Innovation Union Scoreboard 2010 Methodology report This report*is prepared by Hugo Hollanders MERIT (Maastricht University) Stefano Tarantola Joint Research Centre (JRC), Unit G3 January
Table 1). In this section the indicators will be discussed in more detail providing more details on the definitions. 1. 1. 1 New doctorate graduates (ISCED6) per 1000 population aged 25-34 Numerator:
Number of doctorate graduates (ISCED 6). Denominator: The reference population is all age classes between 25 and 34 years inclusive.
The indicator is a measure of the supply of new second-stage tertiary graduates in all fields of training.
For most countries ISCED 6 captures Phd graduates only, with the exception of Finland, Portugal and Sweden where also non-Phd degrees leading to an award of an advanced research qualification
The comparable EIS 2009 indicator focuses on doctorate graduates in science and engineering (S&e) and social sciences and humanities (SSH) following the recommendations received from Member States and experts during the revision of the EIS in 2008
tertiary education Numerator: Number of persons in age class with some form of post-secondary education (ISCED 5 and 6). Denominator:
The reference population is all age classes between 30 and 34 years inclusive. Rationale: This is a general indicator of the supply of advanced skills.
International comparisons of educational levels however are difficult due to large discrepancies in educational systems, access, and the level of attainment that is required to receive a tertiary degree.
and quickly reflect changes in educational policies leading to more tertiary graduates. Data source: Eurostat Comparison with EIS 2009:
The comparable EIS 2009 indicator is defined more broadly as it takes the share of population aged 25-64 with tertiary education.
and quickly reflect changes in educational policies leading to more university graduates. 4 Table 1:
and SSH graduates (1st stage) per 1000 population aged 20-29---EIS 2009 indicator no longer used 1. 1. 2 S&e
and SSH doctorate graduates (2nd stage) per 1000 population aged 25-34 1. 1. 1 New doctorate graduates (ISCED 6) per 1000 population aged 25
-34 Broader definition than that used in the EIS 2009 Eurostat 2004 2008 1. 1. 3 Population with tertiary education per 100 population aged 25-64 1. 1.
2 Percentage population aged 30-34 having completed tertiary education Age group more narrowly defined than in EIS 2009 Eurostat 2005 2009 1. 1. 4 Participation in lifelong learning
students as%of all doctorate students New indicator Eurostat 2003 2007 Finance and support Finance and support 1. 2. 1 Public R&d expenditures as%of GDP
Number of young people aged 20-24 years having attained at least upper secondary education attainment level,
It provides a measure for the supply of human capital of that age group and for the output of education systems in terms of graduates.
Completed upper secondary education is considered generally to be the minimum level required for successful participation in a knowledge-based society
Number of doctorate students coming from a non-EU country. For non-EU countries the number of non-national doctorate students is used.
Denominator: Total number of doctorate students. Rationale: The share of non-EU doctorate students reflects the mobility of students as an effective way of diffusing knowledge.
Attracting high-skilled foreign doctorate students will add to creating a net brain gain and will secure a continuous supply of researchers. 8 Note:
This is a highly skewed indicator and a square root transformation has been used to reduce the volatility and skewed distribution of this indicator.
Data source: Eurostat 1. 3. 1 Public R&d expenditures(%of GDP) Numerator: All R&d expenditures in the government sector (GOVERD) and the higher education sector (HERD.
Both GOVERD and HERD according to the Frascati-manual definitions, in national currency and current prices.
All data manipulations have been done by CWTS (Leiden University, http://www. cwts. nl. 2. 3. 1 PCT patent applications per billion GDP (in PPP€) Numerator:
as all NACE Rev. 2 industries at 2-digit level where at least 25%of employment has a higher education degree (ISCED5A or ISCED6).
These outliers, except Switzerland for non-EU doctoral students, are modified not as they are provided official values by Eurostat.
The value of non-EU doctoral 4 This approach follows the well-adopted Chauvenet's criterion in statistical theory. 18 students for Switzerland actually represents non-Swiss doctoral students,
thus including EU27 students. being biased manifestly this value has been cut from 45%to 19.45%(i e. the aggregate value for EU27 in 2008.
Positive and negative outliers are found for various indicators and countries 2008 2007 2006 2005 2004 POSITIVE OUTLIERS 1. 1. 1 New doctorate graduates SE
, SE DK, SE DK, SE 1. 2. 3 Non-EU doctorate students FR, UK FR, UK FR, UK FR,
. 3 Youth having attained at least upper secondary education MT, IS, TR MT, IS, TR--PT, IS, TR 3. 2. 2 Medium
Non-EU doctorate students (1. 23), Venture capital (1. 89), Non-R&d innovation expenditure (1. 67), Public-private co-publications (1
For this latter indicator, a Box-Cox transformation with=0. 4 was necessary to reduce the skewness below 1. For the indicator Youth having attained at least upper secondary education a negative value of skewness(-1. 17
Non-EU doctorate students, Venture capital, PCT patents in societal challenges and License and patent revenues from abroad.
and the maximum value equals one. 1. 1. 1 New doctorate graduates (ISCED6) per 1000 population aged 25-34 New doctorate graduates per 1000 population aged 25
Sweden, Switzerland The indicator is a measure of the supply of new second-stage tertiary graduates in all fields of training.
For most countries ISCED 6 captures Phd graduates only, with the exception of Finland, Portugal and Sweden where also non-Phd degrees leading to an award of an advanced research qualification
In 2008 more than 3 new Phd graduates per 1000 people aged 25 to 34 were awarded in Finland, Portugal, Sweden and Switzerland.
and Iceland have been rapidly increasing their graduation rates over the last 5 years. Graduation rates have declined in Austria
Estonia, Finland, Poland, Spain and Sweden. 28 New doctorate graduates per 1000 population aged 25-34-10%-5%0%5%10%15%20
%EE ES PL AT FI SE EUGRCY LU SI UKROFRHUCHDE PT BE IE RS LV LT NL HRCZ DKMKTR IT BGNOSKMT IS Gender balance The graph below shows the gender balance for this indicator.
In Finland and Portugal graduation rates are considerably higher among women. In 16 other countries,
and particularly in Czech republic, Germany and Switzerland, graduation rates are higher among men. -0. 8-0. 6-0. 4-0. 2 0. 0 0. 2 0. 4 0. 6 0. 8 CH CZ
tertiary education Population aged 30-34 having completed tertiary education 05 10 15 20 25 30 35 40 45 50 MKTRROCZSK IT RSHRMTPT ATHUGRBGDELV
International comparisons of educational levels however are difficult due to large discrepancies in educational systems, access, and the level of attainment that is required to receive a tertiary degree.
and quickly reflect changes in educational policies leading to more tertiary graduates. On average 32%of the EU27 population between age 30 and 34 have completed tertiary education.
But there is room for improvement as shown by the large differences between Member States with more than 45%having completed tertiary education in Denmark, Finland, Ireland and Luxembourg and less than 20%in Czech republic, Italy, Romania and Slovakia.
Growth performance An increasing share of the European population aged 30 to 34 has completed tertiary education.
On average this rate has been increasing at 3. 6 %but in some countries the increase is spectacular.
which both growth and level performances are below European average. 30 Population aged 30-34 having completed tertiary education 0%2%4%6%8%10%12%14%LU
Only in Luxembourg, Switzerland and Turkey relatively more men have completed tertiary education. In all other countries
and particularly in Finland, Latvia and Norway, relatively more women have completed tertiary education. -15.0-10.0-5. 0 0. 0 5. 0 10.0 15.0 CH TR LU DE AT UK CZ MT RO NL SK
at least upper secondary level education Youth aged 20-24 having attained upper secondary education 30 35 40 45 50 55 60 65 70
It provides a measure for the supply of human capital of that age group and for the output of education systems in terms of graduates.
Completed upper secondary education is considered generally to be the minimum level required for successful participation in a knowledge-based society
Almost 80%of EU27 youth has attained at least upper secondary education. But in some countries these shares are still too low, in particular in Iceland
Growth performance The youth share having attained at least upper secondary education has been growing at a high rate of more than 2%per year in Bulgaria, Cyprus, Portugal and Turkey.
Youth aged 20-24 having attained upper secondary education-1. 0%-0. 5%0. 0%0. 5%1. 0%1. 5%2. 0
and in particular in Denmark, Portugal and Spain, relatively more women have attained at least upper secondary education. In Bulgaria,
and in particular Turkey, more men have attained at least upper secondary education. -10.0-8. 0-6. 0-4. 0-2. 0 0. 0 2. 0 4. 0 6. 0 8. 0 10.0
IE BG PT SI HR SK MT TR LU 35 1. 2. 3 Non-EU doctorate students as%of total doctorate students of the country
Non-EU doctorate students as a%of all students 05 10 15 20 25 30 35 40 45 LT LV SK GR CY
The share of non-EU doctorate students reflects the mobility of students as an effective way of diffusing knowledge.
Attracting high-skilled foreign doctorate students will add to creating a net brain gain and will secure a continuous supply of researchers.
The average share of non-EU doctorate students is almost 20%;%in France and UK this share is close to 30%and 35%,respectively.
In Switzerland almost 1 out of 2 doctorate students is a non-Swiss student. In the New Member States the shares of non-EU doctorate students are still small at rates below 5%.Growth performance Growth performance is diverse with increases over time in 16 countries
and decreases in 11 countries. Growth has been very strong in Estonia and Italy with annual increases close to 14%.
%The share of non-EU doctorate students has been declining rapidly in the Czech republic and Lithuania.
Non-EU doctorate students as a%of all students-20%-15%-10%-5%0%5%10%15%CZ LT RO SK MT BG
Knowledgeintensive activities are defined as those industries where at least 33%of employment has a university degree (ISCED5 or ISCED6.
Author details Johanna I Westbrook, Phd, FACMI, FACHI, Director, Centre for Health Systems and Safety Research Jeffrey Braithwaite, MBA, Phd, FCHSM, Director, Centre
Faculty of medicine, University of New south wales, Sydney, NSW. Correspondence: J. Westbrook@unsw. edu. au References 1 Lemay R. E-Health:
Examples of such resources include inputs to R&d activity, e g. scientists and universities, or the knowledge about customers and markets.
Institute of Economic Research, Hitotsubashi University. Bonacich, P.,Oliver, A. & Snijders, T. A b. 1998.'
'Journal of International Business studies, 19:1, 1-31. Dunning, J. 1994.''Multinational enterprises and the globalization of innovatory capacity.'
'Journal of International Business studies, 30:1, 1-24. Lai, R.,D'Amour, A.,Yu, A.,Sun, Y. & Fleming, L. 2011.'
"'Journal of International Business studies, 22:1, 1-21. Picci, L. 2010.''The internationalization of inventive activity:
Leipzig and Center for Social and Economic Research, Warsaw) and Federico Biagi (IPTS, University di Padua and SDA Bocconi.
A key lesson from the analysis of the three subsectors is the critical importance of higher education
particularly elite university research, and of local networks as generated by clusters. Case studies of Apple, Google and Robotdalen emphasize the importance of prior government intervention to form clusters, from
A key lesson from analysis of the three subsectors, particularly web applications, is the critical importance of higher education
particularly elite university research, and of local networks as generated by clusters. Case studies of Apple, Google and Robotdalen emphasize the importance of prior government intervention to form clusters, from
They require long-term investment in human capital often around a centre of technological excellence, such as a university
or the Cavendish Laboratory at the University of Cambridge, which spawned both CDT and Plastic Logic.
First, successful innovation depends to some extent on excellence in education and strong and active links between knowledge generation, knowledge exchange and knowledge exploitation (i e. between universities and firms.
However, it should be recognized that higher education research funding has led to spin-off companies which have gone on to become highly successful,
Cambridge Display Technologies (CDT) key lessons The role of higher education hosting leading edge research is highlighted once again by the case of CDT.
CDT was established in 1992 following the discovery that Light Emitting Diodes (LEDS) could be made from polymers as opposed to traditional semiconductors by researchers at the Cavendish Laboratory at the University of Cambridge.
The case study also highlights the university's lack of capability at that time to respond to the discovery in any meaningful way.
Researchers had to pay to register the patent using their student grants, and CDT was only set up
when it became clear that the university was unable to licence the technology itself. CDT also illustrates the fact that the time frame for development
Novaled's resulted from collaboration between the Technical University of Dresden's Institute for Applied Photophysics (IAPP) and the Fraunhofer 13 Startup Intelligence
centres of excellence within universities MIT Media Lab in this case can provide focused and fertile sources of start-ups.
as it sees China as the key future robotics market as it moves from human to automated production lines. irobot key lessons irobot first demonstrates the role of research within an excellent higher education institution.
Shadow was spawned not by a higher education institute, 15 http://www. sba. gov/sba-100/irobot 30 although actually both Shadow and irobot appear to have been characterized by similar amateurism in their early stages. irobot,
Involvement of universities in the seeding process, both for new technological innovation and for driving new technology take-up, is a major factor.
This is shown in the use of university staff and even students to introduce robotics through business cases and technical integration services, at reduced costs to new users.
Concentrated use of the triple helix model is rewarding for such initiatives, especially in the Swedish model,
which are based on developments from an open source operating system from Carnegie mellon University, Mach 3. 0. Note that where there are grey areas in the uses of IPR for web services
(whose origins lie in Steve jobs'Next Nextstep operating system, based on the MACH kernel from Carnegie mellon University, with Freebsd source code extensions), Linux,
therefore indicating that collaborations with the OSS community should exert a positive effect on entrepreneurial ventures'innovation performance. 24 Berkeley Software Distribution a free open source licensed version of the Unix operating system from the Regents of the University
In some of our case studies there is a clear connection between successful innovation and the generation of these highly skilled individuals through higher education.
E Ink, irobot are other examples where US start-ups depended to a greater or lesser extent on links with excellent higher education institutions in these cases, MIT.
as there are several European examples in our case studies. For instance, the Institute for Applied Photophysics at the Technical University of Dresden with the Fraunhofer Institute founded Novaled in Germany,
and the Cavendish Laboratory at the University of Cambridge spun out both Plastic Logic and CDT. 45 So how do the EU
and US higher education systems compare in this regard? 27 Of the top 50 departments in the world in different subject areas, the majority are found in the USA (39 of 50 in computer science, 33 in engineering, 37 in neuroscience)( Technopolis, 2011;
The research performance of Europe's universities seems to lag behind that of their US counterparts, particularly in the top 50 universities in the Academic ranking of world universities (ARWU), colloquially known as the‘Shanghai ranking'(Aghion et al, 2005;
it should be noted that even in the Shanghai ranking, a European‘top'university tends to be among the best 25%in the world in at least one discipline,
although the number of disciplines in which it is world leader is on average substantially lower than that calculated for a top US university (Moed, 2006).
In other words, while there are centres of elite academic research in the EU, there are just many more in the USA.
and EU education systems and the possible impacts on innovation. 28 A study by Florian (2007) found that the results emerging from the ARWU data were not replicable,
and most importantly, failure of a start-up may be a useful learning experience. In the EU on the other hand, failure and renaissance in a new company is not so welcome.
Frederick Terman, an engineering professor at Stanford in 1939, encouraged and backed two gifted students, Bill Hewlett and Dave Packard,
to enter a technological niche in high stability electronic oscillators and frequency counters. As Terman observed:
A key lesson from the experiences of all the subsectors, particularly web applications, is the critical importance of higher education and of local networks in the formation of clusters.
And this calls for excellence in education and strong and active links between knowledge generation and knowledge exploitation (i e. between universities and firms.
Bessen, J.,Ford, J. and Meurer, M. 2011), The Private and Social Costs of Patent Trolls, Boston University School of law, Working Paper No. 11-45, Revision
of November 9, http://www. bu. edu/law/faculty/scholarship/workingpapers/documents/Bessen-Ford-Meurer-no-11-45rev. pdf Botero, J.,Djankov, S
When New Technologies Cause Great Firms to Fail, Harvard Business school Press, Boston, MA. Christensen, J.,Olesen, M. and Kjaer, J. 2005), The industrial dynamics of open innovation:
Dee, N. and Minshall, T. 2011), Finance, Innovation and Emerging Industries a Review, Centre for Technology Management Working Paper Series, No. 2011/2, Institute for Manufacturing, University
Assessing Europe's University-based Research, Expert Group on Assessment of University-based Research, EUR 24187 EN, DG Research,
http://ec. europa. eu/research/science-society/document library/pdf 06/assessing-europe-university-based-research en. pdf European commission (2012) Conference on Transparency
http://ec. europa. eu/enterprise/sectors/ict/standards/extended/patent pools event en. htm Feldman, M.,Desrochers, P.,(2003), Research Universities and Local Economic Development:
. pdf Moed, H. 2006), Bibliometric Rankings of World Universities, CWTS Report 2006-01, Centre for Science and Technology Studies (CWTS), Leiden University, http
Professor Ajay Bhalla, London, Cass Business school. Interview 2011: Xavier Dalloz, intermediary between France and Silicon valley and ICT innovations reporter (also new tablet launcher.
(ex Netscape), David Cheriton (Stanford computer science Professor), and Jeff Bezos41 (Amazon). In June 1999, a $25 million round of funding was announced,
However, as Phd research students, they were expected to present their work and so a paper was prepared eventually
The Google computers and server were stored in Page's graduate residence. Stanford university seem to have extended considerable tolerance to Page and Brin, turning a blind eye to them acquiring computing resources.
And in the fall of 1996 the project would regularly bring down Stanford's Internet connection. 45 It is hard to imagine a European university providing such a level of support to a couple of renegade Phd students,
and degrees from the best colleges as you would expect, they took a scientific approach
Stanford university and research funding and the support of the university and the access to Silicon valley high tech/angel investor/VC network.
Sources Professor Martin Cave, Imperial College Business school. Co-author of Report on The Perils of Dominance:
Martin Goro ko, head of marketing for the Tallin Tehnopol technology park, says that Skype has had a bigger influence on young entrepreneurs than the Tallinn University of Technology
and the University of Tartu put together. Eighty percent of the business ideas that reach our incubator
While working in the research group of Professor Richard Friend, Jeremy Burroughes (now CTO of CDT) discovered that Light Emitting Diodes (LEDS) could be made from polymers as opposed to traditional semiconductors.
Professor Friend, Dr Burroughes and Dr Donald Bradley filed the original patent. Interestingly, the researchers found that that there were no funds available within the university to cover the costs of patenting their discovery;
Burroughes used his student loan to cover the costs. The team found that the polymer,
poly p-phenylenevinylene (PPV), emitted yellow-green light when sandwiched between a pair of electrodes. Initially this proved to be of little practical value as its efficiency was very low.
The university lacked the resources and skills to licence what was a potentially disruptive technology
In 1992, Friend founded CDT Ltd, with support from the university and funding from local seed venture capital fund
The ownership of the OLED IPR was transferred from the university to the new company, while the university remained as one of the company's largest shareholders.
Other early investors included the rock group, Genesis; the Sculley Brothers; the Generics Group; Hermann Hauser, a founding director of Acorn Computer;
http://www. cdtltd. co. uk/Tim Minshall, Stuart Seldon, David Probert, Commercializing a disruptive technology based upon University IP through Open Innovation:
when Professor Sir Richard Friend (now Cavendish Professor of Physics at the University of Cambridge) started research into organic semiconductors.
from innovation to impact, University of Cambridge, Research Features, 01 aug 2009, http://www. cam. ac. uk/research/features/plastic-logic-from-innovation-to-impact/Novaled AG Novaled
The company was spun off in 2001 from the Technical University of Dresden's Institute for Applied Photophysics (IAPP) and the Fraunhofer Institute (Fhg) for Photonic Microsystems (IPMS), both of Dresden, Germany, by four key people.
as well as being spun off from a technical university and a state-aided research institute. The key project has been the Rollex project:
that a bridge between university and industry is critical for successful product commercialization. One example of such a bridge is the Fraunhofer IPMS.
The IPMS in Dresden enables the IAPP of the Technical University of Dresden to scale up its technology in a well-controlled environment (NSF WTEC 2010.
When Novaled started as a spin-off from Fraunhofer and Technical University of Dresden in 2001 with just 4 people,
People are getting excited and learning about robotics. Roomba is a durable, dependable and affordable platform for doing robotic research. 92 As well as continuing its home products and military robots,
With no university degree no university backing and very little funding, 93 over a period of 25 years Greenhill and a small team developed the world's most advanced robotic hand.
The original aim of the Shadow Project was to build a genuinely useful general-purpose robot, at a price which people,
in 1994 the Technology Enhancement Programme commissioned Shadow to create educational material introducing the Shadow Air Muscle to schools;
As a Cambridge student he worked as a summer intern for Shadow; after graduation he worked as a volunteer.
Rather than pursue the biped, humanoid robot, Walker believed that it was the arm and particularly the hand that had commercial potential rather than the leg.
Shadow received its first order for the Dextrous Hand in 2004, curiously from the University of Bielefeld in Germany.
Carnegie mellon University also bought one in 2005 for their research work, 94 but the main customer was again NASA who placed an order in 2005 in connection with their Robonaut project.
Nevertheless, it has outlasted all the apparently more credible government-funded and university robot-building projects from the late 80s and early 90s."
Further development took place in this international effort involving EU companies, universities, and research institutes. In the Realsim project, DLR developed a free Modelica multibody library (the download is available at http://www. Modelica. org/library
Note also that KUKA has sponsored university research in the USA. The KUKA Chair of Robotics at the Georgia Institute of technology held by Professor Henrik Christensen,
is a further source of KUKA's future robotics developments. Sources: KUKA Robotics website, www. KUKA-Robotics. com Rainer Bischoff, 2009, KUKA from research to products, 12 mar 2009, 40th International Symposium on Robotics, KUKA presentation.
RUR works with leading universities and other technology providers to gather the latest and most relevant technology for each application it sees its advantage as being able to deploy the very latest in robotics technology.
Some form of support for those customers taking robotics technology for the first time would allay the fears they often see in small companies over investments in robotics. UK universities are not fully supportive they do not seem to be able to partner well with industry.
with a remit to integrate resources for knowledge, skills, infrastructure and innovation expertise, among universities, science parks, incubators,
Thus Robotdalen draws heavily on local universities to provide students who can work with SMES to introduce robots, guided by a team of experienced mentors.
as well as the local universities of Örebro and Mälardalen. Such developments are generating international interest in Robotdalen
underpinned with regional university support and helping start-up suppliers and robot users. Robotdalen's programme has succeeded in mobilizing interested parties across the entire region.
Prevas, as well as the universities of Mäladalen and Örebro. More than 100 pilot studies of SMES have been conducted to strengthen the competitiveness of the local SMES by robotization of their production processes.
In addition, this provides opportunities for students who are conducting the pilot studies to learn about specific obstacles in implementing new technologies.
Going further it is supporting human capital growth through university education. Sweden's first university course in robotics is held now here.
Robotdalen has cooperated with local universities to set up a Master of Engineering in Robotics course, at Mälardalen University while at Örebro University a new postgraduate school RAP (Intelligent Systems for Robotics
Automation and Process Control) has been created. One example product is the Giraff teleconferencing robot for the elderly and disabled the company moved to Robotdalen from Silicon valley.
Industrial projects-for SME users able to exploit robotics with feasibility studies (using local university students and mentors),
A key lesson from the analysis of the three subsectors is the critical importance of higher education, particularly elite university research,
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