aimed inter alia at improving the digital literacy of young consumers. A dialogue with intermediaries and traders with a view to developing codes of good conduct, good practices or guidelines for price, quality and sustainability 34 Regulation 2006/2004/EC http
. pdf 22 The Commission has set up the S3 Platform55 to support the regions through peer reviews and workshops to share best practices and work towards the preparation of these strategies.
in many Member States, there is a lack of specific education on all levels for e-learning, e-literacy and e-skills.
The EU should encourage Member States to provide for an adequate level of education that will strengthen consumers competences
There are huge differences in digital literacy and digital administration between Member States. The EU could help close this digital divide.
The EU needs to help close the digital divide between Member States with high-level of digital literacy and digital administrative processes and those with low-levels
A guide to eco-innovation for SMES and business coaches Editors Michal Miedzinski, Technopolis Group Belgium Martin Charter, The Centre for Sustainable Design, University for the Creative Arts
Meghan O'brien, Wuppertal Institute Authors Technopolis Group Belgium Michal Miedzinski, Asel Doranova, Johanna Castel, Laura Roman The Centre for Sustainable Design, University
A guide to eco-innovation for SMES and business coaches. 16 eco-innovation observatory Learning Resources Business model Generation offers a wide range of resources for entrepreneurs and companies on business model innovation
in Hungary disseminates case study books to help SMES invest in environmental measures that generate economic returns. www. environmental-savings. com Learning Resources Eco-innovate!
increased material and energy productivity and improved their processes. www. thecirculareconomy. org/case studies Learning Resources Eco-innovate!
Develop clear indicators based on the code of conduct to monitor progress. Internal and external communication is also very important at all stages.
towards smart freight models TRI-VIZOR, a spin-off from the University of Antwerp in Belgium, developed an original horizontal cooperation based business model for freight transport.
and Learning Tool is an online tool to help companies assess their approach to supply chain sustainability,
Learning Resources Eco-innovate production processes Maximising Value: Guidance on implementing materials stewardship in the minerals
and licensing. portal. enterprise-europe-network. ec. europa. eu EUREKA is a European network that supports businesses carrying out R&d. www. eurekanetwork. org/supporting Learning Resources
you may choose to train a designer, contract an external consultancy or partner with an appropriate university or technical school.
a cleaner printed cicruit board Crawford Hansford & Kimber developed a cleaner printed circuit board (PCB) that is incorporated into equipment that interfaces with data loggers that is now in use in higher education around the world.
section=1¤tsection=1& sectionname=Home Learning Resources Figure 7: Eco-design Strategies Wheel Eco-innovate!
University) and The Centre for Sustainable Design, 2002 cfsd. org. uk/smart-know-net/smart-know-net. pdf The EU Eco-label helps identify products
and examples. www. defra. gov. uk/environment/economy/products-consumers/green-claims-labels/Learning Resources Eco-innovate products
In order to upskill the business the Creative Director attended a masters degree course in ecoinnovative building technologies and processes.
lead questions Good practice Learning Resources Eco-innovate! A guide to eco-innovation for SMES and business coaches. 56 eco-innovation observatory What is crowdfunding?
and ANI (As Nature Intended)( www. anibrand. com) vegan Barefoot shoes were funded both by Kickstarter (www. kickstarter. com). Learning Resources A Directory of crowdfunding platforms www
Eco-innovation in Romanian SMES ROXANA VOICU-DOROBANTU Department of International Business and Economics Bucharest University of Economics Bd.
University of Economics Bd. Dacia, 41, Bucharest ROMANIA paraschiv@inde. ro http://www. rei. ase. ro ANA MARIA MARINOIU Department of International Business and Economics Bucharest
University of Economics Bd. Dacia, 41, Bucharest ROMANIA anamarinoiu@yahoo. com http://www. rei. ase. ro Abstract:
,(1999) Trajectory Change through Interorganisational Learning. On the Economic Organisation of the Greening of Industry, Copenhagen Business school, Phd.
Series, Copenhagen. 3 Andersen, M m. (2002) Organising Interfirm Learning as the Market Begins to Turn Green, in de Bruijn, T. J. N m. and A. Tukker (eds.
Partnership and Leadership Building Alliances for a Sustainable Future. Dordrecht: Kluwer Academic Publishers, pp. 103-119.4 Andersen, M m.
Physica Verlag, pp. 43-66.26 Kraatz, M. S. 1998) Learning by association? Interorgani zational networks and adaptation to environmental change.
and channelling the fruits of university and public R&d to enterprises. Progress in each of the above areas will create a more conducive environment for innovation in Europe.
and of Internet/web literacy. The ICT enablers index takes into account affordability of Internet access, telecoms market competition, security of the Internet infrastructure, government support for ICT development,
Schools and universities produce a steady flow of graduates trained in software programming, network design and other technical aptitudes,
Its main focus has been the channelling of €400m per year of government funding to deserving university
Tekes provides funding that enables SMES to receive ICT-related management training directly from Tekes itself or from approved agencies.
%respondents could provide a maximum of three answers) Initiatives to encourage technology transfer from universities 29 Government leading the way in innovative use of ICT 35 Encouragement of foreign direct investment in ICT
and secondary schools 33 Availability of specialist high tech qualifications in further and higher education 10 Policies to redress under-representation of women in ICT jobs 2 Financing schemes for ICT-related investment
19 Schemes to promote access to higher bandwidth services 36 Promotion of common technology standards 32 Availability of good ICT education in primary and secondary schools 43 Other
Bart van Ark, an economist from the University of Gröningen, believes restrictive product markets discourage innovation and ultimately the effective use of ICT.
Funding for university and research institute spinoffs is another area where Europe compares*For example Van Ark and O'Mahony, 2003 20 The Economist Intelligence Unit 2004 Reaping the benefits of ICT Europe's productivity challenge unfavourably with the US.
In Europe as in the US, a substantial volume of R&d work is conducted by universities and independent research institutes.
however, links in Europe between university-based institutes and businesses remain weak. Our own research and other studies reveal numerous complaints relating to R&d activity in Europe,
and too little into applied R&d) to universities'distrust of corporate clients or institutes'inability to attract
Finland shows that some European countries are The Catholic University of Louvain in Belgium (UCL by its French acronym) provides a good,
the university stresses the importance of applied research that can be put directly to use by companies.
The country has invested also great efforts into improving research collaboration between universities and industry. Danny O'hare, chairman of Ireland's Information Society Commission, says the focus on R&d ensures talented researchers are attracted into Ireland's universities and institutes
and that to some extent the brain drain of scientific talent to the other side of the Atlantic is being reversed.
Taking the longer view, governments should also entrench ICT-related training at all levels of the educational system,
and ensure that tertiary institutions offer relevant ICTRELATED management training in the appropriate programmes. Danny O'hare, chairman of The irish Information Society Commission, says Ireland's success in harnessing ICT stems partly from efforts by the government
business and universities first to identify critical skill gaps, and then to change the educational system to address them.
Business leaders need to invest in skills training for their own managers and staff, and provide incentives to encourage staff to undertake this training outside the workplace.
and through their indirect stewardship of universities have considerable influence on how research institutes operate.
supporting public-private mechanisms enabling SMES collectively to access the results of university or other R&d;
encouraging universities to establish closer ties with companies for R&d purposes; and actively sponsoring pilot projects to demonstrate the benefits of R&d.
Many large companies in Europe are eager to farm out research to university-based institutes but some need to be more flexible on issues of intellectual property ownership
and reward-sharing to keep universities interested. For their part, the universities need to show no lesser degree of flexibility.
Also, large firms such as Nokia, Ericsson and Philips have been extremely supportive of community-based pilot projects and often play prominent roles in them.
The results also suggest that schooling, ICT and the quality of the business environment are interrelated,
SCHOOL the mean years of schooling of the adult population in 1995. Available direct measures of years of schooling have been shown to be deficient in various respects.
There are also many missing country values. We thus construct a proxy measure for mean years of schooling that is comparable across countries, on the basis of primary, secondary and tertiary enrolment ratios (primary in 1985 and secondary and tertiary in 1990.
To construct this estimate, direct measures of the mean years of schooling for countries for which they are available are regressed on enrolment ratios.
The resulting equation is used to derive our estimate of mean years of schooling of the adult population for all countries in the sample.
Ireland dummy variable for Ireland. OIL dummy variable taking value of 1 if a country is a major oil exporter;
The growth advantage that the euro zone economies had in terms of lower initial GDP per head (the catch up potential) and higher investment rates is cancelled roughly out by the effects of the US's superior business environment and schooling.
The four qualitative indicators assess the quality of Internet connections, the development of ebusiness, the development of online commerce and the exposure of the population to the Internet("Internet literacy".
Survey results Reaping the benefits of ICT Europe's productivity challenge Which of the following countries have the highest levels of ICT literacy as an average across the whole population?(%
and secondary schools 33 Initiatives to encourage technology transfer from universities 29 Encouragement of foreign direct investment in ICT sector 23 Financing schemes for ICT-related investment 22
and higher education 10 Policies to attract ICT skilled immigrants 10 Policies to promote labour mobility 9 Policies to redress under-representation of women in ICT jobs 2 Other 1
(%respondents) Government innovation in providing online services to citizens 44 Availability of good ICT education in primary and secondary schools 43 Government schemes to promote universal access to PCS
Cooperation among universities and research centres, utilities, manufacturers, regulators and legislators must be fostered, not only for the successful development of new technologies but also to overcome nontechnical barriers.
A prerequisite is the adequate technical staff trained by high level universities and other technical schools.
Higher education and skills issues. With regards to education and skills, it is already evident that an insufficient number of well-trained engineers are being produced in the power engineering field.
, Enel Distribuzione, Italy Edmund Handschin Professor, University of Dortmund, Germany Nickolas Hatziargyriou Professor, NTUA, Greece Nick Jenkins Professor, University of Manchester united Kingdom
REEEP, Austria Pier Nabuurs CEO, KEMA, The netherlands Jacob Østergaard Professor and Head of Centre for Electric Technology, Technical University of Denmark Carlo Sabelli Director
and communication technology ISP internet service provider MOOC Massive open online courses (MOOCS) NBIC nanotechnology, biotechnology, information technology and cognitive science SCENIHR Scientific Committee on Emerging and Newly Identified Health Risks 4
Percentage of the population age group 30-34 who have completed tertiary education, by country in the EU-27, in 2011.24 Figure E. 4. 1:
1. The rise of a global‘middle class'2. The role of new technologies, new media and increased access to education 3. The empowerment of individuals 10 4. The changing demography of a globalised
economic growth and interconnectedness together with rising levels of education in many parts of the world have enabled a technological revolution in life sciences.
Inequalities are expected increasingly to manifest themselves in terms of capacity (literacy, awareness and skills) to reap the benefits of technology.
and 5%reported having participated in an online course also suggests that there is potential to be captured easily.
Although policy frameworks such as the Digital Agenda prioritise e-skills and digital literacy the implementation often varies across Member States
and the policies are need likely to to be in place for a substantial amount of time to produce visible changes in literacy and skills indicators. 16 Figure E. 1. 1:
and social pressures will pose challenges to EU education policy and organisation (e g. accreditation of virtual institutions),
all levels of schooling, led by international institutions, are likely to prioritise e-skills and other transferable capabilities (Anderson & Raine 2012;
Networked technologies are likely to enhance the potential offered by distance education in formal and informal settings,
Percentage of the population age group 30-34 who have completed tertiary education, by country in the EU-27, in 2011 Source:
and this may contribute to the spreading of Western values and intercultural attitudes when these students return home (Naidoo 2011;
Correspondingly, the global mobility and flow of 25 students in tertiary education has soared since the 2000s, increasing by 78%between 2000 and 2010 from a total of 2 million to 3. 6 million.
and harmonisation (such as the one exemplified by the European Bologna process) will take place in the coming decades.
Such policies may also increase the globalisation of higher education and of associated changes in values.
Technology access and the ability of students to understand and use information effectively have gained importance in school curricula and international policy across the globe.
However, measuring and benchmarking information literacy presents methodological challenges (UIS 2012. Innovation regarding the delivery of open educational content has been on the rise in recent years,
Massive open online courses (MOOCS), which first appeared in 2008, are an example of this trend. Although their development is not immune to criticism these courses are often characterised by very high dropout rates,
overly traditional teaching structures and little focus on the progress of the individual student their global reach illustrates well the potential of network technologies for education (Daniel 2012;
Kop 2011. Similarly, informal education offered through platforms for user-generated content is enabled by technological progress (Facer
& Sandford 2010). 4. 2. Uncertainties about the effects of a global education and eskills Although the globalisation of education and the diffusion of e-skills are projected often to be associated with better labour market prospects for graduates,
some of the literature has forecast a potential effect to the contrary. Despite the decreasing affordability of education, increasing unemployment caused by the financial crisis has led to increases in the number of students enrolled in higher education institutes as education is seen as an alternative to unemployment.
The composite effect of rising unemployment and tuition fees however, has contributed to exacerbating inequalities in access to higher education (see Figure E. 3. 1 on educational attainment in tertiary education.
This trend, which is corroborated by the discussion in the Delphi exercise, is likely to continue into the coming decades (Lewis & Verhoeven 2010;
with the potential effect of increasing participation in higher education especially in countries where enrolment rates are currently low.
(or the problem) in the way education is delivered. 5 UIS interactive map on global education flows http://www. uis. unesco. org/EDUCATION/Pages/international-student-flowviz
, regulation Market penetration rates, global revenues++Medium to long term Preserving global competitiveness of EU industry, societal impacts of new technologies (work, health education, etc.
demand for systematic incorporation of SI in the policy toolbox, replacing public sector services with grassroots initiatives Medium Online and informal forms of education will have increasing impact on access to education and outcomes
Technological progress and growing degree of interconnectedness, fiscal constraint, limited ability to change educational systems, skills demand,
net generation Number of students enrolled in traditional and online courses/MOOCS, educational attainment, number of universities offering online courses, educational reform,
unmet demand on labour market for certain skills++Medium term Need to make educational systems responsive to these developments,
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but also requires improvements across other pillars such as higher education, training and technological readiness. Figure 2: Defi ning Competitiveness, Comparison of European Regions, 3 Top 10 Countries in Innovation Globally Source:
The Global Competitiveness Report 2013-2014 1 2 5 6 7 Institutions Infrastructure Macroeconomic environment Health and primary education Higher education and training Labor market efficiency
Defi ning Competitiveness The 12 Pillars of Competitiveness Institutions Higher education and training Technological readiness Infrastructure Goods market effi ciency Market size Macroeconomic environment
Labor market effi ciency Business sophistication Health and primary education Financial market development Innovation Switzerland Israel 5. 3 Finland 5. 4 5. 8
including companies, academic institutions and individuals. Although some large corporations are strong innovators, small and medium enterprises (SMES) are frequently the source of ideas for products brought to market by large corporations. 4 In Europe,
Entrepreneurship schools and universities Possessing the skills to found and operate a business is an important complement to the attitude of risktaking and perseverance that successful entrepreneurs display.
young people who benefit from entrepreneurial learning develop business knowledge and essential skills and attitudes, including creativity, initiative, tenacity, teamwork, understanding of risk and a sense of responsibility. 18 Cultural/Social framework:
500 companies find graduate talent for entrepreneurial internships. 21 Founders4schools reached 2, 500 students in a pilot programme in 2011-2012;
and by influencing policy. 23 Publicprivate Public-platforms to connect private actors with schools and private universities to set up education programmes,
student projects or events to inspire talent with success stories Junior Achievement Young Enterprise Europe is Europe's largest provider of entrepreneurship education programmes.
It reached 3. 1 million students in 2012.24 IMP rove offers intrapreneurial experiences (that is behaving like an entrepreneur
Over 3, 500 companies in more than 30 countries have used IMP rove. 25 The European Forum for Entrepreneurship Research (EFER) has trained 472 professors in entrepreneurship,
the setting-up and running of student training firms, and teacher training and support. 31 Comprehensive entrepreneurship programmes The Entrepreneurship and Innovation Programme under the European Competitiveness and Innovation Framework Programme (CIP) had a budget of € 2. 17 billion
for the period 2007-2013. Achievements include numerous projects with universities and non-governmental organizations to improve entrepreneurship education,
and the European SME Week with 1, 562 events across and beyond Europe in 2012.
individuals Fund of funds/other asset managers (including PE houses other than fund of funds) Corporate investors Insurance companies Pension funds Banks Capital markets Academic institutions/Endowments and foundations
universities and research organizations Finland is a leading country in innovation cooperation between companies and the research sector.
access to specific customer segments Learning about new application fields, access to new markets and sales network to access the market Unclear
of Finland António Pires de Lima Minister of Economy of Portugal David Willetts Minister of state for Universities and Science of the United kingdom Figure 19:
By 2020 every pupil across Europe should have had an entrepreneurial experience before leaving secondary school. Regulatory red tape should be reduced
poor links between universities and the labour market don't help. We should be giving tax incentives to start-ups.
A result of this is an increase in entrepreneurship courses embedded in the education system from 8%in 2009-2010 to 15%in 2012-2013.
Impact measurements from the foundation show a high, positive view in students'intentions and attitude towards entrepreneurship.
e g. university professors. The improvement of commercialization activities by academic spinoffs or of the situation for seed and early-stage financing for technology-intensive ventures,
e g. for academic spin-offs. 42 Enhancing Europe's Competitiveness David Willetts Minister of state for Universities and Science of the United kingdom The role of innovation-driven entrepreneurship in the economy:
including representatives of schools, civil society, universities, business angels, accelerators, incubators, venture capitalists and corporate intrapreneurs.
Potential to improve collaboration between entrepreneurs, universities, large companies and academic institutions within your country(%)Connect:
Importance of setting up and developing a visible, inclusive network of public and private initiatives designed to support entrepreneurship across Europe(%)59 29 7 1 2 1+89 No opinion Very low potential Very high potential
Fully 80%of project survey participants see significant potential to improve the level and impact of collaboration between entrepreneurs, universities, large companies and academic institutions (Figure 23.
and universities to focus on the skills that entrepreneurs require. 55%said it is very important to provide more opportunities for potential entrepreneurs to obtain practical experience in an innovative business or start-up.
and universities, celebrate peer-level success stories to create awareness, initiate programmes to improve skills,
A key opportunity to create awareness of opportunities exists in entrepreneurship schools and universities. Strengthening this connection has an effect for both the next generation labour force and the education system.
Teachers and professors can be trained as entrepreneurship developers to inspire and encourage potential entrepreneurs to take action.
Entrepreneurship can be shown as the ability to navigate increased complexity, overcome career barriers, and more closely leverage personal strengths.
Starting with local networks between schools, universities and entrepreneurs, this type of intervention could scale up to influence the culture among entire populations.
and universities to focus on the skills that entrepreneurs require, and 46%say they would be willing to provide more opportunities for potential entrepreneurs to obtain practical experience in an innovative business or start-up.
or start-up Tailoring the education curricula in schools and universities to focus on the skills that entrepreneurs require Raising awareness of entrepreneurial success stories
and high school/university professors or students to ensure we progress towards decreasing the gap between education and the marketplace.
Professor of Business Administration, Harvard Graduate school of Business Administration It's time for a fundamental change of thinking in Europe.
How will such skills be generated through formal and lifelong learning, through international exposure, migration and so on?
Here again, the examples of Nordic countries (and especially Finland) show how European education systems can be tuned better to global competition,
From Fortress Firms to Cambrian Corporations Mark Esposito, Associate professor of Business and Economics, Grenoble Graduate school of Business, France,
and Instructor, Harvard university Extension School, USA Olaf Groth, Professor for Global Strategy, Innovation, Management and Economics, HULT International Business school, USA Fostering Innovation-driven
In turn, corporations will invest in co-learning/co-creation environments and competency development for project-focused networks and communities.
and groups stretch towards the next level of learning, competency development and solution design sophistication, with rewards ranging from financial awards to personal development programmes to social recognition
Eurydice (2012), Entrepreneurship Education at School in Europe. Fostering Innovation-driven Entrepreneurship in Europe 57 32. http://ec. europa. eu/cip/eip/.
How to Thrive in the New Innovation Landscape, Harvard Business school Press Cornell University, INSEAD, World Intellectual Property Organization (2013), The Global Innovation Index European commission (2012), Entrepreneurship
Young Global Leader Paul Campbell, Chief executive officer, Start-up Genie, USA Cross-report contributors Olaf Groth, Professor for Global Strategy, Innovation, Management and Economics
, HULT International Business school, USA Mark Esposito, Associate professor of Business and Economics, Grenoble Graduate school of Business, France,
Young Global Leader Calvin Chin, Founder, Transist, People's republic of china Clayton Christensen, Professor of Business Administration, Harvard Graduate school of Business Administration, USA Jim O'connor
for Universities and Science of the United kingdom Karen E. Wilson, Senior Fellow, Bruegel and OECD, Switzerland Björn Woltermann, Vice-president, Emerging Technologies, Deutsche telekom, Germany Werner Wutscher
Global Agenda Council on Fostering Entrepreneurship Virginia Cha, Chief, Research and Innovation, Institute of Systems science, National University of Singapore, Singapore Hongbo Chen, Vice-Dean
, Tuspark Research Institute for Innovation, Tsinghua University, People's republic of china Esther Dyson, Chairman, EDVENTURE Holdings Inc.,USA George Foster, Konosuke Matsushita Professor of Management
and Dhirubhai Ambani Fellow in Entrepreneurship, Stanford Graduate school of Business USA Habib Haddad, Chief executive officer, Wamda, United arab emirates Jian Han, Associate professor of Management;
Co-Director, Centre on China Innovation, China Europe International Business school (CEIBS), People's republic of china Krisztina Z Holly, Adviser, National Advisory Council for Innovation and Entrepreneurship
, USA Daniel Isenberg, Professor of Entrepreneurship Practice, Babson Executive Education, Babson college, USA Guriqbal Singh Jaiya, Director-Adviser, Innovation and Technology Sector, World
Redbus), India Thomas Speechley, Partner, The Abraaj Group, USA John Strackhouse, Senior Partner, Heidrick & Struggles, USA Tan Yinglan, Adjunct Professor, INSEAD
, Singapore Jonathan Teklu, Cofounder and Managing Partner, Springstar Gmbh, Germany Marc Ventresca, Fellow and University Lecturer, Saïd Business school, University of Oxford, United kingdom Global
-General, Directorate-General for Enterprise and Industry, European commission, Brussels Ding Chun, Dean, Centre for European Studies, Fudan University, People's republic of china M. Willem van Eeghen
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