Coordination of cluster programs with infrastructure programs (e g. support of universities and other educational institutions) 62figure 23:
and mutual learning between the program owners and to develop recommendations for a perfect cluster program.
SME2, Non-SME, R&d institutions, universities, training and education providers, financial intermediaries, consultants, governmental agencies and others.
The share of R&d institutions and universities is very much different between the countries. Iceland and Germany have the highest share (R&d institutions
and universities account for 24 respectively 11 per cent of all stakeholders). 1. 2. 4 REGIONAL CONCENTRATION OF CLUSTERS According to the definition of Michael E. Porter clusters are geographic concentrations of interconnected companies
Composition of clusters AUSTRIA 68%7%6%3%2%1%8%2%3%SME Universities Consultants Non-SME Training and education providers
if strategy and activities are defined mainly by research institutions or universities. If mainly industry defines strategy and activities
While research-driven clusters have a higher effect on R&d activities of research institutions (including universities) than industry-driven clusters through their cluster management organization,
For example, biotechnology clusters are oriented less towards industries as still today biotechnology is driven very much by research institutions and universities.
Life Long Learning Aspects for the Cluster Management Team Stability and Continuity of Human resources of the Cluster Management Team Stability of Cluster Participation Clarity of Roles Involvement of Stakeholders
GOVERNANCE, COOPERATION Maturity of the Cluster Management Human resources Available for the Cluster Management Qualification of the Cluster Management Team Life Long Learning Aspects for the Cluster Management Team
DEVELOPMENT OF HUMAN RESOURCES Participation in the development and implementation of vocational training or study courses together with external partners such as universities Training courses for cluster members Recruitment of staff on behalf of cluster members
Clusters help people engaged in the same technology field to network with each other, e g. companies with companies, companies with research institutes, universities with governments and so forth.
in order to increase the benefit for the companies, universities and R&d institutions and other service providers within the cluster.
and increase the value added of their actions. 7 Ketels defines cluster policy as efforts by governments, alone or in a collaborative effort with companies, universities,
These questions motivated policy makers and program owners from different European countries to engage in a benchmarking of cluster programs that should facilitate mutual learning in this respect.
universities and business sectors DENMARK Innovation Networks Denmark To strengthen innovation and research in Danish companies and thereby promote knowledge-based growth in business
and innovation infrastructure, improve the facilities of higher education institutes To motivate the cooperation of companies through clusters To support joint innovation investments of clusters To accredit innovative clusters ICELAND Regional Growth Agreements (Vaxtarsamningur
through networking and cluster co-operation among firms, R&d institutions, universities, municipalities and the government Strategic Research Program for Centres of Excellence and Research Clusters To reinforce science and technology research,
educational institutions and the public sector POLAND Polish Cluster Support Increased competitiveness of the Polish economy through the support of the establishment and development of clusters at the national and regional level PORTUGAL COMPETE To improve the sustained competitiveness
innovation businesses, partnership and cooperation among businesses, universities and research institutes in the fields of research, development and innovation,
A Critical review, p. 9, United nations University INTECH Institute for New Technologies Discussion Paper Series, Maastricht.
Coordination of cluster programs with infrastructure programs (e g. support of universities and other educational institutions) 01234 IND NCE ARENA KOM COB ZIM NEMO OSKE SHOK POL VAX
Prior to installments beneficiaries have to prove through an evaluation that they perform according to the grant agreement (in the Hungarian program a specific accreditation systems decides on further funding.
Thomas holds a Master's degree in political science, law and sociology from the University of Göttingen. Email:
He has also been external associate professor at the University of Copenhagen. He holds a Master's degree in economics from the University of Copenhagen and a Phd degree in international economics from Copenhagen Business school.
Email: tac@fi. dk LYSANN MÜLLER has been working as a consultant at the international technology cooperation and cluster policy department of VDI/VDE Innovation+Technik Gmbh in Berlin, Germany since 2005.
Lysann holds Master's degrees in Linguistics and Business Administration. Email: lysann. mueller@vdivde-it. de
Luminita Nicolescu, Ciprian Nicolescu ISSN 2071-789x RECENT ISSUES IN ECONOMIC DEVELOPMENT Economics & Sociology, Vol. 5, No 2a, 2012 71 Luminita Nicolescu
and approaches in SMES as they are seen as part of the organisational learning that is a contributing factor to the increase in company innovative performance (Laforet and Tann, 2006).
there is a felt need to emphasize more on the process of organisational learning. This includes looking for less costly ways to innovate,
While learning from good practices elsewhere and benchmarking ourselves against the best in the world is important,
anddouble the number of Phd graduates in science, engineering and technology to nearly one thousand per annum by 2013.
Graduate schoolsestablish a number of graduate schools to provide high-quality training of researchers, and equip them with generic and transferable professional skills that are relevant to a modern knowledge-based enterprise economy;
andstrengthen the Intellectual Property/Commercialisation functions within Higher education Institutes and provide them with expertise to translate research into applications.
high-quality people a supply that cannot be met by the education system alone: suitably qualified researchers will have to be attracted to Ireland from abroad.
Higher education Industry linkages We are supporting a number of specific initiatives to develop these vital links between higher education and enterprise.
and innovation these Centres involve research partnerships between Irish universities, leading multinational companies and SMES.
The provision of Innovation Vouchers that enable businesses to collaborate with higher education‘knowledge providers'to obtain an innovative solution to an enterprise need these vouchers offer SMES the opportunity to forge new relationships with higher education institutions and, ultimately,
and facilitating partnerships and projects between businesses, higher education institutions and graduates. Innovation in Ireland 9 Innovation in Ireland 2008 10 Initiatives stimulating research by industry We are encouraging the exploitation of research by industry through several other initiatives:
Individuals need to respond to the increasing pressures of globalisation by embracing a culture of lifelong learning and employability;
and employers to increase levels of workplace learning and upskilling. Lifelong learning Education and training can no longer be seen as a phase that individuals go through before their career starts;
it must be integrated into career development, and continue throughout the working life. Adult and Further Education Programmes are targeted at providing second-chance education opportunities
Lifelong learning and the National Skills Strategy Skills Development Innovation in Ireland 2008 12 The Minister of state with special responsibility for lifelong learning
Sean Haughey, TD, coordinates the lifelong learning agenda across both the Departments of Enterprise, Trade and Employment and Education and Science.
and, at the same time, provide authoritative accreditation of qualifications in which all stakeholders can have confidence. The National Framework of Qualifications (NFQ) provides a single unified framework with the potential to cover all awards in the State.
and is designed to ensure access, transfer and progression for learners. Over time, as similar developments take hold in other Member States,
the European qualifications framework (EQF) will enable the levels of qualifications within various countries to be aligned within a meta-framework.
Increasing the participation rate in upper secondary education to 90 percent; and Increasing the progression rate to third level from 55 to 70 percent.
Promoting the recognition of prior learning and accreditation for skills acquired outside the formal learning environment; and Targeting of specific groups for skills development, through analysis of sectoral and occupational groupings.
Government funding for upskilling those in employment has increased significantly in recent years, from €8 million in 2004 to €70 million in 2007.
and facilitation of learning as a key element in sustaining Ireland's national competitiveness. Skillnets supports over 150 networks of enterprises in Learning Networks,
which are led and managed by the enterprises themselves. Between them, these two programmes trained approximately 46,500 people in 2006.
This intensive programme is delivered at Stanford Graduate school of Business California. Innovation in Ireland 200813 Innovation in Ireland 2008 14 A number of further mechanisms to accelerate implementation of the National Skills Strategy are currently being investigated,
The provision of individual learning accounts funded jointly by the State, employers and employees; Improving arrangements for employee training leave;
Networks of firms, public institutions and educational institutions provide focus and efficiencies that deliver a competitive edge.
Close linkages between industry and higher education; Effective knowledge flows between suppliers and customers; and Collaborative, focused attention to common problems.
the research and learning institutions are becoming more significant economic players at local, regional and national levels,
The development agencies are working closely with the Universities and Institutes of Technology to enhance their ability to support industry at regional level with training,
In addition, Expertise Ireland provides businesses with access to expertise in all the Colleges and learning Institutions in Ireland and Northern ireland.
Maximising return on investment Intellectual Property Protection and Management Innovation in Ireland 2008 Exploitation of research resultstwo codes of practice have been published relating to the management of intellectual property arising from publicly-funded research (in whole
These codes of practice provide certainty, confidence and consistency to all stakeholders and underpin Ireland's attractiveness as a location for R&d and its subsequent exploitation.
Enterprise Ireland's Intellectual Property Fund for the Higher education Sector and the Intellectual Property Assistance Scheme provide advice
and immigrants), reinforcing entrepreneurial thinking in the educational system and enhancing the culture of entrepreneurship. The County and City Enterprise Boards encourage female entrepreneurship by promoting successful female entrepreneurs as role models
The County and City Enterprise Boards promote programmes such as the enterprise in second-level schools through Student Enterprise Awards.
and interactive learning. Ensuring they reach their full potential requires a new innovation policy approach that facilitates entrepreneurship and SME innovation.
and incremental innovations, participating in interactive learning processes and working in different modes of innovation. The major policy implications are pulled then out.
Rather, innovation today tends to be carried out in collaborations among universities, research organisations, customer supplier and competitor firms and consumers, with costs and roles shared,
pervasive and generates an aggregate learning curve effect that increases the productivity of new knowledge investments.
Some of the ideas driving economic growth may be the result of scientific breakthroughs in large firms and universities,
and SMES that participate in knowledge transfer networks with universities, large firms and other players.
External ideas for innovation can come from many places from collaborations with universities and other firms or business angels, from labour mobility among firms and organisations and from informal social capital contacts.
universities and research organisations, requiring both innovation competencies and international connections. One of the ways of achieving this is through participating in globalised value chains and networks of innovation.
and inputs to ideas generation that are exploited by large firms, universities/research organisations and other small firms.
universities and research organisations. This type of knowledge spillover process is at the heart of the logic of endogenous growth theory, the lens through
Knowledge built up in universities, large firms and research organisations does not spill over automatically, however.
This largely occurs as individuals leave universities research organisations and large corporations to start enterprises based on knowledge they developed there in the form of spin-off companies,
alongside the more traditional patent and licensing routes and the publishing and teaching activities of universities.
In the USA, for example, the Bayh-Dole Act of 1980 increased incentives to universities to invest in the commercial exploitation of their knowledge by giving them control of the intellectual property arising from the federal government funded research they undertake.
the University of British columbia has a venture fund, the University of Guelph has raised money for commercialisation by listing its intellectual property portfolio on the stock market,
and a range of entrepreneurship boot camps, mentoring programmes, entrepreneurship resource centres and entrepreneurship courses for researchers have been introduced (Mcnaughton, 2008).
which seems to have one of the highest rates of university spin-offs, only two spin-offs were created per research institution per year.
Neither are university spin 1. INTRODUCTION SMES, ENTREPRENEURSHIP AND INNOVATION OECD 2010 35 offs high-growth firms on average,
While forefront research establishments like Oxford university in the UK, the University of Wisconsin, Madison, in the USA,
and the University of Waterloo in Canada are key drivers of entrepreneurship in their areas through spin-offs (84 spin-offs in Madison;
and an additional one-sixth are spin-offs from universities. They also appear to be increasing in frequency over time
The relationship may involve not just the role of new start-ups in exploiting knowledge themselves but also the role of new enterprises and SMES as participants in knowledge exchange networks within innovation systems, stimulating knowledge transfers from universities and other
Interactive learning One of the major developments in innovation in recent years is the increasing importance of networks.
This is interactive learning. SMES and start-ups are important participants in interactive learning networks both exploiting knowledge developed elsewhere
and contributing to knowledge development. Their role is documented by a substantial literature on SMES and inter-firm and universityindustry linkages (e g.
This framework examines the interactions among sets of organisations including firms, universities, venture capitalists and public agencies mediated by institutions that set the rules of the game,
such as intellectual property regulations and rules and norms influencing the relations between universities and firms.
which universities and research organisations are the central players, and the knowledge exploitation subsystem, in which new and small firms are key players along with larger firms.
The use of the innovation systems approach permits the identification of a range of potential policy problems or system failures affecting interactive learning (Potter, 2005.
For example, they may include lack of infrastructure for knowledge generation and transfer (e g. universities and science parks;
and lack of complementarity between the knowledge exploration and exploitation sub-systems (e g. lack of fit between university research
It is essentially a science-push approach in which R&d in universities and large firms is critical
and exploitation through knowledge-based spin-offs and high-technology collaborations between firms and universities and research institutes has an important role to play.
The DUI mode, on the other hand, is driven a user approach that relies on experiencedbased know-how and informal processes of adaptive learning.
Whereas the managed economy implied an innovation policy that could be focused on encouraging basic research in universities
Large-scale research subsidies to national champions, other large firms and basic-research silos in national universities and research organisations are not the most effective way to generate innovation in an environment where knowledge
For example, education systems, the media and business support organisations can help foster entrepreneurial motivations (Potter et al.
often exploiting new science developed in universities and research laboratories. They make up an important component of the high-employment-growth firm sector.
It suggests the need for DUI-mode policy support focused on a wider set of institutions affecting learning and innovation,
Examples of relevant policy approaches include creation of science parks and business incubators, encouraging mobility of staff between universities and industry,
and facilitating knowledge exploitation through licenses, patents and university and corporate spin-offs, and shared foresight and strategy development activities (OECD, 2004;
They may be imparted through school education, universities and vocational training colleges. Training in SMES is also very dependent on relationships with the public sector
Archibugi, D. and S. Iammarino (1997), The Policy Implications of the Globalisation of Innovation, University of Cambridge ESRC Centre for Business Research, Working Paper 75, ESRC Centre
University-Industry Linkages in Japan and the United states, MIT Press, Cambridge, MA. Callan, B. 2001), Generating Spin-offs:
and Profiting from Technology, Harvard Business school Press, Boston, Massachusetts. Chiarvesio, M.,E. Di Maria and S. Micelli (2010), Global Value Chains and Open Networks:
Factor Productivity and the Role of Entrepreneurship, Jena Economic Research Papers 2008-19, Friedrich Schiller University and the Max Planck Institute of Economics, Jena.
from National Systems and Mode 2 to a Triple Helix of University-Industry-Government Relation, Research Policy, Vol. 29, pp. 109 123.
Knight, F. 1921), Risk, Uncertainty and Profit, Chicago University Press, Chicago. Jensen, M.,B. Johnson, E. Lorenz and B. Lundvall (2007), Forms of Knowledge and Modes of Innovation, Research Policy, Vol. 36, No. 5, pp. 680-693.
Lindholm Dahlstrand, A. 2008), University Knowledge Transfer and the Role of Academic Spin-offs in J. Potter (ed.),Entrepreneurship and Higher education, Ch. 10, pp. 235-254, OECD, Paris. Lundvall, B. and S. Borràs (1997), The Globalising Learning Economy:
Implications for Innovation Policy, Report to the European commission, Directorate General Science, Research and development, Brussels. Malecki, E. 2008), Higher education, Knowledge Transfer Mechanisms and the Promotion of SME Innovation
, in J. Potter (ed.),Entrepreneurship and Higher education, OECD, Paris Ch. 9, pp. 213-234. Mansfield, E. 1995), Academic Research Underlying Industrial Innovations:
Sources, Characteristics, and Financing, The Review of Economics and Statistics, Vol. 77, No. 1, pp. 55-65.
Mcnaughton, R. 2008), Technology Commercialisation and Universities in Canada, in J. Potter (ed.),Entrepreneurship and Higher education, Ch. 11, pp. 255-234-269, OECD, Paris
Potter, J. ed.)(2008), Entrepreneurship and Higher education, OECD, Paris. Potter, J. and G. Miranda (eds.
Shane, S. 2004), Academic entrepreneurship. University Spinoffs and Wealth Creation, Edward Elgar: Cheltenham, UK. Stangler, D. and R. Litan (2009), Where Will the Jobs Come From?
Kauffman Foundation Research Series: Firm Formation and Economic growth Paper No. 1, Ewing Marion Kauffman Foundation, WASHINGTON DC.
UK public policy and open innovation Charles Levy and Benjamin Reid September 2011 The Big Innovation Centre is an initiative of The Work Foundation and Lancaster University.
universities and public bodies to research and propose practical reforms with the ambition of making the UK a global open innovation hub as part of the urgent task of rebalancing and growing the UK economy,
a major initiative from The Work Foundation and Lancaster University, will examine how the UK can position itself to be a major global innovation hub in 2025.
and investigation undertaken by the Big Innovation Centre, a groundbreaking new initiative from The Work Foundation and Lancaster University.
including SMES and Universities, although the concept of open innovation needs to be shifted slightly from that frequently articulated.
Open innovation In his seminal book on open innovation, UC Berkeley Business school Professor Henry Chesbrough highlighted a fundamental divide between firms
nuclear reactors, mainframe computers Largely internal ideas Low labour mobility Little venture capital activity Few, weak start-ups Universities unimportant Examples of industries:
PCS, movies Many external ideas High labour mobility Active venture capital Numerous start-ups Universities important Source: Chesbrough (2003) With open innovation such a widely deployed term for describing organisational activities,
mismatch Network Long term Dynamic learning potential Static inefficiencies Source: Tidd et al. 2005) In some literature this boundary has been described as the difference between being open to external ideas,
The evolving focuses of our universities (exemplified by the changing impact assessment guidelines) and the open nature of the Technology Strategy Board or research funding applications are good examples of this.
Universities face the challenge of rethinking their position within the value chain to identify additional revenue streams;
'Journal of International Business studies, Vol. 35, No. 2, pp. 124-141 25 Missing an open goal?
Universities Arguably, universities have been practicing a form of open innovation practice since their mediaeval origins:
and through the dispersal of knowledge into the broader economy by educating students who go on to work outside academia.
This perspective on universities'role in the innovation ecosystem suggests a deeper and more complex engagement with‘open'innovation than the slogan of a recent shift by UK universities from‘ivory towers to knowledge brokers'.
UK Public policy and open innovation Nonetheless, changes to innovation value chains wrought by the changes labelled‘open innovation'do present challenges to universities,
Universities in the UK are challenged increasingly particularly by government to diversify funding streams, and to act as a more direct partner
Modern universities'diversified engagements with industry include links through (at least) the following channels:‘‘publications/reports, informal interaction, public meetings or conferences, contract research, consulting, joint or cooperative research, patents, personnel exchange, licenses, recently hired graduates.'
'16 Legislative changes in many jurisdictions have influenced this change. For example the 1980 Bayh-Dole Act in the US sought to encourage entrepreneurial spin-off companies from US universities by allowing them to retain intellectual property rights from research activities which were funded originally government.
Some UK universities have looked, in turn to follow this model, and shift their role in the innovation value chain from creation to a greater degree of innovation value capture,
encouraged by government-commissioned studies such as the Lambert Report in 2003.17 Shifting to a spin out/IP ownership
and exploitation role has provided undoubtedly a challenge for universities to reposition themselves in relation to their multiple roles in the innovation ecosystem.
Universities also have a greater level of tension in relation to national policy, some voices pressuring universities to‘pay their way'more directly that they should look to protect their native IP as much as possible
while others suggest that they should act as purely open‘public good'institutions, the better to allow maximum outflow of knowledge and innovation into the national economy.
university activities to support development of innovation, or to support use of innovation, are most effective according to where they operating at different points within innovation value chains and networks.
The challenge for universities is to be able to make decisions regarding the balance of openness in their role between the value to business and the value to the national economy. 16 Cohen, Wesley, M.,Nelson, Richard, R.,Walsh
The Influence of Public Research on Industrial R&d',Management Science, Vol. 48, No. 1, pp1-23 17 Lambert, R. 2003) Lambert Review of Business-University Collaboration:
Towards a Theory of Innovation and Interactive Learning, London: Pinter, see also Ramstad, Elise (2009)‘ Expanding innovation system and policy-an organisational perspective',Policy Studies, Vol 30, No 5, pp533-53 30 Missing an open goal?
and recently appointed Professor John Kay to lead a review of the effect of UK equity markets on the competitiveness of UK business. 21 But the impact of these activities-and of any planned changes-on the national innovation system
++o+XVI Organised diffusion+++o/++Education policy XVII General stimulation+++XVIII Entrepreneurship education+o o o Labour market policy XIX Aim for flexibility+o
Harvard Business school Press 27 Herstad, Sverre, J.,Bloch, Carter, Ebersberger, Bernd, Van de velde, Els (2010)‘ National innovation policy. and global open innovation:
An important first step will be for the government to implement the recommendations of the Hargreaves Review on Growth and IP. 28 As the Big Innovation Centre's Director, Professor Birgitte Andersen, recently noted:‘
The Big Innovation Centre, a major new initiative from The Work Foundation and Lancaster University, will be driving forward this analysis and commentary.
3. Universities and public research organisations as interactive partners within the innovation system will consider the support/incentives offered to universities here
Harvard Business school Press Ciravegna, L. 2011)‘ Outsourcing of New Product Development and the Opening of Innovation in Mature Industries:
A New Perspective on Learning and Innovation, Administrative Science Quarterly, Vol 35, pp128-152 Cosh, A.,Zahng, J.,Bullock, A. and Mllner,
'Journal of International Business studies, Vol. 35, No. 2, pp. 124-141 Lambert, R. 2003) Lambert Review of Business-University Collaboration:
UK Public policy and open innovation Acknowledgements This report is a publication from the Big Innovation Centre, an initiative from The Work Foundation and Lancaster University.
The Big Innovation Centre is supported by the following companies, public bodies, universities and private trusts. 44 Missing an open goal?
UK Public policy and open innovation We are supported by a university consortium. 45 Missing an open goal?
. biginnovationcentre. com www. theworkfoundation. com Contact details All rights reserved Big Innovation Centre (The Work Foundation and Lancaster University.
Landec Ltd, University House, Lancaster University, Lancashire LA1 4yw. Cover Design: Bison bison 2011
FORFÁS EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS & ENTREPRENEURSHIP 1 EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS AND ENTREPRENEURSHIP 2table of Contents Executive Summary 3 1 Background and Context
me from. reland from aden the ed as a es. They ng and ich was advisory HEI gy agen
innovators and researchers in the higher education sector bringing together research capability and business acumen-with the aim of generating new ideas with commercialisation potential.
The Start Your Own Business (SYOB) supports include Financial Assistance and SYOB Training as well as mentoring and management training.
A survey of CEBS revealed that 44 per cent of management training (excluding SYOB courses) and 58 per cent of mentoring services are directed to start-up businesses.
through the Competitive Start programme and through spin outs from higher education institutes. An improved focus of the HPSU feeder programmes should also assist this target.
Enterprise Ireland is charged also with increasing the number of investments in Inward Entrepreneurial Start up Projects by 50 per cent. 54 The RD&I suite of programmes include a number of initiatives that focus on commercialisation of HEI research
capabilities and expertise that exist within the 3rd level sector to strengthen industry/college linkages.
capabilities and expertise that exist within the 3rd level sector to strengthen industry/college linkages.
and knowhow being generated in higher education institutes. In more recent times, as Ireland faces very challenging economic conditions, the Government's Building the Smart Economy,
Partner HEI contribution. Outputs Number of participants industry and academic, Sectors and technology areas covered aligned to enterprise and research base,
and involves focused three hour networking and information sessions between entrepreneurs, innovators and researchers in the higher education sector.
and higher education institutes (on a regional scale) in order to develop innovative products and services. The pilot for Ideagen was launched in the South East region in 2009
significant investments were being made to commercialise research outputs from the higher education sector and there was an increasing amount of research being generated that had commercial potential.
It reaffirms the importance of driving innovation in the indigenous company base and on increasing commercialisation of the R&d activity within the HEI's. In particular,
and innovations from the higher education sector to promote economic growth, it states that we will promote
for instance utilising space in the HEIS to host the events. These figures cover all direct input costs such as advertising, venue hire, catering,
They arrange the speakers and facilitators for each of the events and work with the Higher education Institutes
What did ger term out ty one particip sity Hospital G LUATION OF ded all three d to gain a b e ideas. m the partici HEIS in 2012,
. me is designe nd HEIS to co and network and enterprise d d networking most about de:
an increasing amount of research with commercial potential is emerging from the higher education sector and a number of Irish entrepreneurs are looking for next generation business opportunities.
Approximately 75 per cent of Irish university spin outs go on to raise venture capital and 66 per cent of the SMES collaborating within the Science Foundation Ireland Funded Centres for Science,
and know-how being generated in higher education institutes, and to forge new partnerships between these institutions and enterprise.
11-Seroba Bioventures €20m 10 27 Yes Trinity Venture Fund II €138. 7m 17 40 Yes 4th Level Ventures University Seed Fund
networking, financial supports 110 Over 20,000 students a year now participate in the various CEB supported programmes implemented in the education sector FORFÁS EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS
and only apply in the case of projects that clearly demonstrate a potential to graduate to Enterprise Ireland
Grants include assistance with innovation including consultancy requirements, hiring of expertise from third level colleges, private specialists, design costs, patent costs and prototype development costs.
The course content normally includes information on: Company structures; Business planning; Market research and Marketing; Sources of finance, financial Management, taxation and book keeping;
Since 2008, the course content has been broadly standardised across CEBS to address the variations that existed prior to that.
and often arise from the demand from clients of management development programmes who wish to build on previous learning
Student Enterprise Awards-Second Level; Exploring Enterprise-Second Level; Enterprise Encounter-Second Level; FORFÁS EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS & ENTREPRENEURSHIP 131 Celtic Enterprise-Second Level;
and Third Level Over 20,000 students a year now participate in the various CEB supported programmes implemented in the education sector F Other Activities The CEBS are involved in a wide range of other activities in response
30 Mentoring Assignments 110 Networks supported 1-4 Student Enterprises Initiatives 20,000 nationwide (All CEBS) CEB Activities specific to Start-up Enterprises
and 132 For practical reasons, services, such as management training, may be delivered most effectively jointly to new and existing entrepreneurs.
The survey of the CEBS established indicated that with regard to management training, 44 per cent of activity is directed towards start-up enterprises.
and Advice Financial Priming Grants Business Expansion Grants Feasibility Grants Training SYOB Training Management training Mentoring Networking Measure 1:
while 44 per cent of management training (excluding SYOB Programmes), and 58 per cent of mentoring services are directed to start-up businesses. 9. 9 Impacts and Outcomes Financial supports:
and draws on the expertise of local universities and industry experts. The High Growth Start-up Programme targets start-ups in high technology sectors and provides coaching
which is based in the University of Linköping, and SMIL a local business association whose membership is composed of small technology-based firms in the region. 154 Appendix III:
Costs and Inflation Forfás February 2014 State Investment in Research and development 2012 2013 Forfás December 2013 Survey of Research and development in the Higher education Sector 2010/2011 Forfás
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