Flanders DC focuses on entrepreneurs, teachers, students, policy-makers and the general public. Among the many options Flanders DC offers are:
or at your event, take part in the De Bedenkers (The Inventors) classroom competition and an online game to discover how you score as an innovative manager.
July 2007, published in English How entrepreneurial are our Flemish students, Hans Crijns and Sabine Vermeulen,
Ondernemen. meerdan. ondernemen, an online learning platform Creativity Class for young high-potentials Flanders DC Fellows, inspiring role models in business creativity Creativity Talks, monthly
At the end of Chapters 2 to 6, we include key learning points. These lists of learning points can be consulted as a checklist
when you are setting up a new business with your innovation partners. These learning points are gathered at the end of each chapter
so you can easily check them whenever you want a quick review of what you have learned 1. 3. Research method To explore the link between open innovation and market success of SMES,
including the Glostrup Hospital of the University of Copenhagen. These contacts introduced the founders to the science of sleep and the clinical practice of sleep medicine.
cross-industry learning process led by sleep experts. The QOD case illustrates that developing a successful business model that ultimately changes the industry starts with nothing more than the conviction of a well-informed entrepreneur.
In this case, most technologies are developed co with knowledge partners such as universities, research labs, and lead-customers.
and technologies developed at universities, research labs, or large companies. Finally, small firms must make choices 32 about the way they will profit from their technology.
Dingens wanted to collaborate with the University of Hasselt and knowledge partner Sirris to develop a completely new instrument The new barometer should have the same advantages of the mercury barometer (accurate, legible, durable,
therefore, developing technology based business opportunities should no longer be limited to university and corporate spin-offs. Start-ups can use their organizational agility, application know-how,
or market intelligence to commercialize technologies that they license from universities or larger, technology-savvy companies.
The experience eventually transforms the customer into a restyled person using personalized advice from a professional. 34 Key Learning points Analyzing open innovation in SMES in traditional industries starts with conceiving
such as a learning innovation network, design networks, research programs, and so on. Design was the second step.
Examples include newsletters from universities and knowledge centers and publications of Design Vlaanderen among others.
It is thus too early to evaluate its effects on the company's bottom line. 53 Key learning points Successful SMES do not remain with one business model forever.
and a few additional knowledge partners such as universities, research labs, and knowledge intermediaries. This strong reliance on value chain partners is partially due to the fact that most companies are active in low-and medium-tech industries.
Therefore, they visited several renowned sleep institutes located in Danish hospitals such as the Glostrup Hospital of the University of Copenhagen.
where universities would be invited to participate in the product days with their own ideas. They would also have access to factory resources
and stay focused on the joint value they create. 74 Key Learning Points Open innovation as an integral part of business model innovations In the past,
Universities, research labs, crowds of experts, lead users, and knowledge brokers are just a few examples of potential external sources of knowledge.
Developing new flavors has traditionally been completed with different universities in Europe, with DSM, and with other innovation partners.
including several European universities, research labs, DSM and other value chain partners. The technology licensed from DSM is a technological platform that can be used for different applications.
it could build on the reputation of DSM to get access to universities, technology labs, and commercial partners.
established companies are increasingly aware of the growing technological capabilities of universities, research labs, and high-tech start-ups.
Philips relies recurrently on new technologies from universities, specialized research labs, and high-tech start-ups. The electronic giant endeavors to be preferred the partner for small,
Case Airfryer 87 88 Key learning points In the past, collaboration between large and small firms has been prone to different types of problems.
Small firms should do their homework before they start collaborating with large companies. Some large companies are trustworthy innovation partners
Partners may be technology partners such as universities, research labs, or other companies, but in most cases these are not the most important partners in the network.
One of the major learning points to emerge from the cases is that open innovation networks are sustainable only when the value that is jointly created is several times larger than
and deepen learning about open innovation among entrepreneurs One way to accelerate the use of open innovation in small firms is to diffuse successful cases using audiovisual tools on the Internet.
institutional sources (universities and university colleges (v), government and public research organizations (vi)), and other available sources (professional and industrial associations (vii), trade fairs, exhibitions,
universities (v; and public research organizations (vi. Collaborative innovation is captured by calculating the average score of the six questionnaire items registering the firm's use of cooperative agreements with innovation partners.
and profiting from technology, Harvard Business school Press, Harvard: Boston: MA and Chesbrough, H. W. 2006), Open business models:
How to thrive in the new innovation landscape, Harvard Business school Press, Harvard: Boston: MA. 4 Van de Vrande, V.,De Jong J. P. J.,Vanhaverbeke, W. and De Rochemont, M. 2009), Open innovation in SMES:
and profiting from technology, Harvard Business school Press, Harvard: Boston: MA and Chesbrough, H. W. 2006), Open business models:
How to thrive in the new innovation landscape, Harvard Business school Press, Harvard: Boston: MA. 7 Chesbrough, H. W. 2007), Why companies should have open business models, MIT Sloan Management Review, 48 (2),
Osterwalder, A. 2004), The business model ontology a proposition in a design science approach, Ph d. Thesis University Lausanne, Ecole des Hautes Etudes Commerciales HEC. 173 p;
and profiting from technology, Harvard Business school Press, Harvard: Boston; and Chesbrough, H. W. and Rosenbloom, R. S. 2002), The role of the business model in capturing value from innovation:
C. 2005), The 10 rules for strategic innovation, Harvard Business school Press, Harvard: MA; Christensen, C. M. 1997), The innovator's dilemma:
When new technologies cause great firms to fail, Harvard Business school Press, Harvard: MA. Christensen, C. M. 1997), The innovator's solution:
Creating and sustaining successful growth, Harvard Business school Press, Harvard: MA. 19 This is exactly what Mcgrath and Macmillan call discovery driven growth.
Authenticity, Harvard Business school Press, Boston: MA. 97 21 These conditions have been analysed in detail by Gans, J. S and Stern, S. 2003), The product market and the market for ideas:
What the new dynamics of business ecosystems mean for strategy, innovation and sustainability, Harvard Business school Press, Boston, MA. 28 There is a rapidly growing literature stream.
Networks of learning in biotechnology, Administrative Science Quarterly, 41,116-145.32 In 2006, Netflix, a major movie rental company, organized a crowdsourcing contest on the Internet.
What the new dynamics of business ecosystems mean for strategy, innovation and sustainability, Harvard Business school Press, Boston:
Authenticity, Harvard Business school Press, Boston: MA. Chapter 5 35 Katila, R. Rosenberger, J. D.,Eisenhardt K. M. 2008), Swimming with Sharks:
Harvard Business school Press, Boston, MA.;and Vanhaverbeke, W.,Van de Vrande, V. and Chesbrough, H. 2008.
University college Dublin Ciaran Mcgarrity Department of Enterprise, Trade and Investment Eddie Friel University of Ulster Eoin Magennis Intertradeireland Ian Hughes Forfás John Smith
Serial innovators may draw on higher education institutions for intellectual property and talent, on the financial resources of venture capitalists and angel investors and on the capacities and facilities of other companies, consultants,
and Occasional joint interventions of public research organisations (through Universities Ireland. 8 10 NESTA, Measuring wider framework conditions for successful innovation (January 2011). 13 Actors Function in innovation ecosystem Businesses Conceive of radical innovations in anticipation
Provide access to specialist people and facilities (from interim CEOS to product testing/accreditation. Provide a conduit for knowledge flows between science
Higher education Institutes which includes Public Research Organisations Provide a source of graduates and postgraduates. Offer a portal to the global pool of academics and stock of knowledge.
and support universities and research institutes with their third stream. Identifying and supporting the development of new technologies and new markets.
Set wider framework conditions for innovators, from education policy to fiscal rules and tax reliefs to intellectual property.
Overview of the industrial base in Ireland, Northern ireland and the EU-27 Policy makers/Regulators set Framework Conditions Market Conditions Intermediary Bodies Higher education Institutes Business Services
However, Northern ireland compares better to Ireland in relation to higher education R&d expenditure (HERD. Most notably, innovative SMES in Ireland and Northern ireland engage in much less collaboration with others
when compared to UK firms (see Figure 4). In the metrics associated with higher education institutes, such as numbers of international scientific co-publications,
and both were better than the UK in numbers completing tertiary education and in the workforce (see Figures 3 and 4),
and the UK (see Figure 3). Innovation Ecosystem Actors Firms Financial services Orgs Higher education Institutes Innovation Support Agencies Business Services Orgs Intermediary Bodies Policy makers
-Intensive Activities SMES Introducing Marketing/Organisational Innovations Population Completed Tertiary education SMES Introducing Product or Process Innovations SMES Innovating In-House Innovative SMES Collaborating with others 400 300 200 1000 Ireland UK EU-27 Ireland Northern ireland UK Patent Applicationssales
or Process Innovations Higher education R&d Expenditure Innovative SMES Collaborating with others Employment in Knowledge-Intensive Activities SMES Innovating In-House Employment Medium-High tech Manufacturing Population Completed
Tertiary education 160 120 80 400 13 3. Firm perspectives on the All-Island Innovation Ecosystem 3. 1 Introduction The Intertradeireland Business Monitor was used as the method of reaching a sample of 1,
Innovation support agencies, business services organisations and higher education institutes emerged as the least important partners,
Clients/Customers Suppliers Intermediary Bodies Financial services Organisations Innovation Support Agencies Business Services Organisations Higher education Institutes%0 20 40 60 80
whether that was intermediary bodies or higher education institutes. However, the level of internationalisation makes little difference
Manufacturing and agriculture businesses rate innovation support agencies and higher education institutes as being more important innovation partners than do other sectors.
Ranking of the effectiveness of external partners by innovative businesses Clients/Customers Suppliers Financial services Organisations Innovation Support Agencies Intermediary Bodies Business Services Organisations Higher education
Large firms regard higher education institutes and financial services organisations as more effective than small firms. When it comes to export orientation,
Overall, international partnerships are reported more widely than crossborder ones for links with suppliers, higher education institutes, intermediaries and business services.
International Cross-Border Local%025 50 75 100 Clients Suppliers Intermediary Bodies Business Services Organisations Higher education Institutes Financial services Organisations Innovation
A notable aspect of the ecosystem is held the view by firms that higher education institutes are not so important in the working of their ecosystem.
whether firms were considering the role of higher education institutes in relation to a particular contribution to innovation or at a more holistic level.
Nonetheless it should be noted that higher education institutes contribute to innovation in a number of ways:
While higher education institutes are making strides to reach out and engage with business and the wider community, there is clearly a perception issue among firms
which are less than positive about the role performed by higher education institutes in the wider ecosystem.
‘quite important'1. 3-2. 3 and‘very important'>2. 3. Framework Conditions Market Conditions Intermediary Bodies Higher education Institutes Business Services Organisations
effective 22 A separate analysis (Figure 15) of firms with more than 50 employees (described as large firms in the report) indicates a more positive view in relation to the importance of intermediary bodies and higher education institutes.
and less effective while higher education institutes and financial services organisations are reported also as less effective. Figure 14 on page 21 indicates the firms'view of an innovation ecosystem that operates quite effectively
A notable opportunity for this is to foster a better understanding amongst small firms of how higher education institutes can contribute to supporting innovation.
Rag analysis of innovation ecosystem large firms Framework Conditions Market Conditions Intermediary Bodies Higher education Institutes Business Services Organisations Financial services Organisations Innovation Support
Other innovation partners, such as higher education institutes, financial service organisations, innovation support agencies or intermediary bodies, are regarded as less important and effective partners.
Foster better understanding of the role higher education institutes can play in supporting innovation in small companies.
Despite the fact that higher education institutes provide a skilled and talented workforce perform research that government and industry commission
it is interesting to note the view of business that linkages with higher education institutes are not important in their view of the ecosystem.
and higher education institutes. 24 The use of cross-border and international partners is limited. Just under a fifth (19%)of innovative firms are working with cross-border innovation partners and under a quarter (24%)with international partners.
Still others believe innovation pertains only to the research and development (R&d) activity occurring at universities, national laboratories, and corporations.
1. Promote entrepreneurship as an Irish cultural value 2. 2. Education system 2. 3. Encouragement of under-represented groups 3. Mentorship
and Peer Learning 3. 1. Peer mentoring 3. 2. One-to-one mentoring 3. 3. Skills development programmes 3. 4. Webinars 4
and commit themselves to learning. These cultural elements cannot be overstated. Second, focus on people. A truly entrepreneurial Ireland is dependent on strong and self-reliant entrepreneurs,
Learning Innovative Can-do Culture Executive Summary-6-Pillar 1, Innovative‘Can-do'Culture A central recommendation of this report is that Ireland should leverage our existing talent base:
A vibrant startup culture maximises peer learning and commercialisation through a diverse range of networking events, mentoring groups,
This potential career path must be inspired from a person's early years within the education system.
Develop a National Educational Strategy for Entrepreneurship at all levels of the education system. LEOS in conjunction with Microfinance Ireland, should pilot a new programme for young people who set up their own business.
Pillar 2, Mentorship and Peer Learning The biggest improvement we can make to the entrepreneurial culture in Ireland is to get more of our citizens to share their knowledge and networks.
Universities in many countries are hotbeds of innovation. More must be done in Ireland to optimise relationships between academia and industry around the cross-fertilisation of research and commercialisation.
Training on commercialisation should be provided to every STEM Bachelors student as part of their degree. Phd and Post Doctorate students should also receive mandatory commercialisation instruction as part of their research programmes.
Pillar 4, Access to Talent Access to talented people is a key enabler for all businesses.
Rather, it requires the contribution and leadership-of many different actors in the economic ecosystem (e g. entrepreneurs, schools, third-level colleges, banks, industry associations, investors, voluntary organisations,
& Peer Learning Innovative Can-do Culture We believe that entrepreneurs need to be self reliant and customer-focused,
cultural values, education system reform and encouragement of under-represented groups as potential entrepreneurs. 2. 1 Promote Entrepreneurship as an Irish Cultural Value It has been suggested that Ireland has a tradition of herding our children into‘overpaid safe havens'.
so the education system has a crucial role to play in this development. 2. 2 Education system If we want to increase the pipeline of people choosing an entrepreneurial career then Ireland must encourage entrepreneurship as a norm rather than an exception.
This potential career path should start from a person's early years within the education system.
This demonstrates a need for an articulated entrepreneurship education policy/strategy that covers all levels of the education system.
Additionally, the lack of specific entrepreneurship education modules in teacher education programmes creates challenges because most teachers lack the experience to deliver these specialised programmes.
as well as students, should receive some entrepreneurship education. Research from the EU and other European countries has shown that participation in entrepreneurship programmes
and their likelihood to start their own companies. 4 Much progress has been made in Ireland with initiatives such as the County & City Enterprise Boards‘Student Enterprise Awards'5, RTÉ's Junior Dragons'Den
and secondary school levels around the country. There are a limited number of independent parties who have piloted various efforts that are worth mentioning and endorsing:
Bizworld runs 2-3 day immersion events in primary schools where students are put into teams and expected to set up a company, raise money, pitch to investors,
and works with educators and teachers to introduce entrepreneurial concepts to students. Bizworld currently partners with schools in Dublin, Kildare, Wicklow, Galway, Cork and Limerick.
workshops, and awards at the secondary school level. The NFTE Foroige collaboration, and similar efforts, should be promoted actively in schools across the country.
and 90%of enterprise CEOS, have technical degrees from college. When looking at the businesses that sell-15-4 European commission (2012)- Entrepreneurship Education at School in Europe-European commission
Young Enterprise, Copenhagen 5 This acquaints over 16,000 students annually with the concepts behind running their own business. 6 Run in secondary schools and third level institutions across Ireland,
400 students complete a course in entrepreneurship since 2007. www. youngentrepreneur. ie 7 A hackathon is an event at
The goal of such events is to enable students to understand the technology that builds our world
In addition to learning to code, members meet like-minded people to show off what they've been working on.
the Forum is aware that many successful entrepreneurs would be willing to engage with local schools to talk to students,
Mentorship and Peer Learning. 1. Develop a National Educational Strategy for Entrepreneurship covering all levels of the education system.
Establish an Entrepreneurship Education group to draft an Entrepreneurship Education Strategy that embeds teaching of entrepreneurship into primary, secondary and thirdlevel schools and colleges,
and also incorporates initiatives for lifelong learning and skill development programmes. 2. Build ICT skills at secondary level as per the Oireachtas report on Information Communication Technology (ICT) Skills Demand in Ireland (2012) recommendations
with a focus on learning web development and computer programming. 3. Introduce a National Register for volunteer entrepreneurs who would be willing to visit schools to engage with students at local level. 2. 3 Encouragement for Under-Represented Groups The majority of the actions being taken by Government are helpful
to people who are already in the‘system 'or who have started already their entrepreneurial journey.
Learning from Billion-Dollar Startups, Cowboy Ventures, Techcrunch 2 november 2013. http://techcrunch. com/2013/11/02/welcome-to-the-unicorn-club/Sooner or later,
so as to gather strong learning experiences on how to manage a business. The EU Commission's'Erasmus for Young Entrepreneurs'is one such model,
The programme should involve facilitated learning, mentoring, peer learning and coaching. On completion, participants would be referred to the range of financial and soft supports from Enterprise Ireland/LEOS, Microfinance Ireland, Department of Social Protection, Local Development Companies, etc.
Each Microfinance Ireland youth entrepreneur loan would be supported by further dedicated mentoring during and after the duration of the loan.
Enterprise Ireland should leverage their collaboration with the Higher education Authority (HEA) to develop a tailored enterprise programme that is targeted at immigrants who are postgraduates in Irish Higher education Insitutions HEIS)
in order to build high potential startups with export potential based on their graduate research. 17. Local Enterprise Offices should work directly with immigrant organisations,
& Peer Learning To create great companies, we need to train and develop great entrepreneurs.
Many types of peer learning and mentoring opportunities emerge in a successful startup community, but in this chapter we focus specifically on peer mentoring groups. 3. 1 Peer Mentoring A central recommendation of this report is to revitalise the entrepreneurial culture of Ireland by developing strong networks of entrepreneurs helping
From networking events to peer mentoring groups to shared electronic learning Ireland needs to leverage the skills of the few for the understanding of the many.
& Peer Learning Coming together is a beginning. Keeping together is progress. Working together is success.-Henry ford A central recommendation of this report is to revitalise the entrepreneurial culture of Ireland by developing strong networks of entrepreneurs helping entrepreneurs.
what university professors have known for centuries: make some regular time available, and the people who really want it will go out of their way to show up
through once-off, expensive executive-MBA-style programmes. These programmes through Stanford, Cambridge, Harvard, etc.
and industry organisations develop a rolling series of webinars that enable learning and information sharing.
-25-recommendations Peer-to-peer learning between entrepreneurs is crucial to developing startup communities. This includes successful mentorship
and everyone gains from this sharing and learning. One such successful Irish Entrepreneur organisation in Ireland is www. eoireland. org Successful mentorship programmes are those where mentees create structured,
Mentorship and peer to peer learning recommendations-26--27-Vibrant Hotspots of Activity-28-Tech Entrepreneurship in 1980s and 1990s Ireland The 80s and 90s were an exciting time in Ireland
telecommunications services and interactive learning that were traditionally the preserve of large multinational companies. During the late 70s and 80s, a significant proportion of the third level graduates from engineering and science courses emigrated to join multinationals in mainland Europe and North america.
Less than a decade later many of these expatriates looked to return home and found a unique confluence of factors in Ireland that promoted innovation.
Ireland's universities in the 80s had many innovative programmes in computing and communications, which were very current with trends in the industry.
This stimulated some graduates to set up businesses in these areas. Skilled Graduate Pool. Companies in the 80s and 90s had a steady stream of high quality technical graduates from engineering
and science disciplines ready and willing to work in exciting new startups. The irish Trade Board.
Córas Tráchtála, with its worldwide network, provided market access especially in North america and Asia which allowed startups to punch well above their weight on a global stage.
(Interactive Learning), Changingworlds (Personalisation), Network365 (Mobile Payments), Datalex (Travel Software), Trintech (Online Payments), Baltimore Technologies (Security), Glockenspiel (Compilers), Euristix (Network
We have exported many skilled graduates, there has been a significant increase in the uptake of STEM-related courses at third level
There is no one person, university government organisation or financier who can possibly be the head of an entrepreneurial ecosystem.
such as the public sector financiers, universities, professional services organisations, etc. There are a number of highly engaged government agencies in Ireland with plugged-in
4. 3 Accelerators‘Accelerators'are considered sometimes‘the new MBA'21. Rather than students paying to go to a business school to learn case studies on how companies succeeded or failed,
an accelerator pays the students (through equity investments in their nascent businesses) to develop their idea into a company over a period of typically 3-6 months.
Accelerators running in Ireland include NDRC Launchpad, Endeavor, Wayra, Health XL, DCU Ryan Academy's Propellor Programme, New Frontiers, Selr8r,
Most accelerators place their developing companies into big‘open plan'work spaces for optimal cross-learning and cooperation (in this way,
http://birch. co/post/60844253074/startupaccelerators-are-the-new-mba 22 http://siliconrepublic. com/startups/item/22304-ireland-home-to-three-of-eu recommendations To enhance the wealth
'Co-working spaces are effective creation engines for startups as they lower barriers to entry for founders while increasing learning/information sharing.
and ensure a culture of learning from different perspectives. The essential requirements of an international standard co-working space are:
and a funding package secured to transform an old creamery building into a premium food workspace and learning centre.
the reduction in state funding for HEIS has required academic institutions to source a greater amount of their funding from industry (e g. provision of training programmes, undertaking research, donations, etc.
universities and institutes of technology should play a critical role in being‘feeders'into the entrepreneurial pipeline.
To date, however our Higher education Institutes (HEIS) have not been a big factor in developing and supporting startup activity.
While universities'primary focus and strength in supporting entrepreneurship is to provide/develop graduates they also have a strong role to play in leveraging their research developments to create new startups.
Enterprise Ireland pays each of the Higher education institutions to host Technology Transfer Offices that are charged with increasing the flow of commercialisation from academic research.
A new mindset has been developing in the HEIS, Science Foundation Ireland (SFI), and Enterprise Ireland community recently:
We encourage the new direction of HEIS that enables companies to engage directly with graduate students without any intellectual property ownership being claimed by the university,
-33-25 http://www. easyaccessip. org. uk/recommendations In 2012, The irish Research Council launched a pilot Employment Based Postgraduate programme (including Phd and Masters) for 30 places.
and industry people moving into HEIS to undertake research. The irish Research Council also offer the very successful Enterprise Partnership Scheme
whereby a postgraduate student can undertake their Phd while spending one-third of their time in a company (the company pays onethird of the scholarship
and IRC pays two-thirds). Each of these programmes have helped industry and academia to work more closely together to build strong working relationships and simultaneously increase direct commercialisation of research work.
We recommend that a greater proportion of our funding for Phd students be allocated to working with industry.
Triple the size of the‘Employment Based Postgraduate programme'to 100 Phds per annum (10%of The irish output.
'which enables students to undertake their Phd research through an active engagement and collaboration with an industry partner. 32.
Introduce a Framework for companies to provide contracts to university graduate students for thesis work without clouding IP ownership. 34.
and university pays for 2/3rds of research. All of the increase in IPP funding should go to SME businesses. 35.
Introduce a de minimus level of HEI/startup collaboration investment (up to €25k), below which IP contracting
For example, graduate students who are minded commercially could be given an attractive option to study business studies or an MBA while conducting their thesis research at a small marginal cost to the university as the student is enrolled already.
Academic institutions should c o n s i d e r i n c e n t i v i s i n g researchers to commercialise
and to reward them not just for publications and citations but also for licenses, spin outs, patents etc.
Finally, STEM students at the Bachelors level are the most likely to create valuable technology businesses.
These students should have exposure to entrepreneurship or commercialisation before they graduate. 37. Formal recognition should be given to researcher time spent on collaboration with industry in the academic promotion criteria of their institution. 38.
Universities should offer their Phd students a Masters course in business at half price, while the students are conducting their thesis. 39.
Training on commercialisation or entrepreneurship should be provided to every Phd student and Post Doc via mandatory programmes held every semester by the universities. 40.
Every STEM student (undergraduate and postgraduate) should receive a course on entrepreneurship or product commercialisation as part of their degree.
-34-recommendations recommendations-35-Modern successful entrepreneurs readily acknowledge that an engaged and talented staff is critical to their success. No single person can build thriving international businesses without having a high-quality team
As an example, throughout the general population of all ages, second level graduates have an unemployment rate of 23%and third level graduates have an unemployment rate of 13%29.
Furthermore, graduates seeking work experience are excluded from participating in the Jobbridge Programme if they already have part-time evening or weekend employment.
These have proven to be helpful to graduates, giving them the real work experience that is generally sought by employers.
what he had learned as a student --which largely revolved around networking--to include a broader sense of
These programmes attract a variety of foreign graduate students from outside the EU, who are forced to return to their home country after their Masters, Ph d,
. or postdoc programme studies are completed. We believe Ireland should encourage these graduates to stay in Ireland and commercialise their research here.
Not only is acquired their knowledge of use to the local ecosystem but their international networks make them invaluable ambassadors and dealbrokers.
and graduates to have easier access to visas. This campaign endeavors to establish Ireland as the top destination for English-speaking tech talent.
Easier access to holiday visas and encouraging Chinese graduates studying in Ireland, as well as allowing Irish companies greater access to the Chinese economy,
The Central banks'Code of conduct for SME Lending states that Having due regard to the nature liquidity and value of collateral a regulated entity must not impose unreasonable collateral requirements for providing credit facilities,
This Code of conduct is fine. However, the lending banks in Ireland are not following this code.
which could be incorporated into the existing Code of conduct for SME Lending. An examination of conditions of sanction of other banks in other jurisdictions may be useful in this regard to design some specific protocols around the need,
Banks which continue to ignore the Code of conduct-which would appear to be most of those currently operating in Ireland-would face sanctions
A best practice code of conduct should be devised for the use of personal guarantees which should be incorporated into the existing Code of conduct for SME Lending.
Comparisons should be highlighted between the different SME Lenders to provide more information on terms and conditions likely to be imposed on potential borrowers.
and bank executives who violate the Code of conduct. 57. One or more reputable international banks should be recruited (not subsidised,
A private sector Prompt Payments Voluntary Code of conduct is currently being established by the Business Representative Bodies in Ireland, supported by the Department of Jobs, Enterprise and Innovation.
Industr y bodies should support the establishment of the Prompt Payments Voluntary Code of conduct and encourage companies to sign up to the code.
visit bit. ly/Irelandstartups. 2. Innovative Can-do Culture 2. 2 Education system 1. Develop a National Educational Strategy for Entrepreneurship covering all levels of the education system.
secondary and thirdlevel schools and colleges, and also incorporates initiatives lifelong learning and skill development programmes. 2. Build ICT skills at secondary level as per the Oireachtas report on Information Communication Technology (ICT) Skills Demand in Ireland (2012) recommendations
with a focus on learning web development and computer programming. 3. Introduce a National Register for volunteer entrepreneurs who would be willing to visit schools to engage with students at local level. 2. 3 Encouragement for Under-Represented Groups 4. As part of an entrepreneurship cultural awareness campaign,
create‘entrepreneur heroes 'which highlight and celebrate role models inclusive of the under-represented profiles (female/youth/immigrants etc.)
as well as the represented profiles. 5. The President or An Taoiseach annually bestows an award to one
Enterprise Ireland should leverage their collaboration with the Higher education Authority (HEA) to develop a tailored enterprise programme that is targeted at immigrants who are postgraduates in Irish Higher education Insitutions (HEIS)
in order to build high potential startups with export potential based on their graduate research. 17. Local Enterprise Offices should work directly with immigrant organisations
-53-Recommendations Recommendations 3. Mentorship and Peer Learning 3. 1 Peer mentoring 3. 1. 1 Office hours 19.
Triple the size of the‘Employment Based Postgraduate programme'to 100 Phds per annum (10%of The irish output.
'which enables students to undertake their Phd research through an active engagement and collaboration with an industry partner. 32.
Introduce a Framework for companies to provide contracts to university graduate students for thesis work without clouding IP ownership. 34.
and university pays for 2/3rds of research. All of the increase in IPP funding should go to SME businesses.
Introduce a de minimus level of HEI/startup collaboration investment (up to €25k), below which IP contracting
Universities should offer their Phd students a Masters course in business at half price, while the students are conducting their thesis. 39.
Training on commercialisation or entrepreneurship should be provided to every Phd student and Post Doc via mandatory programmes held every semester by the universities. 40.
Every STEM student undergraduate and postgraduate) should receive a course on entrepreneurship or product commercialisation as part of their degree. 5. Access to Talent 5. 1 Share based remuneration to employees 41.
Enable Employee stock ownership without creating taxable events until the time of sale of the stock. 42.
A best practice code of conduct should be devised for the use of personal guarantees, which should be incorporated into the existing Code of conduct for SME Lending.
Comparisons should be highlighted between the different SME Lenders to provide more information on terms and conditions likely to be imposed on potential borrowers.
and bank executives who violate the Code of conduct. 57. One or more reputable international banks should be recruited (not subsidised,
Industry bodies should support the establishment of the Prompt Payment Voluntary Code of conduct Portal and encourage companies to sign up to the code. 7. Public Policy 7. 1 Clear up the government structure for helping businesses 60.
Professor of Entrepreneurship, College of Business, Dublin Institute of technology Tom Hayes Micro Enterprise and Small Business enterprise Ireland Wendy Gray SME Policy, Department of Jobs, Enterprise
Higher education Authority HEI: Higher education institutions ICT: Information and Communications technology IIA: Irish Internet Association IP: Intellectual Property IRC:
Irish Research Council ISA: Irish Software Association ITLG: Irish Technology Leadership Group LDC: Local Development Companies LEO:
European commission Reports Entrepreneurship in Higher education, especially within non Business studies (2008) Eurobarometer Survey on Entrepreneurship (2012) Entrepreneurship Action Plan (2012) Entrepreneurship Determinants:
Leading the entrepreneurial university: Meeting the entrepreneurial development needs of higher education institutions. In Universities in Change (pp. 9-45.
Springer New york. Greene, F. J.,Mole, K, . & Storey, D. J. 2008). Three decades of enterprise culture?
Entrepreneurship, economic regeneration and public policy. Palgrave Macmillan Ltd..International Policy Reports for Economic growth Cooney, T. M. Kidney, E. 2009) Entrepreneurship and Innovation Policy in Ireland References-60-Joint Committee on Jobs, Enterprise
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