while group interactions and future benefits of learning about the product are relatively more important to explain consumption of more complex content.
Assistant professor of Marketing at the Olin Business school, Washington University in St louis. 1 1 Introduction Activity consumption is a significant component of the U s. economy,
For example, in educational products, the amount and level of content absorbed are both important to measure consumer progression in learning.
Oncioiu Ionica, Titu Maiorescu University Bucharest, ionicaoncoiu@yahoo. ro, Romania Small firms are big business in the aid of economic development.
the research departments of universities, and research departments of the companies. Literature review and theoretical background Despite the abundance of literature on the company, the interest of scientists and practitioners increased
de Expertgoep voor de Doorlichting van het Vlaams Innovati instrumentarium, 2007.12 Storey D. J.,Understanding the Small Business sector, Thomson Learning, pp
david. price@washburn. edu Washburn University, 1700 SW College ave, Topeka, KS 66621, USA Abstract This study seeks to examine the relationship between innovation and knowledge in family versus non
and that the effectiveness of the knowledge is limited to the degree of complementarities with other types of learning as often found with family firms.
Managers are challenged to provide an organizational culture that encourages employees to actively participate in learning and effective knowledge sharing.
The accumulation of knowledge is important early in the life cycle of firms as it can establish sustainability through its characteristics (West and Noel 2009),
London Business school/Mazars/Babson. Barney, J. 1991. Firm resources and sustained competitive advantage. Journal of Management, 17,99 120.
Harvard Business school Press. Chuang, S-H. 2004. A resource-based perspective on knowledge management capability and competitive advantage:
a new perspective on learning and innovation. Administrative Science Quarterly, 35,128 152. Covin, J, & Slevin, D. 1989).
assessing the construct's validity and addressing some of its implications for research in the areas of family business and organizational learning.
Asset stock accumulation and sustainability of competitive advantage. Management Science, 35,1504 1511. Dubini, P, & Aldrich, H. 1991).
The effects of knowledge-based resources, market orientation and learning orientation on innovation performance: an empirical study of Turkish firms.
) Exploratory learning, innovative capacity, and managerial oversight. The Academy of Management Journal, 44,118 131. Mcgrath, RG, Mcmillan, IC,
Babson/London Business school/Kauffman Foundation. Reynolds, PD, & White, SB. 1997). ) The entrepreneurial process: economic growth, men, women, and minorities.
Whoever among firms, higher education institutes, public research centres, members of the civil society, or any other local actor is suited best to facilitate the‘discovery'of the most promising activities
The proxy employed for regional institutions is the 6 Quality of Government (Qog) index developed by the Quality of Government Institute of the University of Gothenburg for the regions of the European union (Charron et al.
The‘social filter'index is calculated as the first principal component of (1) the employed population with tertiary education in region i,(2) long-term unemployment as a percentage of total unemployment,
and universities in joint projects exploring prospects for related variety in the regional economy. Collaborative leadership is developed by inducing participants to share their substantive knowledge, professional networks,
Tools aimed at mutual learning across borders should be promoted. Beyond the participation in transnational co-operation networks, where regional policy-makers can take profit from each other's experience and practice,
0517 0. 0523) Social Filter Indexa 0. 125***0. 0221) Employed people with tertiary education 0. 117***0. 136***0. 0402)( 0
Employed people with tertiary education, Unemployment rate, Employment in high tech industry, Agricultural Employment. 14 Table 2 Robust fixed Effects estimation-Innovation and Qog components, 1995
The Case of Hungary and Romania Oana-Maria Pop*Hasselt University campus Diepenbeek Agoralaan Building D, B-3590, Diepenbeek, Belgium.
oanamaria. pop@uhasselt. be*Corresponding author Nadine Roijakkers Hasselt University campus Diepenbeek Agoralaan Building D, B-3590, Diepenbeek, Belgium.
This research shows that SMES that do engage in innovative inter-organizational linkages and networks with various sorts of partners, e g. universities and research institutes, suppliers, complementary partners, competitors, peers, clients,
and a more rapid accumulation of new knowledge (Parida et al, 2012; Van de Vrande et al, 2009.
There is a creative team (made up of students at the University of Arts as well as independent artists)
such as the universities but also on effectively retaining talent: The University of Arts is simply a facilitator in this situation (helping
me expand this project), overlooking the young artists'education and supplying further talent. The goal is to find as many committed art students as possible many begin the collaboration but few stay motivated.
Summing up, Team4souls illustrates how SMES can successfully collaborate with universities for new product/service development as well how the owner/manager's motivation acts as a binding element between the different parties involved.
i e. universities and research institutes, suppliers, complementary partners, competitors, peers, clients, and individual inventors. From this figure we can infer that the preferred OI partners (in terms of frequency of use) of our sample of Hungarian
and universities when it came to feeding their internal innovation processes with new information. For SMES, working with clients and involving them in innovation could be important in terms of gaining access to information regarding clients'needs as well as creating market acceptance of new products/services more easily (Lasagni,
and Profiting from Technology, Boston, MA, Harvard Business school Press. Commission, E. 2014. SME Performance Review-Small and medium sized enterprises-Enterprise and Industry Online.
Hasselt University. Lasagni, A. 2012. How can external relationships enhance innovation in SMES? New evidence for Europe*.
Report on joint EUA-REGIO/JRC Smart Specialisation Platform expert workshop: The role of universities in Smart Specialisation Strategies E UA P U B L I C AT I O N s 2 014 Copyright 2014 by the European University
Association All rights reserved. This information may be used freely and copied for noncommercial purposes, provided that the source is acknowledged (European University Association).
European University Association asbl Avenue de l'Yser 24 1040 Brussels, Belgium Tel:++32-2 230 55 44 Fax:+
+32-2 230 57 51 A free electronic version of this report is available through www. eua. be ISBN:
9789078997436 Report on joint EUA-REGIO/JRC Smart Specialisation Platform expert workshop: The role of universities in Smart Specialisation Strategies E UA P U B L I C AT I O N s 2 014 4 REPORT ON JOINT EUA
-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP: THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Contents 4 Foreword 5 Preface:
European Policy Context 6 Executive summary of main outcomes of the workshop 9 1. Background to the workshop 10 2. Objectives and methodology 11 3. University
responses to the questions set in advance of the workshop main points 12 4. Regional actors'responses to the questions set in advance of the workshop main points 13 5. Workshop debate on the respective actors'responses
14 6. Main themes emerging from the workshop debate 15 7. Next steps 19 Annex 1:
Some good practices and general experience in use of EU Structural Funds for regional cooperation in research and innovation activities offered by invited university participants 22 Contents 5 REPORT
ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP: THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Maria Helena Nazaré EUA President Fostering the engagement of Europe's universities in Smart Specialisation Strategies for research and innovation activities
and skills development in European union regional policy is a major priority activity for our Association which has a substantial proportion of its 850 members in regions where European Regional Development Funds
We need to fully mobilise the capacities of Europe's universities to contribute to regional economic and social development
EUA has developed recently a partnership with the Joint Research Centre in Seville, Spain, specifically its Smart Specialisation Platform,
and university leaders to discuss the role of universities and the best practices in place across Europe.
The present joint report from EUA-DG REGIO/JRC Smart Specialisation Platform is the result of a ground-breaking expert meeting held in Seville involving leaders from universities
I am delighted that EUA has established a strong working dialogue with the European institutions in moving forward this key initiative.
and Maria de Graça Carvalho MEP give recognition to the critical role that Europe's universities must play
For Europe's universities, most importantly, their education and training capacities should be linked crucially to research and innovation activities
with universities mobilising these capacities to provide input to the development of Smart Specialisation Strategies at the design stage together with the regional authorities.
The report and its recommendations present a concrete outcome of the Memorandum of Understanding on the European Research Area signed between EUA and the European commission DG Research and Innovation in 2012.
The new partnership with DG Regio/JRC Smart Specialisation Platform has been followed up through a special workshop session on Higher education institutions
including universities and national and regional authorities, to be held in Brussels in 2014, to present and debate new guidelines for regionaluniversity cooperation in Smart Specialisation Strategies with the objective to inform future implementation of EU Structural/Regional Funds.
Foreword 6 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP: THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Máire Geoghegan-Quinn European Commissioner for Research, Innovation and Science Johannes Hahn European Commissioner for Regional Policy Science
, innovation and regional policy in times of crisis. As the scientific arm of the European commission (EC), the Joint Research Centre (JRC) plays an important role in addressing key societal challenges by stimulating innovation
Universities are increasingly called upon to adjust their work, both in terms of research activities and human capital development,
If universities take active steps in this direction the knowledge and talents they generate will be of even greater value.
and maintaining a close relationship with universities in the EU. Universities, represented by the European University Association (EUA), play a pivotal role as a bridge between the EC and the European academic community.
In February 2013 the S3 Platform and EUA organised a joint workshop on the role of universities in Smart Specialisation,
bringing together regional policy makers and senior university managers. The event highlighted that collaboration between academics
and acknowledge the valuable efforts of EUA in this area. Universities have a critical role in innovation.
The role of universities in stimulating innovation is indisputable. Excellence must be promoted throughout Europe to create
and sustain industrial leadership and to address today's challenges across disciplines and research fields.
European Policy Context 7 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES policies is therefore crucial. To best exploit the scientific potential of the EU requires a strategic vision
One of the key messages underscored in the pursuit of RIS3 is untapped the often potential of universities to contribute to regional development and the need for their fuller integration with the regional economy.
It must be stressed that Structural Funds are intended not to cover the general operational costs of universities the main source of financing for universities will continue to come from national or regional budgets, competitive funding and increasingly from the private sector.
Universities can be crucial Smart players and the collaboration between the JRC, DG REGIO and EUA is a critical step to exploit their potential for innovation.
In closing and as highlighted in the S3 Platform-EUA February 2013 Seville workshop, Smart Specialisation provides an opportunity for universities to be engaged constructively,
together with other stakeholders, including the private sector, in identifying areas of potential specialisation in regions and Member States. 8 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM
EXPERT WORKSHOP: THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Maria da Graça Carvalho Member of the European parliament Research and innovation are the foundations on
which further economic development and job creation can be built. Advancement in science is crucial to the improvement of our quality of life as this includes matters of direct concern to Europeans such as health, air and water quality.
We cannot achieve improvements in the quality of life in Europe without a properly weighted budget that promotes the distinct advantages of research at European level.
Universities and higher education institutions have a central role to play in furthering Smart Specialisation Strategies and in the process, building bridges between Horizon 2020 and the Structural Funds in both directions.
The following report is particularly timely and valuable as it gives a series of concrete recommendations about how best to involve universities
and institutions of higher education in the process of furthering Smart Specialisation and building the two-way bridges of which I have spoken above. 9 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES There was an agreement that universities and regional authorities have a unique opportunity to form close partnerships that,
together with industry and other stakeholders, can maximise the use of EU Structural Funds for research
From the perspective of universities, it is vital that there is more clarity on how they can benefit from the Structural Funds
recognition of the role of universities as a key partner in taking forward successful Smart Specialisation Strategies in partnership with other stakeholders in the region;
which should include the unique contribution of universities; active promotion and publication of Research and Innovation Strategies for Smart Specialisation (RIS3) to motivate participation of key stakeholders;
creation of opportunities for the alignment of university research portfolios to RIS3 priorities, including through balanced recognition and incentive mechanisms for both research and innovation activities in universities;
better alignment of timelines for the different stakeholders (universities, regional authorities and other external actors;
maximising use of generated knowledge through university-business dialogue and deployment of knowledge in both technological and social innovation;
local firms and universities to work collaboratively; and ensuring the sustainability of Smart Specialisation Strategies beyond the structural funding timeframe.
Universities should be recognised as a vital partner for regions in the design and implementation of successful RIS3.
Universities can benefit from Structural Funds for research and innovation (R&i) activities if they reach agreement with regional authorities on priorities for the region.
Executive summary of main outcomes of the workshop 10 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES On 21 and 22 february 2013 at the premises of the European commission Joint Research Centre, the Institute for Prospective Technological Studies (IPTS), in Seville (Spain
) a group of experts from regions and universities with experience of cooperation in research and innovation debated the potential roles that universities could play to enhance their contribution in developing
and the role of universities'direct engagement in the design and implementation of the Smart Specialisation Strategies will be crucial for their goals to be achieved.
This first EUA-JRC workshop gathered 40 experts from 18 European countries, across both EU 15 and EU 12 member states plus Norway,
including university rectors and vice-rectors, and high-level representatives from regional bodies responsible for developing and implementing R&i strategies.
Participants were identified jointly by EUA and JRC-IPTS in Seville. EUA nominated university experts through consultations with its collective members
the national rectors'conferences, who selected experts with experience of regional cooperation to advise on good practices and guidelines for the new Smart Specialisation agenda.
For EUA, this workshop initiative formed an important part of the implementation actions of the Memorandum of Understanding (Mou) signed between the European commission, DG Research and Innovation,
and EUA in July 2012. In Action 10 of the Mou, EUA agreed to explore the possibility of encouraging the development, in a cost-efficient way
of research cooperation with universities(‘twinning) 'and/or regions(‘teaming')in other EU member and associated states, building on existing experience and taking advantage of research and innovation strategies for Smart Specialisation.
For JRC Seville (IPTS), the S3 Platform aims to produce guidance and methodological advice on how to develop RIS3 in collaboration with leading experts.
Support is given also to transnational/regional cooperation in RIS3 strategies. 1 Background to the workshop 11 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES The specific objectives of the workshop were:
challenges and obstacles for regions to form collaborative partnerships in research and innovation with universities in the future programming period of EU European Regional Development Funds (ERDF), the European Social Fund (ESF
and preparation among universities on the potential use of EU Structural Funds to exploit their research and innovation activities (RIS3);
and to prepare for a conference to disseminate the results of the workshop among university leaders, policy makers and other stakeholders.
To universities: 1) How important are EU Structural and Social Funds in your university's overall research
and innovation activities in relation to other funds gained from competitive funding sources at EU (Research Framework Programme, FP7) and national and regional level (research councils etc.),
or two projects/activities as examples. 3) What has been your university's overall assessment of the benefits of EU Structural and Social Funds for research and innovation:
1) How have worked you with local universities to exploit their knowledge for regional development goals?
4) Have local universities been involved in planning for the future programming period of EU Structural Funds,
and strategies on the use of EU Structural Funds for research and innovation activities offered by workshop contributors. 2 Objectives and methodology 12 REPORT ON JOINT EUA-REGIO/JRC SMART
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES ERDF and ESF funds are significant and important for many universities in less-developed regions.
This might be enhanced by greater dialogue at the outset with universities. Often the local managing authorities of the Structural Funds (both ERDF and ESF) do not see themselves as partners in the funded regional activities
For universities to access Structural Funds, they are confronted with a demanding and burdensome framework of administrative processes
On the other hand, legal and administrative competencies in universities need further support and strengthening both through the universities'own initiatives
and as a recognised eligible use of the Structural Funds. National steering/management of the Structural Funds can be a problem in inhibiting the advancement by universities of interregional research and innovation activities (both within one country and for crossborder cooperation.
Synergy between innovation policy and regional policy initiatives/investments is often lacking or under-used.
Measures for the further enhancement of mutual understanding between universities and regional authorities and agencies of their respective roles, contributions, opportunities and constraints are required.
University culture of merit, assessment and evaluation needs to recognise more the value of collaborative R&i activities with external partners that contribute to regional development.
particularly for universities to provide the required match funds (co-funding) at the appropriate size.
This reflects the reality that universities have limited own funds for R&i activities and have to raise the substantial proportion of their R&i funding from external sources.
and their impact. 3 University responses to the questions set in advance of the workshop main points 13 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES There is often a problem of matching regional policy goals/needs with the present skills
and training capacities in local universities (leading to regional authorities going elsewhere to meet these needs).
Universities have vested interests in their research and innovation activities that are often independent of their regional contexts the challenge
therefore is to marry the curiosity-driven research interests of universities with the demand-driven R&i interests of regional authorities.
and undertaken by all actors universities, governments (national and regional) and external partners (industry small and large, intermediate agencies bodies, public authorities in health provision etc..
The core question is how to design calls to meet common interests aligning regional development strategies with university research expertise and interests.
In this context, several regions participating such as Lubelskie (PL), Ostrobothnia (FI), Västerbotten and Värmland (SE) have worked with their local universities to design the regional RIS3. 4 Regional actors'responses
to the questions set in advance of the workshop main points 14 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES The debate demonstrated clearly how the experiences of the use of Structural Funds for R&i activities varied greatly across the regions,
and that the different profiles, structures and missions of both the universities and the regional authorities determined this,
and universities/HEIS in the region was crucial in reaching both a common language and understanding of mutual interests.
universities tend to speak of research and regional authorities of innovation and development. In general also, innovation is seen too often in solely technology-driven terms with less focus on the importance of social innovation in the development of new skills and services.
University participants felt that the future challenge for ERDF and ESF funds lies in achieving the transition from basic research to RTD impact
which requires time and the building of trust between university and external partners. Overcoming and removing unnecessary bureaucratic barriers will also be required.
In the German region of North Rhine-Westphalia, the University of Siegen had invested years of effort in establishing
Other universities, such as University of Warsaw, concurred with this view that there was a shortage of funding for building such cooperation on a medium-to long-term R&i agenda
and universities leading to medium-to long-term strategic cooperation (e g. Värmland, Sweden, creation of university chairs;
Puglia, Italy, funding of Innovation Alliances and vouchers for university spin-off companies. But these were probably exceptions to the rule, so to speak,
when looking across European regions as a whole. Hence there was consensus that future common guidelines for RIS3 policy could be built valuably on such good practices for wider dissemination and take-up.
whether intermediary agencies are needed to foster the R&i synergy activities between universities and regional authorities.
but at the same time it was considered 5 Workshop debate on the respective actors'responses 15 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES very important to retain direct contact and dialogue between regional authorities and universities (at the level of both individual university leaders and regional associations
of universities. The principal take-home message of the debate was that there was clearly no one-size-fits-all approach as Europe's regions needed different types of cooperation reflecting their specific contexts.
established successful cooperation between universities and regional authorities; coordination achieved between national policy and regional policy and funding instruments;
a) Universities need to be considered and understood in a holistic way Universities should be seen in a holistic way,
including their three main missions: teaching and education, research and creation of knowledge, regional and social development.
Universities are also important to build networks, connections etc. and are anchor institutions in their regions.
Universities are not only about teaching and research but about knowledge in general, in any field. However, it is important to highlight the enormous differences between disciplines,
when considering the contribution of universities to regional development. For example, the connection between universities and regions has traditionally been more natural for applied sciences.
Universities need to define their research portfolio and needs and map their research capacities accordingly.
It is important to note that not all skills are meant to contribute to regional development.
Several reflections were offered about how universities can deal with the three missions. One option could be to organise teams following the grand challenges (for instance,
b) Universities'potential contribution to regional goals Regional policy debates have a tendency to adopt a conventional approach of viewing a university's role in regional development as focused solely on technology transfer.
However, universities can contribute to regional goals in many different ways, including: research and innovation:
improving social equality through regeneration and cultural development. 6 Main themes emerging from the workshop debate 16 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES There are many different resources within universities that can be mobilised to help achieve these objectives, some
The relationship between the university and its region should be of mutual gain if it is to work.
Universities can benefit not only from the receipt of EU Structural Funds, but on a more strategic level through market-driven education, commercially relevant research and connectedness with enterprises and local authorities, all of which raise the profile of the university,
increase student numbers as well as provide alternative forms of revenue in an increasingly challenging financial climate.
The potentially large contribution of universities to the non-technological needs of the region was stressed also such as in social innovation and participation in cultural and artistic life.
However, in general these activities tend to be evaluated not in assessment exercises, which may discourage some academics from engaging.
and universities should recognise this effort and include it in their assessment exercises and in promotion criteria.
c) Smart Specialisation as a new opportunity for collaboration between universities and regions The new emphasis on innovation strategies for Smart Specialisation in the EU provides a great opportunity for many universities to engage with regional
Many regions as well as the universities participating in the workshop clearly signalled their recognition of the need
and their willingness to embrace the involvement of universities in regional development initiatives. The opportunities for regional cooperation vary across the countries
For example, universities located in less-developed regions have a particularly crucial role to play because of the low levels of institutional capacity that are typically found in these places.
The point is that all universities can contribute to Smart Specialisation partnerships but some to a greater extent than others with regard to the different regional objectives outlined above.
and universities can play a role in analysing the regional needs and opportunities from an independent perspective (though they too have interests that should be recognised).
Finally, universities are under pressure to specialise as well in terms of teaching and research, and the Smart Specialisation Strategy formation process provides a window of opportunity to better align university and regional priorities.
In this context, the main challenges for universities are: rationalisation of the course portfolio and research capabilities of universities to match with industry demands and regional priorities;
universities have to find their place in the European/national innovation ecosystem to provide the expertise at a given stage of innovation where they have strength and capability.
d) Obstacles to universities'involvement in regional partnerships The obstacles to universities'involvement in regional partnerships should be acknowledged
in order that they can be overcome. The principal obstacles are: 17 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Higher education policies are defined usually without regional/local concerns (i e. at national level.
Regional governments'/authorities'culture: partnerships with universities may be seen as risky due to unclear benefits of the outcomes
and/or due to the long-term nature of the investment that the partnership requires compared to the shorter-term periods/cycles of governments.
Competition or lack of alignment between national and regional political and policy objectives and strategies may make dialogue difficult between universities and regional authorities.
University culture and self-perception: regional engagement may be seen as compromising academic excellence. University governance structure, autonomy and capabilities:
universities need to have the freedom to pursue regional goals as well as the financial, managerial and administrative means.
Universities need to be, at the same time, competitive at the global scale (as shown, for instance, by the relevance of the Shanghai and other international rankings) and engage in regional development.
Coupling with global, regional and local dimensions simultaneously is still a challenge for many universities and their academics.
Evaluation/monitoring/assessment processes of universities usually do not distinguish between disciplines. However, the evaluation of projects should be different for applied sciences and for pure sciences.
It is still an open issue to define new indicators to evaluate projects from different disciplines.
e) Success factors: dialogue, trust and alignment of university portfolio and regional strategies Dialogue/communication between universities and regions is crucial:
the general perception of participants was that the workshop was an excellent way to put together universities and regional authorities,
particularly to define the Smart Specialisation Strategy and to discuss the best use of EU Structural Funds.
Hence, the dialogue between universities and regions encouraged by the EC in the context of Smart Specialisation Strategies is appreciated highly by universities.
However, many universities still have the perception that working with EU Research Framework Programmes (e g.
This is partially due to the fact that universities (and EUA as the European stakeholder for Europe's universities have focused upon
and contributed actively to the debate shaping EU Research Framework Programmes and their rules of participation.
On the other hand, universities have been largely absent from the debate on EU Cohesion Policy. New and innovative ways to foster dialogue and more direct links and connections between universities and regions (and society in general) should be encouraged.
Some suggestions included: innovation fairs, nonconventional lessons to promote entrepreneurial spirit, mutual-learning workshops, and internships for undergraduate and postgraduate students and academics in the private sector (particularly in SMES).
The following are suggestions of good practices based on comments from participants: Ostrobothnia (FI) and Norwegian regions establishing long-term strategic partnerships with their universities through institutional dialogue;
Scotland (UK) using Structural Funds to support networks of higher education organisations, joint action plans and curricula development;
Puglia (IT) forming networks of research organisations supporting business; and 18 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Cornwall (UK: strong partnership of higher education institutions supported by the local authority and built on a high level of trust among partners.
In constructing regional capacity, each element has to undertake the appropriate tasks in constant communication with partners.
For example, universities can provide research and skills and link up with the private sector but it is the companies themselves who possess the knowledge for business implementation.
Policy makers cannot rely on one type of institution and within the regional higher education landscape there will be different types of institutions to provide different services.
An agreement from all participants was that this dialogue must be built on trust which is the result of a continuous, structured,
dynamic consultation process that may last for years. Successful examples show that they account for years of cooperation.
The degree of alignment of university-based R&d portfolios with regional/national innovation strategies will be also a crucial success factor.
it could be the case that universities do not align completely with the regional priorities,
universities are recommended not to be just a partner on individual and ad hoc activities included in Smart Specialisation Strategies (e g. as beneficiaries of calls for proposals)
f) Specific concerns about Structural Funds Structural Funds should be used to build capabilities of universities,
and competences required for universities to be successful. Thus for example, legal, marketing and entrepreneurial capabilities should also be advanced.
University professional financial management has to be involved and strengthened and indeed compensated appropriately in a highly competitive professional market.
and this will also facilitate exploitation by regions and universities of the synergies between the two policies.
N. B. Industry representatives were not 19 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES involved in this workshop because it was important as a first step to build clear and mutual understanding between university and regional representatives in taking forward the new RIS3.)
There was a general consensus about the importance to include all relevant stakeholders in the definition and implementation of an RIS3 strategy.
The main agents of the triple helix government, universities and industry should sit down together. Universities had varied substantial
and experience in working with industry and business partners both at the level of technological development, new skills development through innovation hubs and other new modes such as collaborative doctoral programmes.
Greater dissemination and communication of these experiences of promoting entrepreneurial spirit in universities will be a crucial requirement to fulfil their engagement in contributing to regional development in the context of RIS3.
It is important to note that in the less-developed regions universities have fewer opportunities to engage with the business sector
which is often much smaller and less diverse. In these cases universities may provide knowledge that is used elsewhere.
Each university needs to assess its local and European/global contributions on a case-by-case basis. The JRC-IPTS together with EUA decided to follow up the Seville workshop in two steps:(
i) Convening a special workshop session within the DG REGIO Open Days (11th Week of the Regions
and Cities) held in Brussels on 9 october 2013 on Higher education institutions and Smart Specialisation Strategy involving key participants from the Seville workshop (organised by EUA,
JRC-IPTS and EC DG Education and Culture) to highlight and promote good practices to a wider audience.
ii) Convening a major event at the highest level, including universities and national and regional authorities,
and to achieve greater synergy between EU Structural Funds and competitive funds (Horizon 2020). 7 Next steps 20 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES UNIVERSITIES AND SMART SPECIALISATION S3 Platform workshop in cooperation with the European University Association 21-22 february 2013 Joint Research
Centre, Seville Spain PARTICIPANTS Name Country Region Institution/Position A. UNIVERSITIES Josef Koubek Czech republic Hlavní mesto Praha Former Rector of the Institute of Chemical
Technology, Prague Perttu Vartiainen Finland Pohjois-Karjala (North Karelia) Rector of the University of Eastern Finland Gilbert Casamatta France Midi-Pyrénées Former President
of the Institut National Polytechnique de Toulouse António Cunha Portugal Norte Rector of University of Minho Stanislav Kmet Slovakia Slovakia (MS) Vice-Rector for R&d
of Technical University of Ko ice Jose Carlos Gomez Sal Spain Cantabria Rector of the University of Cantabria Marcin Jakub Palys Poland Mazowieckie Rector of
the University of Warsaw Peter Haring-Bolivar Germany North Rhine-Westphalia Vice-president for Research at University of Siegen Madeleine Atkins UK West midlands Vice-chancellor of Coventry University Anton
Anton Romania Bucharest Senate President, Technical University of Civil engineering Ray O'Neil Ireland County Kildare/Mideast Region Vice-president for Research of National University
List of Participants 21 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Jurgita Petrauskiene Lithuania National government Director, Research and Higher education Monitoring and Analysis Centre Sue Brownlow England (UK
and Innovation Unit Alexandre Almeida Portugal Norte Head Adviser, Regional Development Unit Borut Roncevic Slovenia National government Director-General for Higher education and Science
C. EXPERTS John Goddard UK North East S3p Mirror Group Louise Kempton UK North East Author of Universities Guide Artur Rosa
Pires Portugal Centro Former Vice-Rector and Vice-president of Centro region D. EUA John Smith Belgium EUA Deputy Secretary general (R&i) Lidia Borrell
-Damian Belgium EUA Head of Unit Research Partnerships E. IPTS/EC Xabier Goenaga Spain EC Head of Unit, Knowledge for Growth, JRC-IPTS Alessandro Rainoldi Spain EC Action
Researcher, JRC-IPTS 22 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES University of Graz, Austria The University of Graz indicated that use of EU Structural Funds for research
Since 2007 the University of Graz has run 26 projects with the EU Structural Funds;
The University of Graz cooperates in many ways with other universities, companies and institutions in the region.
The recent establishment of the Science Space Styria was a milestone in order to use synergies between universities,
such as the automotive cluster, is a key point of the strategic interest of the university.
Prague, Czech republic The contribution from the Institute of Chemical Technology, Prague, pointed out the overall effect of the use of the EU Structural Funds on the development of the research and innovation capacities in the university sector as a whole
which place Prague universities and research institutes outside of the EU Funds (ERDF and ESF).
Universities in Brno, Olomouc, Liberec and Plzen regions receive substantial EU Structural Funds for research infrastructure facilities and project development,
But Prague-based universities and research institutions require also the necessary support to ensure that cooperation
and collaborative research can be built with those universities to maximise this investment within the country as a whole (at least 50%of the Czech republic's education
Some good practices and general experience in use of EU Structural Funds for regional cooperation in research and innovation activities offered by invited university participants 23 REPORT ON JOINT EUA
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Aarhus University, Denmark Aarhus University is a member of the Regional Growth Forum in Region Central Denmark represented by Aarhus University's Pro-Rector.
making it possible for the university to create partnerships with municipalities and companies. The university participates in various regional development projects financed by EU Structural Funds, by Region Central Denmark Growth Forum and Aarhus University itself.
Two examples: The Entrepreneurial University at the university's Centre for Entrepreneurship and Innovation (CEI:
this project is funded by the European Social Fund, the Danish Growth Council and Aarhus University.
It has a total budget of €6 million for the period from 1 april 2011 to 31 august 2014.
The project offers courses and extracurricular activities to students at Aarhus University. These activities aim to develop students'entrepreneurial and innovative skills,
providing them with beneficiary competences for both current studies and future jobs. Shortcut to Knowledge project at the university's Centre for Entrepreneurship and Innovation (CEI:
this is a three-year project launched in January 2011. The project is funded by the Central Denmark region, the EU Regional Fund and by co-funding from participating SMES.
The overall aim of the project is to further innovation and development in SMES through knowledge collaboration between SMES and researchers from both Danish and foreign universities.
Aarhus University's CEI manages the project and facilitates collaboration from the initial phase through to dissemination.
University of Tartu Estonia At the University of Tartu (UT) EU Structural Funds (e g. ESF and ERDF) account for circa 20%of its funding.
Moreover, EU Structural Funds constitute up to 32%of UT's research income. The EU Structural Funds resources form an integral part of the Estonian R&d funding system.
In the period 2007-2013 a total of €458. 6 million has been allocated for higher education and science.
Developing R&d human resources (e g. doctoral school programme, supporting researcher mobility top scientists, postdoctoral researches, full-and part-time studies of foreign Phd students, semester abroad
for Estonian Master and Phd students etc..24 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Enhancing R&d cooperation between R&d institutions and enterprises (programmes supporting materials, environmental, ICT, healthcare, biotechnologies, energy.
Improving and developing study programmes (new curricula and modules), teaching quality, training of teaching staff at university, e-education (e-courses, study aids etc..
University of Tartu R&d expenditure has grown with the strong support of EU Structural Funds. The main challenge with using Structural Funds is to cope with the high administrative burden the rules of Structural Funds are complex and the number of different measures,
programmes and calls is innumerable. On the university side, overcoming natural competitiveness and reaching mutual agreements on division of fields of specialisation is also a challenging goal.
Enhancing access to research infrastructure, increasing the choice of study programmes, or including a mobility element in joint regional short-term study programmes,
are also direct benefits from crossborder cooperation. However a restraint for regional cooperation lies in the diversity of approaches
and regulations used in different countries in applying structural funding, which does not always facilitate cooperation between regional partners.
University of Eastern Finland, Finland The University of Eastern Finland (UEF) has made important use of the EU's Structural and Social Funds for the university's overall research and innovation activities.
As a university located at the EU's outer border, the UEF has received ENPI funding for five projects.
and funding from the ERDF €23 million for the period 2007-2013 (in this case the total costs include also some self-financing of the university).
i) Aerosol and emission exposure unit (€332 000) The cell exposure unit in the university's toxicology laboratory, located in existing aerosol
The building of this unit will make the research environment a global leader. 25 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES (ii) Establishment of the VERA Centre for Russian and Border Studies at the University of Eastern Finland (€868 000) Development and coordination of the areas
of expertise in research which bring together the expertise of the university's various academic departments, as well as enhancement of VERA Centre's international and national networks, visibility and reputation.
Development of methods for communicating research findings between the university and other expert organisations in the region.
Universities are obliged commonly to merge different competitive funding sources and since 2011 French universities as a whole have been involved fully in implementing the new national programme, Programme d'Investissements d'Avenir (PIA).
Example: INP Toulouse has used European Regional Development Funds (ERDF) in two projects GRIDMIP and CALMIP,
The project was successful in meeting its scientific goals (through establishing an Interuniversity Computation Centre involving all universities in the region)
importantly, more support to universities to strengthen these capacities within their own management structures. INP Toulouse is situated in the Midi-Pyrénées region where coherent and strategic approaches have been developed in terms of education, research and innovation activities through synergies between national and regional funding.
Implementation of University Clusters (PRES and mergers), Competitive Clusters and the Excellence Initiatives. For example, this has led to universities joining forces in the region to focus on research and innovation in three major fields:
aerospace and embedded systems, health (ageing, cancer and use of ITCS) and agriculture and agronomics, which has had strong structuring effects.
University of Siegen, Germany The University of Siegen has participated in many projects with industry, as the region where the university is located (North Rhine-Westphalia) uses Structural Funds to co-finance their own R&d programmes.
The university participated in the local regional board for the investment of approximately €200 million where 10%of funding was allocated to research-and innovation-related activities.
However synergy with other European and national research programme funding at the university is very difficult,
as structural funding rules are extremely different in comparison to other programmes. Example: The ACS Automotive Centre is a platform for development work
suppliers and universities with the aim of promoting weight reduction in the automotive industry. In conjunction with the University of Siegen and the University of South Westphalia mainly small and medium-sized companies jointly carry out projects. 26 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM
EXPERT WORKSHOP: THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES It was pointed out that, in general,
the way universities are involved actively in the current research and innovation activities under the EU Structural Funds in Germany was varied extremely, for example, in the region of Niedersachen (Lower saxony) with many examples of strong innovation orientation in use of EU Structural Funds programmes together
with FP7 funds in Sachsen (Saxony), to several regions where the universities are involved not at all in the definition of an agenda and activities.
The National University of Ireland, Maynooth, Ireland EU Structural Funds have been exceptionally important in building research and development
and innovation (RDI) capacity in Irish universities with approximately €1. 2 billion in total invested through cofinanced programmes since 1998.
Over that period it would have amounted to approximately 25%(rough estimate) of public investment in university RDI.
The main investment areas have been: research buildings, laboratories and equipment; human capacity building through structured Phd programmes and postdoctoral programmes;
and incubation centres and technology transfer teams (all Irish universities have incubation centres on campus). The research capacity funding has been administered by the Higher education Authority as a competitive process,
but all administered at one step removed from the universities. ESF funding has largely been directed to subsidies for development
and delivery of undergraduate and postgraduate programmes that are deemed to be in areas of high importance nationally;
The National University of Ireland, Maynooth, had much experience of use of EU Structural and Social Funds across its teaching
These 27 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP: THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES programmes are relatively small and many universities have decided not to participate
because the managing authorities construct financial and reporting rules that are aligned not with other ERDF or Framework Programme standards;
The university receives enhanced funding, while students are attracted by and benefit from reduced course fees.
University of Warsaw, Poland At the University of Warsaw the EU Structural Funds form an important part of the annual budget (28%of an annual budget of €240 million.
Synergy effects between EU Structural Funds and EU (FP7) national funds are relatively small (70%of research infrastructure projects are still in the construction phase.
Centre of Biological and Chemical sciences a new university institute for applied biological and chemical research as well as consultancy and technology transfer in these areas.
Centre for Preclinical Research and Technology a consortium comprised of the University of Warsaw and two other higher education institutions and seven research institutes in the Warsaw area.
General observations from experience of working with the EU Structural Funds were as follows. Advantages lie in the strengthening of collaboration with universities
and research institutions located in the region leading to new partnerships in teaching, research and common use of infrastructure and accumulation of human capital.
Challenges lie in developing common interest and trust-building across universities, business and non-government agencies. Also local governments have a tendency to predefine areas of priority
and cooperation themselves using external experts and consultancies, and cohesion funds are broadly spread and therefore not necessarily supporting the strongest strategic centres.
Obstacles relate to the situation that universities are considered not by regional authorities as key partners that can bring their contribution to the programming and implementation of the EU funds,
Minho University Portugal Minho University pointed out that the EU Structural and Social Funds have been managed largely centrally at the national level by the Portuguese Science and Technology Foundation.
Therefore, these funds are received indirectly through such programmes as the Portuguese programme for Phd grants,
Also, funding for basic research activities in university laboratories through key research staff and equipment investments can be gained through the ON2 programme Consolidation of the Research Network.
however, is that necessary indirect costs of the university's engagement are covered not adequately. The Technical University of Ko ice, Slovakia The Technical University of Ko ice (TUKE) in its recent education, research and development programmes has been supported significantly by the EU Structural Funds. 28 REPORT ON JOINT
EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP: THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES 47 projects are currently active at the university, supported by a total amount of €95. 7 million.
The amount of the financial contribution from the Structural Funds exceeds €65. 9 million and the Technical University of Ko ice co-finances these projects with a contribution of €3. 6 million.
TUKE has coupled also this with long-continuing participation in EU Framework Programmes. These projects achieve good synergy with R&d projects supported by the national funding sources.
Research activities at TUKE are supported adequately from the national research grants (TUKE is the third most successful university in Slovakia in the competition for the subsidy resources.
TUKE faculties were built gradually into centres of research excellence, within which are built permanent cooperation with relevant institutes of Slovak Academy of Sciences present in Ko ice and with other universities in the region.
Two examples in the field of renewable energy research: 1) The KNOWBRIDGE Project. Coordinator: Ko ice self-governing region:
The Cross-Border Knowledge Bridge in the Renewable Energy Sources Cluster in Eastern Slovakia and North Hungary The duration of the project is 36 months
Development of a research centre for the efficient integration of renewable energy sources The Technical University of Ko ice conducts this integrated project with a mission that focuses on the establishment of an open research and development network.
University of Cantabria, Spain The University of Cantabria indicated that EU Structural Funds had been very important for research and innovation activities at the university and
in general, at all universities in Spain. Social Funds have less importance for the funding of university projects.
In present times the scenario has changed, depending upon the situation in each region. National research calls have been financed co by ERDF
the projects have been of importance and relevance to the development of the university's research capacity.
Co-financing of the university's research facilities and equipment: by means of EU Structural Funds and by means of National Research and Infrastructure competitive calls that were financed co by EU Structural Funds (ERDF.
EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP: THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Example:
The experience of Cantabria Campus International where all the institutions and major companies of the region signed together the agreement to create a Region of Knowledge
University of Coventry, United kingdom The University of Coventry indicated that the EU Structural Funds have been of significant benefit to the university in supporting the establishment of research and innovation projects,
The university has accessed not European Social Fund grants in this current programming period. Within the 2007-2013 Structural Funds programme
Universities for the most part were excluded from the ESF programme as a result of its concentrating funding on training only up to level 3
The university's plans are based on addressing key issues where applied research is needed, and where the university's expertise can have a significant impact.
The following objectives are most relevant: strengthening research, technological development and innovation; enhancing access to,
and investing in education, skills and lifelong learning. Two examples from different fields: Assistive Technologies and Community Healthcare Development (HDTI) The Assistive Technologies and Community Healthcare Development Project was established to increase innovation,
job creation, 30 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP: THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES enhanced productivity, enhanced revenue generation and increased competitiveness.
Eligible businesses will be provided with specific assistance to define their future strategic technology and business orientation and potential technologies that could be beneficial to them to support business growth.
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