Following a grounding in the principles of Open Innovation 2. 0 as well as much sharing and learning
It has led also to extended collaboration between the research and academic institutions and the industry. Rules to share IP have been clear.
Emile Eindhoven University of Technology, Intelligent Lighting Institute e. h. l. aarts@tue. nl Carayannis Elias G. European union Research center and School of business;
George washington University, WASHINGTON DC caraye@gwu. edu Chatterjee Kumardev European Young Innovators Forum kumardev. chatterjee@eyif. eu Corral Guinea Myriam Ministry
of Finance and Public Administration, Spain myriam. corral@minhap. es Curley Martin Intel Labs Europe & National University of Ireland, Maynooth, Innovation Value Institute
martin. g. curley@intel. com den Ouden Elke Eindhoven University of Technology, Intelligent Lighting Institute e d. ouden@tue. nl Golebiowska-Tataj
Daria European Institute of Innovation and Technology daria. tataj@eit. europa. eu Huuskonen Mikko Lappeenranta University of Technology & Ministry of Employment and the Economy, Finland mikko
. huuskonen@tem. fi Lévy Sébastien ITEMS International slevy@items-int. eu Lin Carol Yeh-Yun National Chengchi University Taiwan
Department of business Administration yehyunln@nccu. edu. tw Marom Dan www. danmarom. com me@danmarom. com Pallot Marc Nottingham University Business school marc
@umich. edu Rannou Herve Cityzen Data & ITEMS International herve. rannou@items. fr Rantakokko Mika University of Oulu, Center for Internet Excellence, Oulu
Content and Technology (DG CONNECT) bror. salmelin@ec. europa. eu Sargsyan Gohar CGI, Future IT gohar. sargsyan@cgi. com Schaffers Hans Aalto University
, Center for Knowledge and innovation Research (CKIR) hans. schaffers@aalto. fi Turkama Petra Aalto University, Center for Knowledge and innovation Research (CKIR) petra. turkama
@aalto. fi Valkenburg Rianne Eindhoven University of Technology, Intelligent Lighting Institute a c. valkenburg@tue. nl von Gabain Alexander European Institute of Innovation
and now to an ecosystem-centric view of innovation, where the ecosystem is often the distinguishing unit of success, not individual companies or universities.
You get innovation when great universities, leading-edge science, world-class companies, and entrepreneurial start-ups come together.'
‘You get innovation when great universities, leading-edge science, worldclass companies, and entrepreneurial start-ups come together. Where they cluster together you get some of the most exciting places on the planet.
Open innovation will require a new type of accompanying research capable of observing brief learning cycles for new management practices and fast sharing of learnings across Europe.
There is a common learning process in here, shared by the Commission introducing new instruments and approaches as well the constituency responding.
and it accelerates collective learning (i e.,, as a tide lifts all boats) and value creation.
Appendix Twenty Snapshots of Open Innovation 2. 0 David Teece, Professor of Global Business at the University of California, Berkeley, Haas School of business, recently said that innovation is changing so rapidly that no study can aim to comprehensively describe it.
Harvard Business school Press. 8) Kuhn, T s. 1962. The Structure of Scientific Revolutions. Chicago: University of chicago Press.
Designing User Experience within Living Labs William Mitchell, Professor at the Medialab and School of architecture and City planning at MIT, argued that a Living Labs (LL) represents a usercentric research methodology for sensing,
knowledge elements for the experiential learning aspects (specifically the cognitive elements; Social elements for the usage of the Iot system as a persuasive and dissemination tool (specifically the reciprocal elements;
From an Academic perspective, the XD process and holistic UX model bring a form of learning by doing.
Students discover by practice the way to drive user co-creation and the impact of different experience types, elements and properties on the user acceptance and potential adoption.
Doctoral Thesis, Department of Business Administration and Social sciences, Luleå University of Technology, Luleå. 15) Ståhlbröst, A.,Holst, M. 2012) The Living Lab Methodology Handbook.
The Interdisciplinary studies Journal (ISJ), Special issue on Smart Cities, Vol. 3, No. 4, pages 331-350, ISSN 1799-2710.23) Vicini, S.,Bellini, S
DOI=10.1109/ICSS. 2013.35 http://dx. doi. org/10.1109/ICSS. 2013.35 Contact Dr Marc Pallot Senior Research Associate Nottingham University
Business school marc. pallot@nottingham. ac. uk Use Cases Contacts Logistics Use Case Matthias Kalverkamp BIBA kvp@biba. uni-bremen. de
, MBA Partner, Senior Business Consultant CGI Group Inc. gohar. sargsyan@cgi. com Jaspar Roos Chief Inspiration Officer Future Ideas EU
The institutional spheres of University, Industry and Government, as an expansion from the dyad of industry and government as primary institutions of the industrial society, to a triad of primary institutions specific to a knowledge based society and economy.
research and development (R & D) performers located in universities (academic research groups), industry and government (R & D units or departments in firms and public research organisations),
This category of R & D performers can be found in university, which is a universal knowledge-producing
which can be both R & D and non-R & D performers, e g. interdisciplinary research centres, industry-university research consortia, translational research institutes,
technology transfer offices in universities, firms and government research labs; business support institutions (science parks, business/technology incubators;
Similarly, universities, in addition to their teaching and research activities, increasingly engage in technology transfer and firm formation, providing support
Industry takes the role of the university in developing training and research, often at the same high level as universities.
For example, in situations where a local university is involved only marginally in entrepreneurial activities and links with industry, especially small firms,
non-R & D firms than the programmes of the local university. Similarly, in the absence of R & D-and technology-intensive companies that are involved usually in Triple Helix partnerships,
scale and scope of learning and innovation as significant locally as it is impactful globally and at the same time people are seriously discussing a new emerging dichotomy not any more communism vs. capitalism but state vs. democratic capitalism.
political and technological) contexts, understanding these principles is critical to developing the capacity for higher order learning at the macro,
and differentiating across government, university and industry sectors and localities per the quote below Leydesdorff,
a stronger involvement of universities, engagement of (multilevel) authorities in formulating policies, industry and businesses in developing
reworked adapted processes, learning/teaching new skills, and a possible shift of power between different players (European commission 2012).
The Quadruple Helix concept thus can serve as an architectural innovation blueprint that engages simultaneously (in a dynamically balanced topdown and bottom-up approach) four sectoral perspectives (from the top-down angle government, university, industry and the bottom-up angle civil society.
The inter-sectoral and intra-sectoral as well as the interregional and intra-regional knowledge and learning interfaces that are embedded in the Quadruple Helix architectural blueprint determine its efficacy and sustainability.
and more resilient learning, learning-to-learn and learning-to-learn-how-to-learn dynamics (24).
and knowledge exchanges across all four pillars (government, university, industry and civil society) as well as across sectors and regions would make for more resilient namely smart,
and reinforce similarly minded individuals in the government, university and industry (entrepreneurs of the mind across the Quadruple Helix continuum).
Supporter, e g. to support the development of QH partners (e g. firms, universities, users), the systematic collection and utilisation of user information and the knowledge and capability development related to QH,
The case study of the technology centre of KETEK, active in a peripheral non-university region, can be considered as positioned at the centre of the innovation system in the region,
The traditional knowledge production, Mode 1, refers to knowledge production in a university setting, i e. academic, investigator-initiated and disciplinebased knowledge production.
from basic research conducted in universities to the application at firms as experimental development (see Figure 5). 50 O P E N I N N O V A t I O
) According to this concept, it is important to tie universities and industry, science and technology closer together.
The producers and users of knowledge are connected during the whole process of knowledge creation (see Figure 6). A Mode 3 university
or higher education sector operates simultaneously in accordance with both the principles of Mode 1 and Mode 2 (30).
‘Academic firm'and‘entrepreneurial university'are denotations demonstrating how firms and universities adopt characteristics of each other,
which is significant of the Mode 3 system (Campbell and Güttel. 2005: 168). One major obstacle in research cooperation between academia and business has been to overcome the cultural gap and the need for a high degree of trust,
One way of doing this is to recruit personnel from universities, or to encourage personnel mobility between firms and universities (Campbell and Güttel. 2005: 168).
Mode 3 also allows for the co-evolution of different knowledge paradigms. According to Kuhn (1962), a single paradigm has limited only a ability to explaining a specific phenomenon,
Figure from Carayannis and Campbell (2012: 25) 51 Mode 3 permit both‘top-down government, university and industry policies and bottom-up civil society and grass roots initiatives,
In addition to university, industry and government, Quadruple Helix also adds civil society and a‘media-based and culture-based public'as a helix in the innovation system (35).
) In 2010 a group of students at Aalto University, just outside Helsinki, embarked on the most constructive piece of student activism in the history of the genre.
business and academia occupies a dilapidated warehouse next to the university. It offers a wide range of services:
The Sauna-masters have an understanding of entrepreneurship in advance of their years. They recognise that there is more to innovation than high tech:
and the Baltic states as well as to Boston and San francisco. No more Nokias The student revolution was part of a wider reconsideration of the proper relationship between government and business.
when the Finnish government shook up the universities (and created Aalto) in an attempt to spur innovation.
Kajak University offers courses in video games. Finns have a comparative advantage in the four things that make for great games bloodsoaked storylines (all those sagas
They are encouraging universities to commercialise their ideas and generate start-ups. They are telling their schools to sing the praises of entrepreneurship.
and co-specialisation of university based scientific knowledge, following the STI mode of innovation, with industries usually applying practice-based knowledge following the DUI mode of innovation,
related or similar approaches open up for entrepreneurial (mode 3) university strategies, where universities take responsibility for the Quadruple Helix?
Going Glocal transnational and higher order learning (L3)( 45) and metrics, measurement, management (M3)( 46) for growth?
Globalisation of universities, industries, and regional policy institutions, i e. all three corners of the Triple Helix, through transnational learning.
Impacts of transnational learning on the locally based dynamics, structure and processes inside the Triple helix.
For instance, what is the role of‘critical friends 'and‘peer review'in the development of regional S3 strategies?
The significance of transnational learning on the formation of new knowledge ecosystems. The nature, dynamics, role and impact of higher order learning (in public and private sector as well as regional and sectoral contexts and the policy and practice implications for policy-makers, practitioners and civil society at large.
In a discussion of the role of the environment as a driver and delimiter of smart, sustainable and inclusive growth, Carayannis, Campbell and Barth (2010), outline the following ideas and concepts that may be of both conceptual and practical
Mode 1‘focuses on the traditional role of university research in an elderly‘linear model of innovation'understanding'and success in mode 1‘is defined as a quality
and hybrid organisations'of‘university-industry-government relations'(56)( see Figure 8).‘Mode 3'(57):‘
from National Systems and‘Mode 2'to a Triple Helix of university industry government relations.'
The Triple Helix of University-Industry-Government Relations. Encyclopedia of Creativity, Innovation, and Entrepreneurship. New york, Springer.
‘The norms of entrepreneurial science Cognitive effects of the new university industry linkages.''Research Policy 1 (27): 823 833.14) Arnkil, R.,A. Järvensivu, et al.
Tampere, University of Tampere, Institute for Social Research, Work Research Centre. further references:(16)( 18)( 19)( 21))(17) Carayannis, E g.,
The Strategic Management of Technological Learning, CRC Press, Boca raton, FL. further references:(24))(23) Carayannis, E g.,
The Strategic Management of Technological Learning, Published Doctoral (further references:(45))(25) Carayannis, E g.,, Provance, M. 2008.
Strategic Knowledge Arbitrage and Serendipity as Real Options Drivers Triggered by Co-Opetition, Co-Evolution and Co-Specialisation, Journal of Industry and Higher education, v22 n6 p343 353 December.
. gov. uk/reduced2. pdf Contact Elias G. Carayannis European union Research center and School of business, George washington University, WASHINGTON DC. caraye@gwu. edu Dr Ruslan Rakhmatullin IPTS
Higher education provides the human resources to conduct basic research, which is translated in turn to applied research leading to prototypes picked up by industry that markets the product to customers.
she invested her dowry in the workshop producing gas-driven engines of her fiancé, Karl Benz, a university-educated civil engineer, talented developer of machines,
that learning and smart steps in innovation do not rely on official university education; that risk taking is a key step towards innovation;
Previous CEOS or Chief executives from leading innovative corporations, cofounders of renowned high tech enterprises, presidents and vice-presidents of modern and firstclass universities, representatives of well-backedup private foundations supporting
whilst members with educational responsibilities underlined the necessity to change the mindset of students towards the somehow wider term of open innovation.
often stemming out of universities (6). Only 0. 0006%of the GDP are placed into VC capital funds in continental Europe,
How would it create value for large industry through entrepreneurship, open innovation learning environments, or corporate venturing?
We realised that it is yet different for a university professor who also would like to start a company
business and higher education come together on topics of societal challenges. These ecosystems are not single clusters but networks of clustered partners.
higher education and business together were to become the key operational arms of the EIT. The Call document was only nine pages long
Each KIC has a broad portfolio of activities integrating research, higher education, innovation, and instilling entrepreneurship in this process.
Regions and cities partner with universities and companies. The entrepreneurial small and early-stage companies try to integrate a fully fledged value chain in this emerging and fragmented market.
One of the first achievements of Climate-KIC were related its education offerings and in particular the Contextual Learning Journey
if a student drops out of the programme to start a business, this is considered a success. The KIC already has made a wide impact.
It has impressive students and alumni, who have formed an alumni association that has become an official KIC partner.
Knowledge & Innovation Mkt Business Incubator Network SW for idea management Observatory Expert entrepreneurs Lead customers Expert professors Mixed team (technicians+MBA
and a significant part of their students are non-Europeans. Actually the most important asset of the KICS, their real value are students.
Europe needs young entrepreneurial engineers and scientists, able to collaborate in trans-disciplinary, international teams.
The EIT+,a company that is a joint venture between the city and the five largest multidisciplinary universities in its metropolitan area, has become a centre of competence in climate related technologies.
The KICS educational programmes are a way of vertically and horizontally integrating the innovation ecosystems of its partners.
Mobility of students and faculty across countries and between academia and business as well as the sharing of infrastructure and resources lead to the emergence of hotspots such as the Open Innovation space at Aalto University,
Furthermore, the KIC's incubator is hosted by‘Creapolis',the ESADE Business school innovation centre in Sant Cugat.
and universities ranked amongst the best in France. The co-location leverages preexisting large investments to develop national industrial clusters such as Capenergies and Tenerrdis.
Early Learning, Next Steps & Future Perspectives of the EIT and its KICS As of 2014, the three existing KICS operate as network enterprises,
EIT 69 In a nutshell, the EIT is to boost innovation processes from ideas to products, from labs to markets and from students to entrepreneurs in the areas of high societal need through the Knowledge and Innovation Communities.
and foremost students into the forefront innovation processes of Europe. Another issue is that KICS have to understand their business case
I O N y E A r B o O k 2 0 1 4 Unleashing individualism and entrepreneurial spirit in academia, in particular at technical universities, engineering, biomedical universities,
causes faculties to reflect on how they treat people who are streamlined not and diverge from the typical scientific path.
If professors would like to start companies rather than continue university careers, should the system punish them,
they bring to students as well as to their research a real life experience, a critical perspective and personal creativity.
Knowledge Triangle and Emerging Business models, Warsaw University of Technology Publishing house. 2) Dufour, A.,Carroll, S b. 2013),‘Great myths die hard',Nature, October 2013, vol 502.3) Elis, A.,(2010), Mein Traum ist länger als
Harvard Business school Press. 14) EIT's Strategic Innovation Agenda (SIA. Investing in Innovation Beyond 2014.
According to the external review ordered by the European commission (13), the main areas for improvement were on industrial impact and articulation of vision and Key Performance Indicators for the programme.
Operating as a group of loosely coupled projects Organising within the FI-PPP Gradually opening up for dialogue/collaboration within the wider ecosystem e g. by open calls, collaborative agreements and networks Developing (eco-)systemic learning capabilities Information-based
With an incremental process of cyclic improvements and learning the programme will be in a better position to evolve into a sustainable innovation ecosystem that remains alive after the programme is finished.
978-92-79-19895-3 Contact Dr Petra Turkama Director Centre of Knowledge and Innovation Research (CKIR) Aalto University, School of business petra. turkama
@aalto. fi Dr Hans Schaffers Research director Centre of Knowledge and Innovation Research (CKIR) Aalto University School of business hans. schaffers@aalto. fi 79 Innovative
thousands of students were and will be benefited from the 9 500 schools that had upgraded new or facilities.
and weaknesses in the family (8). Therefore, the government has pledged to undertake a huge educational reform trying to fix a system that has worked not
In addition to the country's pledged educational reform to increase human capital and reduce poverty special attention needs to be paid to its low renewal capital.
Contact Carol Yeh-Yun Lin Professor Department of Business Administration National Chengchi University, Taiwan yehyunln@nccu. edu. tw 90 O P
it is important to focus on the continued growth of students and teachers, integral education and especially in the development of their talent.
European young privileged situation has changed due to increased access to education and labour costs emerging countries: Access to knowledge it is democratised now.
Initiatives like Massive open online courses (MOOC) make courses from prestigious universities around the world available for all.
and today's college students should be imbued of the idea of graduating from university as only the first step in the creation of their future.
Changes introduced by the leaders require learning and adaptability by employees in order to be executed smoothly inside the organisation.
3) Changes in classrooms are required also to leave room for innovation. According to Curtis W. Johnson expectations regarding education have changed
and attitudes that will help economy remain prosperous and competitive'(4). Clearly the scheme where pupils sit for hours watching a teacher speaks no longer works.
Most students are digital natives and they are accustomed to a completely interactive world where they can access knowledge through means other than a teacher lecturing.‘
‘New classes'should be more students centric, enhancing the development of each student on topics that are of their interest,
allowing them to perform real-world projects rather than passing exams, focusing on applied, modern technology,
encouraging collaboration and with Interdisciplinary approaches better than knowledge silos We have a clear model of the changing role of education in the pioneer Aalto University in Europe,
Academic World Universities can perform training tasks to enhance innovative aspects. Entrepreneurship and implementation of innovation may be less risk
and Spanish universities (and surely this can be extrapolated to the great majority of European universities).
It will be difficult to convince Israeli students to work in a company, their preference is to work on their own developing own ideas and projects.
but ultimately culture is generated in universities. Enterprises Enterprises need closest approaches to innovation and change corporate culture to measure success with different formulas than the short-term‘Return of Inversion'.
We can prepare our students to be the leaders in extracting advantage of data analysis Europe is a knowledge-intensive society
and prepare our students to be the best in data analysis. Social benefits of data analysis In addition to the benefits in terms of employment intensive data analysis can also be beneficial to our society.
and improve access to services such as health education etc. Otherwise the particularities are buried within the global population data.
the role of leadership, learning, motivation and productivity. Management Decision 36/5 (1998) 289 301. Available from:
Aalto University the forerunner of European university reform to increase societal impact. 2011. Available from http://files. openinnovationplatform. eu/yearbook/service innovation yearbook 2010 2011. pdf (6)( 7) Gantz J.,Reinsel D. The Digital Universe in 2020:
8. Using rapid experiential learning, insights, and knowledge to co-evolve human stakeholder experiences of value;
Contact Dr Venkat Ramaswamy Professor Ross School of business www. venkatramaswamy. com venkatr@umich. edu 105 Oulu Innovation Alliance an Open Innovation Ecosystem
To go beyond the success achieved with help of ICT City of Oulu formed the strategic Oulu Innovation Alliance (OIA) with the University of Oulu, Oulu University of Applied sciences,
which are related for example to teaching/learning and tourism. Living Lab Activities in Oulu One part of CIE open innovation and end-user perspective consists of its Living Lab activities;
consisting of Real People not just students who are willing and ready to give their contribution to the innovation process.
mahdollisuudet Pohjois-Suomelle, Martti Ahtisaari Institute, University of Oulu. 7) http://www. cie. fi/(8) http://realxtend. org/about/(9) http://www. oullabs. fi/en/(10) http://www. patiolla. fi
Contact Mika Rantakokko Vice Director Center for Internet Excellence, Oulu Innovation Alliance University of Oulu mika. rantakokko@cie. fi 111 Smart Fabric
), AUDIMAS (LTU), Reden (NLD), Roessingh (NLD), Fraunhofer Gesellschaft (DEU), Visiotex (DEU), Lithuanian Sports University (LTU), Softkinetic Sensor (BEL), Actimage (LUX
Elke den Ouden Programme Manager‘Brilliant Streets'& Strategic director Lighthouse Intelligent Lighting Institute@Eindhoven University of Technology e d. ouden@tue. nl
Rianne Valkenburg Value Producer Lighthouse & Professor Knowledge Transfer in Product Innovation at The hague University of Applied sciences Intelligent Lighting Institute@Eindhoven University of Technology a c
Dr. Emile Aarts Scientific Director Intelligent Lighting Institute@Eindhoven University of Technology e. h. l. aarts@tue. nl 125 Open for Business
Harvard Business school Press. 7) http://en. wikipedia. org/wiki/Co-creation (8) Venkat Ramaswamy, Francis Gouillart, The Power of Co-Creation:
assuming that things are much better now and the universities offer ample amounts of info how the international dealing works.
I am afraid our legal education system is still stuck with our national legal system, national context, that is to some degree harmonised by European legislative efforts
D.,Docent (Lappeenranta University of Technology) Counsellor, Ministry of Employment and the Economy, Finland mikko. huuskonen@tem. fi Figure 2:
Creativity and innovation in organisations (Harvard Business school. Contact Jaspar Roos, Founder Chief Humor Officer jaspar@chiefhumorofficer. com Figure 2: 145 Socioeconomic Impact of Open Innovation 2. 0 Introduction
item id=7195 (4) Mandela N.,Famous quotes Contact Dr Gohar Sargsyan, MBA Partner, Senior Business Consultant CGI Group Inc. gohar
2012) show that inbound activities such as the use of external relationships with suppliers, customers, universities and R&d labs for technology scouting and idea sourcing show a higher innovation performance.
Exploring the complementarity between innovation and export for SMES'growth, Journal of International Business studies, 42 (3), pp. 362-380.30.
Creating and Selecting Exceptional Opportunities, Harvard Business school Press. 68. Terziovski M. 2010. Innovation practice and its performance implications in small and medium enterprises (SMES) in the manufacturing sector:
Flanders DC focuses on entrepreneurs, teachers, students, policy-makers and the general public. Among the many options Flanders DC offers are:
or at your event, take part in the De Bedenkers (The Inventors) classroom competition and an online game to discover how you score as an innovative manager.
July 2007, published in English How entrepreneurial are our Flemish students, Hans Crijns and Sabine Vermeulen,
Ondernemen. meerdan. ondernemen, an online learning platform Creativity Class for young high-potentials Flanders DC Fellows, inspiring role models in business creativity Creativity Talks, monthly
At the end of Chapters 2 to 6, we include key learning points. These lists of learning points can be consulted as a checklist
when you are setting up a new business with your innovation partners. These learning points are gathered at the end of each chapter
so you can easily check them whenever you want a quick review of what you have learned 1. 3. Research method To explore the link between open innovation and market success of SMES,
including the Glostrup Hospital of the University of Copenhagen. These contacts introduced the founders to the science of sleep and the clinical practice of sleep medicine.
cross-industry learning process led by sleep experts. The QOD case illustrates that developing a successful business model that ultimately changes the industry starts with nothing more than the conviction of a well-informed entrepreneur.
In this case, most technologies are developed co with knowledge partners such as universities, research labs, and lead-customers.
and technologies developed at universities, research labs, or large companies. Finally, small firms must make choices 32 about the way they will profit from their technology.
Dingens wanted to collaborate with the University of Hasselt and knowledge partner Sirris to develop a completely new instrument The new barometer should have the same advantages of the mercury barometer (accurate, legible, durable,
therefore, developing technology based business opportunities should no longer be limited to university and corporate spin-offs. Start-ups can use their organizational agility, application know-how,
or market intelligence to commercialize technologies that they license from universities or larger, technology-savvy companies.
The experience eventually transforms the customer into a restyled person using personalized advice from a professional. 34 Key Learning points Analyzing open innovation in SMES in traditional industries starts with conceiving
such as a learning innovation network, design networks, research programs, and so on. Design was the second step.
Examples include newsletters from universities and knowledge centers and publications of Design Vlaanderen among others.
It is thus too early to evaluate its effects on the company's bottom line. 53 Key learning points Successful SMES do not remain with one business model forever.
and a few additional knowledge partners such as universities, research labs, and knowledge intermediaries. This strong reliance on value chain partners is partially due to the fact that most companies are active in low-and medium-tech industries.
Therefore, they visited several renowned sleep institutes located in Danish hospitals such as the Glostrup Hospital of the University of Copenhagen.
where universities would be invited to participate in the product days with their own ideas. They would also have access to factory resources
and stay focused on the joint value they create. 74 Key Learning Points Open innovation as an integral part of business model innovations In the past,
Universities, research labs, crowds of experts, lead users, and knowledge brokers are just a few examples of potential external sources of knowledge.
Developing new flavors has traditionally been completed with different universities in Europe, with DSM, and with other innovation partners.
including several European universities, research labs, DSM and other value chain partners. The technology licensed from DSM is a technological platform that can be used for different applications.
it could build on the reputation of DSM to get access to universities, technology labs, and commercial partners.
established companies are increasingly aware of the growing technological capabilities of universities, research labs, and high-tech start-ups.
Philips relies recurrently on new technologies from universities, specialized research labs, and high-tech start-ups. The electronic giant endeavors to be preferred the partner for small,
Case Airfryer 87 88 Key learning points In the past, collaboration between large and small firms has been prone to different types of problems.
Small firms should do their homework before they start collaborating with large companies. Some large companies are trustworthy innovation partners
Partners may be technology partners such as universities, research labs, or other companies, but in most cases these are not the most important partners in the network.
One of the major learning points to emerge from the cases is that open innovation networks are sustainable only when the value that is jointly created is several times larger than
and deepen learning about open innovation among entrepreneurs One way to accelerate the use of open innovation in small firms is to diffuse successful cases using audiovisual tools on the Internet.
institutional sources (universities and university colleges (v), government and public research organizations (vi)), and other available sources (professional and industrial associations (vii), trade fairs, exhibitions,
universities (v; and public research organizations (vi. Collaborative innovation is captured by calculating the average score of the six questionnaire items registering the firm's use of cooperative agreements with innovation partners.
and profiting from technology, Harvard Business school Press, Harvard: Boston: MA and Chesbrough, H. W. 2006), Open business models:
How to thrive in the new innovation landscape, Harvard Business school Press, Harvard: Boston: MA. 4 Van de Vrande, V.,De Jong J. P. J.,Vanhaverbeke, W. and De Rochemont, M. 2009), Open innovation in SMES:
and profiting from technology, Harvard Business school Press, Harvard: Boston: MA and Chesbrough, H. W. 2006), Open business models:
How to thrive in the new innovation landscape, Harvard Business school Press, Harvard: Boston: MA. 7 Chesbrough, H. W. 2007), Why companies should have open business models, MIT Sloan Management Review, 48 (2),
Osterwalder, A. 2004), The business model ontology a proposition in a design science approach, Ph d. Thesis University Lausanne, Ecole des Hautes Etudes Commerciales HEC. 173 p;
and profiting from technology, Harvard Business school Press, Harvard: Boston; and Chesbrough, H. W. and Rosenbloom, R. S. 2002), The role of the business model in capturing value from innovation:
C. 2005), The 10 rules for strategic innovation, Harvard Business school Press, Harvard: MA; Christensen, C. M. 1997), The innovator's dilemma:
When new technologies cause great firms to fail, Harvard Business school Press, Harvard: MA. Christensen, C. M. 1997), The innovator's solution:
Creating and sustaining successful growth, Harvard Business school Press, Harvard: MA. 19 This is exactly what Mcgrath and Macmillan call discovery driven growth.
Authenticity, Harvard Business school Press, Boston: MA. 97 21 These conditions have been analysed in detail by Gans, J. S and Stern, S. 2003), The product market and the market for ideas:
What the new dynamics of business ecosystems mean for strategy, innovation and sustainability, Harvard Business school Press, Boston, MA. 28 There is a rapidly growing literature stream.
Networks of learning in biotechnology, Administrative Science Quarterly, 41,116-145.32 In 2006, Netflix, a major movie rental company, organized a crowdsourcing contest on the Internet.
What the new dynamics of business ecosystems mean for strategy, innovation and sustainability, Harvard Business school Press, Boston:
Authenticity, Harvard Business school Press, Boston: MA. Chapter 5 35 Katila, R. Rosenberger, J. D.,Eisenhardt K. M. 2008), Swimming with Sharks:
Harvard Business school Press, Boston, MA.;and Vanhaverbeke, W.,Van de Vrande, V. and Chesbrough, H. 2008.
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