Victoria Galán-Muros
Dr. Victoria Galan-Muros is a leading consultant and policy advisor who has worked in the interface between universities, business and policy makers for a decade in over 30 countries and co-authored over 50 consulting reports for the European Commission, the OECD, governments and universities.
Victoria is also a recognised researcher in higher education management and university-business cooperation, with over 40 publications. She has been invited to lecture at 12 universities in 4 continents and to deliver professional workshops internationally.
Previously a policy analyst at the OECD and a senior consultant at Technopolis Group UK, Victoria is currently the research director at the Global Institute on Innovation Districts (GIID), a nonprofit organisation created in partnership with The Brookings Institution to advance the development of innovation districts. She is also the co-founder of the Innovative Futures Institute (IFI), a research-based consulting firm that advises and actively supports organizations and governments in their innovation efforts, and the director for Policy Affairs at the University-Industry Innovation Network (UIIN), a leading organisation that drives innovation and entrepreneurship through university-industry interaction.
Victoria co-created the UBC Ecosystem Framework and was the scientific and policy manager of the initiative ‘State of University-Business Collaboration in Europe’ for the European Commission. Victoria has been invited to speak at events in over 30 countries on university-business cooperation, the future of universities, entrepreneurial universities and innovative cities/regions.
Victoria has two 4-year undergraduate degrees at Universidad de Granada in Business Management and also in Market Research, she holds a MSc in Social Research Methods at London School of Economics and a PhD in University-Business Cooperation at Vrije Universiteit Amsterdam.
Victoria is also a recognised researcher in higher education management and university-business cooperation, with over 40 publications. She has been invited to lecture at 12 universities in 4 continents and to deliver professional workshops internationally.
Previously a policy analyst at the OECD and a senior consultant at Technopolis Group UK, Victoria is currently the research director at the Global Institute on Innovation Districts (GIID), a nonprofit organisation created in partnership with The Brookings Institution to advance the development of innovation districts. She is also the co-founder of the Innovative Futures Institute (IFI), a research-based consulting firm that advises and actively supports organizations and governments in their innovation efforts, and the director for Policy Affairs at the University-Industry Innovation Network (UIIN), a leading organisation that drives innovation and entrepreneurship through university-industry interaction.
Victoria co-created the UBC Ecosystem Framework and was the scientific and policy manager of the initiative ‘State of University-Business Collaboration in Europe’ for the European Commission. Victoria has been invited to speak at events in over 30 countries on university-business cooperation, the future of universities, entrepreneurial universities and innovative cities/regions.
Victoria has two 4-year undergraduate degrees at Universidad de Granada in Business Management and also in Market Research, she holds a MSc in Social Research Methods at London School of Economics and a PhD in University-Business Cooperation at Vrije Universiteit Amsterdam.
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EU Reports by Victoria Galán-Muros
Higher education institutions, businesses and other institutions are actively offering alternative credentials that help learners acquire new skills, update their existing skills and signal the competencies they already have. Despite an increasing volume of these new credentials, great uncertainty persists. This working paper aims to assist policy makers across the OECD by defining terminologies, identifying the characteristics of these credentials, looking at providers and learners of these credentials, and examining how employers and governments perceive these credentials.
The report was developed as part of the OECD Enhancing Higher Education System Performance project and is a companion to the OECD report, The Future of Mexican Higher Education: Promoting Quality and Equity, which focuses on broader issues in higher education, including governance, funding, quality and equity, as well as two key sectors of higher education: teacher education colleges and professional and technical institutions.
Magazine Articles by Victoria Galán-Muros
Research Projects by Victoria Galán-Muros
Publications by Victoria Galán-Muros
A study was conducted in 2011 for the European Commission to analyse University-Business Cooperation (UBC) in 33 countries by Münster University of Applied Sciences in partner cooperation with Cracow University of Economics.
This chapter presents the compared analyses of the state of UBC in Germany and Poland from the perspective of HEI managers and researchers in both countries.
Applying a UBC-ecosystem of different factors and action levels,. the biggest differences of both countries are shown, addressed and commented to offer opportunities for improvements.
Higher education institutions, businesses and other institutions are actively offering alternative credentials that help learners acquire new skills, update their existing skills and signal the competencies they already have. Despite an increasing volume of these new credentials, great uncertainty persists. This working paper aims to assist policy makers across the OECD by defining terminologies, identifying the characteristics of these credentials, looking at providers and learners of these credentials, and examining how employers and governments perceive these credentials.
The report was developed as part of the OECD Enhancing Higher Education System Performance project and is a companion to the OECD report, The Future of Mexican Higher Education: Promoting Quality and Equity, which focuses on broader issues in higher education, including governance, funding, quality and equity, as well as two key sectors of higher education: teacher education colleges and professional and technical institutions.
A study was conducted in 2011 for the European Commission to analyse University-Business Cooperation (UBC) in 33 countries by Münster University of Applied Sciences in partner cooperation with Cracow University of Economics.
This chapter presents the compared analyses of the state of UBC in Germany and Poland from the perspective of HEI managers and researchers in both countries.
Applying a UBC-ecosystem of different factors and action levels,. the biggest differences of both countries are shown, addressed and commented to offer opportunities for improvements.
es difícil y un gran número de jóvenes egresados universitarios trabajan en puestos para los cuales están sobrecalificados o consiguen empleos sin seguridad social ni cobertura de pensión. México no es el único
país en esta situación. En muchas naciones de la OCDE, los resultados de la educación superior, menores a lo esperado, son una desilusión para los graduados y sus familias, quienes desearían obtener empleos
de buena calidad y con buenos ingresos como respuesta a su inversión formativa. La baja rentabilidad es también una preocupación para los gobiernos, que gastan en el desarrollo de competencias para impulsar
la productividad y la innovación a escalas nacional y regional. Para responder a estas inquietudes, la OCDE ha emprendido un análisis exhaustivo de los resultados y la relevancia de los sistemas de educación superior para el mercado laboral. El objetivo es ayudar a los países a mejorar las políticas públicas y las prácticas institucionales mediante un conocimiento más amplio de las capacidades y los obstáculos existentes, y las recomendaciones que ayuden a cerrar esas brechas.
Despite this, we experienced a distinct lack of inspiration and innovation in the higher education sector. Most discussions and models of higher education involve incremental adaptations of the existing models, which are far from adventurous and often only involve adding technology.
We firmly believe that universities need to embrace change and seize the opportunity to define how they contribute to a prosperous society, or risk becoming irrelevant. But how? And for what future? The best way to av