relations Electrical Yes

Barbara Poblete

International Relations Industry Yes

Willy Kracht

International Relations

Computer Science No

Martin Reich

Change Management Mining Yes

Francisco Ortega


EngineerGeology Yes

Leonardo Basso

International Relations Physics Yes

Felipe Alvarez

Vice-Dean and Project Director Mathematics Yes

Mauricio Morales Project Engineer - Yes

Ignacio Díaz Project Engineer - Yes

Jaime Alée Entrepreneurship - Yes

Luis Salas Project Engineer - Yes

3.5 Risk Identification for Entrepreneurship Project3.5.1 Risk Workshop

A risk analysis workshop with the New Engineering for 2030 team project was held to review the work done during the phase of risk identification with the Entrepreneurship team.

The workshop addressed all points in this document necessary to complete the risk register annexed to this plan. The topics of the workshop were:

• Risk identification, evaluation and response plan review.• Review of the analysis and evaluation of each of the items identified, classifying them in a 5 X 5 matrix of probability versus impact. • Management plan for each of the items depending on individual analysis and previous classification.

The following table shows the attendance and the date when the workshop was held:

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3.5.2.1 Classified summary of the risk identified

The rating classification represents the likelihood by the impact analysis, according to the matrix defined in the plan.Table 3.17. Entrepreneurship Project Risk Classification

Rating Risk Name

01 High Access of students to the OpenBeauchef carrying out activities that have no bearing whatsoever on entrepreneurial undertakings.

Lack of interest of academics to participate in activities which encourage entrepreneurship for postgraduate students

OpenBeauchef Infrastructure does not encourage the co-working spirit for which it was intended

Rejection by the academics to participate in the entrepreneurship undertaking

The space for OpenBeauchef is not ready when required

The understanding of the objectives of the entrepreneurship undertaking varies among the participants to the March 6, 2015 workshop. This stands true also for the rest of the relevant stakeholders.

02 Significant Lack of alignment among those responsible to manage the entrepreneurship plan (Admin) and those responsible for OpenBeauchef.

Lack of an IT platform to provide a comprehensive support to the entrepreneurship undertaking

Lack of capability to attract ideas and the interest from investors and the industry for entrepreneurship undertakings based on science and technology

Lack of time/interest of good entrepreneurship prospects or current entrepreneurship researchers to attend and participate in innovation and entrepreneurship activities

Lack of visibility of the FCFM in i + e may derive in missing opportunities to strengthen links with its external environment; thus at the end of the 3 years, there could be no recognition for the faculty and the university.

Misunderstanding by academics, researchers and students of the purpose of the entrepreneurship undertaking.

03 Medium Lack of interest by students in participating in the OpenBeauchef, co-working activities, workshops and the ENT undertaking in general.

Misunderstanding by the academics of the purpose of the entrepreneurship undertaking

Not having enough mentors to provide continuity of the Entrepreneurship endeavor.

Projects being assigned to people from the 2030 group

That the quality of entrepreneurship does not fulfil the standards of the FCFM

04 Low Lack of interest of external incubators to generate alliances with the FCFM

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3.5.2.2 Visual dashboard for Entrepreneurship


1. The main sources of risks for the project are associated with the Interest in participation, work space and definition of scope.

2. The strategic aspect identified as the most important classification for this project makes mention of a lack of interest, participation and misunderstanding of the project scope by the stakeholders.


4. The risks are concentrated in the upper right quadrant; of high probability of occurrence and major impact.

Figure 3.4. Entrepreneurship Project Risk Dashboard

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The risk source classification shows a better arrangement in order to understand the risk:Table 3.18. Entrepreneurship Project Risk Classification by Source

Risk Source Risk Name

Image or Reputation

Lack of visibility of the FCFM in i&e may derive in missing opportunities to strengthen links with its external environment; thus at the end of the 3 years, there could be no recognition for the faculty and the university.

Projects being assigned to people from the 2030 group.

Interest of participation

Lack of interest of academics to participate in activities which encourage entrepreneurship for postgraduate students.

Lack of interest of external incubators to generate alliances with the FCFM.

Lack of interest by students to participate in the OpenBeauchef, co-working activities, workshops and the ENT undertaking in general.

Lack of time/interest of good entrepreneurship prospects or current entrepreneurship researchers to attend and participate in innovation and entrepreneurial activities.

Not having enough mentors to provide continuity of the Entrepreneurship endeavor.

Rejection by the academics to participate in the entrepreneurship undertaking.

Quality Lack of an IT platform to provide comprehensive support to the entrepreneurship undertaking.

That the quality of entrepreneurship does not fulfil the standards of the FCFM.

Scope Misunderstanding by academics, researchers and students of the purpose of the entrepreneurship undertaking.

Misunderstanding by the academics of the purpose of the entrepreneurship undertaking.

The understanding of the objectives of the entrepreneurship undertaking varies among the participants to the March 6, 2015 workshop. This stands true also for the rest of the relevant stakeholders.


Lack of capability to attract ideas and the interest from investors and the industry for entrepreneurship undertakings based on science and technology.

Team Management

Lack of alignment among those responsible for managing the entrepreneurship plan (Admin) and those responsible for OpenBeauchef.

Work Space Access of students to the OpenBeauchef carrying out that have no bearing whatsoever on entrepreneurial undertakings.

OpenBeauchef Infrastructure does not encourage the co-working spirit for which it was intended.

The space for OpenBeauchef is not ready when required.


Strategies to decrease the probability of occurrence and mitigate the consequences should risks arise are classified generically as Avoid, Transfer, Mitigate, or Accept.

• Avoid: change the project management plan to eliminate the threats that represent an adverse risk. Usually used for High risks.

• Transfer: move the negative impact of a threat, along with the responsibility for the response, to a third party. The risk is not eliminated.

• Mitigate: reduce the probability and/or impact of adverse risk event to an acceptable threshold through a plan of work, resources, time and costs.

• Accept: the project team has decided not to change the project management plan to deal with a risk, or has not been able to identify any other appropriate response strategy. Normally used for low risks.

The detail of action plans to avoid or reduce the risks’ probability or impact, can be reviewed in the Annexes of this document.

For risks identified as High (more likely 2-Unlikely to impact greater than 2-Low), a risk mitigation strategy, to reduce the probability and impact has been established. This includes the definition of a delineated response plan and a person responsible for driving it.

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Table 3.19. Entrepreneurship Project Risk Response Plans

Risk ID

Risk Responsible

RiskName

Risk response plan

43 Director of Open Beauchef

Access of students to the Open Beauchef carrying out activities that have no bearing whatsoever on entrepreneurial undertakings

Develop a mini project: “Governance and protocol model for the use of OpenBeauchef” E.g. profile of the users; selection/filters; duration in the space; booking of spaces; establish clear rules to cancel the accessibility rights of people not following the guidelines; develop an access control mechanism using IT systems; etc... The plan needs to generate a culture of entrepreneurship activities. Nevertheless, it is needs to be remembered that OpenBeauchef is an open space in which many ideas may precisely emerge in conversation or even while developing other activities.


Open Beauchef Infrastructure does not encourage the co-working spirit for which it was intended

Develop and implement a mini project: “OpenBeauchef needs to the consistent with the purpose of the ENT endeavour” e.g define and design of the lay out, furniture, accessories, ancillary services, equipment, space feeling; operational support to maintain the space and ensure that it is kept adequately


The OpenBeauchef space is not ready when required

It should be part of the mini project for risk # 47. Have alternative temporary spaces to start the co-working environment whether outside the faculty or in other areas within the faculty.

51 Entrepre-neurship Project Engineer

Lack of time/interest of good entrepreneurship prospects or current entrepreneurship researchers to attend and participate in innovation and entrepreneurship activities

The plan was conceived in such way that for the first year, the program would be concerned about those projects which had potential and with a greatest probability of success. During this first stage, the program would rest in all sure winners. It is expected that this strategy will assist in creating awareness among researchers


Lack of an IT platform to provide comprehensive support to the entrepreneurship undertaking

Agree and maintain adequate contracts and relationships with IT service providers. Have a Plan B like manual systems in place to be used at the beginning while the IT platform becomes fully operational

58 Director GI 3M-a

Lack of capability to attract ideas and the interest from investors and the industry for entrepreneurship undertakings based on science and technology

This strategy should be treaty as a mini project: “developing capacities to attract investment”, ideas: strengthen capabilities of the researchers to capture the needs of the industry. Develop a mechanism to detect the interests of the industry and investors and to link them with entrepreneurship projects. Involve postgraduate teams since they work with the industry. Create mechanisms to capture foreign investors to mitigate the risk of solely depending on nationals. Strengthen the association with Alumni VIP. Create alliances with incubators. Place researchers in attractive fields so that they can be captured by investors. There are some ideas which have the potential to become a business. However, the FCFM lacks a Business View and the ability to create links with the industry. Former students must also be part of the strategy.

62 Project Engineer

Lack of alignment among those responsible to manage the entrepreneurship plan (Admin) and those responsible for Openbeaucheff

Coordination of activities, resourcing and budgeting. Incentives and qualification of personnel to achieve required outcome. Governance and well defined roles to minimize confusions since there are 2 different roles. OpenBeauchef is a co-working portal orientated to exchanging information and creating innovation teams of people in the bounds of the ideas. At the beginning, it is essential that the GI- 3M-a Office be located sharing facilities with OpenBeauchef


Lack of interest of academics to participate in activities which encourage entrepreneurship for postgraduate students

This mitigation plan will be carried out as a mini project. Some ideas: Recruit ambassadors for the 2030 Engineering Program from each department. There could be incentives offered to the ambassadors and academics by the faculty such as: validation of UDs, creating AUCAI, assisting in the creation of a unit to support academia so that their participation in the entrepreneurship undertaking does not affect their own tasks in terms of time and logistics.

111 Director of the GI 3A-m

Misunderstanding by academics, researchers and students of the purpose of the entrepreneurship undertaking

The Strategic Communication Plan needs to convey that this is a Faculty Project bringing everybody together


Rejection by the academics to participate in the entrepreneurship undertaking

On one hand, incentives for those academics who may refuse to participate need to be defined. On another, it is a cultural “attitude” which needs to be changed within the faculty and that would require motivation among the academics themselves.

113 Vice-Dean, Director de the GI 3A-m, other relevant people from the project

The understanding of the objectives of the entrepreneurship undertaking vary among the participants to the 6-MAR-2015 workshop, let alone to the rest of the relevant stakeholders

Reach an agreement as soon as possible about the objectives of the entrepreneurship undertaking


Lack of visibility of the FCFM in i&e may derive in missing opportunities to strengthen links with its external environment; thus at the end of the 3 years, there could be no recognition for the faculty and the university.

Carry out events in which researchers can show their projects or speak about their research. Show cases of success. Place researchers where they can be seen.

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3.6.2.1 Classified summary of the risk identified

The rating classification represents the likelihood of occurrence by the impact analysis, according to the matrix defined in the plan.

Table 3.21. Technology Transfer Project Risk Classification

Rating Risk Name

01 High Adoption of R & D methodologies in industry is regarded as expenditure and not investment and this holds back the generation of technological products.

Impact on the research processes due to promotion of technology transfer.

Lack of alignment between the different units to be created in Technology Transfer and Entrepreneurship.

02 Significant Disagreement or lack of definition within the academic body of the priority areas defined by the Faculty.

Low appreciation, interest, perception of value and incentives, in activities of integration with the environment and of Technology Transfer.

03 Medium Capture of resources for Technology Transfer initiative by special interest groups, may have a bias.

Confidentiality, safety and industrial secrecy restrictions, impact on the open relationship with industry and access to facilities.

Difficulty of attracting critical mass of industry participants to the Technology Transfer seminars, given the wide range of these activities on the market, could derail the initiative.

Internal resistance within the FCFM to formal incorporation of the new “Researcher” degree.

Internal resistance within the FCFM to the incorporation of simple communicational language, that ensures the dissemination of the work.

Lack of coordination to take advantage of the synergies between the University Research Office, the different structures of Technology Transfer used by the Centers and mechanisms which individual academics use.

Poor collaboration between scholars and the FCFM Centers, about strategic information, confidentiality, disclosure prior to publications, specific knowledge or knowledge generation costs.

04 Low Difficulties and/or cultural resistance in linking with international environment.

Participation in industry internships, may interfere with other initiatives for involvement of students with the world of work.

3.6 Risk Identification for Technology Transfer Project3.6.1 Risk Workshop

In order to identify risks, a series of review meetings have been held jointly with the project teams.

The following topics were reviewed and ratified dur-ing the meetings:

• Risk identification, evaluation and response plan.• Review of the analysis and evaluation of each of the items identified, classifying them in a 5 X 5 ma-trix of probability versus impact. • Management plan for each of the items depending on individual analysis and previous classification.

Table 3.20. Technology Transfer Project Risk Identification Workshop Attendees

Risk Identification meeting reviewDate: 03/03/2015 - 05/03/2015


Attendance (Y/N)

Juan Velasquez

Project Sub-Director Industry Yes

Humberto Palza

Technology Transfer Chemistry Yes

Mauricio Morales

Project Engineer - Yes

Alejandro Jofré CMM Director Mathematics Yes

Richard Weber

Director Postgraduate

SchoolIndustry Yes

Ignacio Díaz

Project Engineer - Yes

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3.6.2.2 Visual dashboard for Technology Transfer


1. The main sources of risks for the project are as-sociated with the Stakeholder and communication, Interest of participation and confidentiality barriers in the industry and internally to FCFM.

2. Organizational and external aspect were identified as the most important classification for this project make mention of participation of the industry, syner-gies between different center of the FCFM between others.


4. The risks are distributed round the center of the matrix. That is, with medium probability and impact medium.

Figure 3.5. Technology Transfer Project Risk Dashboard

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The risks identified as ‘High’ and their response plans, have been assigned to the director of the Coordination with the Environment Unit (UAM):

Table 3.23. Technology Transfer Project Risk Response Plans

Risk ID

Risk Responsible

RiskName

Risk response plan

78 Director of UAM


Increase the number of academics in the Faculty to work in Technology Transfer. Incorporate and validate Technology Transfer aspects in the academic career and recognize those people who only engage in transfer, as is the case of the scientists in the CMM.

91 Director of UAM

Adoption of R & D methodologies in industry is regarded as expenditure and not investment and this holds back the generation of technological products.

Define a roadmap for working with various industries and companies, and start work with those that have areas of R & D and where there is a synergy for Technology Transfer.Define plans of work to manage the industry’s demands, aligned to its strategic objectivesShow samples of Technology Transfer solutions in timely manner to reduce negative impacts of industry volatility.Assimilate into the functions of the UAM Coordination Unit.Create internships for industry people in the FCFM Centers to ensure technology transfer.Review and evaluate the creation of intermediate companies, sponsored the FCFM, that carry out to research and Technology Transfer.

110 Director of UAM

Lack of alignment between the different units to be created in Technology Transfer and Entrepre-neurship.

A committee to review synergies between Technology Transfers and Entrepreneurship projects will be created.


The risk source classification shows a better arrangement in order to understand the risk:

Table 3.22. Technology Transfer Project Risk Classification by Source

Risk Source Risk Name

Confidentiality Confidentiality, safety and industrial secrecy restrictions, impact the open relationship with industry and access to facilities.

Poor collaboration between scholars and the FCFM Centers, about strategic information, confidentiality, disclosure prior to publications, specific knowledge or knowledge generation costs.

Culture in different countries

Difficulties and/or cultural resistance in linking with international environment.

Governance to Technology Transfer

Lack of coordination to take advantage of the synergies between the University Research Office, the different structures of Technology Transfer used by the Centers and mechanisms which individual academics use.

Image or Reputation

Internal resistance within the FCFM to the incorporation of simple communicational language, that ensures the dissemination of the work.

Interest of participation

Internal resistance within the FCFM to formal incorporation of the new “Researcher” degree.

Low appreciation, interest, perception of value and incentives, in activities of integration with the environment and of Technology Transfer.


Adoption of R & D methodologies in industry is regarded as expenditure and not investment and this holds back the generation of technological products.

Capture of resources for Technology Transfer initiative by special interest groups, may have a bias.

Difficulty of attracting critical mass of industry participants to the Technology Transfer seminars, given the wide range of these activities on the market, could derail the initiative.

Disagreement or lack of definition within the academic body of the priority areas defined by the Faculty.


Lack of alignment between the different units to be created in Technology Transfer and Entrepreneurship.

Participation in industry internships, may interfere with other initiatives for involvement of students with the world of work.

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Table 3.24. Program Key Risk Indicators as at March 31st 2015

KRIID

Key Risk Indicator Name Unit 31-MAR-2015 EffortNeeded

KRI02 % of unassessed risks % 4,5% →

KRI03 Recurring audit finding instances

N° 11

KRI04 Number of Risk Events N° 0 →

KRI05 Risk Trend N° 67

KRI07 % of risks which have probable frequency of occurrence and probable magnitude of impact measured

% 100.0% →

KRI08 % of staff trained in critical risk management techniques

% 100.0% →

KRI12 Cycle time from discovery of a control deficiency to risk acceptance decision

days 15.6

KRI14 Frequency of risk management activity reporting

days 30 ↓

KRI17 % of risk migration plans executed on time

% 0.0% ↑

KRI19 % of risk incident response plans past their next required review date

% 0.0% →

KRI22 Number of risk incident response plans without an accountable

N° 0 →

KRI23 % of overdue risk vulnerabilities

% 0.0% →

KRI24 Average number of days that vulnerabilities open

days 61.8 ↓

KRI28 % of re-opened risk vulnerabilities

% 0.0% →

3.7 Key Risk Indicators(KRI) Measures

The KRI’s as of March 31, 2015, are shown in the following table.

Analysis of the results of the indicators shows that:

a) There are 67 identified risks. Their correct management should decrease this number.

b) There are 3 unassessed risk in the Entrepreneurship Project.

c) There is no risks that has not been evaluated or risk events that have been realized or whose probability has reached 100%.

d) The time that passes between a risk being identified and when an action plan for its control is defined is a little more than 13 days. This indicator should be monitored because it establishes the reaction times.

e) Currently a risk review is held every 30 days. Reducing this to biweekly reviews is in the proposal.

f) Someone has been defined as accountable for each risk. However, some of them have been assigned to a future role, but not to someone in particular.

g) At 31/03, risks remain open on average 61 days – without their probability or impact having been reduced by 100%.

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4.MODIFIEDBUDGET

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Note: The amounts in the following tables are expressed in thousands of Chilean pesos.

Table 4.1. Contributions CORFO and University per Area.

2014 2015 2016 2017 Total

UCHILE CORFO UCHILE CORFO UCHILE CORFO UCHILE CORFO UCHILE CORFO TOTAL

Human Capital and Change Management

17.891 15.173 74.515 60.036 81.915 92.036 45.943 85.556 220.264 252.802 473.065

Applied R&D&i and Industry Engagement Activities

403.231 15.173 74.515 198.486 227.438 354.536 142.958 240.555 848.142 808.751 1.656.892

Technology Commercialization and Entrepreneurship

18.291 15.173 248.036 454.960 308.993 477.116 209.229 354.494 784.549 1.301.744 2.086.293

International Alliances 17.891 15.173 83.515 53.236 90.915 108.836 51.934 76.756 244.264 254.002 498.265

Curricular Harmonization and Technological Graduate Programs Activities

17.891 15.173 78.115 139.936 85.515 124.436 48.343 103.156 229.864 382.702 612.565

475.194 75.865 558.695 906.655 794.775 1.156.961 498.417 860.518 2.327.081 3.000.000 5.327.081

Note: CORFO has awarded a $ 3,000 million pesos grant for 3 years that is equivalent to $ 5 million US dollars.

Table 4.2. Contributions CORFO and University of Chile per kind of cost.

2014 2015 2016 2017 Total


Human Resources 32.102 68.574 233.574 303.981 338.574 485.781 265.716 344.847 869.996 1.203.183 2.073.149

Operational Expenses 57.752 7.291 35.700 399.449 35.700 606.780 35.700 471.405 164.852 1.484.925 1.649.777

Investment 385.340 0 289.421 176.925 420.501 8.000 197.001 6.667 1.292.263 191.592 1.483.885

Administration 0 0 0 26.300 0 56.400 0 37.600 0 120.300 120.300

475.194 75.865 558.695 906.655 794.775 1.156.961 498.417 860.519 2.327.081 3.000.000 5.327.081

Table 4.3. Distribution of central administration per area.

2014 2015 2016 2017 Total



6.121 15.173 5.915 26.436 5.915 28.436 3.943 23.156 21.893 93.202 115.095


6.121 15.173 5.915 26.436 5.915 28.436 3.943 23.156 21.893 93.202 115.095


6.121 15.173 11.315 26.436 11.315 28.436 7.543 23.156 36.294 93.202 129.495

International Alliances 6.121 15.173 14.915 26.436 14.915 28.436 9.943 23.156 45.893 93.202 139.095


6.121 15.173 9.515 26.436 9.515 28.436 6.343 23.156 31.493 93.202 124.695

30.603 75.865 47.574 132.181 47.574 142.181 31.716 115.781 157.467 466.008 623.475

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Table 4.4. Distribution of transversal activities per area.

2014 2015 2016 2017 Total



11.770 0 68.600 0 76.000 0 42.000 0 198.370 0 198.370


11.770 0 68.600 0 76.000 0 42.000 0 198.370 0 198.370


11.770 0 68.600 0 76.000 0 42.000 0 198.370 0 198.370

International Alliances 11.770 0 68.600 0 76.000 0 42.000 0 198.370 0 198.370


11.770 0 68.600 0 76.000 0 42.000 0 198.370 0 198.370

11.770 0 68.600 0 76.000 0 42.000 0 198.370 0 991.850

Table 4.5. University of Chile contributions.

2014 2015 2016 2017 Total

Hiring New Academics 0 150.000 255.000 210.000 615.000

Satellite Launch Project 58.851 0 0 0 58.851

Improvement of other laboratories (articulation with Openbeauchef) 0 96.421 149.978 99.986 346.385

Purchase and installation of networks to Bigdata in Astronomy, Mining and Smart Systems 385.340 0 145.523 97.015 627.878

Other operational contributions 0 68.000 0 0 68.000

Operational Expenses FabLab 400 35.700 35.700 35.700 107.500

Improvement of IDIEM equipment 0 125.000 125.000 0 250.000

Hiring Staff Central Administration Project 16.457 47.574 47.574 31.716 143.321

Human Resources Fablab 14.146 36.000 36.000 24.000 110.146

475.194 558.695 794.775 498.417 2.327.081

ACKNOWLEDGEMENTS

We wish to thank the anonymous referees for their careful review and constructive criticism on the first version of our proposal. We highly appreciate the comments and suggestions of Prof. Craig Gotsman (Cornell NYC Tech), Prof. Sergio Celis (FCFM- UChile) and Ms. Claudia Mac-Lean (FCFM-UChile), which significantly contributed to improving the presentation and contents of this report.