Innovation in Romanian SMES and its impact on performance Professor Ph d. Nicolescu Ovidiu Management Faculty Academy of Economic Studies Bucharest, Romania inst. manager@gmail. com
Professor Ph d. Popa Ion Management Faculty Academy of Economic Studies Bucharest, Romania popaion 2000@yahoo. com Professor Ph d. Dobrin Cosmin Management Faculty
The undertaken research revealed 1 1 Research sponsored from Romanian National Council for SMES Fund, Romanian Government Research Project PN2 91-043 and CNCSIS 1162 Professor Ph d
. Nicolescu Ciprian Management Faculty Academy of Economic Studies Bucharest, Romania cnicolescu@yahoo. com Assistant Ph d. S. Ceptureanu Sebastian Management Faculty Academy
of Economic Studies Bucharest, Romania ceptureanu@yahoo. com Assistant Ph d. S. Ceptureanu Eduard Management Faculty Academy of Economic Studies Bucharest
A review of its role to organisational performance and SMES operations sustainability Rangarirai Mbizi Lecturer Department of Entrepreneurship and Business Management Linet Hove Student of Entrepreneurship Arnold Thondhlana
Lecturer Accounting Sciences and Finance Department Nicholas Kakava Coordinator in Consumer Sciences Chinhoyi University of Technology, Zimbabwe Corresponding author:
Low levels of education and training, as well as poor business skills are contributing factors to the lack of capacity and poor business efficiencies among SMES.
He said efficient knowledge sharing would lead to better innovative capabilities in terms of higher order learning, and consequently can improve organizational performance including environmental management effectiveness.
In support, Tornatzky and Fleischer (1990) postulated that qualified human resources were helpful to adopt innovations because of their competent learning and innovative capabilities.
Various kinds of technological effort which induce further accumulation of technological capabilities, such as formal and informal Rand D, formal and informal (on-the-job) training, acquisition of technological licences, among others. ijcrb. webs. com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS
Virtual Environments Innovation and R&d Activities, University of Technology Malaysia, Malaysia. Essentials, 1999. Entrepreneurship development, 2: 1 http://www. essentials-on-entrepreneurship. pdf. Accessed 25 october 2012 Ettlie, J. E. & Rubenstein, A. H. 1987, Firm size and product
Leading the Revolution, Harvard Business school Press, Boston Henderson, R. M. & Clark, K. B. 1990.
innovation and collective learning in small businesses, Education and Training 42 (4): 228-37. Morris, L. 2011.
Reid, M. G. S. &garnsey, E. 1996), Innovative Management in Small Hi-tech Firms, Cranfield University, Cranfield.
Saunders, M.,Lewis, P. þhill, A. 2009), Research methods for business students, 5thed. Pearson, England.
Research has focused on information and communication on alternative transport options, such as awareness raising and information campaigns, organisation of sustainable homework and home-school transport services,
Questions from a user's perspective Ruud Smits Department of Innovation Studies, University of Utrecht, P o box 80125, NL 3508 TC Utrecht, The netherlands Received 26 february 2001;
cloning and genetic screening Computers that do not really help to raise the quality of education DDT,
Roads and Challenges'potentially important role of‘Cultural Industry'in our economic system was pointed out 7. When accepting his professorship in‘Cultural Industry'at the Erasmus University, Rotterdam,
and universities as well, being asked to account for themselves more specifically. Justification is expected often in terms of contributing towards solutions to societal problems.
has been cast back to those university groups operating at the absolute forefront of science. Many other university researchers will see an increase in the number of requests to set out
what they are able to do for the economy and the society of the future. As a follow-up to the above, there is the demand for management of the knowledge infrastructure.
The increasing trend for universities being expected to account for themselves is only one manifestation of an expansive phenomenon that is emerging in the international dimension:
Table 1 sets out the main differences between Mode 1 and Mode 2. This gives rise to a dilemma for universities and public research organisations 42.
Universities, because the demand for more specific orientation towards the problem in question calls for a multidisciplinary approach,
Hierarchic and stable Heterarchic and variable Academic quality control Quality measured on a wider set of criteria Accountability to science Accountability to society as well 3 Den Hertog et al.
thanks to innovation studies and through learning by doing and learning by using among policy-makers, innovation managers in businesses and other parties concerned.
and offer no explanation for the coevolution of institutional structures and innovation (and learning) processes.
'but at the same time can contribute a great deal to a smooth transition from‘Mode 1'to‘Mode 2'.References 1 C. Shapiro, H. Varian, Information Rules, Harvard Business school Press,
Technology Assessment (Constructive Consumer Technology Assessment), Dissertation, University of Twente, 1994.36 J. W. Schot, Constructive technology assessment and technology dynamics:
Towards an integral technology policy), Dissertation, Free University, Kerckebosch, Zeist, 1991.38 J. Grin, H. van de Graaf, R. Hoppe, Technology Assessment Through Interaction
of a New Discipline), address at the opening of the academic year, Utrecht University, 1999.52 K. Kelly, New Rules for the New Economy, Viking Books US/Forth Estate, UK, 1998.53 H. J. Brouwer,
Long-term Foresight Studies in Policy Exercises), address Tilburg University, Samson H. D. Tjeenk Willink, 1993.57 I. Mayer, Participatory policy analysis:
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speech, Tilburg University, 2000.59 W. van Rossum, Innovatie en de ontwikkeling van bedrijven (Innovation and the Evolution of Businesses), Inaugural address, Twente Univ. Press
But Not Always the Technology it Needs), Address, Tilburg University, Tilburg Univ. Press, 1994.61 B. Martin, Foresight in science and technology,
Technologie and Samenleving (Technology and Society), Open university, Heerlen, 1995 (course book. 64 Netherlands Ministry of Economic Affairs, Industrie-en dienstenbeleid (Industrial and Services Policy), Letter to the Lower House 26 628, session 1998 1999, Staatsuitgeverij
, The hague, 1999.65 F. Bongers, Participatory policy analysis and group support systems, Dissertation, Tilburg University, yet to be published, 2000.66 F. Bongers, R. Smits, J. Geurts, C. Holland,
Ruud Smits is‘Professor of Technology and Innovation, more particularly the Strategy and Management of Innovation Processes'of the Department of Innovation Studies of the University of Utrecht.
Learning process; Industrial co-operation; Internal technological capabilities 1. Introduction Stereotypes usually associate innovation with the work of‘a scientist of genius who can propose new combining,
which involve universities, public R&d laboratories and firms. The aim of this policy is to enhance the innovative capability of the host region by strengthening the ties among scientific, technical and institutional agents.
universities and research institutions involvements are stronger. 1 In spite of these initiatives, one must not forget that cooperative agreements are based on technology transfers
The evolutionary theory considers that technology acquires its specific character through a learning process. In this perspective, we should place emphasis on the production activity. 2. 1. Limits of the transaction cost theory According to Williamson, asset specificity, uncertainty, the frequency with
which governance structures best promote learning, etc.'('Foss, 1996, p. 12). 2. 2. Co-operation as a learning process Knowledge for production purpose cannot be considered as free.
The role of the firm is not to allocate costless technical competencies (Pelikan, 1988). 2 They have to set them up.
These competencies change over time through a learning process and become tacit and specific to the firm (Foss, 1996).
p. 490). 4‘Know-how has a strong learning-by-doing character, and it may be essential that human capital in an effective team configuration accompany the transfer'(Teece, 1980, p. 228). 738 F. Bougrain,
The second reason relates to learning. Collaborative relationships might take a hierarchical form. However, when trust replaces uncertainty and opportunism,
This interactive learning has following three dimensions (Lundvall, 1993. Technical learning exists when interaction between users and producers induces an understanding of reciprocal needs.
Communicative learning involves the establishment of technical codes, tacit and specific to the partners. Social learning limits opportunism by creating similar behavioural codes.
The access to external linkages is assumed to be crucial for SMES competitiveness. 3. SMES and external communication SMES tend to be less innovative than large companies
and to dedicate less resources to the acquisition of external technologies. In France, from 1990 to 1992,30. 5%of firms with a number of employees ranging from 20 to 49
Therefore, they play a key role in the existence of regional networks consisting of firms, academic institutions and government agencies.
clients, suppliers, other firms (than clients and suppliers), professional and technical centres, educational institutions (university, engineering school, technical college), research institutions (CNRS, INRA, INSERM and CEA.
success of innovative projects Name of the explanatory variables Coefficient (t of Student: model 1 Coefficient (t of Student:
model 2 Coefficient (t of Student: model 3 Constant-0. 3033(-0. 685) 0. 3701 (0. 877) 0. 3554 (1. 496) Categories of firms Very small enterprises
(1 9 employees)- 0. 9152*(-1. 938)- 1. 2468**(2. 536)- 1. 1226**(2. 936) Very small enterprises (10 19
-0. 5025(-1. 629)- 0. 4138(-1. 392) Technical centre 0. 3034 (0. 936) Engineering and technical school/university 0 213 (0.
and successful innovations 5. 1. Relation between absorptive capacity and external learning Firms do not delegate their research activities to other industrial corporations.
while diversity of knowledge elicit‘learning and problem solving that yields innovation'(Cohen and Levinthal, 1990, p. 133).
We need to take into account internal factors which would improve the learning capacity and contribute to the success of cooperative projects.
success of innovative projects Name of the explanatory variables Coefficient (t of Student: model 1 Coefficient (t of Student:
model 2 Coefficient (t of Student: model 3 Constant 0. 0791(-0. 389) 0. 1321 (0. 347)- 0. 469+(-1. 7997) Research intensity-0. 0208(-0
. 176) Size (number of employees)- 0. 00018 (0. 861) Executives(%)1. 3198(-0. 431) Design office 0. 045+(0. 088) n
Indeed, the level of education influences the receptiveness of executives to external sources and their approach to innovation problems to a considerable extent (Gibbons and Johnston, 1974.
When executives with a high level of education are confronted to a complex problem they recognise if the firm can rely on its own competencies to resolve this problem.
Conversely, the staff with a lower level of education relies more on their own knowledge. In firms, innovative competencies do not depend exclusively on executive staff.
because they fear their high level of education. Firms who are endowed with this office have structured already their innovative capabilities.
it also develops the firm's‘learning'or‘absorptive'capacity'.'746 F. Bougrain, B. Haudeville/Research Policy 31 (2002) 735 747 Table 7 Links between design office and success rate of cooperative projectsa Project
Some results were discussed also at the seminars at the Universities of Orléans (LEO) and Strasbourg (BETA.
Innovation and learning: the two faces of R&d. The Economic Journal 99 (9), 569 596.
a new perspective on learning innovation. Administrative Science Quaterly 35 (3), 128 152. Demsetz, H.,1991.
in SMES Harold Welsch1, David P. Price2, Michael Stoica3 1depaul University 2, 3washburn University, 1700 SW College avenue, Topeka KS 66621 USA
Report on High-Expectationentrepreneurship, London Business school/Mazars/Babson. 3 Bhide A. 2000. The Origin and Evolution of New Businesses.
, Susette University of Basel Burkert, Frank Bayer AG Leverkusen Chavunduka, Gordon Zimbabwe National Traditional Healers Association Correa, Carlos University of Buenos aires Cottier
, Thomas University of Berne Cueni, Thomas La Roche Daele, Wolfgang van den Science Center Berlin Döbert, Rainer Science Center Berlin Dutfield, Graham
Bill Wallace, CH2M HILL Akao Yamanaka, Hitachi Chemicals Regional partners René van Berkel, Curtin University of Technology (WASIG) Liesel Gutierrez, BCSD
and Challenges Faced by the SME sector Learning from the Leaders Key Recommendations Barriers to Innovation for SME's Lack of willingness to invest in upskilling
and Cost Barriers Knowledge base Innovation Road show (Push) Better Interactions between the SME's and Higher education institutions (User Friendly) Reduce the Local authority cost burden from SME The Global Innovation Scoreboard (GIS) The Global Innovation Leaders
Lithuania, Greece, China, Slovakia, South africa, Portugal, Bulgaria, Turkey, Brazil, Latvia, Mexico, Poland, Argentina, India, Cyprus, Romania Learning from the Leaders Germany:
Asturias and Cantabria Collaboration between industry and the academic community will not just happen but it needs to be facilitated and encouraged.
for SMES to use Innovation Vouchers as they deem fit not just in HEIS. Commercial vehicle to drive Innovation Further Investigation of Clustering Part-time Innovation drivers Development of more Innovation Centres Thank you for your Time
education systems and the regional ability to attract and retain high educated people. A less favorable context reduces the potential of firms
As a result, global buyers instead of universities are gatekeepers of knowledge. This enhances the likely impact of global value chains on the level of innovation.
and education system reduce the ability to innovate. The question is therefore to what extent the local innovation system has matured,
Contextual variables that influence innovation are macroeconomic stability, the education system and the business environment. As these are likely to be incomplete in emerging economies,
2 staff of a financial institute and 2 university staff were interviewed. The information was counterchecked with information from active members of associations and interviews of 3 key researchers on innovation in small firms, clusters and handicrafts in Yogyakarta province.
The Soeharto period however also laid the base for second stage as basic education improved sharply,
%which is why the sector refers to Out of Asia as‘the university of craft'.
#37, now a university teacher: I joint Out of Asia in 1998. There were not many trading companies at the time.
, 5 1, 5 1, 9 1, 5 Government 2, 3 2, 0 2, 8 2, 2 Universities 1, 9 1
International acquisition requires capabilities such as speaking foreign languages and concrete activities such as travelling and observing. It is measured as the sum of travel and language.
He conducted a Masters in Business Administration in Australia, worked in Australia, worked for Out of Asia in Yogyakarta,
as university graduates are trained not in market-oriented industrial design. 2) Number of departments. Having marketing,
but this is caused by a higher education level and a more relevant previous position. Table 11:
a (ANOVA significance) 0. 000 a (ANOVA significance) 0. 000 0 Constant 0. 313 0 Constant-0. 007 1 University dummy 1. 953
1 Role in value chain (nominal) 0. 554 2 Diploma dummy 2, 175 2 Staff number 0. 006 3 Secondary school completed dummy 0, 822 4 Other position 0, 972 Insignificant entrepreneur level variables:
age, willingness to take risks, gender, no other position, worked in craft firm, primary school unfinished, primary school finished, secondary not complete, vocational.
This is caused by the entrance of new firms and incremental learning of existing firms. Firms established by high educated entrepreneurs with working experience in other sectors are the engine of local innovation processes.
often provided by the government in association with university staff and associations. In addition, many entrepreneurs train their own staff,
what price provides a very strong learning signal. Even stronger is the signal when a buyer rejects an order due to low quality, later delivery or otherwise.
%Other firms 9, 7%8, 8%9, 1%9, 1%Government 6, 5%0, 0%9, 1%3, 0%Universities
The main knowledge institutes are universities, especially the institute of arts (ISI. Universities are debit to the quickly growing absorptive capacity of firms,
as many staff graduated from one of the 70 universities. They are seen as too theoretical to directly benefit the sector,
but all universities increasingly pay attention to entrepreneurship and community services. At ISI, students can choose between more artistic and more commercial art studies.
But their role in innovation interactions is limited to teaching. There is no joint design development or innovation platform.
IHS Working Paper 27.2013. Innovation in SMES. The case of home accessories in Yogyakarta, Indonesia 32 Business Development Services (BDS.
He is the master. Many of my designs (for other clients) are inspired by him. I have many meetings with him to discuss new designs.
I have a master in cartography at Gadja Mada University from 1980 and was graded the best student of my year.
I wanted a government job, as everyone else, but was rejected twice because I lacked recommendation letters from high officials.
'He was the first university graduate starting a business, at least ten years before a host of other university graduates joined him.
What changed? The first change is that the ease of doing business improved. Yogyakarta Province offers the highest ease of doing business in Indonesia.
This provides the 270,000 students in Yogyakarta with an IHS Working Paper 27.2013. Innovation in SMES.
whose entrepreneurs have a university degree (table 15. Firms with a medium level of absorptive capacity have a much lower innovation level than those with a high level,
591 Entrepreneur characteristics Age enterpreneur (mean) 39 41 42 University education (dummy) 15%63%68%Global Value Chain characteristics Exporters
A new perspective on learning and inno. Administrative Science Quarterly 35 (1): 128. Cooke, P. 2001.
A novel approach to national technological accumulation and absorptive capacity: Aggregating cohen and levinthal. The European Journal of Development Research 20 (1): 56.
HIS Erasmus University Rotterdam: Rotterdam. Gereffi, G. 1999. International trade and industrial upgrading in the apparel commodity chain.
University Library Groningen. Ismalina, P. 2011. An integrated analysis of socioeconomic structures and actors in indonesian industrial clusters:
University Library Groningen. Ivarsson, I, . and C. G. Alvstam. 2010. Upgrading in global value chains:
A case of technology learning among IKEA-suppliers in china and southeast asia. Journal of Economic geography Advance Access, joeg. oxfordjournals. org.
Constraints and Opportunities"(Student working group, 2010. Lall S. 2001. Competitivenss, technology and skills. Northampton: Edward Elgar.
Learning and innovation: What's different in the (sub) tropics and how do we explain it?
Knowledge, learning and small firm growth: A systematic review of the evidence. Research Policy, 36 (2), pp. 172-192.
United nations University-Maastricht Economic and social Research and training centre on Innovation and Technology, 2008-044.
A Framework to Study Learning and Innovation in Developing Countries. Oxford development studies, 36 (1), pp. 39-58.
Center for Industry and SME studies, Faculty of economics, University of Trisakti, 4. Tambunan, T. 2006. Transfer of technology to and technology diffusion among non-farm small and medium enterprises in indonesia.
Center for Industry and SME Studies, faculty of economics, University of Trisakti, 3. Tambunan, T. 2005. Promoting small and medium entreprises with a clustering approach:
market, Bantul, Yogyakarta Lecturer, ISI (university of arts), Yogyakarta Ahmad, Director, Siji, Yogyakarta Ahmed Assegaf, Director, Tropical Handicrafts, Yogyakarta Aloysius Brata, researcher.
Deputy Director Academics and Research, faculty of economics and Business, University of Gadja Mada Pandit Pintoro, Director, Narti's Silver, Yogyakarta Poniyat, Director, Niyat Ceramic, Kasonan
, Yogyakarta Poppy Ismalina, Director, Faculty of economics and Business, University of Gadja Mada Priyo Salim, Director, Salim Silver, Yogyakarta Robertus Agung Prasentya, Director.
and design, Duta Wacana Christian University, Yogyakarta Triningsi, wife and business partner, Doni Silver, Yogyakarta Tumijo, silver artisan, Katogede, Yogyakarta Umer Setiadji
Government Universities Finance Instiit. Exporters Local firms Chamber of commerce 1, 684**,460**,529**,319**,267**-075,158 Business Association, 684**1, 441**,605**,272**,326**-113,205
*Cluster Association, 460**,441**1, 519**,301**,298**-019,199 Government, 529**,605**,519**1, 351**,308**-080,219*Universities, 319**,272
‘For instance, I drove Lund University's intelligent speed adaptation Volvo demonstrator in about 1998-9,
and a good education system are enough, and that enterprises themselves would take care of the rest.
also important are the system of tax benefits, the rules on competition law, the institutional environment of innovation, the forms of higher education,
and higher education institutions and the business sector than can be found today. This is the means through which new knowledge will be embraced by enterprise,
higher education, and business professionals; the final version was prepared following a series of consultations-by social
The structured adaptation in higher education R&d has not been realized as investments during the previous period have at most only been able to conserve fragmented R&d capacities and capabilities.
and 26 at the universities) were created in the research institute network and at the universities,
At the same time the planned decrease in the volume of university courses in economic-,legal-and social sciences may influence the innovation absorption capacity of the economy.
2012.8 At the time of writing this strategy there are several measures in progress with regard to the reconstruction of higher education.
Data of the Innovation Union Scoreboard, 2011 Hungary Figure 10 Medium and high-tech product exports Non-EU doctorate students Venture capital as a per cent of GDP 2pct patent applications
(per billion euros of GDP) SMES innovating in-house Business R&d expenditures New doctorate graduates Employment in knowledgeintensive activities Non R&d innovation expenditure Youth with upper secondary
and improving the entrepreneurial skills of young adults with potential for business management who have just come out of the education system.
The effectiveness and standards of education policy (primarily higher education policy due to the fact that the time frame of the strategy ends in 2020:
the success of the RDI strategy depends fundamentally on the training of professionals qualified for carrying out research and development and the development of education in the fields of mathematics, natural sciences and digital literacy.
the research readiness of the university and academic sector and the research needs of the industry are not the same,
the responsiveness of the university and academic sector is slow). Outdated and scattered infrastructure and often missing new supply of researchers;
slow institutional learning. The research funding is unsatisfactory and varies over time, the (normative) funding level of R&d institutions is low.
Outdated science and technology education, the practical and multidisciplinary education is underdeveloped. The loss of popularity of careers in natural sciences and engineering-in line with the European trends.
The low number of new doctorate graduates and persons completed tertiary education in human resources; in funding:
University-business co-operation is getting stronger in some segments. Leading researchers use international sources, infrastructure and databases.
Capital and modern infrastructure by large companies, promising cooperation with universities. The development of (company law, competition law, consumer protection, accounting rules, intellectual property protection etc.
The strengthening of university knowledge centres more pronounced transfer of the research results into education.
The development of entrepreneurial universities satisfying social and economic needs better. The utilization of the optimization process of global resource allocation, attracting R&d-enhancing FDI.
More practice-oriented education (dual studies), the strengthening of entrepreneurial, innovation management etc. education, improvement in digital literacy.
The strengthening of dialogue between universities and large companies. The more pronounced participation of cultural institutions in disseminating the most recent RDI results.
the knowledge bases (all the knowledge bases of the universities and the Academy, the private sector and the nonprofit and community sectors) form the basis of the national innovation system, social and economic actors in the knowledge economy,
and varies over time Fragmented, unfocused R&d at the public research units Outdated scientific education, continuous educational reform,
{{The barriers to KNOWLEDGE UTILIZATION utilizing (primarily business sectors University-Academy, governmental, national-foreign KNOWLEDGE BASES are the weaknesses of knowledge creation Overall HORIZONTAL weaknesses The growing regional disparities (also a global trend),
although the level of education is also a take-off point for developing countries. The business rate of return is estimated between 20-30%in most cases by the international literature (Hall, Mairesse, Mohnen 2009.
a more significant learning effect is to be expected from the first evaluations. Top-down vision creation Bottom-up process Synthesis Regional S3 strategic plan Regional S3 strategic plan Regional S3 strategic plan Regional S3
research and development organisations, enterprises, government institutions, organisations funding innovation developments, universities, high schools and vocational training establishments, research hospitals, libraries, historical archives, museums, public education
Strengthening of research organisations (especially at the HAS and in higher education) A3. Internationally competitive R&d infrastructure A4.
and encouragement of their national reintegration. 3) The attraction of Phd students and postdoctoral researchers from the BRIC+countries. 4) The training of researchers,
and enforcement of a career model for researchers. 6) The predictable and sound public funding of basic research (particularly at the HAS and in higher education).
7) Coherent strategy for university research reply to the global challenges in researches. 8) The support for the institutional technology transfer infrastructure
and processes. 9) The setup of a linkage between enterprises and researchers at the academic and university sectors (partly also a task for strengthening the knowledge flow).
1) The strengthening of the higher education required for enhancing the number of research and development workplaces. 2) The development of the vocational training for creative, innovative professionals. 3) The strengthening the interdisciplinary approach in higher education. 4) The generalization and strengthening
innovation management etc. in economic, engineering, natural science, research and public service courses alike. 5) The talent identification and development in the formal and nonformal, informal education;
thematic talent management, elite education. 6) The development of scholarship programmes. 7) The strengthening of creativity and entrepreneurial attitude in the whole education sector and the training of pedagogues in support
and technology transfer Dynamic cooperative networks Professionally managed learning innovation system The institutional system is incapable of keeping up with the organisational challenges resulting from the increased resources 33 vision
3) The strengthening of innovation services with a mentoring system. 4) The transfer of the public sector's demand for RDI to the knowledge bases (pillar A) 5) The securing of the quality of RDI services (e g. accreditation, training.
elements of taxes and contributions. 5) Provision of training and accreditation services for the purpose of making enough suitably qualified project evaluators and managers and coaches available. 6) Support for investors
the priority objective is strengthening the cooperation between business research centres with a multinational background, national higher education establishment,
internationally cutting-edge knowledge accumulation and application by creating linkages between the research centres in Hungary and the national research and development and business sectors.
and higher education can participate in implementing integrated, large industrial projects. 29 According to Wagner's law the state spending grows parallel with the increase in economic development. 30 This is known by the economic literature as the Baumol effect. 38 3 vision and objectives With regard to
and advancement of their co-operation. 3) The development of content service. 4) The promotion of digital literacy supporting innovation and creativity and the increase in private computer and mobile penetration. 39 vision
and learning processes of all European regions. The smart regional and local policies support key sectors and companies
human (training and learning) and networking programmes. In the less-favoured areas this process is assisted by the efficient knowledge
Ensuring stable financing to the priority axes (including, for instance, the stable funding for basic research, the block financing for higher education) H4.
getting rid of the red tape, evidence-based RDI policy governance, evaluation and learning strategic RDI management of the state 2020:
Education, nurturing the talent Entrepeneurship in education Indirect tax incentives Dual higher education Researchmanagement Infrastructure Indirect R&d tax incentives
Indirect tax incentives by enterprises qualification, legislative rationalisation---Strengthening of research universities; technology transfer offices; assistance in international calls for proposals;
transfer of research and higher education ideas to capital investors; making spinoff rules more flexible Growth-oriented high-tech small enterprises Research support;
The R&d normative funding for higher education and research and development institutions and the budget of the OTKA will grow in time according to the R&d objective. 45 The present plans are described by the percentage distribution.
2013 2014 2015 2016 2017 2018 2019 2020 80 000 Structural Funds R&d Normative grant for operation/Higher education Funding of institutions/R&d
In the area of education policy: outstanding knowledge centres, research universities and higher education research and development are funded in a targeted way by the RDI strategy,
It is also important to extend the scope of management to bring forth marketable talents and to develop
and teach the SME sector how to be more innovation conscious. In the area of economic policy:
Public education, talent management and social awareness raising, developing innovation and creativity. The delineation of the scope of responsibilities and competences and the provision of functions together mean the chance for successfully implementing the RDI strategy.
Overlaps of the RDI strategy with the national policies Figure 25 Development policy Education policy Remark:
and the universities/HAS still put a pressure on the government in order to be able to use RDI resources available for other activities.
of natural sciences and technology and foreign languages; Vezetéstudomány 42. kötet 2011. szeptember pp. 15-28. Budapest Management Review vol. 42, September 2011 pp. 15-28 Clausen, Tommy (1997:
Centre for Technology, Innovation and Culture, University of Oslo Working papers on Innovation Studies. http://www. sv. uio. no/tik/Innowp/Tommy%20ipp15%20wpready. pdf Birch
A Study of the OECD Countrieshttp://www. des. ucdavis. edu/faculty/Lin/RD return paper. pdf David, Paul A.;
University Research Management: Developing Research in New Institutions. OECD, Paris 68 bibliography 69 bibliography OFI Hungarian Institute for Educational research and Development (2011:
Javaslat a Nemzeti Oktatási Innovációs Rendszer fejlesztésének stratégiájára Proposal for the development strategy of the National Education Innovation System (principal investigator:
Gábor Halász) Oktatáskutató és Fejleszto Intézet Hungarian Institute for Educational research and Development, Budapest, p. 203 Papanek, G. 1999:
A magyar kutatás-fejlesztés teljesítménye és versenyképessége nemzetközi összehasonlításban The performance and competitiveness of the Hungarian research and development in international comparison Savaria University Press Vas Zs. és
Dual studies means the university course and the parallel professional practice, the purpose of which is to enable the students to get familiarized with the practical issues of their future profession according to the instructions of experienced professionals.
The students have an opportunity to develop their theoretical knowledge to practical knowledge during their stay by a company where they can have access to a much more complex knowledge (understanding of technology, creativity, responsibility, team work etc.
and can transfer their theoretical knowledge to skills. An additional aim of the training is to ensure that the graduated engineers have gained meaningful practice in business environment,
In consultation with the university, the capacities of the student are used by the company to carry out tasks meaningful for both parties connected to certain professional fields or probably di-70 the most important definitions 71 the most important definitions European
An important difference with the traditional education system is that the student spends more and more time-in an escalating system-by the company each educational semester.
The EIT is the (higher education, research and innovation institution of the EU. Its primary task is to use the three components of the knowledge triangle to serve a common goal:
means a geographical concentration of entrepreneurs, investors, inventors and educational institutions where the research and commercial co-operations appear together, in support of each other, with different funding backgrounds.
research centres and universities in order to define the most promising areas of regional specialization and the weaknesses hindering innovation.
normative support for student allowances, support for training, support for scientific purposes, support for maintenance, support for other tasks.
an enterprise established for the purpose of commercializing the development results of a university or public (nonprofit) research organisations.
The researchers of the university or research institute and an external management usually managing the new company based on a novel product
The research and development organisations, higher education departments etc. are important, organizationally separate components of the knowledge base. Knowledge and Innovation Communities (KIC:
and Innovation Communities (KIC) bringing together higher education institutions, research organisations and enterprises, and the cooperating partners.
mobility of researchers, teachers, students and between corporate developers (intersectoral; effect of reducing brain drain (effect of attracting human resources of high professional level;
business models), o organization of educational events with the involvement of public collection and public education institutions, o launch of regular programmes in the electronic media and publication of regular articles in the written
which the evidence-based and professional RDI policy management provides a firm basis. The role of learning is essential by innovation activities so the evaluation is lifted to a strategic level
and we endeavour to implement a learning public RDI strategic management. The legislation related to RDI and the monitoring and rationalization of legislation will possess large powers among the functions implementing the strategy The R&d tax benefits are intended to be stabilized taking into account both the favourable and the unfavourable experiences of the period since the end
To ensure predictable financing for the normative funding of basic research, higher education and the Academy.
o Strengthening creativity, problem solving and innovative thinking in the whole formal and non-formal, informal education sector, o Strengthening the view and instruments of creative team work (workshops, competitions etc.
o Continuous self-improvement, encouragement of learning, o Presentation of the functioning models strengthening innovation skills in the existing methodological centres and their results in the media.
Quality improvement of higher education: 53 applicants have won funding in the value of almost HUF 68 billion in the different higher education R&d funding arrangements of the New Hungary Development Plan (Social Renewal Operational Programme
, Social Infrastructure Operational Programme, Central Hungary Operational Programme) for strengthening the co-operation between higher education and the business sector and developing the infrastructure of higher education RDI.
More environment-friendly legal environment: The new rules improve the efficiency of processes in the fields of mobility and calls for proposals.
Award of the title of research university for the outstanding universities by invitation of tender
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