and the number of S&e graduates grew by 51%from 2 430 000 in 2000 to 3 679 000 in 2010.
Figure 1 below illustrates that for science and engineering graduates, the largest increase of the world share has been among the BRIS countries and in other knowledge-growth countries in the world, possibly the first significant signs of the rising importance of these countries in the global knowledge economy.
(1) Tertiary graduates in science and engineering:(ii) Other Developed Asian Economies does not include SG and TW;(
World share of S&e graduates, researchers, GERD, high-impact publications and patent applications, 2000 and latest year Science and technology graduates from tertiary education (ISCED 5 and 6
data processed by the University of Bocconi, Italy. 14 Europe's compet it ive technology prof
data processed by the University of Bocconi, Italy. Data: Eurostat, DG ECFIN, OECD. Source: DG Research and Innovation Economic Analysis Unit.
data processed by the University of Bocconi, Italy. 17 3. Potential of European cooperation in converging technologies for emerging growth markets Technology development is an important part of the supply side of innovation potential.
L. Paper presented at the European commission Mutual Learning seminar, 2012.14 Expert group report to the European commission,
Press, New york Schön, L. 2009)‘ Technological Waves and Economic growth Sweden in an International Perspective 1850-2005',paper 2009/06, Circle, Lund University Stehrer, R
'paper presented at the European commission Mutual Learning seminar 2012 References European commission Europe's competitive technology profile in the globalised knowledge economy Luxembourg:
universities and government all working towards common goals (Tech Nation Report 2015). In the same report, CEO at Tech City UK, Gerard Grech, adds that such businesses increasingly decide to locate in close proximity to each other,
and whilst university--based centres can be embraced legitimately within the cluster research field, this paper limits investigation of academic institutions,
exploring the private--led business sector in greater detail. Various speculative estimates of how valuable this sector is in economic terms have been offered3,
particularly concerning the potential roles that universities, business schools, government and investors can assume in supporting cluster performance.
how a local university may wish to provide enterprise opportunities for graduates emerging from a degree course that has nurtured creative talent suitable for the digital sector.
and is our third case history at Appendix‘A'.University--Based Technology Enterprise Centres/Parks/Incubators Centres of academic excellence usually universities
and other higher education establishments have come to understand how their intellectual property can yield value through market channels.
We have observed at University of Bournemouth and the Arts University of Bournemouth, for example, the emergence of a film industry production cluster where there is more or less a direct line of graduate talent creating their own businesses under the mentorship or guidance of their former university professors.
Agreements are reached on how the IP is to be valued and realised, the creative digital enterprise gets off the ground,
(but not necessarily exclusive) link with the university. Within this clustering the university and business enterprise may be supplemented by an incubation partner,
typically separate from the main university campus and on the outskirts of the university town or city.
Both of the authors'affiliated institutions, Universities of Southampton and Reading, have successful examples of these types of centres/parks11 Increasingly,
such partnerships are offered by large digital technology corporates and the authors have witnessed firsthand accounts, presentations and discussions with companies who recognise the value of raw creative talent
Nottingham July 2012 16 9th may 2013 presentation to a group of MSC students from University of Zagreb, facilitated by David Rees, Henley Business school,
Availability of (largely) graduate, cross--disciplinary competence and capability for both entrepreneurs and the talent they need to hire.
University locations with specialist reputations linked to clusters are favoured especially.§§Investment. Finance, incentives and speed of response are strong attractors.§
growing and managing the enterprise Investors commercial, private, local authorities, foreign investment Financial service providers banks, providers of credit, insurers Talent developers/universities interdisciplinary talent,
demand for integrated/convergent entrepreneurial graduates and skilled employees Networking/partnering organisations networking competencies, partnership broking,
The organisational learning they may take from working with a phone app development company could be transferred
For educational bodies, particularly business schools and universities, there is a need to develop the graduate entrepreneurial talent required for the tech market place.
and universities may consider how they best respond to this need. Business schools can certainly offer a great deal in providing executive education programmes to the stakeholders identified above
and to support nascent entrepreneurs with skills and development courses. Investors are becoming aware of the value of this sector on a long-term basis. Investment decisions need to be based on a full understanding of the culture of the sector,
Business schools are placed ideally to deliver these services that could include workshops, simulations, think-tanks, experiential learning, discussion forums, presentations, research and networks.
'a collaboration between the technology, media and telecommunications industry, formalised by a limited company which is supported by the University of Bristol and Bristol City council.
The City's two universities provide a pipeline of talented graduates from engineering to film special effects and drama.
Engine Shed is supported by Bristol City council, the University of Bristol and the West of England Local Enterprise Partnership and also acts as a home for Bristol's component of the regional SETSQUARED Partnership.
In addition to the major broadcasters and their supporting businesses there is the newly housed Salford University building with superb facilities to support the talent pipeline that falls at the feet of prospective employers.
With two universities generating a pipeline of creative and technical talent and a desirable coastal urban lifestyle it was only a matter of time before the town became a desirable business location.
new graduates choosing to stay local and create their own opportunities and, mirroring that, a trend for older professionals to relocate
Top UK special effects company Framestore established an outpost in the town to attract graduates. In addition to the dominant local financial industries there is also a strong history of light engineering and electronics in the area
http://dx. doi. org/10.1108/17506181011067592 Munn, B.,Baum, A.,Boscherini, G. and Perri, C. 2013)‘ The Work Shop'CBRE AND Henley Business school Bachmann
. and Alexander, V. 2012)‘ Cultural Value Networks Research Findings'Digital cultures Research Centre, University of the West of England URL:
Exploring the impact of open innovation on national systems of innovation A theoretical analysis Yuandi Wang a, Wim Vanhaverbeke a b c, Nadine Roijakkers a a Hasselt University, Faculty of business Economics
, Belgium c ESADE Business school, Avenida Pedralbes 60-62,08034 Barcelona, Spain a r t i c l e i n f o a b s t
2. The knowledge landscape is fairly heterogeneous, with a wide variety of players (firms of various sizes, universities, research institutes), each focusing on different pieces of the puzzle.
universities, research institutes, government agencies, public policies, institutions, and, in particular, the various relationships among them. Coherent corporate behaviour in the innovation field is shaped by national culture, laws, norms,
which had greater scientific and technological capabilities than most universities. The majority of these central labs were dismantled especially during the 1990s as big companies were pressured by shareholders to focus on short-term profits.
universities became the sole institutions targeting basic research. In this way the position of basic research became weaker in the innovation ecosystem of different countries.
Therefore, governments and universities face the challenge of stimulating efforts in basic research by providing public funds for most of the‘seed corn'research.
This also applies to the recruitment of graduates by firms, which is probably one of the main mechanisms for making money from fundamental research 54.
In addition, policy-makers need to address postgraduate training and‘lifelong learning'for a society's human capital as 422 Y. Wang et al./
allocation of resources will shift from the focal corporation to the developer community and external partners, such as joint ventures and university research.
The most important players are firms, universities, venture capital organisations, and public agencies charged with innovation policy 29.
Typical examples of these networks are producer user relationships and the triple helix of university industry government. 424 Y. Wang et al./
Focusing on the growing phenomenon of‘centres of excellence'where industrial development seems to be linked closely to the best universities 92,
Etzkowitz et al. 39 coined the term‘triple-helix relations'to describe relations between university, industry, and government.
Here, they stressed the role universities play in technical innovation and knowledge-based economies. Such networks are popular in NSI research.
NSI research remains focused on the knowledge exploration phase and on formal players such as firms, universities,
Its success therefore mainly depends on the continued supply of external sources 3. This supply of external knowledge can be sourced from traditional partners such as universities, users,
In this way, highly-skilled retirees, graduate students, professional workers in various disciplines, ordinary citizens, and research-based
As March 33 noted, knowledge exploitation networks are entirely different from those covering universities and research-based knowledge-seeking organisations.
and educational institutions to focus instead on the commercialisation networks needed to launch new products. The government can play an important role in these networks.
the education system; technology and business networks; IPR system; industry structure; regulatory system; funding rules for innovation.
and Profiting from Technology, Harvard Business school Press, Boston, Mass, 2003.4 H. Chesbrough, W. Vanhaverbeke, J. West (Eds.),
why some are slow learners, Res. Policy 31 (2)( 2002) 291 302.14 Y. Wang, N. Roijakkers, W. Vanhaverbeke, Linking open innovation to national systems of innovation:
Towards a Theory of Innovation and Interactive Learning, Pinter Publishers, London, New york, 1992.16 B.-Å. Lundvall, National innovation system-analytical concept and development tool, DRUID
Q. 35 (1)( 1990) 153 176.33 J. G. March, Exploration and exploitation in organisational learning, Org.
Learning through Networks? Harvard Business school Press, Boston, 1992.35 I. Nonaka, H. Takeuchi, The Knowledge-creating Company:
How Japanese Companies Create Dynamics of Innovation, Oxford university Press, Oxford, 1995.36 G. von Krogh, S. Spaeth, K. R. Lakhani, Community, joining,
from National Systems and Mode 2 to a Triple Helix of university industry government relations, Res.
How to Thrive in the New Innovation Landscape, Harvard Business school Press, Boston, Mass, 2006.50 K. Pavitt, Public policies to support basic research:
a new perspective on learning and innovation, Adm. Sci. Q. 35 (1990) 128 152.54 D. Jong, J. P. J. B. Roelofs, Tweemeting Syntens:
an empirical assessment of roles of university and governmental R&d laboratories, Public Adm. Rev. 48 (6)( 1988) 969 978.
The Economics of Innovation and Corporate Strategy, MIT Press, Cambridge and London, 2001.76 D. A. Levinthal, J. G. March, The myopia of learning, Strategic Management Journal
it's not just about technology anymore, Strategy Leadersh. 35 (6)( 2007) 12 17.102 L. K. Mytelka, K. Smith, Policy learning and innovation theory:
networks of learning in biotechnology, Adm. Sci. Q. 41 (1)( 1996) 116 145. Yuandi Wang is a postdoctoral fellow at Technical University of Denmark.
He received his Phd from Hasselt University in Belgium. He received his Masters degree from Dalian University of Technology (People's republic of china.
From 2005 to 2007 he was a lecturer at China University of Mining and Technology.
Since 2008 he has been working for his Phd thesis in the field of open innovation and national systems of innovation.
Wim Vanhaverbeke is professor of strategy and innovation at the University of Hasselt (Belgium. He is also visiting professor at ESADE (Spain) and the Vlerick Leuven Gent Management School.
He is published in international journals such as Journal of Management Studies, Organization Science, Organization Studies, Journal of Management Studies,
He is extending his research on open innovation and open business models by performing joint research with various universities around the globe.
Nadine Roijakkers obtained her Phd degree from the United nations University-MERIT (Netherlands) in 2002. For two years she worked as a policy researcher for the European commission.
From 2004 to 2007 she was an assistant professor of Open Innovation at Eindhoven University of Technology (Netherlands.
But they also present stark challenges to CIOS. Once the masters of their domains this digital world is challenging them to change
Forty-nine percent of digital-ready CIOS hold a degree in business and 24%even an MBA
or MBA is required strongly for the CIO role, compared with 37%of IT-intensive industry CIOS. Chart 12 Discipline of education Digital-ready CIO IT-intensive industry CIO 41%38%IT 44%49%Business 31
several overall observations can be made from this global pool of 100 leading CIOS. Multidisciplinary studies The majority hold at least a master's-level degree,
Whether it is an MBA or an MSC in engineering, economics or physics, there is typically a dimension beyond IT to their studies.
For example, Jeanette Horan, CIO at American IT company IBM, did a bachelor's degree in mathematics, before later adding an MBA to her qualifications.
Similarly, the CIO of a leading Chinese bank holds degrees in electrical engineering and in software
along with an MBA. In the telecommunications sector, one in five of these leading CIOS hold a Phd on top of other qualifications.
Group Software Services, Nedbank 2007 Advanced Management Programme, Harvard Business school 2005 2007 Divisional Director: Project & Programme Management, Nedbank 2004 Divisional Director:
1992 1995 MBA in International Finance & IT, University of the Witwatersrand 1983 1986 B Com (honours) Finance, Accounting & IT, Stellenbosch University Michael Golz SAP 2003
European Business school Oestrich-Winkel Philipp Erler Zalando 2010 today CIO, Zalando 2008 2010 Geschäftsführer, Kontoblick Richard Alan Herz Zooplus 2012 today CIO
, Zooplus 2007 2012 Consultant Business and Information Strategy, Capgemini Consulting 2007 2012 Post graduate Management, Otto-Friedrich-University Bamberg 2002 2006
1993 2000 Master in business Informatics, Otto-Friedrich-University Bamberg and Friedrich-Alexander-University Erlangen Celso Guiotoko Renault-Nissan 2009 today Managing director IS/IT, Renault-Nissan
DANSK IT 1975 1982 Master of Economics, University of Aarhus 1989 MDP program, Cranfield University Diego Calegari IBM 2013 today Spanish South america CIO Executive
1994 1995 General manager Singapore, Sanofi-Winthrop 1983 to 1986 Bachelor in Accounting and Master in Finance ESC Lille School of management Darryl West Barclay's 2013 today CIO
(ICAA) Bachelor of Commerce with majors in Accountancy and Computer science, Deakin University Herman de Prins UCB 2009 today CIO
or think tanks. Others do MBAS to widen their educational backgrounds. All these help to develop a more powerful contact book.
IT, telecommunications, life sciences and banking. 39 Highest qualification 1%15%23%9%Management Phd in management or business administration MBA Master's degree in management or business administration
Bachelor's degree in management or business administration 48%3%12%15%Science and engineering 30%Phd in science and engineering Master's degree in science and engineering Bachelor's degree in science and engineering
1%1%Other 7%Other university degree Other non-university degree Other 4%No answer 1%43%18%24%1%IT Phd
in IT Master's degree in IT Bachelor's degree in IT Worldwide number of employeesup to 249 7%250 499 2%500 999 2%1
256 FACTORS INFLUENCING INNOVATION IN SMES IN ROMANIA Holban (Oncioiu) Ionica Alexandru Ioan Cuza University of Iasi
and Academy of Economies Studies from Bucharest Oncioiu Florin Rzvan University of Agronomic Sciences and Veterinary medicine of Bucharest Romania Innovation is a broad concept
Organizational learning, which promotes continuous adaptation and change, has captured therefore the imagination of managers seeking to survive the current turbulent operating environments.
and the research system that includes the research institutes, the research departments of universities, and research departments of the companies.
In order to stimulate the companies to start their learning process the first necessary step is to ensure a higher visibility of the economic benefits that knowledge incorporation brings about.
Ministry of Education and Research and the Ministry of Communications and Information technology aim to attract to industrial parks with intention to create such parks in every Romanian city that has a university center.
and consultation through in-region workshops, presentations and one-to-one meetings with Department of Transport (Dot), the business community and Higher education Institutes (HEIS).
and sectoral diversity and/or clustering Skills & Education an analysis of the skills, educational attainment and education resources Knowledge and Innovation research and development investment and activity, collaborations and inter-linkages between HEIS and firms,
Innovation Many of the regional stakeholders view HEIS as the primary source of innovation, although international research shows that it is one source only (and not a primary source) 20.
Discussion often focused on the‘disadvantage'of not having‘in-region'universities and/or research institutes.
In relation to the role of HEIS, stakeholders highlighted the real challenges for SMES to access and absorb the‘appropriate'Intellectual Property.
Edquist et al (2009) Evaluation of Finnish Innovation System Full Report Provision of R&d & New Knowledge Networking & Interactive Learning Entrepreneurship/Intrapreneurship Customer Demand & Feedback New
There is also no mechanism to allow for planned dissemination of learnings and replication of successful initiatives to other regions.
The presence of important research centres at UCC, CIT and Moorepark contribute to make the region one of the best performing areas of the country in terms of Higher education Research and development (HERD) There are many initiatives underway within the region
OVERVIEW, FINDINGS & ACTIONS 23 Figure (ii) Convergence Opportunities Key Actions (Extract) Consider how best to enable companies (particularly small companies) to access technologies and research from HEIS, at a basic level such as:
and/or acquire technologies Restructuring HEI research websites so that they are more easily searchable in terms of technologies
and their applicability as opposed to by Research Institute/Centre Providing a directory of providers (HEIS
depending on stage of innovative capacity/development of the company Given that much research indicates that companies consider graduates would benefit from increased industry placements during their graduate programme,
OVERVIEW, FINDINGS & ACTIONS 24 HEIS to consider work placement where students would take up opportunities in a flexible
Consider the benefit of extending/replicating the Young Entrepreneurship programme (Tralee Institute) in other institutes/colleges in County Cork,
and internationally 42 The IBEC coordinated Export Orientation Programme (EOP) Graduate Placement Programme indicates the potential in collaborative approaches between industry and the enterprise agencies in this area. 43 CSO Population
the University of Limerick lags considerably behind research bodies in the Dublin, Southwest and West The level of business expenditure on research and development is relatively high (BERD)
but it does demonstrate some potential for improving HEI-industry cooperation to increase innovation in the region.
Building on the Túsnua initiative, continue to develop a more structured approach for ongoing and proactive communications with the HEIS (in terms of innovation,
OVERVIEW, FINDINGS & ACTIONS 28 Key points of interest and potential The absence of a university within the region has been cited by regional stakeholders as a significant deficit
and a formal application by WIT for upgrade to university status is currently with government The region has benefited from a strong international brands through the promotion of Waterford Crystal,
and regional approach to the development of indigenous enterprise The small portion of the total R&d spend in the higher education sector (HERD) underlines the importance of establishing linkages
and networks, including with relevant HEIS and research institutes beyond the region (nationally and internationally).
The Forum recognises that a critical element to the success of the Southeast developing as an entrepreneurial region is to have cooperation, dialogue and common regional goals with and between the Regional Authority, Enterprise Support Agencies, Higher education institutions, Primary
Now in its second academic year, the programme targets second and third level students and aims to foster the entrepreneurs of tomorrow.
The programme has seen over 300 students submit business plans which are shortlisted to allow 15 finalists to pitch their business plans to the judging panel.
Workforce Development Fora (Northern ireland & Northwest region) The Department for Employment and Learning in Northern ireland
A report commissioned by the Department of Employment and Learning undertook a review of the WDF
Regional Performance in Expenditure on R&d (Percentage of National Total) Business Expenditure on Research & development 2005 Higher education Research & development 2006 Border 3. 9 0. 8 Dublin
Forfás BERD and HERD reports 2005 & 2006 50 Early school leavers are defined as persons aged 18 to 24 whose highest level of education attained is lower secondary or below and have not received education (either formal
Forfás, Higher education R&d Survey, 2006 Figure A3. 3: Total SFI Commitment by Research Body to 30/06/08 Source:
collaborations and interlinkages between HEIS and firms, between firms and customers Economic Infrastructures transport and broadband infrastructures recent investments and ongoing infrastructure needs Quality of life based on factors relevant
The higher education institutes in the region have adopted also a proactive approach with industry in terms of applied research,
Skills & Regional Innovation Capacity Educational attainment to leaving certificate and third level has increased but the region continues to exhibit a relatively high level of early school leaving (below leaving cert) and relatively lower levels of attainment to third level.
The region benefits from a number of third level education providers including two Institutes of Technology (Iots) at Waterford and Carlow, Tipperary Institute & Carlow College.
SOUTHEAST 7 St Kieran's College Kilkenny. NUI Maynooth also operates an outreach campus at St Kieran's College in Kilkenny8.
The Iots have been proactive in terms of building relationships with industry, encompassing tailored delivery and development of courses, research collaborations and lifelong learning.
The Southeast accounts for a very small portion of the total R&d spend in the higher education sector (HERD)( under 2%in 2006.
This underlines the importance of establishing linkages and networks with relevant HEIS and research institutes beyond the region.
Significant developments such as the awarding of an SFI Strategic Research Cluster to WIT (the first of the Iots to establish such a cluster) represent a key step in enhancing research and innovative capacity within the region.
and preservation of the natural environment and landscape and further development of cultural and recreational assets. 8 The absence of a university within the region has been cited as a key regional deficit
and a formal application by WIT for upgrade to university status is currently with government FORFÁS REGIONAL COMPETITIVENESS AGENDA:
amongst firms and between firms and knowledge providers (HEIS, research institutes etc.)become critical. Core competencies within the Southeast in engineering, food production,
particularly in course development to ensure a steady supply of appropriately skilled graduates. The region has built also a strong cohort of relatively large contact centre operations,
Foreign language skills will become increasingly important. However, the limited demand for language skills by the existing cohort of companies can result in reduced retention of graduates with such skills and perhaps reduced interest in acquiring language skills.
A focus on innovative ways to promote language training and reinforce existing education initiatives within the region may enhance language capabilities in the region.
Ensuring the region is attractive to overseas students and immigrants is also important. IFS activities in the Southeast are predominantly back office in nature.
it changes the way services are delivered e g. remote learning or healthcare and diagnostics, simulation (training), virtual reality (architecture and design;
undergraduate courses are focused on software development, games development and IT systems management. Its applications software and networks research programme (Gamecore) is one of four Centres of Research
and the US for students pursuing the BSC (Hons) in Software Development at the Institute.
SOUTHEAST 18 WIT also delivers strong undergraduate and postgraduate programmes in software development. Based on its excellent track record in telecommunications software and systems research, through the TSSG Group, it is the first of the Iots in Ireland to lead an SFI funded Strategic Research Cluster (FAME Federated
With 160 active staff and students, the TSSG is a significant pool of specialist expertise within the Southeast
and are developing strong relationships with industry within the region in terms of undergraduate and postgraduate course development.
The limited scope for industry collaborative research within the region will require a continued outward focus by the HEIS on developing links beyond the region.
Proximity to the major concentration of activity in the Cork area demonstrates the potential to develop a critical mass in the South by stimulating strategic interregional linkages-through wider industry networks, HEI-industry research
The HEIS in the region will have a key role to play in developing and delivering programmes providing for up-skilling relevant personnel as well as ensuring that mainstream undergraduate programmes evolve to meet the needs of the sector. 22 Forfás (2009) Health Life sciences in Ireland-An Enterprise Outlook FORFÁS REGIONAL COMPETITIVENESS AGENDA:
REALISING POTENTIAL: SOUTHEAST 21 5. Realising Future Potential: Enhancing the Business Environment The region has many of the building blocks in place to attract investment from foreign and indigenous firms.
as well as other significant third level providers (including Tipperary Institute and Carlow College); however, competitive pressures have seen a less than cohesive approach to third level provision
and training Ease of access to harness the capabilities of HEIS and support to invest in infirm innovation Spirit of Enterprise Forum The Spirit of Enterprise Forum is integrated an,
Enterprise Support Agencies, Higher education institutions, Primary and Post-Primary Teaching, Research Organisations, Entrepreneurs, Industry Representatives (indigenous and multinational), Local government, Research Centres and the WIT Centre
SOUTHEAST 23 Access to markets and to market intelligence Facilitated networking, introductions and access to shared learning opportunities (e g. through business networks, workshops, seminars.
SEEPP Southeast Enterprise Platform Program Ideagen Ideagen is new initiative involving a collaboration between four HEIS in the Southeast (IT Carlow, WIT, NUI Maynooth (Kilkenny Campus) and Tipperary
Based on Edquist (2005)‘ Systems of Innovation-Perspectives & Challenges'in Fagerberg et al (2005) The Oxford Handbook of Innovation Provision of R&d & New Knowledge Networking & Interactive Learning Entrepreneurship/Intrapreneurship
Successful innovation at regional level is based on the effective interaction between the elements and engagement by firms, Higher education institutions, Government departments and Development Agencies.
and adapt new technologies developed by others (such as HEIS), or by their understanding of the benefits of collaboration with others in a way that realises the value of complementary capabilities (rather than direct competition in the same‘space),
Low levels of educational attainment, both at leaving certificate and graduate level compared to other regions High numbers of relatively low skilled unemployed High levels of skills where demand has reduced significantly,
The principal actors in such interventions will be the educational system training providers such as FÁS and the enterprise support agencies,
which did not (in the main) require high levels of education, such as construction and retail trade, and in agriculture and low-skilled manufacturing in earlier decades.
In the immediate term, those who have left education without completing the leaving certificate or a primary third level qualification need to be skilled to a minimum standard
(and in adjacent regions) in producing graduates with enterprise focused skills, oriented towards sectors which are growing
SOUTHEAST 28 Up-skilling/Re-Skilling Alongside the need to produce industry oriented graduates will be the requirement to retrain workers
higher education and local government and it seeks to facilitate the supply of appropriately skilled labour to local employers by identifying regional skills needs
Ongoing and structured communications between the enterprise agencies and the HEIS (in terms of innovation technology transfer, skills needs etc) is required focused on a clear agenda, objectives and actions.
SOUTHEAST 33 HEIS and firms, by promoting awareness of existing initiatives, such as: the Industry Led Research Platform programme, Competence Centres Initiative, etc.
agribusiness and environment/life sciences), working with the relevant industry associations and the HEIS. Promote interaction between indigenous SMES
Consider how best to enable companies to access technologies and research from HEIS, for example: HEIS and research institutes to provide information on their websites from the perspective of the end-user (including industry interests in research)
so that research capabilities are demonstrated and searchable in terms of technologies and their application to'real'industry problems/potential (and not by research department) Stimulating Entrepreneurship The relatively high level of early stage entrepreneurial activity in the Southeast offers potential for future
industry & HEIS), course development etc. Develop a specific collaborative regional initiative on upskilling and reskilling (considering innovative delivery/access)- focusing on people in the labour force with basic/sector-specific qualifications who are seeking to broaden their potential employment options.
and facilitate linkages with HEIS (through Innovation, Industry-Led Research Platform and Business Networks programmes,
Thirdly, it builds human resource capability in the industry, investing in training provision and standards across the publicly supported educational system, through a training network of outreach centres and also via an executive and management development programmes for the tourism industry.
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011