She is professor and director of research at the Télé-université of the Université du Québec. She is a member of the Committee on Sociology of Work of the International Sociological Association, the Executive council of the Society for the Advancement of Socioeconomics,
Broadening the Analysis of the Territorial Effects of Innovation 3 societies evolve through the daily accumulation of inventions--innovations
connects new technical ideas to the markets (Le Bas, 1995)( translation), a process of problem solving, a learning process
and the goal of the established collective learning processes is to solve common difficulties. The implementation of these solutions means new infrastructures and is expressed through the will to strengthen the partnerships between the large enterprises
SMES, institutions of higher learning (universities, research institutes), local authorities (municipalities, local organizations) and government institutions.
Development in Learning Regions. In Holbrook, A. and D. Wolfe (ed.).Knowledge, Clusters and Regional Innovation.
Mcgill-Queens University Press; pp: 11-38
October 2014 INTERREG IVC analysis report Innovation capacity of SMES Credits Experts for thematic capitalisation on the innovation capacity of SMES Year 1 Eurico Neves
He has an MSC in Engineering from the University of Porto (1989) and a Master's in Marketing by IEP/ESADE (1999.
He is a graduate from the National Institute of Polytechnics in Grenoble with a Master's degree
and has followed a Master's curricula in economic studies at IAE Grenoble. He is a leading international specialist and practitioner in innovation policy, research exploitation, foresight exercise, key technologies strategy and cluster development.
Capitalising on achievements Over the last seven years, with the goal of improving regional policies, more than 2 000 public institutions across Europe have been learning from each other through cooperative policy learning in 204 interregional projects supported by the INTERREG
INTERREG EUROPE, is developing‘Policy Learning Platforms 'which will stimulate a process of continuous policy learning among all interested regional policy stakeholders around Europe.
Michel Lamblin Erwin Siweris Programme Director Deputy Programme Director 2 Table of contents Executive Summary...4 1. Introduction and Methodology...
the present report also points out that implementing effective learning processes in this (relatively) new area,
Using formal programme evaluation/review mechanisms such as peer review or other external review schemes, and in general the adoption of an‘evaluation culture'for innovation support;
or on implementing/adapting external practices (in particular the capitalisation projects), the current pace of economic transformation in Europe and the pressing needs of SMES calls for shortened policy learning cycles
What is their learning effect on the still running INTERREG IVC projects? Are there possible synergies?
and create mutual learning? 8 8. Based on the findings of the analysis, can specific recommendations be provided to individual projects
Professor CIRCLE (Centre for Innovation, Research and Competence in the Learning Economy), Lund University, Sweden,
SMES innovating projects with universities and technology Centres, and innovation financing. Weaknesses in networking Lack of internal research capabilities.
and open Regional Innovation Strategies Developing an open innovation environment Innovation Systems INOLINK http://www. inolink. eu/Innovation Policy in University City Regions
Enhancing the cooperation between businesses and universities Innovation Systems IPP http://www. i-p-p. eu/Interregional Partnership Platform Supporting innovation intermediaries
They typically facilitate liaison between private enterprises (notably SMES) and external knowledge/research providers (universities, R&d service providers or private consultants),
this programme proposes to professionalise the management of SMES by organising learning networks by and for entrepreneurs.
and students together and forge new influences on companies via students studying different disciplines. Until 2010, the programme had been conducted in more than 130 municipalities in Sweden,
The planning starts in March with discussions concerning location, financing, companies, and students. After the summer, there are follow-up and reporting activities.
The students are selected annually via a database of at least 350 students from all over the world (mostly Swedes).
) The selection of students depends on the type of company. If the company continues to use the design,
they have the option to employ the student or contact other consultancy firms. Each local design project costs €75 000 for the cost of the office, material, phones, cars, documentation, including salaries for Project manager, Supervisor,
and eight students for seven weeks. This GP has a lot in common with‘Summer Entrepreneur'(also a GP from MINIEUROPE),
Technology Events to promote technology transfer agreements between companies and university DISTRICT+46 o Net of Competence:
Universities and enterprises network to increase technology transfer MINI-EUROPE47 o Genomnanotech: Setting up of a technology transfer office
The Hungarian government came to understand that the subsidisation of innovation oriented R&d at universities is very important.
With the support of‘Pázmány Péter Programme',the industry and universities can cooperate and develop products/services/technologies together.
In this project, 16 companies carry out applied research together with researchers from the University of Debrecen
o Installing an innovation management system, including a project evaluation system at the University of Debrecen;
o Setting up a Knowledge and Technology Transfer Office at the University of Debrecen, which became a significant player of the innovation system in Hungary;
It also facilitates a link between universities and businesses, converting scientific knowledge into economic activity, and leading to the creation of a network for business start-ups and knowledge transfer.
The success of CAMPUS is largely due to collaboration between the agents that integrate the itinerary for the consolidation of a spin off, with Universities and Research Centres.
and collaborating entities composed of the universities of Andalusia, CSIC (Spanish Council for Scientific research), CTAP, FIBA, ISAPA and FSP.
to build cooperation between Phd students and companies o Innovation assistant, to support newly graduated employment PERIA49 o Creation of R&d departments,
Unlocking Cornish Potential-Graduates for Cornwall's businesses. Similarly to Innovation assistant, it aims at promoting the employment of recently graduated staff in SMES with no or little experience with graduate employees.
o Mandatory training of the innovation assistant by a specially designed postgraduate training programme established at the Donau University Krems;
This has been achieved in particular through interactive policy learning between policymakers (the sub-project partners. 53 GPS described below or in the MINI-EUROPE Good Practices Catalogue:
including those related to learning and managing knowledge assets. Cluster Support Environment Model (NW England) in the MINI-EUROPE project:
and connects organisations that support business innovation processes and internationalization such as economic development agencies, universities, investors and aspiring entrepreneurs.
ensured by guarantees from regional authorities(§3. 2. 1). High Shortage in skills Innovation Management ERIK-ACTION Parenthood project Professionalise SMES management by organising learning networks by
PERIA Summer Design Office New Products By design Promotion of cooperation between design students and SMES(§3. 2. 2). Very high ICT ERIK-ACTION PRAI
All the projects agree on the fact that transferring a GP is a mutual learning experience,
The current pace of economic transformation in Europe and the pressing needs of SMES would suggest a need for shorter learning cycles,
This proposal is similar to the H2020 call‘Peer learning of innovation agencies'57. One other comment that was made to increase GP transfers between regions is to develop European labels that would give a marketing edge to the SMES obtaining them.
mutual learning and benchmarking. 3. 4. 1 Synergies with other INTERREG IVC PROJECTS The INTERREG IVC Capitalisation exercise focused on 12 different themes, two of them directly related to innovation:
& Regional Authorities Learning from others and learning from one's own success and failures is undisputedly a key element in policymaking,
and especially so in a (relatively) new area such as innovation support, where there are still very few‘sure recipes'for success. Implementing effective learning processes involves however certain challenges,
Implementation of formal programme evaluation/review mechanisms such as peer review or other external review schemes, and overall the adoption of an‘evaluation culture'for innovation support;
the overall results show clearly that it is possible to improve SME innovation support in Europe through the structured interregional learning process that enables regions to share practices.
promoting the cooperation between SMES and design students, and in New Products By design (PERIA), or ICT,
which focused on the hiring of Phd students by SMES, PERIA with the Creation of R&d units and ERIK ACTION with Innovation Assistant.
A master's degree course at Dublin City university offers public procurement officers the opportunity to obtain professional expertise with regard to innovation procurement.
universities, research, and finance & technology organisations to stimulate innovation through knowledge transfer. There are currently 15 KTNS
Regional and local development agencies, Public universities etc. Indicators-as of end 2013 Outputs Results No. of regional/local policies and instruments addressed No. of good practices identified by Regional Initiative Projects No. of regional/local policies
SME innovation projects with universities and Technology Centres (lack of research capabilities; Innovation financing. Country Institution, Town 1 Italy Tuscany Region, Firenze (Florence) 2 Sweden Region Vastra Gotalands, Göteborg 3 Poland Lower Silesia Voivoship
Innovation Assistants aims to promote the transfer research output from universities directly to SMES, through the support to the employment of young professionals and recent university graduates as innovation assistants in companies, with responsibilities for the development of innovation processes.
This programme from the School in Business Economics and Law at the University of Gothenburg allows master students in Business Economics to do an internship within a growing SME.
The programme matches entrepreneurial students with SMES showing potential growth or experiencing a form of growth barrier.
For a year, the students practice to lead, manage and develop a company, 2-3 days per week while acquiring theory in class.
and the students prepare to start or lead and drive growth companies. The Tuscany Region has selected this good practice to potentially contribute to its 2014-2020 regional programming
, Jönköping 11 Greece University of West Macedonia, Research Committee, KOZANI 67 The project addressed the general issue of EU businesses'limited competitiveness and innovation capacity.
Employment of young graduates in innovation projects within SMES; Innovation Systems awareness raising, tutoring and consultancy for SMES;
ERIK ACTION represents a step further in the policy learning and sharing process initiated in previous projects, leading to the development of tangible, operational Regional Action Plans by each involved region,
focused on university students, and therefore lie outside the scope of the present analysis. The other three (Operation, Growth, Collaboration) were related to the innovation capacity of SMES in general,
and connects organizations that support business innovation processes and internationalization such as economic development agencies, universities, investors and aspiring entrepreneurs.
The INNOHUBS project demonstrated the added-value of international projects involving different regions across Europe with different innovation contexts, for the promotion of knowledge transfer from more experienced regions (in terms of innovation systems) to learning
and cooperation with external parties Organisational Innovation (coaching) IVEX (internationalisation) Innocámaras (training) Management Voucher (coaching) Bioenergy for the region (New Staff/Phd students) INGENIUM
In line with INTERREG IVC principles of policy learning and sharing, this development around existing policy measures offers an easier and faster option to address service/non-technological innovation than designing new policies from scratch.
and strategies and initiating their implementation in the partner regions using‘policy learning'instruments such as the‘creative workshops'brainstorming meetings between partners during
and students together and forge new influences on companies via students studying different disciplines. Up to 2010 the programme had been conducted in more than 130 municipalities in Sweden,
The planning starts in March with discussions concerning location, financing, companies, and students. After the summer there are activities for follow up and reporting.
The students are selected annually via a database of at least 350 students from all over the world (mostly Swedes).
) The selection of students depends on the type of company. If the company continues to use the design they have the option to employ the student or contact other consultancy firms.
Each local design project costs 75 000 euros for the cost of the office, material, phones, cars, documentation, including salaries for Project manager, Supervisor,
and 8 students for 7 weeks. This GP, which has a lot in common with‘Summer Entrepreneur,
The Hungarian government realized that the subsidisation of innovation oriented R&d at universities is very important.
With the support of‘Pázmány Péter Programme',the industry and universities can cooperate and develop products, services & technologies together.
In this project, 16 companies carry out applied research together with researchers of the University of Debrecen
including a project evaluation system at the University of Debrecen; -Setting up a Knowledge and Technology Transfer Office at the University of Debrecen,
which became a significant player of the innovation system in Hungary; -Enhancing R&d intensive investments in the Észak-Alföld region in cooperation with Innova.
'Technology transfer services and other SMES/Universities joint R&d collaborative programmes or business cooperation. Furthermore, some of the Good Practices also addressed the Innovation Systems theme (Regional Innovation Scoreboard,
Greece and by learning from input from the members and from the GPS transferred by the existing renewable energy clusters and networks from Saxony.
Development of programmes that will enable universities, R&d and SMES to apply together for funding for joint R&d projects.
including those related to learning and managing knowledge assets. Main conclusions and recommendations: A sub-project such as‘IART Territories'highlights the potential role of regional intermediaries (the typical partner in INTERREG IVC projects) such as‘consortium leaders'for a group of SMES (from a specific
Peer learning of innovation agencies. Call in the Innovation in Small and Medium-sized Enterprises work programme. 2014.
In this learning process, entrepreneurial actors have to play the leading role in discovering promising areas of future specialisation
Structural change, not just the accumulation of capital, is a driver of economic growth. As such smart specialisation aims to accelerate structural change by encouraging the transformation of economic activities from a structural perspective.
identifying bottlenecks and market failures and ensuring feed back into policy learning processes. But the smart specialisation approach goes further,
engaging in and committing to a process of policy learning and deployment. Both diagnostic tools and indicators should
but also universities and research centres should be engaged. Engaging them will not only allow policy makers to develop a deeper insight into the matches
The global value chain perspective offers a valuable framework to support the attendant discovery and learning processes.
ECOOM-Centre for Research & development Monitoring at Leuven University Here, the role of government intervention is important
Manuel Desantes from the University of Alicante Articulation between smart specialisation and cluster policy Clusters are important building blocks of a smart specialisation strategy. 3 Indeed,
knowledge transfer institutions and educational programmes. In the region of Malopolska, Poland the emergence of fast-growing companies and clusters in industries like information and communication technologies and telecommunications has been supported by the changes of the profiles of regional universities.
In the case of advanced regions with a very strong knowledge base, they too need to develop the capacity to absorb outside knowledge
the more related the firms that are clustered together, the lower the cost of production, the greater the learning and network effects.
firms public research institutions and universities (OECD, 2011. In the main, the smart specialisation approach suggests regions, especially those regions
universities and firms) collaborative initiatives and public-private partnerships to strengthen the region's economic and innovation base.
and empowering as well as accelerating the learning process. Thus, the entrepreneurs discover emerging activities of future specialisation
OECD-TIP case-studies on smart specialisation The universities dealing with economics, public policy and administration,
regional governments and key stakeholders should be ready to adjust their responses rapidly to the changing conditions (e g. strengthening the collaboration between Universities
and Business in curricula design and curricula deliver may ensure that graduates have the right skills
THE ROLE OF SMART SPECIALISATION OECD 2013 33 Box 1. 6. Detecting changing conditions and adjusting policy actions Changing the role of regional universities:
In the region of Malopolska, the emergence of fast-growing companies and clusters in industries like information and communication technologies, telecommunications and pharmaceuticals has been supported by the changes of the profiles of regional universities.
Regional universities are engaged also in many initiatives aimed at addressing the main challenges in traditional areas of regional specialisation (e g. mining
Successful mobilisation of the resources of the universities may also have a strong positive effect on the achievement of comprehensive regional strategies (EC-IPTS (2011.
universities and institutions of research, innovation and creativity complement the market know-how of business entrepreneurs with sound expertise for the skills,
In Austria, smart specialisation and the RIS3 KEY are used by the federal government, together with public performance-contracts, to mobilise universities and research institutions to deal with their regional habitat in a strategic way (Standortpolitik.
ECOOM-Centre for Research & development Monitoring at Leuven University In order to help policy makers to have a broader picture on national or regional specialisations,
ECOOM-Centre for Research & development Monitoring at Leuven University Additional limitations to data analyses arise when considering that regional internationally comparable data especially on economic specialisation are underdeveloped.
Educational programmes: updating the skills required by the increasingly cross-sectoral and cross-technology activities (e g. university level training in mechatronics in Upper Austria as a reaction of a new specialisation evolving from machine building.
Policy intelligence The role of strategic policy intelligence as a tool for governance of smart specialisation is important.
Developing mutual learning practices to provide policy makers opportunities to learn from good practice examples but also failures carried out by other governments.
Taking those different policy components as one whole inevitably leads to the insight that policymakers have to move beyond policymaking into the realm of policy development & policy learning.
8 COM (2010) 553 final of the European commission. 9 For example, Universities can provide private and public authorities both with strategic advice
The role of Universities as a critical'asset'of the region may be even higher in the less developed regions,
Among the mechanisms by which universities can contribute to regional innovation systems are: i) stimulating the entrepreneurial spirit of its staff and students;
ii) providing advice and services to SMES; iii) participating in schemes promoting the training and placement of high level graduates in innovative businesses;
iv) hosting incubators for spin-offs in science and technology parks and; v) providing input to innovative clusters and networks.
See also EC-IPTS (2011)‘ Connecting Universities to Regional Growth: A Practical Guide'.'http://ipts. jrc. ec. europa. eu/activities/research-and-innovation/documents/connecting universities2011 en. pdf 10 On July 14th, 2010, the European Economic and Social Committee approved an opinion
on national/regional Research and Innovation Strategies for Smart Specialisation (RIS3) http://s3platform. jrc. ec. europa. eu/s3pguide EC-IPTS (2011)‘ Connecting Universities
A Practical Guide'A guide to help improve the contribution of universities to regional development,
www. econ. cam. ac. uk/faculty/chang/pubs/DPRLIN-Changdebate. pdf OECD (2009),‘Regions Matter:
internationally recognized top-research teams active in the 5 universities of the region. Furthermore, one of Europe's largest University Hospitals is located in Leuven (Gasthuisberg), with a strong expertise in complementary fields within the other three University hospitals in the region.
The clinical infrastructure in the region is a third outstanding trump card. Finally, Flanders has a relatively strong position in terms of biotech and pharmaceutical companies,
While the initial strategy development (the entrepreneurial discovery process) started from one research centre, during the course of the OECD-TIP exercises, a wider set of stakeholders universities, academic hospitals, companies from the health
On the initiative of actors from the research community (imec, VIB and the Catholic University of Leuven), a dedicated centre for bringing together neurosciences and electronics was granted a one-off co-funding to set up a trans-disciplinary laboratory.
the competence pole FISCH, Flanders also has a number of research institutes and universities that work in this field.
Most notable are the University of Gent with a strong group in the biotech sector,
Nevertheless, the quality and quantity of the research at the Flemish universities and research institutes is probably not yet high enough to meet the needs of the envisaged transformation of a world-class industrial cluster.
and in terms of academic research there are some small pockets of mostly basic research at various universities but no critical mass.
The TTR ELAT is populated a densely high-tech knowledge region with more than 10 universities and an annual R&d expenditure of EUR 4 bn.
the value network includes a number of renowned universities (Eindhoven, Tilburg, Maastricht, and Leuven) and research institutes of which Holst Centre, Leuven-based IMEC,
Aachen is largely complementary from a specialisation point of view, with a strong public R&d and university cluster.
supported by research institutes and universities and in broader interaction with civil society. Future challenges:
Further improvements in a future vision and strategy process refer to the introduction of peer reviews
and attract universities, research institutes and service agencies. Four local universities or their affiliated campuses, nine research institutes/local branches of government research institutes
and seven public service agencies are the driving forces to induce and promote local photonics industrial cluster.
and regional institutions and provided support to local actors including universities, research institutes and firms.
optical precision and measurement that included technology centres for semiconductor light source pilot production, optical parts subsystem and reliability and accreditation testing infrastructure.
Their technological and human capacities can be utilized to provide technology development, extension services and testing and accreditation services locally.
universities and research institutes emerged through project implementation. At the regional, national and international levels, issues were found for cluster promotion such as intensifying networks and financing of commercial activities and product development.
THE ANDALUSIAN AEROSPACE CLUSTER Simon Vazquez, Innovation and Development Agency of Andalusia (IDEA Agency) and M Angeles Ruiz, General Secretary of Universities, Andalusian Ministry of Economy
The knowledge base stems from the School of Aeronautic Engineers and the rest of applied studies from the Universities of Seville, Pablo de Olavide, Cádiz and Córdoba.
AICIA (Association of the Seville University School of Engineers), Andalusian Institute of technology (IAT, regarded as a centre for knowledge management), CITIC (Innovation Centre for ICTS), FAICO (Centre for image and colour.
Innovation and Development Agency of Andalusia (IDEA Agency), the Technological Corporation of Andalusia (CTA), the Aerospace Technology Institute (INTA), the Andalusian Institute of technology (IAT) and the Andalusian Universities of Seville
and ii) Agents of Knowledge, supporting the researchers (individual or group) at the Technological Centres, Parks, Universities.
University and industry linkages: There is a clear need for promoting university research and university researchers within the entrepreneurial activities of the technological Parks and Centres.
Importance to incorporate Phds at the entrepreneurial and industrial level. Better industry-public strategy support alignment:
such as Automotive Manufacturing Association, Association of Automotive Parts and Components Manufacturers, Automotive Distributors Association, Automotive Consumers Association etc. and research institutions such as, Istanbul Technical University, Uludag
University, Gebze Institute of technology, TÜBITAK Marmara Research Centre and Automotive technology R&d Centre etc. Besides and with public institutions such as Ministry of Science, Industry and Technology;
Accordingly, policy learning and an interactive point of view should be embedded within the whole cycle of policy making
, Finance, National Education, Health food, Agriculture and Livestock, Forestry and Water Affairs, Customs and Trade as well as Energy and Natural resources), Chairman of the Council of Higher education, Undersecretaries of the Ministry of Development and the Ministry
and a member to be appointed by a university to be designated by the Council of Higher education.
with many British designers and graduates from British institutions directly employed by vehicle manufacturers around the globe.
For simplicity, this case study will refer to any unit which was a part of DTI, BERR, BIS or DIUS (the Department for Innovation, University and Skills
THE SOUTH EAST MELBOURNE INNOVATION PRECINCT (SEMIP) Dan Quinn and Hugh Bampton, Department of Industry, Innovation, Science, Research and Tertiary education Regional, national and international policies
which contains Monash University, a Commonwealth Science and Industrial Research Organisation (CSIRO) laboratory complex and a strong private sector presence specialising in advanced manufacturing.
OECD 2013 97 Monash University has initiated also a cluster type initiative on its Clayton campus, the Monash Science Technology Research and Innovation Precinct (STRIP.
Monash University has launched also the John Monash Institute which aims to assist industry in the MSE region by connecting businesses to relevant researchers
in part, been encouraged by the presence of higher education and research institutions in the region. These include the CSIRO Clayton laboratories, Monash University, the Cooperative Research Centre for Polymers, the Melbourne Centre for Nanofabrication, the Australian Synchrotron and the Small Technologies Cluster.
Swinburne University of Technology is located also on the regions periphery. Ambitions strategic plans and tools and catalysts in the innovation ecosystem Strategic priorities identified by the SEMIP to support the specialisation
and innovation in the region are focused on: i) Connecting and interacting-fostering knowledge sharing, problem solving and open innovation environment that encourage businesses
and improve the quality of education within the region, from early childhood, to ensure that the region can sustain its skilled workforce;
Additionally Lower Austria piloted a landmark scheme to encourage SMES to employ recent university graduates
These are‘intrapreneurs'with a university background managing innovation projects tailored to the specific needs of the SME (Priedl 2011c.
whether there is enough tertiary education in Wieselburg. Ambitions strategic plans and catalysts in the innovation ecosystem As mentioned in the chapters above,
Bottlenecks and threats for the innovation ecosystem that hamper entrepreneurial discovery The advantage of Lower Austria in terms of RTDI is definitely the fact that it does not have to offer basic research and tertiary education only by itself
Lower Austria made positive learning experiences with the establishment of these tools among others, and will in the future continue to support them, in the case of Technopols,
Technology clusters, relevant higher education and technology networks exist in strategic sectors. The current strategic framework comprises the Regional Competitiveness Upper Austria 2007-2013 Program and the Innovative Upper Austria 2010plus
OECD 2013 107 Participative policy making in Upper Austria means continuous reflection and learning at various levels and in intercommunion with different actors.
new learning culture needs to be established, in particular inter-organizational one, comprising representatives from industry, politics and society involved in the strategy setting process, in respect of the overall system by means of communication with experts and STI implementers and via ex-post evaluations.
In 2011 all tertiary education and research institutes owned by Upper Austria as well as all R&d, and innovation and economy promotion agencies, owned by majority by Upper Austria,
THE ROLE OF SMART SPECIALISATION 108 OECD 2013 University a publicly funded academic university is located in the region of Upper Austria.
The share of the (JKU) university is relatively small, since the JKU does only get 5%from the total Austrian university budget,
whereas Upper Austria produces more than 25%of Austria's technology exports. Regional Upper Austrian R&d intensive important industry sectors are automotive (with leading companies BMW Motoren, MIBA, MAN, KTM), machinery & engineering (SIEMENS VAI
i) Underdeveloped und underfunded university sector compared to the economic and industrial strength of Upper Austria;
from National Systems and"Mode 2"to a Triple Helix of university-industry-government relations.
Vienna University of Economics and Business, Institute for Regional Development and Environment INNOVATION-DRIVEN GROWTH IN REGIONS:
, Charles University, Dept. of Social Geography and Reg. Development, Prague Regional, national and international policies that have been decisive for prioritization of domains Before focusing on South Moravian regional innovation policy,
while the surrounding area lags significantly behind the national average in the key socioeconomic indicators (e g. the level of tertiary education).
universities and intermediaries agreed on the following strategic goals: i) to expand overall intervention from start-up support to include cluster development, technology transfer, internationalization etc.;
i) the creation of a joint technology transfer centre for all universities and other research organizations in the region;
(not only students or graduates) who have the ambition to start their own business; and iii) cluster development services most important the building up (incl. soft facilitation of cooperation) of the Centre of competence in machine tools.
ii) Brno Phd Talent is a grant scheme for supporting most talented Phd students in science and engineering;
and iii) several special schemes focused on raising secondary level students'motivations concerning research and technology including Science Learning Centre (Centre for popularisation of science).
Internationalization: i) consultancy focused on drawing FP7 funds; ii) Brno Expat Centre; and iii) International Secondary school.
Future development for smart specialisation The first two generations of RIS were mainly about the development of incubators and services for innovative start-ups.
The ongoing absence of fundamental national reforms (e g. reforms of education system) and instability in several key issues (e g. financing of public research),
On the other hand, there is a growing demand among business people as well as economic development professionals for an elaborated national innovation strategy that covers the whole ecosystem, incl. the quality and relevance at all level of education, institutional setting etc.
THE ROLE OF SMART SPECIALISATION 118 OECD 2013 ESTONIAN RESEARCH AND INNOVATION STRATEGIES THE ROADMAP TOWARDS A KNOWLEDGE BASED ECONOMY Marge Seppo and Urmas Varblane, University of Tartu
Other important area-specific development plans are Estonian Higher education Strategy 2006 2015, Estonian Enterprise Policy 2007 2013, Development Plan for Estonian Adult education
The former is responsible for research and education policies, the financing and evaluation of research institutes and higher education institutions also coordination of international cooperation in research;
In 2011 was carried through the mid-term evaluation of the implementation of measures in favour of R&d and higher education in the framework of the EU co-financed Structural Funds during the period 2007-13.
MEAC, Estonian Development Fund, University of Tartu (TIPS programme) are the initiators of the analysis,
and underlined that in some key areas in within the IT field there might be as little as two new Phd graduates per year.
They included regional authorities, representatives from universities, polytechnics and also private companies. Altogether almost 300 regional decision-makers participated in the workshops.
and not having a university of its own. These characteristics have been reflected in weaker competitiveness and a lower level of education compared with the national level.
On the other hand, they have provided, for example the opportunity to create an entirely new way of implementing university policy through networklike operating models
which focus specifically on research transfer, a key factor to this region. Tailored university expertise focuses specifically on the needs of its own region without fragmenting the university sector,
and it can be tailored precisely to the needs of current business life without requiring the entire university sector to change.
In the Päijät-Häme case, the combination of inefficiency caused by the isolating nature of the cluster strategy
Lappeenranta University of Technology Lahti School of Innovation hosts a research team which is the leader in Finland in innovation environment research.
Finally, Lahti needs to link vocational education to the development of the innovation environment and increase international education and research cooperation.
and technology transfer from the excellent academic institutions, the creation of new companies, the expansion of cooperative projects, a better resource deployment and a more effective market penetration.
and tools and catalysts in the innovation ecosystem The capital region's higher education and science landscape is multifaceted and unique.
Brandenburg Bottlenecks and threats for the innovation ecosystem that hamper entrepreneurial discovery The capital region hosts many internationally renowned universities as well as research institutes (such as Fraunhofer and Max Planck institutes.
where the close cooperation of academic institutions and enterprises gives the opportunity for sustainable growth. It seems to be useful for the development of the region to put special emphasizes on smaller but more numerous niche markets (e g. diagnostics or telemedicine) within the clusters.
PRIORITY SETTING AND GOVERNANCE FOR SMART SPECIALISATION Marcin Kardas, Policy Advisor, Ministry of Science and Higher education and Krzysztof Mieszkowski Policy Advisor, Ministry of Science and Higher education Regional
which aims to improve access to education and development of information society. The funding is directed to investments in education infrastructure, lifelong education infrastructure as well as investments in infrastructure and technology with a view to developing information society.
a) support for entrepreneurship of higher-education students and academics; b) common innovation bonds (new instrument encouraging to test ideas at early stage;
The coordinator of the project is the AGH University of Science and Technology in Kraków.
including the Jagiellonian University, the University of Agriculture in Kraków and the first technology park dedicated to life science in Central and Eastern europe.
One of the objectives of the Lifescience Cluster in Kraków is to enable effective global connectivity and optimization of existing potential of individuals and organizations.
which is an interregional network of collaboration created at the initiative of the Nowy Sacz Business school National Louis University and medium-sized enterprises predominantly from the regions of Malopolska, Silesia and Mazovia.
Both companies cooperate with regional universities e g. the Jagiellonian University, the AGH University of Science and Technology,
and the Cracow University of Technology. Besides, onet. pl, and interia. pl have their headquarters in the Malopolska Region (onet. pl is the biggest Polish webportal;
students and entrepreneurs in the process of preparing and implementing RIS 2013-2020. The Marshal Office of the Malopolska Region delivers analytical and organisational support.
The role of universities in supporting transformation of regional economy: The example shows that important role in transformation of regional economy has been played by regional universities, especially in the fields such as:
ICT, multimedia and life sciences. Regional universities are engaged also in many initiatives aimed at addressing the main challenges in traditional areas of regional specialisation i e. mining (clean coal technologies) or chemistry, foundry and steel industries (new materials, ICT.
The role of foresight, monitoring and evaluation system in the priority setting: The example of the Malopolska Region shows that the setting of research
Furthermore, almost all public university activities are covered by a single entity: the University of the Basque Country, EHU, with a high degree of autonomy.
This means that in the field of public governance, the clear leadership of the Basque government should also consider the need to coordinate research and innovation strategies with the Provincial Councils and the University of the Basque Country.
Key Policy Instruments The key policy instruments in the field of research and innovation in the Basque Country are, first of all, the regional strategic planning tools, with a long experience in this region.
ii) University strategies (University Plan 2011-2014; iii) Crosscutting strategies; and iv) General strategies, mainly the Business Competitiveness Plan 2010-2013, the 2015 Science, Technology and Innovation Plan, approved in December 2011 by the Basque government.
iii) Public funding of R&d provided by the University of the Basque Country; and iv) public funding of sectoral clusters.
Although the Basque government has a high capacity to influence the management of the education sector (basic public education,
public colleges and universities), there is a limited capacity in the regulation of research activity, as a result of the regulatory power remaining in the Spanish state and of the high level of autonomy of the University of the Basque Country.
From the point of view of management these aspects have an impact on research and innovation of the technology centres.
and technology policies between the Basque public bodies, including universities. On the other hand, different entities and agencies of the Science, Technology and Innovation Basque are configured structurally to perform relevant functions for the purposes of coordination between different elements of the system.
ii) The University of the Basque Country, for coordination between scientific activities and Government; iii) Mondragon University, for the purposes of coordination between businesses and university activities;
and iv) The vocational training centres for the purpose interaction between business and technology development. Measuring the effects
i) Education (Higher education Expenditure to GDP(%;%ii) R&d (R & D expenditure to GDP(%;%Private expenditure on R&d as a share of GDP;
Expenditure on R&d performed by universities as a share of GDP; number of people employed in R&d;
and research, including universities and research centres, allowing a better use of public resources. This probably requires a redefinition of public funding policies for research and innovation activities.
THE ROLE OF SMART SPECIALISATION 144 OECD 2013 LESSONS LEARNED FROM THE OECD-TIP CASE STUDIES Patries Boekholt, Technopolis, Philip Mccann and Raquel Ortega-Argilés, University of Groningen
University of Edinburgh This chapter presents the synthesis of the 17 case studies on smart specialisation strategies in 12 countries that have been carried out by the OECD's Working Party on Innovation and Technology Policy (TIP).
Other obvious assets are the research and technology competences in companies, universities and research organisations.
but also universities and research centres in this evaluation process. It shows how diagnosing apparent strengths, weaknesses, fits and misfits in terms of scientific, technological,
and bring together, in an interactive and iterative process of entrepreneurial action and policy learning, the relevant actors from academia, research and industry for reinforcement and cross-fertilization.
including universities or research centres. Rigidity will require strong methods of measurement and ex ante evaluation of potentials, based on a good specification of the granularity (degree of specialisation) and relatedness (degree of complementarity) of existing specialisations.
requiring analysis, experimentation and learning, supporting interaction and fine-tuning amongst relevant actors and lead institutions.
such as the number of students enrolled in different educational programs could be of relevance. However, this data should be rather detailed
For example, it does not seem enough to know the number of engineering students in a country or region without knowing their specific field of study.
but also universities and research centres should be engaged. Engaging them will not only allow policy makers to develop a thorough insight in the matches
They provide input and interpretation to the critical processes of entrepreneurial discovery and policy learning.
but this country sees a growing use of peer reviews as a complementary assessment method. It is not possible through this enquiry to assess the quality
THE ROLE OF SMART SPECIALISATION 192 OECD 2013 Mutual learning and expert support to improve the stakeholders involvement process and the interlinkages between quantitative and qualitative inputs into strategy formation process;
Representatives of the regional science, knowledge and creative sector (e g. universities, research and technology organisations or innovation and design centres concentrate expertise on a region's specific knowledge profile.
From regional universities or from international R&d partners? Do local universities supply regional enterprises with ample graduates
or do need regional employers to look abroad for qualified personnel? How do you assess the climate for entrepreneurship in your region?
Are people (incl. young people, university graduates, etc. keen to start up their own business or do they rather prefer jobs in established enterprises or public sector?
What budget do you intend to invest in joint ventures with universities and technology centres of the region?
Which lead institutions in the science/knowledge and creative sector (i e. universities, research and technology organisations,
(i e. are graduates/engineers/professors moving easily between universities and firms and back)? Do universities train scholars
and graduates to become entrepreneurs? Does current academic education fit to the needs of the regional economy do regional employers absorb graduates
or are forced graduates to look elsewhere? INNOVATION-DRIVEN GROWTH IN REGIONS: THE ROLE OF SMART SPECIALISATION OECD 2013 197 How many permanent/temporary international research fellows, professors,
and students do work in your region? What is the share of international staff in scientific/creative positions?
How many co-operations with other international lead institutions does your region have? Assessment of the government sector What is the strategic approach to regional growth
and innovation policy in your region (do you already have a long term vision, written strategic concepts and priorities...
If yes which main objectives and priorities have been defined; how was this strategy process organised (e g. open
(i e. do you have industry-science co-operations in you region, privately endowed chairs at universities, joint research infrastructures,
and/or pro-active technology transfers, contract research, living labs, student placement schemes, brokerage and technology demonstration events, share of regional business representatives in university management boards)?
Universities, research and technology organisations, innovation & design centres that are shaping the regional knowledge base
Educational institutions of higher learning (colleges and universities) primarily represent academia in this paradigm. However, educational institutions at other levels are precluded not from contributing to,
and participating in, triple helix innovation processes. Government may be represented by any of the three levels of government and their owned corporations:
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