development and innovation system, including through matching the labour market demand through high quality higher education supply, cooperation with the business sector and increased private investment.
The funds will finance initiatives to improve the quality of education and training systems in view of ensuring a better match with labour market demand.
Vocational education and early childhood care and education also constitute important areas for investment. The funds will continue to finance projects that help people in difficulty
Concerning education, the ESI Funds will contribute reaching the 30.3%target of people acquiring higher education degrees (30-34 age cohort)
and vocational training for skills and lifelong learning; 418 200 606 1 246 399 567 0 54 949 286 0 1 719 549 459 (11) enhancing institutional capacity of public
and Philipp Koellinger, Assistant professor in Economics, Erasmus University Rotterdam, Netherlands. Disclaimer Neither the European commission nor any person acting on behalf of the Commission is responsible for the use
and university industry collaborations. The government's 2009 New Growth Strategy identifies SMES as an engine for future high economic growth.
and operate business innovation projects in collaboration with other firms, universities and research institutions. Philipp Koellinger, Assistant professor in Economics at Erasmus University Rotterdam.
He is associate editor of the Small Business Economics journal and has research interests and a sound publication track record in the fields of entrepreneurship and innovation.
and recognition of business relationships of university researchers in peer groups. Markets are indispensable to sell innovative products and services on the output side:
Die Zeit, 27.10.2010, pp. 23-14, quoting Lars-Henrik Röller, President of the European school of Management and Technology in Berlin.
Infrastructure includes physical infrastructure for transportation, communication (e g. broadband), energy/water as well as institutions for security, health education and the legal system.
e g. company leadership Social recognition from peers, e g. at universities from society at large Innovation & growth triangle Markets New business regulation Trade conditions Demand conditions (Internal
) Market rules Standards Framework conditions Infrastructure Facilities for transport, communication, energy/water Institutions for security, health education, legal system (e g. employment and bankruptcy law) Economic stability Right
education systems not sufficiently preparing for running and growing a company, university and research systems not targeted sufficiently towards transferring innovative ideas to business, difficulties in protecting intellectual property, 36 a lack of international orientation in marketing products,
and a still fragmented European market. Social recognition of entrepreneurs or the lack of it
the Executive Training Programme to link talented undergraduates from Singapore universities with growth-oriented SMES;
establishing"a learning community of SME coaches and intermediaries, strategically sharing proven operational know-how"."sme-MPOWER materials are freely available under an open license arrangement.
the venture businessmen's special lecture programmes on entrepreneurship at universities; the youth start-up education programme;
strengthening encouragement of start-up activities of professors, researchers and students; improved support to spin-offs by executives and employees of large enterprises;
financial support and training for entrepreneurs'clubs at universities; offering start-up courses for would-be entrepreneurs or starters.
Matching funds for SMES for developing new products with the help of universities, research institutes and other enterprises.
%In addition, the government plans to facilitate venture investment by institutional investors, the post office, insurance firms, universities,
Business incubators The SMBA supports business incubators which are operated usually by universities and public research institutes.
and there are now five graduate schools specialising in the venture business. However, figures for 2009 may indicate a decline caused by the worldwide economic crisis.
established by professor or researcher 582 1, 555 Number of graduate schools for venture business 0 5 Venture capital (in 100 mio.
there is considerable interest in learning for Korea's SME policies from the EU, especially from Germany and France.
and Invited Professor of Korea University, on behalf of the INNO-Grips. Sources: Interviews: Dr. Lee, Joon Ho, Senior Research Fellow, International Economic Analysis, KOSBI (Korea Small Business Institute), 12 october 2010.
35 Management Development Scholarships were awarded and 45 Executive Development Scholarships were awarded. The Business Advisors Programme was created to attach experienced professionals, managers, executives and technicians as business advisors to potential high-growth SMES.
In 2009,93 business advisors were matched with 63 SMES. The Executive Training Programme helps SMES groom the next generation of potential business leaders by linking talented undergraduates from Singapore's universities
with growth-oriented SMES. There were 332 trainees matched to 265 companies in 2009. In mid-2010, close to 30 million Singapore dollars were allocated to the Management Associate Partnership (MAP) Initiative
Targeting local university graduates, SPRING will co-fund these SMES to train the graduates to run core and expanding operations of the company.
EIP seeks to expose local university and polytechnic students to the dynamic and rewarding working environment of high-growth SMES through short term internships
co-funded by SPRING. This programme will complement MAP in influencing young entrepreneurial talents during their school days to consider SMES as an attractive career choice.
The CEO, Jayaraman, joined the Asia-Pacific Executive Master of business administration Programme at the National University of Singapore through SPRING's Advanced Management Programme.
In Canada, in Cooper's ongoing longitudinal study of 800 university spin-off firms, formed up to 1999,167 high growth firm gazelles were present (21%.
%A subset of the VC study in (a) above showed that the 210 university spin-off firms had 12%gazelles,
VC financed firms provide greater economic benefits Hellmann et al at the University of British columbia undertook an international study of the performance of 21,852 firms based in 25 countries including Canada, the US and several Asian ones.
and (2) network clusters, such as university-industry collaborations. Through these overlapping diversification and clustering policy initiatives, the government's 2009 New Growth Strategy (Basic Policies) Toward a Radiant Japan identifies SMES as an engine for future high economic growth.
Sources This innovation policy summary has been authored by Dennis Tachiki, Tamagawa University, Graduate school of Management, Tokyo, Japan.
commission by the Hitotsubashi University Research center for Interfirm Network. The preceding overview of major SMES policy activities in Japan does not include the Japanese SBIR programme for the reason that this programme apparently has developed not to be a major activity of SME policy.
This is done by financing university-industry joint research projects, where the research is carried out by the academic side,
and new companies to compensate for dropouts. Only enterprises from manufacturing and manufacturingrelated services (such as wholesale, transport services, research and development, consulting) are included in the survey.
Second, supporting entrepreneurial education at universities, schools and other educational institutions. The European commission could disseminate good practices in entrepreneurial education among Member States. 179 An issue addressed by US innovation policy advisor Burton Lee in an interview for this Policy Brief Policies for high
They may for example be related to the research and education system, investment regulation, start-up regulation, market entry barriers, labour law, bankruptcy law, taxation,
and funding Ensure effective IPR protection Business knowledge Build infrastructure for certified European high-growth coaching European exchange programmes for students with entrepreneurial ambitions Entrepreneurial
rewarding growth, not punishing for it Ensure conducive sideline income regulation of university researchers Indirect National regulation no specific role for EU except opinion leadership Ensure income taxation
scientists Foster recognition of entrepreneurial activity of university scientists Publish examples of high-growth entrepreneurs Recognition from society Publish examples of successful EU entrepreneurs (role models) Publish examples of successful
health education, legal system Largely national regulation no specific role for EU except opinion leadership Ensure provisions in labour law
Manchester Institute of Innovation Research, University of Manchester, July 2008. Dahl Fitjar; Rune; Rodríguez-Pose, Andrés (2011:
Helsinki University Print, 2009. Pp. 147-202. Available at http://www. tem. fi/files/24929/Innoevalfi full report 28 oct 2009. pdf. Gallup Organisation (2009:
A World Economic Forum Report in collaboration with Stanford university, Graduate school of Business, SPRIE and STVP. Available at http://www3. weforum. org/docs/WEF ENTREPRENEURSHIP REPORT 2011. pdf. Wiklund, Johan;
Shepherd, Dean A. 2009: Building an integrative model of small business growth. In: Small Business Economics, Vol. 32, pp. 351 374.
and Their Market International Journal of Entrepreneurship and Innovation Management 2010 Zhou et al Entrepreneurial innovation problems associated with the dynamic growth of university spin outs in China Policies for high-growth innovative SMES
Second, leaders in the private sector have launched the Startup America Partnership, an independent alliance of entrepreneurs, corporations, universities, foundations,
and Philipp Koellinger, Assistant professor in Economics, Erasmus University Rotterdam, Netherlands. Disclaimer Neither the European commission nor any person acting on behalf of the Commission is responsible for the use
and university industry collaborations. The government's 2009 New Growth Strategy identifies SMES as an engine for future high economic growth.
and operate business innovation projects in collaboration with other firms, universities and research institutions. Philipp Koellinger, Assistant professor in Economics at Erasmus University Rotterdam.
He is associate editor of the Small Business Economics journal and has research interests and a sound publication track record in the fields of entrepreneurship and innovation.
and recognition of business relationships of university researchers in peer groups. Markets are indispensable to sell innovative products and services on the output side:
Die Zeit, 27.10.2010, pp. 23-14, quoting Lars-Henrik Röller, President of the European school of Management and Technology in Berlin.
Infrastructure includes physical infrastructure for transportation, communication (e g. broadband), energy/water as well as institutions for security, health education and the legal system.
e g. company leadership Social recognition from peers, e g. at universities from society at large Innovation & growth triangle Markets New business regulation Trade conditions Demand conditions (Internal
) Market rules Standards Framework conditions Infrastructure Facilities for transport, communication, energy/water Institutions for security, health education, legal system (e g. employment and bankruptcy law) Economic stability Right
education systems not sufficiently preparing for running and growing a company, university and research systems not targeted sufficiently towards transferring innovative ideas to business, difficulties in protecting intellectual property, 36 a lack of international orientation in marketing products,
and a still fragmented European market. Social recognition of entrepreneurs or the lack of it
the Executive Training Programme to link talented undergraduates from Singapore universities with growth-oriented SMES;
establishing"a learning community of SME coaches and intermediaries, strategically sharing proven operational know-how"."sme-MPOWER materials are freely available under an open license arrangement.
the venture businessmen's special lecture programmes on entrepreneurship at universities; the youth start-up education programme;
strengthening encouragement of start-up activities of professors, researchers and students; improved support to spin-offs by executives and employees of large enterprises;
financial support and training for entrepreneurs'clubs at universities; offering start-up courses for would-be entrepreneurs or starters.
Matching funds for SMES for developing new products with the help of universities, research institutes and other enterprises.
%In addition, the government plans to facilitate venture investment by institutional investors, the post office, insurance firms, universities,
Business incubators The SMBA supports business incubators which are operated usually by universities and public research institutes.
and there are now five graduate schools specialising in the venture business. However, figures for 2009 may indicate a decline caused by the worldwide economic crisis.
established by professor or researcher 582 1, 555 Number of graduate schools for venture business 0 5 Venture capital (in 100 mio.
there is considerable interest in learning for Korea's SME policies from the EU, especially from Germany and France.
and Invited Professor of Korea University, on behalf of the INNO-Grips. Sources: Interviews: Dr. Lee, Joon Ho, Senior Research Fellow, International Economic Analysis, KOSBI (Korea Small Business Institute), 12 october 2010.
35 Management Development Scholarships were awarded and 45 Executive Development Scholarships were awarded. The Business Advisors Programme was created to attach experienced professionals, managers, executives and technicians as business advisors to potential high-growth SMES.
In 2009,93 business advisors were matched with 63 SMES. The Executive Training Programme helps SMES groom the next generation of potential business leaders by linking talented undergraduates from Singapore's universities
with growth-oriented SMES. There were 332 trainees matched to 265 companies in 2009. In mid-2010, close to 30 million Singapore dollars were allocated to the Management Associate Partnership (MAP) Initiative
Targeting local university graduates, SPRING will co-fund these SMES to train the graduates to run core and expanding operations of the company.
EIP seeks to expose local university and polytechnic students to the dynamic and rewarding working environment of high-growth SMES through short term internships
co-funded by SPRING. This programme will complement MAP in influencing young entrepreneurial talents during their school days to consider SMES as an attractive career choice.
The CEO, Jayaraman, joined the Asia-Pacific Executive Master of business administration Programme at the National University of Singapore through SPRING's Advanced Management Programme.
In Canada, in Cooper's ongoing longitudinal study of 800 university spin-off firms, formed up to 1999,167 high growth firm gazelles were present (21%.
%A subset of the VC study in (a) above showed that the 210 university spin-off firms had 12%gazelles,
VC financed firms provide greater economic benefits Hellmann et al at the University of British columbia undertook an international study of the performance of 21,852 firms based in 25 countries including Canada, the US and several Asian ones.
and (2) network clusters, such as university-industry collaborations. Through these overlapping diversification and clustering policy initiatives, the government's 2009 New Growth Strategy (Basic Policies) Toward a Radiant Japan identifies SMES as an engine for future high economic growth.
Sources This innovation policy summary has been authored by Dennis Tachiki, Tamagawa University, Graduate school of Management, Tokyo, Japan.
commission by the Hitotsubashi University Research center for Interfirm Network. The preceding overview of major SMES policy activities in Japan does not include the Japanese SBIR programme for the reason that this programme apparently has developed not to be a major activity of SME policy.
This is done by financing university-industry joint research projects, where the research is carried out by the academic side,
and new companies to compensate for dropouts. Only enterprises from manufacturing and manufacturingrelated services (such as wholesale, transport services, research and development, consulting) are included in the survey.
Second, supporting entrepreneurial education at universities, schools and other educational institutions. The European commission could disseminate good practices in entrepreneurial education among Member States. 179 An issue addressed by US innovation policy advisor Burton Lee in an interview for this Policy Brief Policies for high
They may for example be related to the research and education system, investment regulation, start-up regulation, market entry barriers, labour law, bankruptcy law, taxation,
and funding Ensure effective IPR protection Business knowledge Build infrastructure for certified European high-growth coaching European exchange programmes for students with entrepreneurial ambitions Entrepreneurial
rewarding growth, not punishing for it Ensure conducive sideline income regulation of university researchers Indirect National regulation no specific role for EU except opinion leadership Ensure income taxation
scientists Foster recognition of entrepreneurial activity of university scientists Publish examples of high-growth entrepreneurs Recognition from society Publish examples of successful EU entrepreneurs (role models) Publish examples of successful
health education, legal system Largely national regulation no specific role for EU except opinion leadership Ensure provisions in labour law
Manchester Institute of Innovation Research, University of Manchester, July 2008. Dahl Fitjar; Rune; Rodríguez-Pose, Andrés (2011:
Helsinki University Print, 2009. Pp. 147-202. Available at http://www. tem. fi/files/24929/Innoevalfi full report 28 oct 2009. pdf. Gallup Organisation (2009:
A World Economic Forum Report in collaboration with Stanford university, Graduate school of Business, SPRIE and STVP. Available at http://www3. weforum. org/docs/WEF ENTREPRENEURSHIP REPORT 2011. pdf. Wiklund, Johan;
Shepherd, Dean A. 2009: Building an integrative model of small business growth. In: Small Business Economics, Vol. 32, pp. 351 374.
and Their Market International Journal of Entrepreneurship and Innovation Management 2010 Zhou et al Entrepreneurial innovation problems associated with the dynamic growth of university spin outs in China Policies for high-growth innovative SMES
Second, leaders in the private sector have launched the Startup America Partnership, an independent alliance of entrepreneurs, corporations, universities, foundations,
(Bocconi'University)' 30'may'2015'''This'policy'brief'presents'the'findings'of'the'fifth'work'package'(WP5)' of'the'Learning (from (Innovation (In public (Sector (Environments'(LIPSE)' project.''
Learning from Innovation In public Sector Environments (Work Package 5) European) Policy) Brief)#)5)))2! Learning!
'The'LIPSE'project'(Learning'from'Innovation'In'public'Sector'Environments)' identifies'drivers'and'barriers'to'successful'social'innovation'in'the'public'sector.'
'320090,2013q2016)' and'is comprised'of'researchers'from'12'Universities'in'11'EU'countries.''''Information'and'communication'technologies'(ICTS)' can'facilitate'the'spread'of'social'innovation
'Project-Name-Learning'from'Innovation'In'public'Sector'Environments'(LIPSE)''Coordinator-Prof. Dr. Victor (Bekkers,'Erasmus'University'Rotterdam,'Department'of'Public'Administration:'
'Rotterdam,'Netherlands,'bekkers@fsw. eur. nl''Consortium! -Bocconi'University'(Italy'!'Catholic'University'Leuven'(Belgium'!'Ecole'Nationale'd'Administration'(France'!
'Erasmus'University'Rotterdam'(The'netherlands'!'ESADE'(Spain'!'Hertie'School'of'Governance'(Germany'!'Matej'Bel'University'(Slovakia'!
'National'school'of'Political'Studies'and'Public'Administration'(Romania'!'Radboud'University'Nijmegen'(The'netherlands'!'Tallinn'University'of'Technology'(Estonia'!
'The'University'of'Edinburgh'(The'United'kingdom'!'University'Roskilde'(Denmark)''Funding-Scheme-LIPSE'is funded'as'a'Small
'or'Mediumqscale'Focused'Research'Project'by'the'European'union's'Seventh'Framework'Programme'under'grant'agreement'No.'
'320090,'Socioqeconomic'Sciences'&'Humanities.''''Duration-February'2013''June'2014'(42'months)''Budget-EU'contribution:'
''2. 5'Million''Websitewww. lipse. org''For-more-information-about-Workdpackage-5-Prof.''Greta'Nasi'(Bocconi'University)' greta. nasi@unibocconi. it
1 HORIZON 2020 The EU Framework Programme for Research and Innovation 3d & Cultural Assets Albert GAUTHIER DG Connect Unit G2 Luxembourg CONNECT-G2 DIGITAL CULTURE
& CREATIVE INDUSTRY The'Creativity'unit covers a range of activities from funding leading-edge ICT research to innovation
and policy support. 2 3d& Cultural Assets Painting Statue Building Museum Books Church Monuments Archaeological Site.
Cultural Assets? 3 Cultural Assets Problems? Conservation Restoration Accessibility Usage Reuse Reconstruction Cross collection..2d or 3d???
Creation of high-fidelity models of challenging features (transparency, size) This should be validated by testbeds with regards to the practical application and analytic potential of the new models for research, interpretation, scholarship and innovation in curation
policy dialogues and mutual learning exercises and studies, including design studies for new infrastructure and may also include complementary activities of strategic planning,
and the other is higher education. While for Budapest, the two dimensions are interrelated for the rest of the country this is far from being the case.
While Western Transdanubia is, for example, clearly stronger in terms of its economic indicators, the catchment areas of the universities of Pécs,
Debrecen and Szeged (county and region) have better higher education indicators. Often there is only a loose connection between the two dimensions,
and higher education has developed still not everywhere in Hungary, even though this is what is making highly developed countries so successful in innovation.
however this growth was accompanied not by an expansion of ties with the higher education sector at a desired rate.
24 3. 2 Percentage of higher education degree holders and those with foreign language knowledge...26 3. 3 Higher education...
27 3. 4 The link between national migration and R&d...29 3. 5 Regional disproportions within innovative sectors...
examples of which are foreign language proficiency, the percentage rate of higher education graduates within the total population,
We also present some regional aspects of the Accredited Innovation Cluster to key RDI stakeholders, e g. higher education institutions.
namely the very strong desire of leading universities and research centres to be in physical proximity to each other, a fact
what correlations can be found between the R&d intensity of a certain region and co-operation models between firms belonging to the innovative sectors and other stakeholders (e g. universities.
Government sector Higher education sector Business enterprise sector 0 2 000 4 000 6 000 8 000 10 000 2000 2001 2002
the business enterprise, the government (institutional) and higher education sectors. It is clear from the following figure,
which roughly corresponds with the national distribution ratio. 66.1%19.5%14.4%Business enterprise sector Government sector Higher education sector Figure 5:
and universities) can have a huge impact on the RDI performance of a whole region (see for instance the GERD/GDP indicator for Hajdú-Bihar or Csongrád counties).
%We can also observe that from among Hungarian counties with large university towns (Pécs, Debrecen, Gyor, Miskolc,
whereas other counties hosting university centres are somewhere in midfield position on this list. 12 Gross average earnings is a broader term than wages
In other counties however, typically those with big university centres the higher education sector far outweighs the business enterprise sector.
This is exactly the impact that the universities of Pécs, Szeged and Debrecen have on their respective counties.
In Veszprém and Borsod-Abaúj-Zemplén counties even though they also have universities the R&d headcount of the business enterprise sector far outweighs the same index of the higher education sector.
The institutional sector has a relevant share in only a few geographic areas: and among these Budapest stands out by far, given that it has a concentration of the predominant majority of the country's research institutes.
In counties with a college only, R&d headcount comes to no more than 100-200 people,
the qualitative and quantitative indicators of unemployment, the key indicators of higher education, the regional distribution of innovative sectors and the migration balance.
such as the rate of unemployment and the number of unemployed graduates. Six of the seven counties marked by the highest rates of unemployment are part of Northern Hungary (unemployment rate:
In respect to innovation potential, the number of registered unemployed with a higher education degree is of paramount importance,
The number of registered unemployed with higher education degree in Hungary, in Q4 2012. Source: The National Innovation Office RDI Observatory's own calculations based on HCSO data and map imaging of the former.
the more graduates there are in it (even though neither the size, nor the level of a county's development can conclusively explain the underlying causes).
in order to motivate locally born graduates who acquired their degrees from a university somewhere else to return to their home town for work.
More (long-term) research is needed to analyse the conflicting regional effects of the brain drain on the one hand andwelcome back'programmes on the other. 26 3. Innovation potential 3. 2 Percentage of higher education degree holders
and those with foreign language knowledge Figure 22: The number of higher education degree holders in a breakdown by county(%)and the regional percentage rate of those with knowledge of a foreign language(%.
%Source: The National Innovation Office RDI Observatory's own calculations based on the Census for 2010,
The distribution of graduates and those proficient in a foreign language follows very different patterns: while the former is characterise d by dotted spatial pattern,
i e. one that is linked to higher education centres,(towns and cities), foreign language proficiency is characterise d rather by regional differences, on a scale
which becomes increasingly narrower from west to east. These two indicators taken from the 2011 census clearly demonstrate the human resources status of individual geographic units.
i e. counties with one or more universities have a higher percentage of graduates, so this indicator is linked to dotted facilities, such as university towns and cities.
In contrast with this, foreign language proficiency can be presented as a regional slope slanting from west to east,
and only the Central Hungary region interrupts this evenly graded curve. Figure 22 nicely illustrates the different geographic patterns of these two indicators.
Regional distribution of higher education institutions in 2011, according to their main seat (pcs. Source: The National Innovation Office RDI Observatory's own calculations based on HCSO data.
the scores of year 6 and year 8 pupils show a difference of 123 and 136 points in maths and a difference of 134 and 155 points in comprehension,
p. 16). 3. 3 Higher education In 2011 there was a total of 69 higher education institutions in Hungary, 39
At the same time, it must be pointed out that for statistical purposes education institutions are taken into account based on where their seat is located,
and only having external faculties in other regions will change the percentage rates below to a certain extent. 39 8 5 5 5 3 3 Central Hungary Central Transdanubia Northern
and over 50%of students studied in education institutions located in Central Hungary. Any disparity in the percentage rate of students and lecturers (and differences in the ordering of teacher and student percentages) is explained probably by the size of the institutions concerned
and their faculties. 28 3. Innovation potential There is a lot of regional disparity in the distribution of academic title holders,
with the share of Central Hungary just exceeding 50%in 2011. The relative weight of other regions cannot always be correlated with the above orders of importance
No conclusive trend has emerged in recent years, with a constantly fluctuating number of graduates in most regions,
while the other is linked to higher education. While for Budapest the two dimensions are interrelated, for the rest of the country this is far from being the case.
While Western Transdanubia is for example clearly stronger in terms of its economic indicators, the catchment areas of the universities of Pécs,
Debrecen and Szeged (county and region) have better higher education indicators. Often there is only a loose connection between the two dimensions
and higher education has developed still not everywhere in Hungary, even though this is what makes highly developed countries so successful in innovation.
There is a spatial se paration betwee n innovation and higher education; Ce ntral Hungary being the only region where we can obse rve a really close interrelation betwee n the two.
as it is designed to facilitate a closer relationship between universities and corporations. Universities need to build a strong relationship with companies that use the latest technologies,
yet the economic crisis forced most companies to cut back their spending on innovative activities. The JRC Programme provides an entry point for building synergies with university research units
which always welcome new opportunities for innovation. JRC is committed to getting the latest technologies out into the market as soon as possible,
Regional distribution of higher education lecturers and full time students in 2011. Source: The National Innovation Office RDI Observatory's own calculations based on HCSO data.
Lecturers Students 50.8%12.2%10.1%9. 9%5. 9%5. 8%5. 3%Central Hungary Central Transdanubia Northern Hungary Northern
The number students earned a Phd or DLA title between 2005 and 2011 in a breakdown by region (capita;
We have reason to assume that science universities founded in county seat towns do have a considerable impact on the scale of awarded grants and subsidies.
In the Southern Great Plain education institutions and research institutes have a higher share, whereas in Northern Hungary business enterprises take the lead.
Education institutions are also in a dominant position in Southern Transdanubia, and they play a major role in the Northern Great Plain too.
In comparison, in Central Hungary the relatively equal weight of the three main stakeholder groups (education institutions, research institutes
for instance the presence of a large university (like in Szeged, Pécs or Debrecen) is also decisive for a stakeholder's ability to get access to grants and subsidies,
Research institutes and education institutions are classed not as public organisations. Business enterprise: any kind of profit-oriented business enterprise not classed as a nonprofit organisation,
public sphere organisation, research institute or secondary/higher education institution. Commercial, profit-oriented research institutes are included also in this category. 44 The regional context of RDI in light of the RDI Observatory's complex indicators 5 The idea of this chapter was suggested by the EU's Regional
On the other hand we can see that the above values don't show any similarity with the inner space of the corporate innovation sphere or the university sphere.
and that this region is characterised by a more robust R&d higher education than corporate dimension,
and the number of unemployed graduates in different counties cannot be explained conclusively either by the size
while the other is linked to higher education. While for Budapest the two dimensions are interrelated, for the rest of the country this is far from being the case.
the catchment areas of the universities of Pécs, Debrecen and Szeged (county and region) have better higher education indicators.
and higher education has developed still not everywhere in Hungary, even though this is what makes highly developed countries so successful in innovation.
2011(%)1 54.6 49.4 48.2 55.4 54.6 56.4 51.5 14 Number of higher education lecturers, 2011 1 10 842 1 248 1
139 2 120 1 251 2 157 2 600 15 Number of Phd/DLA academic degree/title holders between 2009 and 2011, annual average 1
2005 2006 2007 2008 2009 2010 2011 ps Government sector Higher education sector Business enterprise sector Figure 1:
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 ps Government sector Higher education sector Business enterprise sector Figure 2:
2003 2004 2005 2006 2007 2008 2009 2010 2011 ps Government sector Higher education sector Business enterprise sector Figure 3:
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 ps Government sector Higher education sector Business enterprise sector Figure 4:
2003 2004 2005 2006 2007 2008 2009 2010 2011 ps Government sector Higher education sector Business enterprise sector Figure 5:
1 000 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 ps Government sector Higher education sector Business enterprise
2008 2009 2010 2011 200 300 400 500 600 700 800 900 ps Government sector Higher education sector Business enterprise sector Figure 7:
Unemployed graduates, capita (left axis) Unemployed non-graduates, capita (left axis) The proportion of graduates within total unemployment,%(right axis) 14.7%11.6%8
separately stating those with higher education qualifications both in numeric and percentage terms, Q3 2012. Source:
The National Innovation Office RDI Observatory's own calculations based on HCSO data. 3. Geographic distribution of unemployment according to qualifications 52 Appendices Unemployed graduates, capita
(left axis) Unemployed non-graduates, capita (left axis) The proportion of graduates within total unemployment,%(right axis) Central Hungary Northern Hungary Western Transdanubia
separately stating those with higher education qualifications both in numeric and percentage terms, Q3 2012. Source:
Royal University of Lund, Dept. of Geography. HCSO Dissemination database: http://www. ksh. hu/HCSO (2012:
Born global, London Business school. http://bsr. london. edu/lbs-article/166/index. html Date of downloading:
works in close cooperation with other government agencies, ministries, bureaus, the Hungarian Academy of Sciences, higher education institutions and research institutes,
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