Peer learning of innovation agencies...17 INNOSUP 6 2015: Capitalising the full potential of online-collaboration for SME innovation support...
peer-learning and uptake of new approaches. In addition several actions will focus on the identification further development and dissemination of skills and expertise among SMES.
At least 25 national IP offices in EU Member States and countries associated to Horizon 2020 participate actively in the learning
lump-sum grants (typically below EUR 10.000) that support SMES to contract universities, R&d service providers or private consultants to either conduct small innovation projects or to explore the feasibility of larger ones.
Peer learning of innovation agencies Specific challenge: Innovation support agencies, i e. the regional and national agencies that design and/or implement innovation support programmes for SMES are important intermediaries for SME innovation.
2009-2012) has made some significant contributions to formulating the requirements for a permanent learning mechanism for SME innovation support agencies18:
learning activities have to be based on clear methodologies and they have to be driven demand, launched at the moment agencies themselves recognise the need to revise programme formats.
Furthermore peer learning activities need to benefit from a secretariat or an animation structure that assures horizontal flow of information among interested agencies.
and a'twinning+'methodology that combines elements of traditional peer reviews and twinning in small learning groups of interested agencies.
It is the objective of this action to make available to national and regional innovation agencies these two methodologies as elements of a permanent peer learning environment
and to give incentives to the agencies to engage more frequently in peer learning activities.
The proposed activities will provide incentives in the form of small lump sum grants to national and regional innovation agencies for engaging in peer learning on all topics relevant for design and delivery of innovation support
The support to joint learning activities shall be available at any time when need and opportunity for policy learning in agencies arises.
While peer learning is open for all relevant topics only the'Twinning+'methodology as well as the quality management scheme for innovation agencies based on EFQM are recognised as learning methods.
The number of innovation agencies engaged in peer learning activities significantly increases. The results of the peer learning are taken up by national and regional innovation support programmes,
and developed by peer learning activities of national and regional 17 See for example Making public support for innovation in the EU more effective,
and customer satisfaction and accelerates the learning process. Type of action: Coordination and support actions, lump sums for participating agencies (EUR 15.000/50. 000) The conditions related to this topic are provided at the end of this call and in the General Annexes INNOSUP 6 2015:
In order to support peer-to-peer learning and overcome their regional anchoring, the coaches should have the opportunity to exchange ideas
The platform will facilitate peer-to-peer learning among the coaching community and will ensure the international dimension for coaching,
Workshops, training, peer-learning and other actions to improve the capabilities for design-driven innovation among business development organisations, incubators and other intermediaries.
and trends in Europe as well as enhance learning across the EU, Associated Countries and between the relevant stakeholders (National authorities and support services).
New forms of innovation (in the public sector, ICT government, business model innovation, social innovation community, ICT for learning and inclusion.
The LOTUS consortium consists of three research institutes (FOI, TNO, AIT), two industrial groups (SAAB, Bruker), three SMES (Portendo, Ramem, Bruhn Newtech), the University of Barcelona,
The SGL for USAR consortium led by the National Technical University of Athens has developed a portable locator for urban search
National Technical University of Athens, Greece Country participants: Greece, Italy, Germany, United kingdom, Finland, Belgium, Portugal, Spain, Austria, France For more information:
*Franz To dtling b a Austrian Research centers Seibersdorf, Systems Research Technology Economy Environment, A-2444 Seibersdorf, Austria b Department of City and Regional Development, University
, universities) is reduced not by the support instruments. Furthermore, they perform insufficiently the function of interfaces to innovation-related resources and information from outside the region.
Another advantage of proximity is limited the spatially mobility of workforce and graduates from schools, both very important mechanisms of knowledge transfer to firms.
and on learning-by-doing and-interacting. Furthermore, it is more difficult for them to apply formal contracts,
universities and other research organizations, vocational training institutions, technology centres and transfer agencies) and the structure of the regional economy (dominant industries, availability of service firms and adequate suppliers, organizations providing innovation finance).
in particular concentrating on technology centres and technical colleges. The most important institutions in the so-called Upper Austrian Technology Network are the six technology centres.
Another element of the technologyand innovation-related system are established the recently three technical colleges (Fachhochschulen.
The regional university, located in Linz, is compared relatively small to the major university locations in Austria, Vienna and Graz,
and it is specialized not in technology. There are also no major contract research organizations as in other parts of Austria.
SMES are rarely interacting with universities, contract research organizations, technology centres, and training institutions (see also Cooke et al.,
53.1 Suppliers 60.7 40.7 79.7 39.1 Other firms (horizontal relations) 27.1 10.0 37.5 15.6 Service firms 34.3 15.0 46.9 20.3 Universities
Only universities are more important on the national level, because the most important universities are located outside Upper Austria.
A too dominant focus on the region limits the scope of available technical information technologies, and accessible markets.
The SWP was founded in 1987, initiated by a department of the University of Linz (Research Institute for Symbolic Computation.
Today the centre comprises three types of institutions university departments, a technical college, and firms.
Accordingly, the innovation-related activities cover research, higher education and training, and applied industrial development. Research is done primarily by the three departments of the University of Linz
which are located partly in Hagenberg, teaching by the technical college (offering the courses Media Engineering and Media Design and Software engineering),
and industrial development projects by the firms. The 27 companies in the park are predominantly very small.
Higher education receives federal funds, but additional subsidies are rare. Currently, there are approximately 100 persons working in the park.
The technical college has about 300 students. Networking between scientific institutes, research laboratories firms, and the technical college is an important organizational principle of the centre.
The Research and Training Centre for Labour and Technology (FAZAT) is located in one of the old industrial areas of Austria in Steyr.
The original plan of an incubation centre was extended soon to the more ambitious project of a technology centre including a technical college.
Today the FAZAT hosts one of the four technical college courses in Upper Austria (Manufacturing and Management Technique, with about 80 students per year.
In the field of process automation (especially robotics) the Institute for Flexible Automatization of the Technical University of Vienna has a contract research subsidiary in the FAZAT
The support instruments have not been successful in helping firms to establish relations with universities and other research organizations, especially interactive relations in joint innovation projects.
but this might change in the future with the increasing importance of technical colleges which are still very young institutions in Austria.
Towards a Theory of Innovation and Interactive Learning. Pinter, London. Lundvall, B.,Borra's, S.,1998.
The Globalising Learning Economy: Implications for Innovation Policy. Report to the DG XII, TSER, Brussels. Maillat, D.,1991.
university industry interactions in four fields. Research Policy 27,835 851. Obero sterreichische Technologie-und Marketinggesellschaft (TMG), 1998.
Alexander Kaufmann obtained his Mag. and Dr. degrees from the Vienna University of Economics and Business Administration.
Since 1996 he was scientific collaborator of the Department of City and Regional Development at the same university.
Franz To dtling is Professor at the Department of City and Regional Development, Vienna University of Economics and Business Administration.
Saxion Hogeschool Ijselland University of Professional Education, Netherlands: Kjell-Erik Bugge, Henk Blokland, Hans Hasselt, Goos Lier.
University of Siegen, Germany: Friederike Welter, Susanne Kolb, Daniel Heinemann, Kai Althoff, Kerstin Ettl. P05:
8 2. 2. 1. Knowledge and Learning...9 2. 2. 2. Networks...11 2. 2. 3. Regional Actors...
by pointing out that strong research at universities does not necessarily imply positive spillover effects to industrial R&d,
The main characteristics of any such system are its enterprises, public research institutions and transfer organisations, the educational system, the legal and institutional framework and public policy (Fritsch and Lukas 1999.
that determine the rate and the direction of technological learning...in a country, 'thus incorporating the‘soft'factors
and knowledge flows between institutions as well as learning (Mothe and Paquet 1998b: 105). ) However, for a region to be able to profit from any territorial innovation system,
which emphasizes governmentindustry-university relations, as being related to the RIS concept. 7 deeper insights into some of the elements
and intensity of science in the universities in a region such as the number of people engaged in science and research,
the overall quality of human capital and the numbers of star scientists employed in regional institutions and universities.
which has been recognised by proponents of collective learning as an important ingredient for regional development (e g, Camagni 1991, Lawson 1997).
Additionally, networking reinforces knowledge spillovers and transfer, giving rise to informal, collective learning and milieu effects,
Antonelli 2003), well-established universities (e g.,, Lawton-Smith 2003,2005), global technology leadership in some regions (e g.,
and the role of regional and local governance. 9 We have condensed these factors and processes into the following major categories, namely knowledge and processes of learning (cf. chapter 2. 2. 1),
proximity and embeddedness (2. 2. 4). These factors and processes are discussed in more detail within the following sections. 2. 2. 1. Knowledge and Learning In a R&d context,
while learning refers to the process underlying the transfer of tacit and non-codified knowledge into explicit and codified knowledge.
In this regard, universities, science parks and the like may influence the level of RTD because they contribute to the stock of regional knowledge
This also refers to one of the key processes influencing regional R&d development, namely learning,
‘Current thinking suggests that the technological vitality of regions revolves around their learning efficiency'(Oinas and Malecki 1999: 14.
once the‘intrinsic learning nature of technological change'(Camagni 1991: 124) became clear and it was understood that technology development
ix, cited in Mothe and Paquet 1998: 7). Learning processes need triggers and thresholds, as organisations and individuals tend to stick to routines
thus creating an environment conducive for learning processes. Recent research picked up this topic in discussing collective learning which is understood as the learning process between different agents (enterprises, public research institutions, etc.
rather than organisational or individual learning. Collective learning includes the regional accumulation of knowledge which is shared freely
and transferred among the participants through social interactions (Capello 1999). In this regard, Mothe and Paquet (1998) indicate the importance of communities of practices,
defined as elements of proximity, trust, solidaristic values, as one antecedent for learning and innovation, identifying as threshold for learning processes the degree of dissonance at a regional level.
Collective learning is said to be linked closely to proximity, as it is based on conversations and interactions among stakeholders within a particular context,
which has lead some authors to introduce the concept of the‘learning region'as a region where external knowledge flows are disseminated effectively
and integrated into a region's internal systems of information diffusion (e g.,Morgan 1997, Stam and Wever 1999.
However, there is an ongoing debate regarding the existence of‘learning regions'.'Some research also suggests that the spatial dimension of learning processes is confirmed not (Stam and Wever 1999.
Oinas and Malecki (1999: 14) summarise the problem with the learning region concept in the following way:‘
‘The collective aspect of learning sometimes comes up somewhat naively in the enthusiast usage of the‘learning region'metaphor:
as if‘learning regions'were happy collectively learning communities 11 where no sign of friction nor domination is to be found too heavenly to be descriptions from the earth.'
'They instead suggest applying the concept of‘regional learning'.'The mainstream academic debate of today recognises that collective learning emphasises joint problem solving,
without necessarily implying that regions as such can learn. Therefore, the discussion on learning regions started to focus more and more on how learning in regions can occur.
Research has identified three key mechanisms of such regional learning: labour mobility, the creation of spin-offs and dense networks, for example, between firms, customers and suppliers (e g.,
, Camagni 1991, Florida 1995, Harrison 1994, Malmberg et al. 1996. Labour mobility can enhance technology development through diffusion of information and skills,
as employees transfer both their tacit and firm-specific knowledge to new jobs. A similar mechanism happens with spin-offs
Such an infrastructure includes universities, public and private R&d institutions, a sufficient supply of highly qualified labour and a generally good infrastructure of business support institutions.
universities or research institutions triggered regional development with a particular role for R&d. Examples include Silicon valley, Route 128 or Cambridge in the UK.
In industry-led networks RTD-intensive large firms are the innovative hub, with close links to university research.
Lawton-Smith (2005) illustrates the effect key actors can have on local capacity building drawing on the example of star scientists who link locally based scientific institutions to the international academic community.
This in turn sets off learning processes, as it fosters technology transfer into firms, consequently influencing development on firm and regional level. 15 In this regard,
well-established universities), the presence of world leaders in specialised niches, sector-specific localisation economies and general effects of agglomeration, public support for training and technical initiatives,
The author shows how high-technology firms in the electronics sector used the regional strengths of North East England and drew on universities in building up their companies,
learning and RTD:‘(‘geographical proximity is important to the innovation process because of the nature of the knowledge in question.
Instruments include, for example, the establishment of science parks, subsidies to foster R&d personnel in smaller firms and the exchange of scientific personnel 19 between universities and firms, programmes for scientific cooperation and measures
On the other hand, Karlsson and Andersson (2005), in their study on Sweden, indicate that the spatial pattern of industrial R&d is sensitive to the location of university R&d,
In summarising a number of studies on university technology transfer efforts, Phan and Siegel (2006) consider the following lessons to be taken from these studies:
The authors moreover point to the fact that universities need to think strategically about this process,
as their review demonstrates that university administrators appear to be concerned more often with protecting intellectual property rights
Innovation policy focuses on interaction between firms and with the institu 20 tional infrastructure, such as R&d and higher education institutions.
and speedup learning and innovation processes within firms as well as between firms and their environment (Nauwelaers et al. 1999).
A‘..timely exchange of information and accumulation of knowledge'(Feldmann 1994: 27) also partly explains regional clusters of innovative firms.
which would involve being near to universities and scientific research institutions. More recently, in connection with the recent trend on creativity and its relation to regional RTD, one study started arguing for regional RTD policies to be oriented more towards the different types of knowledge in innovative industries (Hogni Kalso
namely an increase in R&d activities within universities, are not sufficient to create the conditions necessary for new agglomerations to emerge.
and processes as introduced in chapter 2, namely knowledge and learning, networks and key actors,
Examples include universities which produce specialised knowledge and trained personnel, industry associations offering specialised services or financing institutions such as venture capital fonds and business angels.
Technology/spin-off clusters often are promoted through government policies or university initiatives. In a way, they resemble the hub
-and-spoke model with the university or government agency being the catalyst for locational processes, although other authors have voiced some concern about the possibilities of external agencies in fostering such agglomerations (O'Gorman and Kautonen 2004, Phan and Siegel 2006.
Each cluster might take a variety of generic structural forms, based on either power asymmetries, commercial relationships or interactions with noncommercial actors such as municipalities or universities;
and of untraded interdependencies (Storper 1995) such as the effects of embeddedness and localised learning. The institutional dimension is concerned with elements of‘reproductivity
but learning is neglected (Oinas and Malecki 1999). Technopoles put more emphasis on linkages between science, technology and innovation in a linear way, with these linkages representing global technological expertise (O'Gorman and Kautonen 2004.
and brings learning to the forefront of regional RTD. The milieu is seen as an incubator for innovations
which need to be in place for an innovative milieu, namely learning and interaction (Maillat 1995),
and producing collective learning processes. This collective and‘socialised'process allows for cost reductions within firms
a dense regional fabric of interpersonal relationships for information exchange, a highly social and informal character of these linkages inducing learning processes and innovations and a common image and sense of belonging to this particular
which assist processes of localised learning needed to set off innovation processes. 33 While there appears to be no model
which has been included because of the university environment, and Boston/Route 128, which has been chosen for its demonstrated potential to overcome a crisis. Montpellier in South France stands for The french technopole concept,
‘since they encourage continuing learning processes of the resident companies in an evolutionary, self-sustaining way, combining knowledge external as well as internal to the region.'(
or the‘Bangalore University'with 250,000 students as well as a number of public research institutes covering various areas such as IT, artificial intelligence, production technologies, aircraft-/aerospace (Fromhold-Eisebith and Eisebith 1999).
These education and science establishments have promoted‘a research and learning culture in the city'(Balasubramanyam and Balasubramanyam 2003: 351),
Many local universities and research centres foster knowledge spillovers into industry and close research-industry cooperation.
education system and media and provides stability and reliable circumstances for foreign enterprises even nowadays. Additionally, the regional identity plays an important role.
This is supported by the‘academic flair'of Bangalore as a university city. Bangalore's software cluster owes‘its origins
In the first place, its resources in terms of the excellent educational 40 infrastructure with first-class universities (e g.,, Harvard, MIT) are the basis for the highly skilled workforce available in the area.
the ability of the local university to attract research funds is compared extraordinary to other universities.
Concerning science, there are several higher education institutes with about 35,000 students. The University of Bremen is the largest amongst them educating 22,000 students.
Furthermore, there are renowned nonuniversity based research institutes like a Max-Planck-Institute or a Fraunhofer Institute.
The technology park‘University of Bremen, 'founded at the end of the 1980s, contains the university, the technology and incubation centre‘BITZ'as well as numerous companies.
A main issue in Bremen contributing to the emergence of an innovative milieu are policies
This is because Montpellier has been a university city since the 13th century with 3 universities and several technical and graduate colleges.
Apart from that, the increase of students and high qualified working population(‘cadres')made a shift from a traditional conservative dominated society to a modern, dynamic and visionary one possible.
, universities, research institutes), existing economic starting-points and future prospects. The pôles are:‘‘Euromédicine'for medicine, pharmacy and biotechnology,‘Agropolis'for tropical and Mediterranean agronomy,‘Antenna'to support the development of telecommunications and audiovisual techniques and‘Informatique'for microelectronics, data processing, etc.
although, Aalborg University is home to 12,500 students and employs more than 1, 700 people (Stoerring and Christensen 2004;
the Aalborg University and the university based‘NOVI'science park that is concentrated on the ICT sector.
Biomedico was initiated by the of 49 ficial institutions‘Aalborg Commercial Council'and‘The Industrial Liaisons Office'at Aalborg University,
and fostering the cluster representatives of university, policy, and industry (Stoerring and Christensen 2004). It was formalised in 2003 by the initiators
Aalborg University is of great advantage for North Jutland. Established in 1974, today it has 13,000 students and 1, 700 employees (Pedersen and Dalum 2004).
It has a priority area in ICT sector, but has also build up substantial activities within life sciences in the last years.
The university delivering engineers and basic research is seen as a core asset of the region (Stoerring and Dalum 2006).
The strong university research capacity is combined with a long tradition and specific character of the cooperation between university and industry.‘
‘The principles of projectbased learning, often with the solution of real-life technical problems as part of the students'project work, have created skills highly demanded in product development intensive firms'(Dalum et al. 1999: 184.
that the region build on its core assets, namely ICT (Norcom) and the emerging life sciences at university for Biomedico.
Stoerring and Dalum 2006), all of which for example is reflected in the strong university-industry cooperations to be seen in the region and in the cluster initiatives.
The only exceptions to this are the Nordic pharmaceutical firms and some others with large R&d investments and good collaboration with universities (OECD 2001.
A main issue for the region is knowledge and learning, which helped making this region successful in terms of knowledge transfer between research and education institutions and industry:
6 research parks, 11 university hospitals, 14 cooperating universities(‘Oresund University')are populated by 140,000 students, 10,000 scientists and 6,
500 Phds providing active cooperation with 800 other universities worldwide. Strong basic academic research and a long tradition for clinical research as well as a good cooperation climate between research and economy help fostering knowledge spillovers (Boston Consulting Group 2002.
The engagement of private actors (e g.,‘,‘Big Pharma'is represented with approx. 70 enterprises in Medicon Valley) is a main element fostering economic development (Toedtling et al. 2006),
The latter, a joint non-profit-making organisation for the biomedical firms in the Oresund 52 area, acts as an intermediate between universities, enterprises,
because it has undergone a‘dramatic transformation in its economy in the last 40 years'from‘being a rural county with a historic university
Oxfordshire is home to four universities: Amongst them, the most famous is Oxford university, dating back to 54 the 13th century
and hosting 17,000 students. The only 10 years old Oxford Brookes University is home to 18,000 students.
All guarantee a constant flow of high qualified people (Oxfordshire County Council 2005,2006. The scientific scene in Oxfordshire is amended by a number of research institutes, national laboratories, hospitals and medical research units (Lawton Smith et al. 1998.‘
Moreover, it illustrates the role universities could play in fostering regional RTD. 55 4. 2. 8. Prato:
lead and growth sectors=specialisation in national comparison 60 For example, the Business school Tuttlingen offers a special MBA programme‘Medical Devices & Healthcare Management,
universities Existence of education and vocational training institutions Special R&d support and education, instruments for research transfer Existence of technical culture Common values such as trust and reciprocity
& social competencies Process Shift from individual and spatially dispersed learning to collective learning Creation of technical culture Creation of social capital in the form of trust-based and reciprocal relationships
knowledge transfer and regional learning. In order for a regional R&d oriented knowledge base to emerge, a region requires a knowledge infrastructure on systemic level,
including research institutions and universities on macro level, educational and vocational training institutions on meso level and specific R&d support and education programmes as well as measures fostering research transfer on the micro level.
This also could refer to policies geared at retaining skilled graduates within a region or at educating them as in the example of Tuttlingen,
where the business school offers a specialised MBA programme tailor-made for the surgical instrument cluster. Soft knowledge-based factors include the existence of a technical culture on systemic level and people's attitude towards this as well as their professional and social skills and the existence of values supporting such a culture.
All this helps foster learning processes within the region. 5. 2. Challenges in Fostering Regional RTD The matrix presented above illustrates a variety of elements and processes on different levels
Technological lock ins at firm level can usually be explained by switching costs, costs of not learning as fast as competitors,
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