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O'Herlihy

Donal

O'Herlihy

Validated Lead Expert

Generic Skills

B.1. Understanding of integrated and sustainable urban development: 
I have over 25 years experience in the fields of university knowledge exchange, enterprise and business creation. I am a Chartered Engineer (C.Eng., Eur.Ing), with a BA Honours in Engineering from Trinity College Dublin, an MSc in Computer Integrated Manufacturing from Cranfield University and an MBA from University of Strathclyde. I have also attained a PG Cert. in IP Law at Bournemouth University that is recognised by both the UK Chartered Institute of Patent Attorneys and the Institute of Trade Mark Attorneys. I am a CEDR trained mediator and have a specific research interest in the value of IP to the commercial value of spin-out companies I founded O’Herlihy & Co. Ltd in 1998 and am recognised as one of the leading University Knowledge Exchange practitioners in the UK. I have directed over 40 Knowledge Exchange projects over the past three years - overall I have directed over 300 assignments. I have specific sectoral knowledge in manufacturing, renewable energy, sustainability and business efficiency improvement. My university clients include: Cambridge; Nottingham; Birmingham; Loughborough; Strathclyde; Glasgow; Edinburgh Napier; Glasgow Caledonian and Queen Margaret Universities. In the field of enterprise and start-up, I also has live contacts with Massachusetts Institute of Technology and Babson College (USA). Other UK clients for KE related assignments include the Design Council, Future Cities Catapult and Scottish Enterprise
B1. Assessment: 
1: The candidate demonstrates convincing proof of his understanding of integrated and sustainable urban development, especially in the field of innovation, intellectual property and University knowledge exchange.
B.2. Understanding of exchange and learning processes at transnational level: 
I have been involved in transnational projects covering education, innovation business systems and trans-national technology transfer. My functional specialism focuses on the role of universities in urban innovation systems. Cities are particularly well suited to capitalising on the opportunities presented for innovative growth and knowledge transfer as they attract the best personnel and effectively facilitate networking and knowledge transfer. Meaningful knowledge exchange clusters form easily at a city level and effective cities capitalise on their presence. When working with partners, I strive to strike the optimum balance between introducing a range of approaches that have been applied elsewhere to address a specific challenge and to listen to local partners to identify which of these might be effectively utilised or adapted at a local level. Listening and reframing learning from elsewhere is a critical success factor
B2. Assessment: 
1: The candidate demonstrates convincing proof of his understanding of exchange and learning processes at transnational level. The overall experience of the candidate would suggest that he has participated in several transnational activities (e.g. CEDR trained mediator, University Knowledge Exchange practitioner, RIBS project)
B.3. Proficiency in English: 
Fluent - English is my mother tongue
B3. Assessment: 
1: native speaker

Expertise for the design and delivery of transnational exchange and learning activities:

C.3.1. Ability to communicate complex concepts to non-English speakers: 
My extensive project experience (approximately 6 months input delivered over 2 years) in Lithuania led to me 'grounding' new concepts using local, contemporary examples. Thus the first stage is to discuss and listen to the local partners. Then to introduce examples of the concepts within this context - particularly by constantly checking understanding amongst all of the parties and reframing examples and suggestions in a way that makes them meaningful to the group. Checking and reframing is one of the key group based processes I use Separately, I make extensive use of graphical, process flow representations, idea mapping and mind-maps - 'visuals' are not as constrained by language issues when attempting to explain concepts
C3.1 Assessment: 
1: The candidate provides one relevant example that demonstrates his ability to communicate complex concepts to non-English speakers (e.g. professional experience in Lithuania).
C.3.2. Ability to draw out, support the verbalization and documentation of knowledge and practice from participants: 
My operational input to EU RIBS project was to support the Lead Partner in its delivery of the project. An example (edited by the LP, voice-over and SME profiling removed) of a presentation is here .. www.ruralinnovation.eu/downloads/Scotland/Regional-Summary - Highlands-and-Islands-Scotland.ppt From a very different perspective, our analysis was used by the Edinburgh Centre for Carbon Innovation to promote the impact it had achieved http://edinburghcentre.org/files/documents/LCIP_A4_8pp_for_print.pdf
C3.2 Assessment: 
0: The candidate does not provide a relevant example that demonstrate his ability to draw out, support the verbalization and documentation of knowledge and practice from participants to enable comparison, exchange and peer review.
C.3.3. Ability to capture learning for participants to take away: 
When facilitating group meetings, sessions are divided into discrete components. When I am using the group as a source of ideas, I will have a clear process design that I share. Each session has a clear purpose and the outputs will be captured on post-its, by video or on flipcharts. Regardless of the medium used, participants will be engaged actively. Group plenary sessions are used to generate ideas (opening up) while smaller sub-groups of 2-4 people are used to select the optimum suggestions (closing down). Output charts/maps are usually photographed and can be circulated to participants straight away. These in turn are used to prepare the more formal write-ups that are circulated to the project sponsors and partners.
C3.3 Assessment: 
1: The candidate describes his general approach to capture ideas from participants and does not provide two concrete examples that demonstrate his ability to capture learning for participants to take away. However, his overall experience would suggest that he has such an ability.
C.3.4. Ability to produce concise reports that incorporate good practices and policy messages: 
My professional assignments tend to contain confidential information - thus very few are in the public domain. Those that are tend to have been commissioned by economic development agencies and are analytical assessments. My referees will be very happy to provide feedback on my ability to deliver concrete, intelligible outputs that break new ground in conveying meaning to the recipient audience. I have used different report formats - standard written prose documents, diagram/tabular reports with text explaining the key points and drawing conclusions, through to power-point presentations (some with voice-overs) and word clouds. I consistently get commended on the insightful nature of my reports' contents and my ability to provide a meaningful context for all conclusions and recommendations
C3.4 Assessment: 
0: Provided less than two relevant examples that demonstrate his ability to produce concise reports that incorporate good practices and policy messages.
Summary Expertise for the design and delivery of transnational exchange and learning activities: 
An experienced practitioner who understands both innovation policy development and practical implementation. Has a specific interest of the contribution of universities in the cities' 'triple helix'. Skilled in creative problem solving techniques, conflict resolution and group facilitation. Functional knowledge of university-SME engagement, Intellectual Property, university spin-outs and entrepreneurship. Has developed proprietary processes for IP commercialisation from universities and specialist institutes.
Assessment: 
The candidate meets 3 out of 3 criteria under C1, 3 out of 4 criteria under C2 and 2 out of 4 under C3 and therefore should be validated for C. Mr. O'Herlihy has many years of professional experience in the field of innovation, intellectual property and University knowledge exchange. However, his international experience is limited to several projects (e.g. EU RIBS project, EREN project and supporting business innovation and start-ups in Lithuania). There are no identified inconsistencies between the summary and the replies, nor between the information in the application form and CV.

Thematic expertise:

Theme / Policy: 
Research, Innovation and Knowledge Economy
D.1. Deep knowledge on the selected theme and related policy challenges, including up to date practice, research, etc.: 
I have over 25 years experience in the fields of university knowledge exchange, innovation and business creation. I am a Chartered Engineer (C.Eng., Eur.Ing), and have postgraduate qualifications in Computer Integrated Manufacturing, Business Administration and Intellectual Property. It was when undertaking my MBA that I became passionate about entrepreneurship. My thesis investigated the socio-economic factors that influenced Glasgow’s comparatively poor business start-up rate at that time. As a professional consultant, I have undertaken over 300 assignments, the majority of which have related to Innovation. I can translate between both sides in the policy-practitioner divide and am recognised for my skill in this area. I have 25 years experience of designing, evaluating and facilitating initiatives that support SME, rural and urban innovation. I have recently designed an SME engagement and development process for the Future Cities Catapult (London) - https://futurecities.catapult.org.uk/. I am also an active member of AURIL - one of just two knowledge exchange networks in the UK I have extensive experience of working with policy makers and practitioners.
D1 Assessment: 
1: The candidate shows sufficient experience in innovation and knowledge economy issues (e.g. 300 assignments in the field of innovation, Future Cities Catapult).
D.2. Ability to produce thematic inputs to feed in the learning process of in projects in which you have been involved: 
My operational input to EU RIBS project was to support the Lead Partner in its delivery of the project. An example (edited by the LP, voice-over and SME profiling removed - so only a partial ) of a presentation is here .. www.ruralinnovation.eu/downloads/Scotland/Regional-Summary - Highlands-and-Islands-Scotland.ppt. Note that the most powerful synthesis of information is in the private space of the project website Much of my work is client specific and, as there is an IP/confidentiality aspect to its focus, the outputs are confidential - they cannot be released in the public domain One example would be a sectoral assessment where I received very complex datasets and made sense of them (the analysis of http://www.scottishrenewables.com/media/uploads/hidden_links/web_employment_in_renewable_energy_in_scotland_2013.pdf
D2 Assessment: 
0: The candidate does not provide two relevant examples that demonstrate his ability to produce thematic inputs to feed in the learning process at transnational level. The two examples provided in the reply are not related to the of research, innovation and knowledge economy.
D.3. Ability to produce concise reports that incorporate learning from exchange & learning activities, put forward good practice: 
We have completed an assignment for the Future Cities Catapult (London). However, this report is retained by the client and is not in the public domain. A public report that builds on our analysis and client report is a recent review we undertook for Edinburgh Centre for Carbon Innovation. This project looked to accelerate capital projects with both cities and islands. The public summary is here http://edinburghcentre.org/files/documents/LCIP_A4_8pp_for_print.pdf
D3 Assessment: 
1: The candidate provides two relevant examples that demonstrate his ability to produce concise reports that incorporate learning from exchange and learning activities, put forward good practice and policy messages targeting city practitioners and urban policy-makers (e.g. Future Cities Catapult, Edinburgh Centre for Carbon Innovation, High Growth Coaching Pilot for SMEs).
D.4. Understanding of how to maximize the use of project results for benefits in capitalization, policy design, awarenes: 
I led the design stage of the RIBS innovation project of which Highlands & Islands Enterprise was the lead partner. The format and content of outputs were agreed with the partners during the design stage and this specification was used throughout the project. The unique aspect of this project was the design and development of an innovation mapping tool for SMEs. This tool included a set of core metrics against which SMEs in each partner region would be assessed. I had input to the tool design and to the output formats that would be produced (academics at the University Lulea undertook the detail design specification and the coding). Having previously used 'Radar plots' to assess skills competencies, I proposed that these would be powerfully applied here - they provide a graphical representation that can be shown at the end of the interview to the client SME and are instantly intelligible by both the interviewer and interviewee (regardless of language). What's more, they could be synthesised to produce a plot for all partner regions that allowed the performance of individual regions to be superimposed. Each partner could see instantly how they compared to the 'norm'.
D4 Assessment: 
1: The candidate provides only partially relevant example that demonstrate his understanding of how to maximize the use of project results for strategic benefits in capitalization, policy design and awareness raising (e.g. design and development of an innovation mapping tool for SMEs within the RIBS innovation project).
Summary Thematic expertise: 
I have completed over 300 assignments for regional development agencies, central government, higher education institutions and specialist institutes. Over 40 of these have been for Universities, in particular to assess the effectiveness of their business engagement, commercialisation and entrepreneurship development activities. I have experience of designing transnational innovation programmes and in conducting specialist aspects of their delivery. We have assisted 15 Universities in the UK including Cambridge, Nottingham, Strathclyde and Glasgow. In addition to links in Europe, I have established (working) contacts with MIT and Babson College in the USA - Babson is recognised for its leadership in entrepreneurship training. We have extensive experience of the use of ERDF structural funds by universities for commercialisation and business engagement end uses.
Assessment: 
The candidate meets 3 out of 4 criteria and should be validated for this theme. The candidate has 25 years of experience in designing, evaluating and facilitating initiatives that support SME, rural and urban innovation (e.g. Future Cities Catapult and RIBS innovation project). There are no identified inconsistencies between the information in the application form and CV.
D1 Assessment: 
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D2 Assessment: 

Expertise support to local authorities and other stakeholders in designing & delivering integrated and participatory policies

E.1. Knowledge on participatory methods and tools for co-production and implementation of local polices : 
We have extensive experience of innovation related policy development at a UK level. Examples include the longitudinal Impact of Mentoring sSupport to SMEs for HM Treasury, the design and evaluation of the UK Manufacturing Advisory Service for the Department for Business Innovation & Skills, Evaluations of Regional Innovation Systems projects in Scotland and the design of a Regional Innovation Company in the English Midlands. These exercises incorporate: Stakeholder Engagement; Focus Groups; Briefing Papers; Population surveys; Surveys of beneficiary SMEs and public meetings. The Stakeholder Engagement exercises typically involve facilitated meetings with groups of informed stakeholders who are mobilised to provide support and advice of the proposed policy interventions. Stakeholders will not all support the policies! These meetings require careful design and management so that conflicting views can be captured, and synthesised in a way that is acceptable for all those attending.
E.1 Assessment: 
1: The candidate points to more than one example of his involvement in activities related to participatory methods and tools for co-production and implementation of local policies. In addition, the candidate took participation in the Future Cities Catapult and RIBS innovation project.
E.2. Knowledge on integrated approach for the design, delivering, monitoring and evaluation of urban strategies/policies: 
I was engaged as Director of a High Growth Coaching Pilot for SMEs that was undertaken for the UK HM Treasury. The aim of the project was to assess how coaching/mentoring might impact upon the performance of SMEs over the course of 12 months. I designed the appraisal framework and the monitoring interventions that would be completed. Both firms and coaches were interviewed (separately and together). The approach was delivered across 7 UK regions, each of which was using a different coaching methodology so the effects of these methodologies had to be factored into the appraisal and monitoring design. In terms of outputs, the performance of each regional coaching approach had to be presented separately along with a composite assessment of the coaching input's overall impact. This required complex data collection and analysis protocols to ensure the data and findings were robust. Following completion of our assessment, the HM Treasury approved High Growth Coaching as one of the UK's core business support interventions. I was engaged by the UK's Department of Business Innovation & Skills to facilitate a group of lead practitioners in the redesign of the UK's Manufacturing Advisory Service (MAS). This was on the back of having evaluated the Service in one of the UK regions. While only in one Region, my evaluation showed how firms engaged with the service and identified what motivated them to avail of this strand of support yet reject many similar offers from government. The outcome of the strategy review was a significant broadening of the MAS offer to include manufacturing strategy assistance. The UK's Future Cities Catapult engaged me to develop an SME engagement process for them that would provide a transparent approach for engaging innovative firms that would be appropriate either for support from the Catapult's partners, or to engage with the Catapult as a collaborative partner. My initial process design/flowchart stimulated considerable discussion amongst the senior management team and resulted in influencing significantly the organisation's strategic direction. We continue to have a relationship with the Catapult in other areas (specifically, linking with Universities on cities' based projects).
E.2 Assessment: 
1: The candidate provides more than one relevant activity that demonstrates his knowledge on integrated approach for the design, delivering, monitoring and evaluation of sustainable urban strategies/policies (e.g. Future Cities Catapult, redesign of the UK's Manufacturing Advisory Service, High Growth Coaching Pilot for SMEs).
E.3. Awareness of the main policy and funding schemes for sustainable urban development at EU and national level: 
As my professional work requires being fully up to date with policy developments, I tend to acquire my knowledge through incremental research and passive monitoring. Twitter has been an excellent tool for monitoring both policy announcements and the ways that organisations might respond to them. For University commercialisation and innovation, Horizon 2020 - (€80 billion over 7 years) - is the single most important programme as it funds industry relevant research at HEIs. It has raised numerous calls that are relevant to cities covering for example, sustainable urban transport, sustainable infrastructure and calls for "big data" which is a particular priority for cities given the emergent need to analyse enormous and complex data sets. Other support measures include COSME, LIFE and Eurostars. Structural funds are an important policy instrument, while the transition to European Structural & Infrastructure Funding is a very significant development that will have a significant impact on for Universities and business support to SMEs. The move to payment by output could have significant cash flow implications for some Universities but the amalgamation of funding sources under the ESIF banner is likely to be more of an opportunity than a threat. At a UK level, the UK Government’s City Deal investment of between £1bn and £3bn for selected cities over 10 -15 years is the most significant development.. This has the opportunity to transform cities facing long-term structural change. Separately and linked to the point on structural Funds above, there are three parallel policy thrusts taking place in the UK that will impact upon Universities' engagement with business. First, ESIF funding is being administered by Local Enterprise Partnerships (regional administrative organisations). Innovation is a key ESIF theme and Universities are expected to be the supplier of innovative solutions to SMEs. Second, the UK Government created a new Charter Mark for Business Schools who are now tasked to provide business support to SMEs. Third, UK Research Councils are demanding evidence of effective SME engagement. These three drivers are leading to a fundamental shift in the way HEI's commercialise their research The Government’s InnovateUK funds specialist "Catapult Centres" including (my client) Future Cities Catapult and Satellite Applications. They are pushing for open data from UK cities to support new and innovative businesses These are typical of local initiatives and policy responses across the EU
E.3 Assessment: 
1: The candidate demonstrates a good awareness of the main policy and funding schemes for sustainable urban development at EU and national level.
E.4. Ability to understand specific local situations and adapt tools and content to different local realities: 
My work in Lithuania required working with teams to introduce business management principles. These included: Market assessments; financial assessments; investment appraisals; investment due diligence. The teams lacked experience and the supply of market intelligence information at a macro level was limited. There were two options: push on knowing that there was limited value in the effort; or adapt the approaches to use secondary information that was available. I chose the second route. I worked collaboratively with the teams, explaining what understanding/insight we needed to gain on a typical proposal and tasked them to identify how this might be done. We found that around 75% of the information could be collected robustly from published data with the remainder being sourced through personal contacts and referees. It was a very positive outcome I have adapted my knowledge of creative problem solving processes when facilitating meetings with project partners. Formal creativity processes typically involve identifying a problem owner and framing the response around their challenge - when working with partners, it can be the group collectively that cannot move forward. Using creative problem solving processes in this way has been instrumental in breaking 'deadlocks' in groups' progress.
E.4 Assessment: 
1: The candidate provides one relevant activity that demonstrates his ability to understand specific local situations and adapt tools and content to different local realities so as to ensure consistency in the design and delivery of integrated and participatory policies across participants in transnational projects (e.g. work experience in Lithuania).
Summary Expertise: 
I have worked with both central and local government bodies and specialist innovation support and IP commercialisation organisations. I have experiences of working with transitional economies and am comfortable taking an adaptive approach to working with local partners I have a particular interest in sustainable economic development and sustainable policies for urban growth and development which I feel is essential given the increasingly concentrating effect. this effect is positive from an innovation standpoint as it facilitates network and cluster development which is an area of growing personal interest
Assessment: 
The candidate meets 3 out of the 4 criteria regarding expertise support to local authorities and other stakeholders in designing and delivering integrated and participatory policies, particularly in the field of innovation and SMEs development. It is important to note that Mr. O’Herlihy has many years of experience with projects within UK and rather limited international experience. There are no identified inconsistencies between the summary and the replies, nor between the information in the application form and CV.

Informations

Residence location:
United Kingdom
Languages:
English - Mother tongue
Foreign Languages level: 
Foreign languages: 
,
Foreign Languages level: 
Foreign languages: 
Email:
donal@oherlihy.com

Area of expertise