and higher education-academic sectors so as the economic actors may operate in the markets of their products more efficiently, i e.,
or universities and mostly rely on the resources of large enterprises, i e.,,,,multinational companies. It is a non-negligible experience of the past 25 years that the utilisation rate (contracting in time
and also the use of the devices for educational purposes in higher education should be strengthened. The low degree of coordination in the use of domestic state (central budget) financing sources
The higher education sector shows a similar picture as the public finance sector. It used the investment sources primarily for machinery, equipment and instruments in most of the period under review,
(inter-sectoral) mobility between the researchers-teachers-students and the enterprise developers; effect reducing the brain drain
and that both the university and the academic community are present. The state actors are involved also in the work,
the collaborations between the higher education and HAS research organisations serve as a reference in this regard;
and university research centres in the fields of material sciences, solid body physics, chemistry, life sciences and earth sciences;
ECRIN A well-proven research network of great traditions for medical biology joining the most productive teams of Hungarian medical schools and national public health institutions.
Hungarian research organisations may participate in state-of-the-art multinational academic/university examinations. The ethical-professional supervision of the activity of the Hungarian organisation (HECRIN) is performed by the Medical Research Council.
and several universities and research institutes (ELTE, SZIE Gödöllo, NAIK ERTI, Nyme, and numerous agricultural corporations (e g.
Moreover, mutual learning and agreed practices are needed to develop Responsible Research and Innovation joint solutions to societal problems and opportunities
Fotolia. com Creative learning fresh ideas Our third key is Science Education. Europe must not only increase its number of researchers,
there were 70 firms with annual R&d expenditure over €5m. 2. 5 Higher education System The Department of education
including research policy, for the higher education sector. The Higher education Authority (HEA) and The irish Research Council (IRC) come under the aegis of the Department of education and Skills.
The Higher education Authority is the statutory funding authority for the universities, institutes of technology and a number of other designated institutions and is the advisory body to the Minister for Education and Skills in relation to the higher education sector.
The IRC focuses on the cultivation of skills and research expertise to address broad societal needs
and thus it funds across all disciplines and focuses on early stage career researchers. The National Strategy for Higher education to 2030, adopted in 2012,
establishes a new performance framework for public Irish Higher education institutions within which publiclyfunded higher education institutions are being held accountable to Government for their performance against defined national priorities.
This is monitored and advanced by way of the 8 Strategic Dialogue process now in place between the HEA and the higher education institutions.
This is the central means through which the institutions will develop their future performance in accordance with national economic and societal objectives.
The imperative to maximise Ireland's return on investment in research is emphasised explicitly in the Higher education System Performance Framework 2014-16 under System Level Objective 4:
To maintain an open and excellent public research system focused on the Government's priority areas
infrastructure and associated facilities to build the science base across many areas of scientific research in both our higher education institutions and other public research organisations;
The Higher education Authority is formally encouraging institutions to consolidate where it makes sense, and to form regional clusters with a view to building critical mass and increasing competitiveness in winning research funding.
and configuration of the higher education system (see Section 2. 5) to move to a smaller number of larger autonomous institutions with development of regional clusters.
Among the defining characteristics of the higher education system over the last decade and a half has been the effectiveness of structured forms of inter-institutional collaboration.
Current proposals are around developing regional clusters of universities and institutes of technology in the South, Midwest, West,
and in achieving closer synchronisation between research endeavour in Higher education institutions (HEIS), Government agencies, and industry. Ireland is now in the top 20 countries ranked by citations per thousand population
The rest of the membership comprised representatives from each of the relevant funding organisations active in the thematic area and representatives from the university sector, the institutes of technology sector and the enterprise sector.
and higher education representative bodies to provide formal written inputs to the stakeholder engagement documents compiled by each TWG.
(i e. total Government investment in research less the research component of the block grant to HEIS and the funding administered by the enterprise development agencies for in-company performed R&d).
and fellowships with industry support for commercially relevant applied research and the development of commercial expertise in the HEI sector investment in research infrastructure focused international collaboration. 22 PRTLI (5th
Cycle 2011-2016) The Programme for Research in Third-Level Institutions (PRTLI), managed by the Higher education Authority, supports the provision of top-class research infrastructure (buildings,
laboratories and cutting edge equipment) as well as human capital development through Structured Phd/Emergent Technology programmes across Ireland's HEIS.
aims to increase the numbers of students studying science, technology, engineering and maths (STEM) to ensure that there is a pipeline of young people who are prepared to pursue third
Technology Centres are publicprivate research centres of excellence that connect industry to the Higher education sector to increase the generation and availability of new
Supports Technology Transfer Strengthening by funding dedicated staff within the Universities to ensure that best use is made of research outputs with commercial potential. 23 Supports High Potential Start up Companies
funding for R&d programmes in the higher education sector administered by Science Foundation Ireland (SFI) and others and core funding via the Department of education and Skills and the Higher education Authority (HEA);
funding for business sector R&d, administered via State agencies including IDA Ireland, Enterprise Ireland and others;
This growth will be driven through a continuation of a supportive fiscal environment for R&d investment as well as supports for higher education R&d industry linkages with higher education researchers, commercialisation of research results, in-company R&d and start-up companies.
Measures underway by the Higher education Authority to reform the higher education system including issues such as strategic dialogue and performance based funding compacts,
consolidation to improve institutional quality, development of regional clusters and strategic inter-institutional alliances technological university proposals.
The first external review of implementation of NRPE will be initiated in 3q 2014.29 Appendix I: Governance of the Research System in Ireland Source:
there were 70 firms with annual R&d expenditure over €5m. 2. 5 Higher education System The Department of education
including research policy, for the higher education sector. The Higher education Authority (HEA) and The irish Research Council (IRC) come under the aegis of the Department of education and Skills.
The Higher education Authority is the statutory funding authority for the universities, institutes of technology and a number of other designated institutions and is the advisory body to the Minister for Education and Skills in relation to the higher education sector.
The IRC focuses on the cultivation of skills and research expertise to address broad societal needs
and thus it funds across all disciplines and focuses on early stage career researchers. The National Strategy for Higher education to 2030, adopted in 2012,
establishes a new performance framework for public Irish Higher education institutions within which publiclyfunded higher education institutions are being held accountable to Government for their performance against defined national priorities.
This is monitored and advanced by way of the 8 Strategic Dialogue process now in place between the HEA and the higher education institutions.
This is the central means through which the institutions will develop their future performance in accordance with national economic and societal objectives.
The imperative to maximise Ireland's return on investment in research is emphasised explicitly in the Higher education System Performance Framework 2014-16 under System Level Objective 4:
To maintain an open and excellent public research system focused on the Government's priority areas
infrastructure and associated facilities to build the science base across many areas of scientific research in both our higher education institutions and other public research organisations;
The Higher education Authority is formally encouraging institutions to consolidate where it makes sense, and to form regional clusters with a view to building critical mass and increasing competitiveness in winning research funding.
and configuration of the higher education system (see Section 2. 5) to move to a smaller number of larger autonomous institutions with development of regional clusters.
Among the defining characteristics of the higher education system over the last decade and a half has been the effectiveness of structured forms of inter-institutional collaboration.
Current proposals are around developing regional clusters of universities and institutes of technology in the South, Midwest, West,
and in achieving closer synchronisation between research endeavour in Higher education institutions (HEIS), Government agencies, and industry. Ireland is now in the top 20 countries ranked by citations per thousand population
The rest of the membership comprised representatives from each of the relevant funding organisations active in the thematic area and representatives from the university sector, the institutes of technology sector and the enterprise sector.
and higher education representative bodies to provide formal written inputs to the stakeholder engagement documents compiled by each TWG.
(i e. total Government investment in research less the research component of the block grant to HEIS and the funding administered by the enterprise development agencies for in-company performed R&d).
and fellowships with industry support for commercially relevant applied research and the development of commercial expertise in the HEI sector investment in research infrastructure focused international collaboration. 22 PRTLI (5th
Cycle 2011-2016) The Programme for Research in Third-Level Institutions (PRTLI), managed by the Higher education Authority, supports the provision of top-class research infrastructure (buildings,
laboratories and cutting edge equipment) as well as human capital development through Structured Phd/Emergent Technology programmes across Ireland's HEIS.
aims to increase the numbers of students studying science, technology, engineering and maths (STEM) to ensure that there is a pipeline of young people who are prepared to pursue third
Technology Centres are publicprivate research centres of excellence that connect industry to the Higher education sector to increase the generation and availability of new
Supports Technology Transfer Strengthening by funding dedicated staff within the Universities to ensure that best use is made of research outputs with commercial potential. 23 Supports High Potential Start up Companies
funding for R&d programmes in the higher education sector administered by Science Foundation Ireland (SFI) and others and core funding via the Department of education and Skills and the Higher education Authority (HEA);
funding for business sector R&d, administered via State agencies including IDA Ireland, Enterprise Ireland and others;
This growth will be driven through a continuation of a supportive fiscal environment for R&d investment as well as supports for higher education R&d industry linkages with higher education researchers, commercialisation of research results, in-company R&d and start-up companies.
Measures underway by the Higher education Authority to reform the higher education system including issues such as strategic dialogue and performance based funding compacts,
consolidation to improve institutional quality, development of regional clusters and strategic inter-institutional alliances technological university proposals.
The first external review of implementation of NRPE will be initiated in 3q 2014.29 Appendix I: Governance of the Research System in Ireland Source:
transition region/outermost region Specific ICT chapter in RIS3 Development of a shared approach for ORS regarding RIS3 Mutual learning Discussionand validationof ourprocessforgeneratingtheris3and specifyingitsdimensionsand
Meetings with experts, universities, research centres, clusters, companies, chambers of commerce Public consultation Advice and review from several consultative bodies with participation of social, education, trade union
Two universities European Northern Observatory (IAC), Oceanic Platform (PLOCAN), research centers, new technology parks Fiscal regulation (lower taxation) Bottlenecks Low integration:
and private funding The challenge of ICTS National context Mutual learning and collaboration with other regions Balearic islands pose many similarities Coordination with the central Government must be reinforced European
context Mutual learning and collaboration with other ORS, very significantly with the Macaronesianarea Participation in many benchmarking EC-funded projects, specially with ORS,
& internationalisation of SMES with capacity and will for growth Balance sectors by promoting diversification Management training programmes for innovation in a wide sense to increase productivity in companies:
Chambers of commerce, universities CARACTERIZACIÓN DE LA PYME CANARIA: METODOLOGÍA COTEC1. 400 CUESTIONARIOSCÁMARAS DE COMERCIORECOMENDACIONESSERVICIO 1:
and with universities and research centers Linked to universities and business clusters Preferential access to funding instruments trough the technology parks program Fuerteventura:
astronomy Integrated in a network with other scientific and technological sites (university campus, observatories, etc) Excellence+differentiation:
74 Universities...78 Digital Agenda for Europe...81 Key enabling technologies...86 Cultural and creative industries...
creating a virtuous policy learning cycle13. As the Fifth Cohesion Report states,'the starting point for a result-oriented approach is the ex-ante setting of clear and measurable targets and outcome indicators'.
such as in universities or public research institutes. Collaborative projects with local firms can help to reveal information about the future value of certain specialisations.
higher education institutions, public research institutes, independent innovators; whoever is placed best to discover the domains of R&d
This has led to an extension of entrepreneurial activities and higher education and research infrastructure to new areas such as satellites and GPS technologies. 14 Finally, radical foundation of a new domain:
In this case, links between local universities and strong public-private partnerships are the types of strategies that may be essential for smart specialisation to work.
'Groningen University. 15 existence of industries that are in tune with the relevant socioeconomic conditions
the evaluation component associated with policy learning capabilities, etc. This section presents each of the steps as defined above,
The last two in depth cluster case studies and peer reviews, and foresight provide the opportunity to integrate the field knowledge held and concrete experimentation carried out, by regional actors in the spirit of an'entrepreneurial discovery process'.
leverage of private financing. 21 http://ec. europa. eu/information society/digital-agenda/scoreboard/index en. htm 32 3.'Cluster'in depth case studies and peer reviews:
this helps to take into account innovation opportunities identified by leading actors (companies, universities, intermediaries, etc. Mixing regional experts with international experts helps to give more weight to the international competitiveness issue.
Potential actors relevant to the RIS3 process span from public authorities to universities and other knowledge-based institutions, investors and enterprises, civil society actors,
inductive Creative process Collaboration within and between research units Interactive learning with customers and suppliers Experimentation in studios and project teams Strong codified knowledge content, highly abstract, universal Partially codified
The most important types of organisation that need to be involved in the RIS3 process are public authorities, universities and other knowledge-based institutions, investors and enterprises, civil society actors,
and intellectual leadership (the people who play a leading role in connecting their universities to the worlds in and beyond their regions.
University of Tampere, Work Research center, Working Paper No. 85 (Final Report on Quadruple Helix Research for the CLIQ project, INTERREG IVC Programme.
disciplines and professions and they are fashioned invariably in action learning environments where there is a high degree of novelty associated with the activity.
and its significance for universities, businesses and the regional economy, would do much to promote a skill set that is critically important to the moderation of the RIS3 process, particularly of the entrepreneurial process of discovery,
'it was found that pilot projects led by local business leaders were an effective form of action learning
Getting firms, universities, development agencies and regional governments to accept that innovation is a collective social endeavour where participants freely acknowledge that working in concert can deliver far more than working in isolation is arguably the most important ingredient in the‘recipe'for purposeful entrepreneurial search.
The onus of responsibility for creating such iterative processes rests primarily with public sector bodies, especially universities, development agencies and regional governments.
but more formal action learning programmes will also be needed. A good example of such a programme Is based the Place Leadership Development Programme,
universities, development agencies and regional governments could jointly identify a project to explore the prospects for related variety in the regional economy.
The formation of a Knowledge Leadership Group would give an institutional expression to the alliance between universities
For many key actors involved in the region, notably private firms and leading universities, the development of the region will not be their primary focus.
universities can be critical actors. How does regional funding fit into this multilevel system? As a first step the region should use technical assistance funding to build capacity to tap into the knowledge base of
and scenario-planning exercises involving the public, private and higher education sectors, the chief aim of which would be to produce a regionally-attuned smart specialisation strategy.
But in most Member States, research and education policies are in the exclusive competence of the nation state.
Traditional SMES, high-tech companies, universities, transfer institutions, business intermediaries, local and regional authorities, national bodies, the media, etc. have a different understanding and expectations of an RIS.
and awarenessraising for innovation Public private partnerships for innovation Research networks/poles Innovation voucher Certifications/accreditations Industrial Phds Support to creativity Innovation benchmarking Emerging instruments
and focus of innovation support services for SMES Target of support Reactive tools providing input for innovation Proactive tools focusing on learning to innovate Global connections Excellence poles Cross
, monitoring of needs Innovation coach/innovation management training Techno-economic intelligence schemes Source: OECD 2011, expanding from Asheim et al.
reinforcing excellence in knowledge creation and developing new high-tech industries Knowledge and technology hubs Leading regions in science and technology Co-funding of universities:
niches, complementary to national science hubs Technology transfer instruments (university technology transfer offices, technology brokers at research centres) Talent attraction (from country and abroad), research grants for young graduates Cluster policies,
linked to S&t infrastructure investments Competence centres and competitiveness poles relevant for regional industry Entrepreneurship and spin-off support (business plans competitions, regional venture capital funds) Incentives for regionally-relevant public research Entrepreneurship support (networks of individuals, training courses,
Infrastructure for business creation (incubators) and S&t parks Support for firms to hire qualified graduates Support to regional actors in international public-private knowledge partnerships Support to internationalisation
graduate recruitment in firms Concentration of regional action on non-traded sectors Support innovation in service or cultural industries Small-scale cluster support with an orientation towards connection to global networks Innovation vouchers,
entrepreneurship promotion events Develop latent demand for innovation (innovation vouchers, placement of students in SMES) Orient polytechnics centres to new qualifications Training for low-skilled and unemployed
Training and lifelong learning courses (public offer, incentives for firms), students exchange programmes and talent attraction schemes Regional incentives for skills upgrading programmes in companies Incentives for hiring qualified personnel in companies Creation of knowledge centres in traditional
fields (agriculture, tourism), branches of national research organisations Innovation support programmes for incremental innovations (innovation intermediary, business development support) Linkages of business support
and tertiary education Promoting national training, lifelong learning schemes for companies and individuals Engaging regional stakeholders in external production networks Securing national infrastructure investments to enhance connectivity Source:
OECD 2011 58 Developing a RIS3 involves a degree of risk-taking, since there is always some uncertainty in the choice of priorities,
If such learning mechanisms are introduced properly in pilot projects, they can provide a model for performance-based funding mechanisms,
The sources for their baseline and achievement value could be the monitoring system, official data bases, ad hoc surveys, peer reviews,
increased technological absorptive capacity Increase scienceindustry links Student placements, academic-industry cooperation projects or networks Improved skill, technical competence and knowledge base, change of behaviours
increased quality of production Increase of research activity in a region Research subsidies to enterprises or universities/research centres Increase in research expenditure in firms, increase in patents or publications Improved innovation performance,
How does it support a process of policy learning and adaptation? Formulating and implementing a national/regional research
Clusters, Innovation friendly business environments for SMES, Research infrastructures, centres of competence and science parks, Universities-enterprise cooperation, Digital agenda, Key enabling technologies, Cultural
Figure 7-The'trunk and branches'structure 31 Green growth Digital agenda Skills Clusters SME support Social Innovation Financial engineeringconnecting universities Key enabling
support to ERA-Nets51 involving regional partners can be an interesting learning tool for them.
Science parks provide the advanced infrastructure on which research-intensive enterprises rely, besides the location factor, often in close proximity to a university.
and international cooperation. 70 http://ec. europa. eu/research/horizon2020/pdf/proposals/com (2011) 811 final. pdf 78 Universities Why should universities be part of smart specialisation?
Successful mobilisation of the resources of universities can have a strong positive effect on the achievement of comprehensive regional strategies.
Universities dealing with economics, public policy and administration, as well as those dealing with specific policy areas (such as industry, health, agriculture, environment and culture) can provide public authorities and private sectors with strategic advice,
Universities are a critical'asset'of the region mainly in the less developed regions where private sector may be weak or relatively small, with low levels of research and development activity.
which universities can contribute to regional innovation systems. Universities can, for instance, stimulate the entrepreneurial spirit of their staff
and students, provide advice and services to SMES, and participate in schemes promoting the training and placement of high level graduates in innovative businesses.
They can also host incubators for spin-offs in science and technology parks and provide valuable input to innovative clusters and networks.
These mechanisms can be delivered as stand-alone projects or within wider strategies. The latter is the ideal
Furthermore, Universities and Businesses should directly cooperate in curricula design and curricula delivery to ensure that graduates have the right skills and transversal competences.
By having businesses cooperating with the educational side of Universities, talent attraction and retention would be enhanced in the region.
Universities can also play an important role in the field of vocational training. Barriers and challenges Improving the contribution of universities to regional growth by implementing such mechanisms requires the interconnection of the partners in the innovation systems.'
'Disconnections'may occur between the partners and the barriers to overcome are of a different nature.
They can be internal to the university and involve the capacity to‘reach out'to the wider region (i e. supply side).
For instance, universities are focused usually on teaching and research (driven by academic outputs) and are part of national academic systems that are targeted not to respond to regional needs.
As a result, some universities are viewed as being'in'the region but not'of'the region where they are located. 71 The term'university'includes all higher education institutions,
in line with the Commission's Communication on the modernisation agenda for universities COM (2006) 208.79 These barriers can also be linked to the capacity
and willingness of the public and private sector actors in the region to'reach in'to the university to seek expertise
and knowledge that can contribute to regional growth and development (i e. demand side). Successful partnerships involve'boundary spanners'providing leadership within
and across the partners and enabling a mutual understanding of the drivers affecting all the partners. Universities will appreciate the opportunities that their regions present for their activities as'living laboratories'opened to international linkages;
their private and public partners will benefit from their expertise for translating knowledge into innovation.
How to act? Universities and other knowledge institutions should be linked closely to the process of designing national/regional innovation strategies for smart specialisation.
They are needed to develop several steps of these strategies and they can also act as intermediary bodies for the implementation of several delivery instruments that are described in this guide.
For the next programming period, the investment's priorities proposed under the Cohesion Policy cover these aspects with an emphasis on connecting universities to regional growth and developing stronger partnerships within the knowledge triangle.
see the practical guide'Connecting universities to regional growth'that presents processes and delivery mechanisms for building capacity and incentives for universities and their regional partners to work together.
Based on examples it explores the following issues: establishing a regional higher education partnership to better understand the regional situation
and to overcome the barriers, with a possible technical assistance budget, ensuring mechanisms allowing universities and business in the region to cooperate in curricula design
and in jointly delivering education in an innovative way, fostering graduates with regional relevant competences
and with transversal skills including entrepreneurial attitude, mapping the regional higher education system in terms of their degree-awarding ability,
research activities and possible cooperation with regional partners, assessing the connectivity of the universities to the regional public
and private sectors to move towards a situation where universities are key players, selecting, designing and evaluating interventions that strengthen the connectivity of universities in the region to the region, by moving from simple to complex projects.
In the future programming period 2014-2020, support under the European Agricultural Fund for Rural Development (EAFRD) could be provided to Universities in the following areas:
Knowledge transfer and information actions for the provision of vocational training and skills acquisition actions, demonstration activities and information actions.
These should be provided for persons engaged in the agriculture, food and forestry sectors, land managers and other economic actors
Co-operation among different actors in the Union, agriculture, food chain, forestry sector and among other actors (including Universities) that contribute to achieving the objectives and priorities of rural development policies (e g. pilot projects;
and for Operational groups under the European Innovation Partnership where universities could also take part. References The European commission promotes several support tools at European level.
EU Guide'Connecting universities to regional growth':'Available on the website of the Smart Specialisation Platform, 72 University Business Forum:
A platform to promote cooperation between HEI and businesses at European level, 73 Marie Curie Initial Training Networks Industrial doctorates:
A pilot action promoting industrial Phd schemes, 74 Knowledge Alliances: Between higher education and businesses in educational issues, 75 Erasmus for all:
The Union Programme for Education, Training, Youth and Sport for the programming period 2014-2020.76 72 http://ipts. jrc. ec. europa. eu/activities/research-and-innovation
, elearning), a more effective public administration (egovernment Action plan, eprocurement, ejustice) and dialogue between citizens and decision-makers (eparticipation), safer and more efficient transport solutions (Intelligent Transport Systems
, design, public services, e-education, e-inclusion, e-skills, entrepreneurship, digital literacy, econtent, creativity, culture, living labs, smart buildings and neighbourhoods, smart
including technology developers (universities, research and technology organisations), start-ups, SMES and manufacturers. Consequently, a KETFOCUSED innovation policy allows most industrial sectors
national and regional policy makers in a Policy Learning Platform with the aim of raising the general awareness of the CCIS,
The Alliance and its Policy Learning Platform might prove another useful forum for managers of European Structural Funds and regional and local authorities.
Develop partnerships between national and regional authorities in charge of different public policies such as economic development, employment, higher education and culture.
and accelerate the learning path. Strategic and inclusive approach to investments and the use of financial resources:
and entities of all sizes and forms, including corporations, midcaps, small and medium-sized enterprises, special-purpose companies, public-private partnerships and joint ventures, research institutes, universities
new services) they contribute to reshaping society in the direction of participation, empowerment, co-creation and learning.
and is it in synergy with national research/education policies? 6. 2 Is the strategy based on interdepartmental/inter-ministerial/interagency coordination and cooperation covering relevant policies, in particular between research/science policies and, economic development policies,
the modernisation of universities and research organisations as well as developing technology auditing, international partner search and information campaigns to stimulate
How does it support a process of policy learning and adaptation? How is it to be communicated?
Does this support a process of continuous policy learning and adaptation? If not, are actions foreseen to build up capabilities for that?
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