Financial support was provided by the Austin Family business Program in the College of Business at Oregon State university.
Clay Dibrell is associate professor of strategic management in the College of Business at Oregon State university and research fellow at Bond University.
Peter S. Davis is professor and chair of the Department of Management in the Belk College of Business at the University of North carolina Charlotte.
Justin Craig is associate professor of family business and entrepreneurship at Bond University. Address correspondence to: Clay Dibrell, 200 Bexell Hall, College of Business, Oregon State university, Corvallis, OR 97331.
Tel:(541) 737-6061. E-mail: Clay. Dibrell@bus. oregonstate. edu. Journal of Small Business Management 2008 46 (2), pp. 203 218 DIBRELL, DAVIS,
Health education, Social services (n=23; Mining, Construction (n=72; Transportation, Communication, Utilities (n=26; Retail, Hotel, Restaurant (n=45;
Harvard Business school Press. Anderson, J. C, . and D. W. Gerbing (1988). Structural Equation Modeling In practice:
Harvard Business school Press. Brown, S, . and K. Blackmon (2005). Aligning Manufacturing Strategy and Business-Level Competitive Strategy in New Competitive Environments:
South Western College Publishing. Damanpour, F. 1991. Organizational Innovation: A Meta-Analysis of Effects of Determinants and Moderators, Academy of Management Journal 34,555 590.
A System Model of Organizational Inertia and Capabilities as Dynamic Accumulation Processes, Simulation Modeling Practice and Theory 10,271 296.
Country Profile Highlights 1 2012 World Economic Forum boosting university enrollment, which continues to lag behind that of many other high-innovation countries,
which has translated into a steady improvement in the higher education and training pillar (2nd) in recent years,
Finland occupies the top position both in the health and primary education pillar as well as the higher education and training pillar,
Its excellent educational system (ranked 5th for health and primary education and 6th for its higher education and training) and efficient markets especially its goods market (6th) are highly supportive of business activity.
In addition, improving the quality of the educational system where the country continues to trail its top 10 peers at 28th place could serve as an important basis for sustained 2 The Global Competitiveness Report 2012 2013:
supported by an excellent university system that collaborates admirably with the business sector in R&d. Combined with flexible labor markets
continued improvements in two important areas higher education (22nd) and innovation (26th) will be necessary. Although the quality of education in Hong kong is good (12th),
participation remains below levels found in other advanced economies (53rd). Improving educational outcomes will also help boost Hong kong's innovative capacity,
Denmark also continues to receive a first-rate assessment for its higher education and training system (14th
although Canada has been successful in nurturing its human resources compared with other advanced economies (it is ranked 7th for health and primary education and 15th for higher education and training),
the data suggest a slight downward trend of its performance in higher education (ranking 8th place on higher education
and training two years ago), driven by lower university enrollment rates and a decline in the extent to
and by continuing to improve the already excellent educational system. 4 The Global Competitiveness Report 2012 2013:
The country has outstanding health indicators and a primary education system that is among the best in the world (2nd.
Belgium also boasts an exceptional higher education and training system (4th), with excellent math and science education, topnotch management schools,
The health of the workforce and the quality and quantity of education are ranked other strengths 21st for health and primary education and 27th for higher education and training.
including its excellent health and primary education (12th) and strong higher education and training (20th), along with its well-functioning goods and labor markets, ranked 9th and 16th, respectively.
These include the country's topnotch educational system at all levels (6th and 13th in the health and primary education and higher education and training pillars
It also has one of the highest tertiary education enrollment rates (18th), which provides a large pool of skilled labor force that,
Notable strengths include its large market size (19th) and high educational standards, in particular its high enrollment rates (it is ranked 20th on the quantity of education subpillar).
and intensified collaboration between universities and the private sector would help the country to move toward a more future-oriented development path.
Turkey must focus on building up its human resources base through better primary education and healthcare (63rd) and higher education and training (74th), increasing the efficiency of its labor market (124th),
and reinforcing the efficiency and transparency of its public institutions (67th). Portugal falls by four places in the rankings to 49th position.
these result from its large market size (38th) and a solid educational system that provides easy access to all levels of education (ranked 47th on higher education and training and 54th on primary education.
Despite the progress achieved, important challenges related to health and primary education (92nd), business sophistication (99th), and innovation (103rd) remain.
its high level of education enrollment, especially at the tertiary level; its fairly good infrastructure; and its large domestic market (7th) represent areas that can be leveraged to improve Russia's competitiveness.
Furthermore, primary education (11th) and higher education (17th) are universal and of high quality. These factors, combined with the country's high degree of technological readiness (18th), partly explain the country's remarkable capacity for innovation (16th.
placing 15th in primary education and 11th in higher education and training. Australia's macroeconomic situation is satisfactory in the current context (26th.
and basic education (35th) and enrollment figures for higher education are also on the rise, even though the quality of education in particular the quality of management schools (68th) and the disconnect between educational content
and business needs (57th) in the country remain important issues. After having fallen for six years in a row,
Poor public health (71st) and basic education standards (89th), two other critical building blocks of competitiveness, require urgent attention.
By contrast, Indonesia provides almost universal basic education of satisfactory quality (51st) and the macroeconomic environment is stable,
The picture is even bleaker in the health and basic education pillar (101st. Despite improvements across the board over the past few years, poor public health and education standards remain a prime cause of India's low productivity.
and a satisfactory performance in the public health and basic education pillar (64th). The challenges going forward are
Notwithstanding these important strengths, Chile also presents a number of challenges in terms of improving the quality of its educational system (91st),
More precisely, Panama seems to be improving the quality of its educational system compared with last year,
Moreover, a very high quality educational system (11th), a high use of ICT (32nd), and a fairly sophisticated business community (36th) help foster innovation in a service-oriented economy despite the low R&d investment (72nd) and technological innovation capacity (91st).
and the quality of education (116th) does not seem to match the increasing need for a skilled labor force.
Moreover, Costa rica has one of the highest innovation potentials in the region thanks to a high-quality educational system (21st), an acceptable use of ICT (58th),
weak public institutions (122nd), the poor quality of its transport infrastructure (114th), the poor quality of education in the country (77th),
As Uruguay's economy moves toward higher levels of development, some doubts arise about the ability of the traditionally praised educational system to generate the skills that businesses require (107th), the overall availability of scientist and engineers (117th),
along with enhancing its innovation capacity by improving the quality of its educational system and the technological capacity of indigenous firms, will be crucial to shift the declining trend.
Guatemala's very low level of innovation capacity is the result of a low-quality educational system (130th), scarce use of ICT (99th),
and its high number of university enrollment rates (20th) that should provide local firms with a skilled labor force.
Finally, although tertiary education enrollment is one of the 12 The Global Competitiveness Report 2012 2013:
Country Profile Highlights 2012 World Economic Forum highest in the world (11th), the quality of the educational system is assessed as poor (122nd.
As a result, the country continues to occupy low ranks in the health and primary education pillar (58th),
and room for improvement remains on the higher education and training pillar (40th) as well. Boosting these areas
and a renewed focus on raising the bar in terms of the quality of education. If not addressed, poor educational quality particularly in math and science (89th) could undermine the country's innovation-driven competitiveness strategy over the longer term.
As in previous years, the security situation remains fragile and imposes a high cost on business (65th).
and innovation (42nd), benefitting from good scientific research institutions (34th) and strong collaboration between universities and the business sector in innovation (30th).
Efforts must also be made to increase the university enrollment rate in order to better develop its innovation potential.
and the country's educational system gets only mediocre marks for quality. Beyond its educational weaknesses, its labor markets could be made more efficient it has stringent hiring
The greatest challenges facing Rwanda in improving its competitiveness are the state of the country's infrastructure, its low secondary and university enrollment rates,
although the quality of education particularly in math and science is perceived to be rather poor by the business community.
and the quality of the educational system receives mediocre marks. Yet it is clear that by far the biggest obstacle facing Botswana in its efforts to improve its competitiveness remains its health situation.
On the educational side, enrollment rates remain low and the quality of the educational system remains poor, ranked 127th.
Supporting this innovative potential is an educational system that although educating a relatively small proportion of the population compared with most other countries gets relatively good marks for quality (37th) as well as for on-the-job training (62nd).
and primary education levels (142nd). Furthermore, the country is not harnessing the latest technologies for productivity enhancements,
And although primary education enrollment is commendably high, providing universal access, enrollment rates at the secondary and university levels are among the lowest in the world (both at 137th place).
In addition, the quality of the educational system needs upgrading. A related area of concern is the low level of technological readiness in Tanzania (122nd), with very low uptake of ICT such as the Internet and mobile telephony.
In addition, the basic health of its workforce is also a serious concern; the country is ranked 113th in this area,
Also critical, in view of the country's rapidly growing population and high unemployment, are investing in the healthcare system and primary education (137th) as well as higher education and training (138th.
nikolaos. kakalis@dnv. com H. N. P. Psaraftis Technical University of Denmark, Bygningstorvet 116b,2800 Kgs Lyngby, Denmark e-mail:
sara. fozza@dappolonia. it P. Zacharioudakis National Technical University of Athens, Iroon Polytechneiou 9, 15773 Zografou, Greece e-mail:
for Transport, Innovation and Technology-BMVIT University of Applied sciences Technikum Wien April 2011 The research leading to these results has received funding from the European union's Seventh Framework Programme (FP7/2007-2013
17 industrial participants and 8 universities/research institutes Funding-/programme mechanismen: Industrial funding over 60%36 FI:
plus add. research in universities Italian Roundtable on Smart Grids: Initiative of Ministry of Economic Development;
operators co-funded by Technology Agency, Ministry of Higher education, Science and Technology, European Regional Development Fund 68 SI:
SMART GRIDS COUNTRY FACT SHEETS Deliverable 4. 2. 1 Michael Hübner Natalie Prüggler Federal Ministry for Transport, Innovation and Technology-BMVIT University
The general R&d (research & development) law and laws for universities, research institutions and the Austrian Research Promotion Agencys law (Österreichische Forschungsförderungsgesellschaft (FFG:
R&d-programmes R&d and Innovation policy, Innovation Agenda, Technology Roadmaps Austria Available-General R&d framework in the Austrian Law for Universities,-R&d Directive,-Research
"The intelligent energy system infrastructure for the future"(by Risø-The National Laboratory for Sustainable Energy at the Technical University of Denmark-DTU) R&d Framework, Programmes & Policy Denmark The Danish
The National Laboratory for Sustainable 71 Energy Risø at the Technical University of Denmark (DTU) annually publishes an Energy Report.
and energy production outside buidlings and brings together business, laboratories, universities, training centres, professional associations, financial and regional collectives involved in the network of renewable energy throughout the Languedoc-roussillon region (south of France).
On one hand university researchis carried out under the supervision of MIUR (Ministero dell'Istruzione Università e Ricerca),
Learning and experimental-category. Additionally, A smart 106 grid electricity network for plug-in hybrids and fully electric carsis a major objective for 2020.
Dr. Mila Gascó, ESADE Business school Peter Baeck, Nesta Dr. Harry Halpin, IRI Dr. Esteve Almirall, ESADE Business school Frank Kresin, Waag
share learning and best practice, and seek funding and sustainable new business models. This research has identified the goals of policy,
5. 3 Research and Innovation support 5. 4 Dissemination & learning 5. 5 Evaluation 6. 1
from grassroots movements, think-tanks and universities to big charities and public museums are hosting small-scale workshop spaces often with digital tools and 3d printing facilities (maker spaces and hacker spaces.
and developed in high schools, with the 25 best Call4school projects invited to participate in the fair.
It brings primary sources into every classroom and allows for more open and rapid communication between teachers and students.
For instance, The Open university, based in the United kingdom, and other models of distance learning have made education much more widely available.
The same goes for the way scientific research is being done with its culture being influenced through the ability to globally access
and share knowledge, culture, information and code and to undertake better collaboration within the research community.
which was born out of collaboration between Arduino and designers in the Master of Advanced Studies in Interaction design at SUSPI in Lugano.
These kinds of projects are able to combine open hardware technologies with new learning methods to experiment with new educational practices,
enhanced by the way technology is integrated within the learning environment. Open standards A number of organisations affect DSI in Europe through acting as expert bodies on the development of policy and strategies and advocating
social media, crowdsourcing, crowdfunding, big data, machine learning, 3d printing, online learning and e-petitions. The main technological trends in DSI 0100 200 300 400 Arduino Smart Citizen Kit Fairphone Safecast OPEN NETWORKS Tor Confine Guifi. net Smart
& constructing informal learning networks: Fab academy; Institute for network culture; Coder dojo's; and more generally the hacking culture of sharing skills and knowledge. 46 Growing a Digital Social Innovation Ecosystem for Europe Arduino OPEN HARDWARE OPEN HARDWARE new ways of making
In 2005, Massimo Banzi, an Italian engineer and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) to build electronic devices using an open-source hardware board.
& learning 5. 5 Evaluation 66 Growing a Digital Social Innovation Ecosystem for Europe Policy Tools ECONOMIC INSTRUMENTS REGULATION LEGAL FRAMEWORKS RESEARCH AND INNOVATION
SUPPORT DISSEMINATION & LEARNING EVALUATION In order to implement future DSI policy goals and strategies, several tools and instruments have to be deployed.
and University of Cambridge in November 2014 forecasts the growth of alternative finance (including peer-to-peer business lending,
or playground installations are funded by citizens themselves. Seed funding is a very early-stage investment,
and entrepreneurs together to create new digital products, new public services or learning programmes. The creation of a European network that would encompass regional innovation labs (both public
& NETWORKING TRAINING DSI networking and crowdfunding platform Fabacademy 5. 4 DISSEMINATION & LEARNING Growing a Digital Social Innovation Ecosystem for Europe 81 Firstly,
These indicators now include innovative entrepreneurship and innovation in firms, universities and public research institutes,
phased evaluation ü Avoid isolated evaluation ü Provide link between academic evaluation and evaluation reports (more professional, consultancy based, etc.)
as well as national research institutes and traditional universities. Building on existing schemes, such as innovation partnerships and PPPS with bigger telecommunications corporations, new schemes could be created to provide financial support for large-scale DSI experiments across Europe.
health authorities and universities to pilot large-scale DSI experiments around collaborative economy, direct democracy, distributed energy, civic health and bottom-up smart city solutions.
whose goal it is to help‘students use new technologies to design and make products that can make a difference to their world',19 http://www. bmbf. de/en/19955. php about-city-budgets-heres
75 Universities...79 Digital Agenda for Europe...82 Key enabling technologies...88 Cultural and creative industries...
creating a virtuous policy learning cycle13. As the Fifth Cohesion Report states,'the starting point for a result-oriented approach is the ex-ante setting of clear and measurable targets and outcome indicators'.
such as in universities or public research institutes. Collaborative projects with local firms can help to reveal information about the future value of certain specialisations.
higher education institutions, public research institutes, independent innovators; whoever is placed best to discover the domains of R&d
This has led to an extension of entrepreneurial activities and higher education and research infrastructure to new areas such as satellites and GPS technologies. 14 Finally, radical foundation of a new domain:
In this case, links between local universities and strong public-private partnerships are the types of strategies that may be essential for smart specialisation to work.
'Groningen University. 15 existence of industries that are in tune with the relevant socioeconomic conditions
the evaluation component associated with policy learning capabilities, etc. This section presents each of the steps as defined above,
The last two in depth cluster case studies and peer reviews, and foresight provide the opportunity to integrate the field knowledge held and concrete experimentation carried out, by regional actors in the spirit of an'entrepreneurial discovery process'.
leverage of private financing. 21 http://ec. europa. eu/information society/digital-agenda/scoreboard/index en. htm 32 3.'Cluster'in depth case studies and peer reviews:
this helps to take into account innovation opportunities identified by leading actors (companies, universities, intermediaries, etc. Mixing regional experts with international experts helps to give more weight to the international competitiveness issue.
Potential actors relevant to the RIS3 process span from public authorities to universities and other knowledge-based institutions, investors and enterprises, civil society actors,
inductive Creative process Collaboration within and between research units Interactive learning with customers and suppliers Experimentation in studios and project teams Strong codified knowledge content, highly abstract, universal Partially codified
The most important types of organisation that need to be involved in the RIS3 process are public authorities, universities and other knowledge-based institutions, investors and enterprises, civil society actors,
and intellectual leadership (the people who play a leading role in connecting their universities to the worlds in and beyond their regions.
University of Tampere, Work Research center, Working Paper No. 85 (Final Report on Quadruple Helix Research for the CLIQ project, INTERREG IVC Programme.
disciplines and professions and they are fashioned invariably in action learning environments where there is a high degree of novelty associated with the activity.
and its significance for universities, businesses and the regional economy, would do much to promote a skill set that is critically important to the moderation of the RIS3 process, particularly of the entrepreneurial process of discovery,
'it was found that pilot projects led by local business leaders were an effective form of action learning
Getting firms, universities, development agencies and regional governments to accept that innovation is a collective social endeavour where participants freely acknowledge that working in concert can deliver far more than working in isolation is arguably the most important ingredient in the‘recipe'for purposeful entrepreneurial search.
The onus of responsibility for creating such iterative processes rests primarily with public sector bodies, especially universities, development agencies and regional governments.
but more formal action learning programmes will also be needed. A good example of such a programme Is based the Place Leadership Development Programme,
universities, development agencies and regional governments could jointly identify a project to explore the prospects for related variety in the regional economy.
The formation of a Knowledge Leadership Group would give an institutional expression to the alliance between universities
For many key actors involved in the region, notably private firms and leading universities, the development of the region will not be their primary focus.
universities can be critical actors. How does regional funding fit into this multilevel system? As a first step the region should use technical assistance funding to build capacity to tap into the knowledge base of
and scenario-planning exercises involving the public, private and higher education sectors, the chief aim of which would be to produce a regionally-attuned smart specialisation strategy.
But in most Member States, research and education policies are in the exclusive competence of the nation state.
Traditional SMES, high-tech companies, universities, transfer institutions, business intermediaries, local and regional authorities, national bodies, the media, etc. have a different understanding and expectations of an RIS.
and awarenessraising for innovation Public private partnerships for innovation Research networks/poles Innovation voucher Certifications/accreditations Industrial Phds Support to creativity Innovation benchmarking Emerging instruments
and focus of innovation support services for SMES Target of support Reactive tools providing input for innovation Proactive tools focusing on learning to innovate Global connections Excellence poles Cross
, monitoring of needs Innovation coach/innovation management training Techno-economic intelligence schemes Source: OECD 2011, expanding from Asheim et al.
reinforcing excellence in knowledge creation and developing new high-tech industries Knowledge and technology hubs Leading regions in science and technology Co-funding of universities:
niches, complementary to national science hubs Technology transfer instruments (university technology transfer offices, technology brokers at research centres) Talent attraction (from country and abroad), research grants for young graduates Cluster policies,
linked to S&t infrastructure investments Competence centres and competitiveness poles relevant for regional industry Entrepreneurship and spin-off support (business plans competitions, regional venture capital funds) Incentives for regionally-relevant public research Entrepreneurship support (networks of individuals, training courses,
Infrastructure for business creation (incubators) and S&t parks Support for firms to hire qualified graduates Support to regional actors in international public-private knowledge partnerships Support to internationalisation
graduate recruitment in firms Concentration of regional action on non-traded sectors Support innovation in service or cultural industries Small-scale cluster support with an orientation towards connection to global networks Innovation vouchers,
entrepreneurship promotion events Develop latent demand for innovation (innovation vouchers, placement of students in SMES) Orient polytechnics centres to new qualifications Training for low-skilled and unemployed
Training and lifelong learning courses (public offer, incentives for firms), students exchange programmes and talent attraction schemes Regional incentives for skills upgrading programmes in companies Incentives for hiring qualified personnel in companies Creation of knowledge centres in traditional
fields (agriculture, tourism), branches of national research organisations Innovation support programmes for incremental innovations (innovation intermediary, business development support) Linkages of business support
and tertiary education Promoting national training, lifelong learning schemes for companies and individuals Engaging regional stakeholders in external production networks Securing national infrastructure investments to enhance connectivity Source:
OECD 2011 58 Developing a RIS3 involves a degree of risk-taking, since there is always some uncertainty in the choice of priorities,
If such learning mechanisms are introduced properly in pilot projects, they can provide a model for performance-based funding mechanisms,
The sources for their baseline and achievement value could be the monitoring system, official data bases, ad hoc surveys, peer reviews,
increased technological absorptive capacity Increase scienceindustry links Student placements, academic-industry cooperation projects or networks Improved skill, technical competence and knowledge base, change of behaviours
increased quality of production Increase of research activity in a region Research subsidies to enterprises or universities/research centres Increase in research expenditure in firms, increase in patents or publications Improved innovation performance,
How does it support a process of policy learning and adaptation? Formulating and implementing a national/regional research
Clusters, Innovation friendly business environments for SMES, Research infrastructures, centres of competence and science parks, Universities-enterprise cooperation, Digital agenda, Key enabling technologies, Cultural
Figure 7-The'trunk and branches'structure 31 Green growth Digital agenda Skills Clusters SME support Social Innovation Financial engineeringconnecting universities Key enabling
73 support to ERA-Nets51 involving regional partners can be an interesting learning tool for them.
Science parks provide the advanced infrastructure on which research-intensive enterprises rely, besides the location factor, often in close proximity to a university.
(2011) 811 final. pdf 79 Universities Why should universities be part of smart specialisation? In the framework of the Education, Research and Innovation triangle, the socalled knowledge triangle, universities71 have a crucial role to play in creating knowledge
Successful mobilisation of the resources of universities can have a strong positive effect on the achievement of comprehensive regional strategies.
Universities dealing with economics, public policy and administration, as well as those dealing with specific policy areas (such as industry, health, agriculture, environment and culture) can provide public authorities and private sectors with strategic advice,
Universities are a critical'asset'of the region mainly in the less developed regions where private sector may be weak or relatively small, with low levels of research and development activity.
which universities can contribute to regional innovation systems. Universities can, for instance, stimulate the entrepreneurial spirit of their staff
and students, provide advice and services to SMES, and participate in schemes promoting the training and placement of high level graduates in innovative businesses.
They can also host incubators for spin-offs in science and technology parks and provide valuable input to innovative clusters and networks.
These mechanisms can be delivered as stand-alone projects or within wider strategies. The latter is the ideal
Furthermore, Universities and Businesses should directly cooperate in curricula design and curricula delivery to ensure that graduates have the right skills and transversal competences.
By having businesses cooperating with the educational side of Universities, talent attraction and retention would be enhanced in the region.
Universities can also play an important role in the field of vocational training. Barriers and challenges Improving the contribution of universities to regional growth by implementing such mechanisms requires the interconnection of the partners in the innovation systems.'
'Disconnections'may occur between the partners and the barriers to overcome are of a different nature.
They can be internal to the university and involve the capacity to‘reach out'to the wider region (i e. supply side).
For instance, universities are focused usually on teaching and research (driven by academic outputs) and are part of national academic systems that are targeted not 71 The term'university'includes all higher education institutions,
in line with the Commission's Communication on the modernisation agenda for universities COM (2006) 208.80 to respond to regional needs.
As a result, some universities are viewed as being'in'the region but not'of'the region where they are located.
These barriers can also be linked to the capacity and willingness of the public and private sector actors in the region to'reach in'to the university to seek expertise
and knowledge that can contribute to regional growth and development (i e. demand side). Successful partnerships involve'boundary spanners'providing leadership within
and across the partners and enabling a mutual understanding of the drivers affecting all the partners. Universities will appreciate the opportunities that their regions present for their activities as'living laboratories'opened to international linkages;
their private and public partners will benefit from their expertise for translating knowledge into innovation.
How to act? Universities and other knowledge institutions should be linked closely to the process of designing national/regional innovation strategies for smart specialisation.
They are needed to develop several steps of these strategies and they can also act as intermediary bodies for the implementation of several delivery instruments that are described in this guide.
For the next programming period, the investment's priorities proposed under the Cohesion Policy cover these aspects with an emphasis on connecting universities to regional growth and developing stronger partnerships within the knowledge triangle.
see the practical guide'Connecting universities to regional growth'that presents processes and delivery mechanisms for building capacity and incentives for universities and their regional partners to work together.
Based on examples it explores the following issues: establishing a regional higher education partnership to better understand the regional situation
and to overcome the barriers, with a possible technical assistance budget, ensuring mechanisms allowing universities and business in the region to cooperate in curricula design
and in jointly delivering education in an innovative way, fostering graduates with regional relevant competences
and with transversal skills including entrepreneurial attitude, mapping the regional higher education system in terms of their degreeawarding ability, research activities
and possible cooperation with regional partners, assessing the connectivity of the universities to the regional public
and private sectors to move towards a situation where universities are key players, selecting, designing and evaluating interventions that strengthen the connectivity of universities in the region to the region, by moving from simple to complex projects.
In the future programming period 2014-2020, support under the European Agricultural Fund for Rural Development (EAFRD) could be provided to Universities in the following areas:
81 Knowledge transfer and information actions for the provision of vocational training and skills acquisition actions, demonstration activities and information actions.
These should be provided for persons engaged in the agriculture, food and forestry sectors, land managers and other economic actors
Co-operation among different actors in the Union, agriculture, food chain, forestry sector and among other actors (including Universities) that contribute to achieving the objectives and priorities of rural development policies (e g. pilot projects;
and for Operational groups under the European Innovation Partnership where universities could also take part. References The European commission promotes several support tools at European level.
EU Guide'Connecting universities to regional growth':'Available on the website of the Smart Specialisation Platform, 72 University Business Forum:
A platform to promote cooperation between HEI and businesses at European level, 73 Marie Curie Initial Training Networks Industrial doctorates:
A pilot action promoting industrial Phd schemes, 74 Knowledge Alliances: Between higher education and businesses in educational issues, 75 Erasmus for all:
The Union Programme for Education, Training, Youth and Sport for the programming period 2014-2020.76 72 http://ipts. jrc. ec. europa. eu/activities/research-and-innovation
, elearning), a more effective public administration (egovernment Action plan, eprocurement, ejustice) and dialogue between citizens and decision-makers (eparticipation), safer and more efficient transport solutions (Intelligent Transport Systems
, public services, e-education, e-inclusion, e-skills, entrepreneurship, digital literacy, econtent, creativity, culture, living labs, smart buildings and neighbourhoods, smart cities
including technology developers (universities, research and technology organisations), start-ups, SMES and manufacturers. Consequently, a KET-focused innovation policy allows most industrial sectors
national and regional policy makers in a Policy Learning Platform with the aim of raising the general awareness of the CCIS,
The Alliance and its Policy Learning Platform might prove another useful forum for managers of European Structural Funds and regional and local authorities.
Develop partnerships between national and regional authorities in charge of different public policies such as economic development, employment, higher education and culture.
and accelerate the learning path. Strategic and inclusive approach to investments and the use of financial resources:
and entities of all sizes and forms, including corporations, midcaps, small and mediumsized enterprises, special-purpose companies, public-private partnerships and joint ventures, research institutes, universities, science
new services) they contribute to reshaping society in the direction of participation, empowerment, co-creation and learning.
and is it in synergy with national research/education policies? 6. 2 Is the strategy based on interdepartmental/inter-ministerial/interagency coordination and cooperation covering relevant policies, in particular between research/science policies and, economic development policies,
the modernisation of universities and research organisations as well as developing technology auditing, international partner search and information campaigns to stimulate
How does it support a process of policy learning and adaptation? How is it to be communicated?
Does this support a process of continuous policy learning and adaptation? If not, are actions foreseen to build up capabilities for that?
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