Skills and Post-Secondary Education Summit 2013: Developing the Talent We Need for a Competitive Nation Toronto, November 6, 2013

Transcription

1 Laurea with multiple Centre of Excellence awards in the Helsinki Metropolitan Area Global Best in Post-Secondary Education: How the World s Top-Ranked Countries are Making Post-Secondary Education a Priority and Succeeding as a Result Skills and Post-Secondary Education Summit 2013: Developing the Talent We Need for a Competitive Nation Toronto, November 6, 2013 Tuija Hirvikoski, PhD (Industrial Management) MSc (Public Administration) MSc (Physical Education) Director Laurea University of Applied Sciences ENoLL council member Uusimaa Regional Coordination Committee Member

2 About Finland, its position in global economic and educatianal context 11/10/2013 Laurea University of Applied Sciences 2

3 Finland in a Nutshell The second northernmost country in the world, land frontiers: 586 km with Sweden, 727 km with Norway, 1269 km with Russia Total area 338,145 km 2 Population 5,4 million Population density 17 inhabitants / km 2 Capital city: Helsinki Member of the European Union since 1995 Two official languages: Finnish and Swedish 85 % Lutheran, 1% Orthodox Republic GDP per capita (US$).49,350 Finnish Nature: 4 seasons, islands, lakes, 2/3 of the area is covered by forests

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5 From The developing country of Europe.. Picture Eero Järnefelt Raatajat rahanalaiset, Innovation Union Scoreboard 2013.towards The world s best country? World s Innovation Hub one of the most innovative and Competitive countries John Kao (2009 )Tapping the World s Innovation Hot Spots, HBR

6 Finnish success based on many interrelated factors - some keywords Equal opportunities Value of education, engagement and motivation for studies, high work morality Trust & collaboration & complementarity Spirit & inspiration (management by vision) Professionalism and public respect Cultivate creativity and learn from innovation, experiment with the traditions of good teaching Flexibility & tolerance of failures Top down and bottom up, Human centric, self-organising and self-renewal systems Building organisation for change and teaching leadership Sustainable leadership linked to other public policy sectors - education is a long term mission - Class-room based teaching - Competition - Testing -Privatisation -Hybrids Your definition: A skilled person is a person who, through education, training and experience, makes a useful contribution to the economy and society. spse/default.aspx 11/10/2013 Laurea University of Applied Sciences 6

7 Policy integration: Systemic and open innovation oriented and HEIs operate in congruence with a competitive knowledge society Money HEI Innovat ion World of work Welleducat ed people Laurea University of Applied Sciences 7

8 Finland s Innovation System Finland has uniquely created a virtuous circle out of its information society and welfare state, through the continuous finance from successful information society. (Castells and Himanen (2002)) The state creates well-educated people in good shape for the information society s continuous success (Sabel and Saxenian (2008)) Sabel and Saxenian (2008): This success may be sustained for the future, only if the industries could concentrate in innovating radically. => EDUCATE INNOVATORS!

9 Finland s innovation strategy.. is zooming in and zooming out highlights human centric, self-organising and selfrenewal systems The strategy suggests interaction between top down ( a national level definition of needs ) and bottom up ( operator-level customer-oriented preparation of implementation ) systems, since that would provide better opportunities for systemic and sectors crosscutting innovations. Innovation steered by demand, paying attention to the needs of customers, consumers and citizens in the operations of the public and private sectors alike, requires a market with incentives and shared innovation processes between users and developers. => APPLY OPEN INNOVATION METHODS pdf

10 Don t discard routines, challenge them and creatively explore new ones! Science and technology driven innovation 4% Practice based innovation 96% From coproduction to Co- Creation The positive effects of co-creation activities: 1. A broader understanding of stakeholders processes and their value creation conducting capability to deliver value for them (e.g. Liedtka & Ogilvie, 2011; Prahalad & Ramaswamy, 2004), 2. To monitor future possibilities and the landscape of competition (e.g. Prahalad & Ramaswamy, 2004), 3. To innovate more efficiently (e.g. Liedtka & Ogilvie, 2011; Ramaswamy & Gouillart, 2010).

11 How to maintain and improve quality teaching and impact of HE at a time of mass higher education? Ahola, Sakari and Hoffman, David M. (2012) Higher Education Research in Finland Emerging Structures and Contemporary Issues Laurea University of Applied Sciences 11

12 AU students DESCRI PTION OF FINNISH HIGHER EDUCA TION DEGRE ES Parliament votes about Peruskoulu The new school is born Since 1989 Un i v e r s i t y o f A p p l i e d Sc i e n c e s M a s t e r s d e g r e e s Un i v e r s i t y o f A p p l i e d Sc i e n c e s B a c h e l o r s d e g re e s UAS students Mass higher education in Finland In Finland, the expansion of HE is closely related to the welfare-state agenda (egalitarian policy aims with an emphasis on regional policy). About 65% of the relevant age cohorts study in HEIs. This policy (Triple Helix) has been successful in promoting national development: E.g. in The Global Competitiveness Report Finland is in third position. Moreover, Finland had earned the Eurozone s best credit ratings (AAA)) Higher education is provided by 16 academic universities (AU) and 25 universities of applied sciences (UAS). Laurea University of Applied Sciences Tuija Hirvikoski

13 The mission of AU and UAS Finnish HEIs are responsible for their own quality management The mission of universities (AU) is to promote free research and academic and artistic education, to provide education based on research, and to educate students to serve their country and humanity. The UASs have the responsibility to provide and support the development of a professional workforce, carry out applied research and development and support regional development and lifelong learning develop adult learning and provide vocational teacher training Finnish Higher Education Evaluation Council (FINHEEC) to support quality work of HEIs and disseminate good practices Laurea University of Applied Sciences Tuija Hirvikoski 13

14 What the quality teaching of higher education might be in the future of mass higher education? 11/10/2013 Laurea University of Applied Sciences 14

15 Measured by student numbers, the higher education in Finland became a mass higher education system during the 1970s (Välimaa 2012) with the highest entry rates (OECD 2009) However, in 2009 and 2010, a radical change took place; previously Finnish Universities (AU) have been defined as national cultural institutions, whereas now the aim is to create status hierarchy in Finnish HE system with the establishment of a world class university in Helsinki, known as Aalto University. (Välimaa 2012) The Finnish university system may take some steps towards Anglo- Saxon model, in which elite and mass sections are side by side both in the system and institution levels. (Kivistö&Tirronen, 2012) New elitism in Finnish higher education (Kivistö&Tirronen, 2012) Tuija Hirvikoski 15

16 Balancing between two cultures; the traditional academic culture and the culture of the free market (Rinne&Jauhiainen, 2012) The entrepreneurial university, The manageristic university Academic capitalism Mode 2 Interactive models of innovation Triple Helix Knowledge Triangle Living labs Transformation is taking place in the ways university research is carried out and how science-society contract is defined Global policy and NPM are not processes that change everything simultaneously, buy we are looking at complex and phased processes 11/10/2013 Laurea University of Applied Sciences Tuija Hirvikoski 16

17 Framework for Understanding Curriculum in HE (Mäkinen & Annala (2012) based on Barnett and Coate (2005) and Bernstain (1996) Domain External Internal Knowing Curriculum implementing knowledge-intensive education Curriculum representing disciplinary knowledge Acting Curriculum producing competencies in employment market and society Curriculum supporting growth of academic expertise Being Curriculum providing individual career success Curriculum contributing identity formation process 11/10/2013 Laurea University of Applied Sciences 17

18 Balancing between the needed competences contributing academia, world of work, society and individual s identity Contributing Individual s identity and capacity to deal with successes and cope with turmoil Contributing Academic development, World of work, Social and economic progress 11/10/2013 Laurea University of Applied Sciences Tuija Hirvikoski 18

19 Learning by Developing (LbD) together with the LivingLabs (LL) model exemplify the changes and mechanisms HEIs face in practice. 11/10/2013 Laurea University of Applied Sciences 19

20 Laurea in figures -LbD is an economically sustainable model with high impact on employment rate and student initiated start ups Turnover, total 54,2 M Of which RDI 12,5 M Total amount of students 7800 No tuition fees 99% Average study time Young students 4,18 years Adult students 3,27 years Staff (man year) 518 Teaching staff 297 (12,5% hold PhD, 8,4% licentiates, 73% Masters) Others 222 RDI involved 323 Graduate employment rate 2011 graduated 98,2% RDI credits/student 10,41 Student initiated firms 29 Students/lecturer 19,88 Degrees/lecturer 4,56 11/10/2013 Laurea University of Applied Sciences Tuija Hirvikoski 20

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22 Kanter (1988): Innovation is most likely in organizations that (a) have integrative structures, (b) emphasize diversity, (c) have multiple structural linkages inside and outside the organization, (d) have intersecting territories, (e) have collective pride and faith in people s talent, and (f) emphasize collaboration and teamwork. Thank You! Tuija.Hirvikoski@laurea.fi

23 LbD Action Model by Laurea UAS The LbD action model views learning as a tool for achieving competence, which in turn is demonstrated as new ways of action. LbD provides students and lecturers with genuine encounters with the changing requirements of working life and a collaboration model for functioning as innovative partners (Raij et Niinistö- Sivuranta, 2011, 6).

24 Competence development in the Community LbD as pedagogical innovation Outcomes: New knowledge, developed competences, innovations for all stakeholders Stronger sense of community and partnership; transparency and communal development of LbD Summary of international evaluation of LbD 2007; LbD is a value-based model, where student is more comprehensively considered than in other models (which have problems or projects in the centre). LbD model focuses to ensure that students can do instead of only being able to answer exam questions. Laurea has succeeded in creating a model that works in practice, not only in theory Regional development Development in the workplace R&D projects carried out by staff Study unit implementation Student centric r&d&i (LbD) Traditional case-study-based teaching Individual s learning Hirvikoski & NTU INSIGHT Practical relevance of constructive problem ( ) 24

25 Living Labs are Self-renewal Human-centric, Multi-stakeholder Ecosystems for Joint Value Creation What is needed? Citizens and MNS, SMES Service- providers Enablers multilevel governance users Education Public sector third sector convergence of science (RDI) cross-sector co-operation What is possible? Science, technology, innovation (STI) 4% Doing, using, interacting (DUI) (96%) (Harmaakorpi) We need to learn to innovate!

26 What is a Living Lab? Westerlund and Leminen (2012) living labs as physical regions or virtual realities, or interaction spaces, in which stakeholders form publicprivate-people partnerships (4Ps) of companies, public agencies, universities, users, and other stakeholders, all collaborating for creation, prototyping, validating, and testing of new technologies, services, products, and systems in real-life contexts. They are used for the development of communities for the use of innovation. According to the European Network of Living Labs (ENoLL), the Living Labs are citizendriven open innovation ecosystems in reallife settings in which innovation is fully integrated into the co-creative, co-design processes for new technologies, products, services, and societal infrastructures First developed by William J. Mitchell at MIT in 2003 to study people and their interaction with new technologies in a living environment, the Living Lab model was introduced to Europe by Nokia and adapted to the needs of ICT research and development. From there, the method spread, gaining a specifically European version as a user-centric development of the Open Innovation paradigm, based on the codesign of innovative ICT applications in local, often rural, communities.

27 What is a LivingLab Bergvall-Kåreborn et al, 2009 A Living Lab is a user-centric innovation milieu built on every-day practice and research, with an approach that facilitates user influence in open and distributed innovation processes engaging all relevant partners in reallife contexts, aiming to create sustainable values.

28 The users can be either individuals, organisations, firms, authorities, cities, or regions anything from the micro to the most macro level From micro Zoom in & Zoom out..to the Most Macro Level Helsinki Design Lab is an initiative by Sitra, The Finnish Innovation Fund, to advance strategic design as a way to re-examine, re-think, and re-design the systems we've inherited from the past. We assist decision-makers to view challenges from a big-picture perspective, and provide guidance toward more complete solutions that consider all aspects of a problem

29 Applying Design Studio Model: Although current dropout rates are modest by international standards, Finland cannot afford to wait to see if this is an early indicator of a growing trend. A successful education system in the future will be defined by how well it handles diversity and enables all students to participate and thrive. Dropouts are a leading indicator that reveals a significant challenge and opportunity for education: how to serve all students in an ever-changing, diversifying world. The main concern is to expand the learning environment to reach everyone, including those individuals who learn best in different ways, in different environments and with different skills, interests or intelligences.

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31 The LbD model, in conjunction with the LivingLab approach is based on innovation co-creation among various stakeholders within the Helsinki Metropolitan area and internationally. Or, as Pirinen (2012) defines it: the integrative model refers to the student-centred integration of higher education, research and development (R&D) and regional development in the viewpoint of actualizations of study units with funded R&D projects and within regional R&D actors such as regional innovation system and clusters.

32 Innovation ecosystems According to Wessner (2007), innovation ecosystems capture actors like large and small businesses, universities, research institutes and laboratories, intermediating organisations, as well as venture capital firms and financial markets. In the innovation ecosystems, knowledge and innovation are created and brought to market with the help of public policies that strengthen the links within the innovation ecosystem and improve innovation-led growth. Also rules, regulations, and incentives as well as shared social norms and value systems are crucial variables of innovation ecosystems. In Laurea, the Living Lab approach has been developed and implemented from micro level to the most extreme macro-level in parallel to the practice-based LbD action model enhancement.

33 THE COLLABORATIVE LBD PROJECT AS A REGIONAL LEARNING LIVING LABORATORY OR AN ORCHESTRATION TABLE

34 Collaborative LbD projects operate as a regional learning living laboratory and an orchestration table (1) Laurea has played a crucial role.. in formulating and implementing regional innovation strategies in partnership with the local authorities, businesses and citizens in attracting public, academic, corporate and third-sector actors, together with end-users to swarm around the common phenomena and problems

35 Orchestration table (2) An integrative LbD process consists of: RDI work, the social interaction, knowledge sharing, collective intelligence, learning and problem solving, and the build-up of related sheared meanings In the Living Labs, the cocreation of innovation and innovative activities bring the concepts of science close to citizens and the users real-life expertise close to researchers, designers and politicians. Stakeholders roles as designers, researchers, enablers, or users vary.

36 Orchestration table (3) Throughout the feedback loops between the collaboration stages of interlinked university and UAS-driven RDI projects, commercialisation and innovation policy, additional, systemic learning and changes may follow both in the wider society or industrial clusters.

37 Orchestration table (4), The students are equal partners, developing and creating new professional knowledge and skills whilst growing towards their own fullest potential as human beings. As there is a constant demand for selforganising actions, the model fosters creativity, entrepreneurial competences and critical thinking. Consequently, together they form the bases for learning regional Living labs and people-driven dynamic societies that do not shy away from the challenges but rather organise themselves around them. (Kantola et Hirvikoski, 2012) 11_ENG_lowres.pdf

38 Through internationally funded projects and by operating as an orchestration table Laurea can offer its best cooperation capability also to the international partners and consequently an access to one of the world s most competitive and advanced metropolitan areas. As a result of these principles and in accordance with the regional Smart Specialisation strategy, HEIs in various countries can foster the enriching and mutual cooperation between their regions and their regional learning Living Labs.

39 Laurea Living Labs and the LbD action model Laurea University of Applied Sciences has optimised both educational and RDI impacts by integrating its awarded educational innovation, Learning by Developing (LbD), with the LivingLabs (LL) model. Together, they provide new mechanisms and interfaces for collaboration among various regional stakeholders and improve citizens innovation competences, i.e. grasping the essence of a problem, exploring the problem at hand in wider contexts, drawing conclusions from observations, visualising the possible solutions so that others can follow, and acting on them. During the last twenty years Laurea has been involved in several, both national and international user-centric RDI projects aimed at developing new services for the elderly. Project examples -CaringTv, Express to Connect, Encounter Art, COM ON, the Senior Trainer Programme, SATCHEL Facilities -Active life Village -Active Home; SmartHome -Smart Hospital -Medical and Care simulation center Hallym Univeristy Tuija Hirvikoski 39

40 Laurea aspires, together with its regional and international partners, to construct better RDI results and improve their commercialisation and usage in organisations and within society. The RDI results, co-created within the frame of LdD, may be turned into innovative marketable products and services by the corporate sector, whereas the public sector may utilise them in their strategies and operations.

41 Scaling up the PPPP model: Europe as a dynamic, multilayered and multi-dimensional Innovation Ecosystem - Consequences - involves creative and motivated professionals and citizens to the development of Active and Healthy Ageing solutions and the transformation of behaviour - creates innovative solutions from the micro to the most macro level of the Active and Healthy Ageing systems - decreases innovation obstacles - boosts Europe as a lead market of Active and Healthy Aging - boosts new spin-offs and supports growth companies - gives companies an opportunity to grow in the emerging Asian (global) markets - generates meaningful new jobs 11/10/2013 Laurea University of Applied Sciences 41

42 Open and user-driven innovation Many Laurea LbD projects fall into the category of open innovation (Chesbrough, 2006) or demand- and user-driven innovations (von Hippel, 2005), where firms and public organisations develop, experiment and pilot with customers for new products, services and businesses and citizens improve their living conditions (e.g. Loppukiri in Helsinki) In the open and user-driven RDI, LbD applies e.g. action research, ethnographical methods, service design, participatory observation, interviews and focus group methods. Laurea researchers have also widely contributed to theoretical and methodological development in this field.

43 As a consequence of open and user-driven innovation processes, each and every individual can also learn to innovate in the era of innovation democratisation calling for a variety of complementary innovations, there is no monopoly but many innovations have seen daylight thanks to everyday laymen actions. the Innovation Europe survey (2004): only some 4% of innovations are based on academic research whilst the most significant sources of innovation are customer contacts, company networks and the like. an on-going survey by Von Hippel (2010, in Kulkki 2012) indicates that 70% of innovations come from the markets and customers.

44 Based on Rogers (2003) innovation adopter categorization (1) Learning to innovate may also be vital for generating new markets and behavioural patterns in the civic society, as those who learned to innovate, may either become the leader-users that create new ways of consuming and solving problems, or they may join the early majority adopting novelties. Models like LbD might help the HEIs not only to produce a high level of education but also improve citizens innovation competences, i.e. grasping the essence of a problem, exploring the problem at hand in wider contexts, drawing conclusions from observations, visualising the possible solutions so that others can follow, and acting on them.

45 about the process; generation of energy generation of energy innovation calls for tangible energy, like financial resources, juridical support and capital goods, however, the most successful systems have a capacity to produce cognitive and emotional energy cognitive energy based on the holistic and interactive approaches and it provides the rationale to understand the requisite inconveniences and their temporary role in the progress of innovation proactive innovation intellects empower themselves and others emotionally; they also receive emotional energy from the others Culture create passion, passion inspire doing, using and interaction Hirvikoski & NTU INSIGHT 45

46 Helsinki Metropolitan Area s Innovation Hubs Living Laboratories and Enriching Learning Environments Laurea operates in the Greater Helsinki Metropolitan Area, which produces approximately 50% of Finland s gross domestic product. Helsinki In its operating environment, Laurea is specializing in service innovations and focusing on regional development of the metropolitan area. Laurea University of Applied Sciences Tuija Hirvikoski 46

47 Laurea s Profile in the Finnish Higher Education System 1. Service innovations and value networks 2. Internationally acknowledged and productive research, development and innovation activity 3. An operating model that promotes the development of working life by integrating learning and R&D (Learning by Developing) 11/10/2013 Laurea University of Applied Sciences 47

48 How has your institution tackled the challenges raised by mass higher education with respect to maintaining and improving teaching and learning? 11/10/2013 Laurea University of Applied Sciences 48

49 Fostering Quality Teaching in Higher Education: Policies and practices IMHE-OECD (Hénard, 2012) Quality teaching is the use of pedagogical techniques to produce learning outcomes for students. It involves several dimensions, including the effective design of curriculum and course content, a variety of learning contexts (including guided independent study, project-based learning, collaborative learning, experimentation, etc.), soliciting and using feedback, and effective assessment of learning outcomes. It also involves welladapted learning environments and student support services. Raising awareness of quality teaching Developing excellent teachers Engaging students Building organisation for change and teaching leadership Aligning institutional policies to foster quality teaching Highlighting innovation as a driver for change Assessing impacts 11/10/2013 Laurea University of Applied Sciences Tuija Hirvikoski 49

50 Fostering Quality Teaching in Higher Education: Policies and practices IMHE-OECD (Henard, 2012) Covered by Laurea Learning by Developing (LBD) Operating Model Quality teaching is the use of pedagogical techniques to produce learning outcomes for students. It involves several dimensions, including the effective design of curriculum and course content, a variety of learning contexts (including guided independent study, project-based learning, collaborative learning, experimentation, etc.), soliciting and using feedback, and effective assessment of learning outcomes. It also involves welladapted learning environments and student support services. Raising awareness of quality teaching Developing excellent teachers Engaging students Building organisation for change and teaching leadership Aligning institutional policies to foster quality teaching Highlighting innovation as a driver for change Assessing impacts 11/10/2013 Laurea University of Applied Sciences 50

51 Fostering Quality in HE takes place at three interdependent levels (IMHE-OECD 2012) National level: HEIs central role in building Europe, measured in terms of social and economic progress Institutionwide level Programme level Individual level Multiply awarded UAS, Quality management system audited by FINHEEC; Continuous development of strategies and management Quality management system, New programmes based on evidence Quality management system, Employability, Student initiated start-ups, Life-Long-learning The Laurea LbD Elements Fostering Quality Learning 11/10/2013 Laurea University of Applied Sciences Tuija Hirvikoski 51

52 Human centricity! Learning by Developing is a Unique way for Life Long Learning in Living Laboratories Image thh! 11/10/2013 Laurea University of Applied Sciences 52

53 Laurea s strategy ; Promoting Students Professional Growth Strategic Choices 1. LbD: Generating Future Expertise and Service Innovations and Promoting Student intiated and Growth Entrepreneurship 2. Developing the Greater Helsinki Metropolitan Area 3. Internationally Acknowledged, Productive R&D&I Laurea s strategic choice is to integrate its three main tasks: education, regional development and R&D. Learning by Developing (LbD) is an innovative operating model based on authenticity, creativity, partnership and experimental approach. 11/10/2013 Laurea University of Applied Sciences 53

54 Quality assurance system Laurea University of Applied Sciences 54

55 CHECK, Operation monitoring and evaluation Laurea University of Applied Sciences 55

56 The feedback system in relation to professional development Graduation questionnaire Alumni questionnaire Quality quiestionnaire of education and learning International student mobility feedback questionnaire Internship feedback questionnaire Instant feedback Study unit feedback questionnaire forward

57 Competences Joint Regional Competence Development Continuum Theses B M B PhD Theses B B M PhD B B B Theses M B Competence development PhD PhD RDI project 1 Failed RDI applicati on Failed RDI application RDI project 2 RDI project 3 Failed RDI application RDI project n LbD = co-creation of new knowledge, skills and innovation with multiple stakeholders Dissemination (national and international innovation diffusion and export of knowledge) Commercialization, entrepreneurship, Spin-offs Aika

58 Case Example Helsinki Metropolitan area Knowledge Triangle and Horison2020 Aalto & Laurea the cornerstones for Living Labs Laurea University of Applied Sciences 58

59 EU 2020 Implementation by Seven Flagships Knowledge Triangle: Create Synergy between Research, Education and Innovation Special need to focus on: A. Value creation based on better use of intangible assets B. New processes and methods for university-industry collaboration C. Systemic change and societal innovations Innovation Orchestration Benefits are evident: For students For teaching staff For researchers For working life professionals Research Education Platform for Blended Learning Markku Markkula

60 Future? Local Digital Agenda for the Helsinki Region based on Smart Specialisation. The discussion is going on. We will pioneer solutions to tackle Grand Societal Challenges. We will focus on: 1. Smart Urban Design 2. Active and Healthy Ageing 3. Low Carbon Economy This means especially fueling Industrial Leadership by focusing on: 1. Regional Service Architecture and Modeling 2. Digitalization of System Processes, especially Services 3. Mindset and Environment for Start-up and Growth Companies And this means on global level science excellence focusing on: 1. Open Innovation Interlinked Ecosystems 2. Integrating Real and Virtual Reality 3. Future and Emerging Technologies This is the proposal made by Markku Markkula on 6 May 2012 based on the CoR Horizon 2020 draft opinion, Vanguard Group LDA activities, the EUE/RIE plans and the EU Smart Specialisation Mirror Group.

61 Laurea management system is based on shared leadership in a self-organising system, operating as a flock of geese Spontaneous harmony, order without careful crafting Watch a flock of geese turning and swooping in flight, undeterred by wind, obstacles and distance. There is no grand vizier goose, no chairman of the gaggle. They can t call ahead for a weather report. They can t predict what obstacles they will meet. They don t know which of their number will expire in flight. Yet their course is true. And they are a flock. Hamel ((2002),253) Leading the revolution The Country Brand Delegation the unbiased, solution-focused approach to problems which derivers from our history and culture. When faced with impossible situation we roll up our sleeves and double the speed.