andstrengthen the Intellectual Property/Commercialisation functions within Higher education Institutes and provide them with expertise to translate research into applications.
Higher education Industry linkages We are supporting a number of specific initiatives to develop these vital links between higher education and enterprise.
and innovation these Centres involve research partnerships between Irish universities, leading multinational companies and SMES.
The provision of Innovation Vouchers that enable businesses to collaborate with higher education‘knowledge providers'to obtain an innovative solution to an enterprise need these vouchers offer SMES the opportunity to forge new relationships with higher education institutions and, ultimately,
and facilitating partnerships and projects between businesses, higher education institutions and graduates. Innovation in Ireland 9 Innovation in Ireland 2008 10 Initiatives stimulating research by industry We are encouraging the exploitation of research by industry through several other initiatives:
Increasing the participation rate in upper secondary education to 90 percent; and Increasing the progression rate to third level from 55 to 70 percent.
Close linkages between industry and higher education; Effective knowledge flows between suppliers and customers; and Collaborative, focused attention to common problems.
The development agencies are working closely with the Universities and Institutes of Technology to enhance their ability to support industry at regional level with training,
In addition, Expertise Ireland provides businesses with access to expertise in all the Colleges and learning Institutions in Ireland and Northern ireland.
Enterprise Ireland's Intellectual Property Fund for the Higher education Sector and the Intellectual Property Assistance Scheme provide advice
Rather, innovation today tends to be carried out in collaborations among universities, research organisations, customer supplier and competitor firms and consumers, with costs and roles shared,
Some of the ideas driving economic growth may be the result of scientific breakthroughs in large firms and universities,
and SMES that participate in knowledge transfer networks with universities, large firms and other players.
External ideas for innovation can come from many places from collaborations with universities and other firms or business angels, from labour mobility among firms and organisations and from informal social capital contacts.
universities and research organisations, requiring both innovation competencies and international connections. One of the ways of achieving this is through participating in globalised value chains and networks of innovation.
and inputs to ideas generation that are exploited by large firms, universities/research organisations and other small firms.
universities and research organisations. This type of knowledge spillover process is at the heart of the logic of endogenous growth theory, the lens through
Knowledge built up in universities, large firms and research organisations does not spill over automatically, however.
This largely occurs as individuals leave universities research organisations and large corporations to start enterprises based on knowledge they developed there in the form of spin-off companies,
alongside the more traditional patent and licensing routes and the publishing and teaching activities of universities.
In the USA, for example, the Bayh-Dole Act of 1980 increased incentives to universities to invest in the commercial exploitation of their knowledge by giving them control of the intellectual property arising from the federal government funded research they undertake.
the University of British columbia has a venture fund, the University of Guelph has raised money for commercialisation by listing its intellectual property portfolio on the stock market,
and a range of entrepreneurship boot camps, mentoring programmes, entrepreneurship resource centres and entrepreneurship courses for researchers have been introduced (Mcnaughton, 2008).
which seems to have one of the highest rates of university spin-offs, only two spin-offs were created per research institution per year.
Neither are university spin 1. INTRODUCTION SMES, ENTREPRENEURSHIP AND INNOVATION OECD 2010 35 offs high-growth firms on average,
While forefront research establishments like Oxford university in the UK, the University of Wisconsin, Madison, in the USA,
and the University of Waterloo in Canada are key drivers of entrepreneurship in their areas through spin-offs (84 spin-offs in Madison;
and an additional one-sixth are spin-offs from universities. They also appear to be increasing in frequency over time
The relationship may involve not just the role of new start-ups in exploiting knowledge themselves but also the role of new enterprises and SMES as participants in knowledge exchange networks within innovation systems, stimulating knowledge transfers from universities and other
This framework examines the interactions among sets of organisations including firms, universities, venture capitalists and public agencies mediated by institutions that set the rules of the game,
such as intellectual property regulations and rules and norms influencing the relations between universities and firms.
which universities and research organisations are the central players, and the knowledge exploitation subsystem, in which new and small firms are key players along with larger firms.
For example, they may include lack of infrastructure for knowledge generation and transfer (e g. universities and science parks;
and lack of complementarity between the knowledge exploration and exploitation sub-systems (e g. lack of fit between university research
It is essentially a science-push approach in which R&d in universities and large firms is critical
and exploitation through knowledge-based spin-offs and high-technology collaborations between firms and universities and research institutes has an important role to play.
Whereas the managed economy implied an innovation policy that could be focused on encouraging basic research in universities
Large-scale research subsidies to national champions, other large firms and basic-research silos in national universities and research organisations are not the most effective way to generate innovation in an environment where knowledge
often exploiting new science developed in universities and research laboratories. They make up an important component of the high-employment-growth firm sector.
Examples of relevant policy approaches include creation of science parks and business incubators, encouraging mobility of staff between universities and industry,
and facilitating knowledge exploitation through licenses, patents and university and corporate spin-offs, and shared foresight and strategy development activities (OECD, 2004;
They may be imparted through school education, universities and vocational training colleges. Training in SMES is also very dependent on relationships with the public sector
Archibugi, D. and S. Iammarino (1997), The Policy Implications of the Globalisation of Innovation, University of Cambridge ESRC Centre for Business Research, Working Paper 75, ESRC Centre
University-Industry Linkages in Japan and the United states, MIT Press, Cambridge, MA. Callan, B. 2001), Generating Spin-offs:
Factor Productivity and the Role of Entrepreneurship, Jena Economic Research Papers 2008-19, Friedrich Schiller University and the Max Planck Institute of Economics, Jena.
from National Systems and Mode 2 to a Triple Helix of University-Industry-Government Relation, Research Policy, Vol. 29, pp. 109 123.
Knight, F. 1921), Risk, Uncertainty and Profit, Chicago University Press, Chicago. Jensen, M.,B. Johnson, E. Lorenz and B. Lundvall (2007), Forms of Knowledge and Modes of Innovation, Research Policy, Vol. 36, No. 5, pp. 680-693.
Lindholm Dahlstrand, A. 2008), University Knowledge Transfer and the Role of Academic Spin-offs in J. Potter (ed.),Entrepreneurship and Higher education, Ch. 10, pp. 235-254, OECD, Paris. Lundvall, B. and S. Borràs (1997), The Globalising Learning Economy:
Implications for Innovation Policy, Report to the European commission, Directorate General Science, Research and development, Brussels. Malecki, E. 2008), Higher education, Knowledge Transfer Mechanisms and the Promotion of SME Innovation
, in J. Potter (ed.),Entrepreneurship and Higher education, OECD, Paris Ch. 9, pp. 213-234. Mansfield, E. 1995), Academic Research Underlying Industrial Innovations:
Sources, Characteristics, and Financing, The Review of Economics and Statistics, Vol. 77, No. 1, pp. 55-65.
Mcnaughton, R. 2008), Technology Commercialisation and Universities in Canada, in J. Potter (ed.),Entrepreneurship and Higher education, Ch. 11, pp. 255-234-269, OECD, Paris
Potter, J. ed.)(2008), Entrepreneurship and Higher education, OECD, Paris. Potter, J. and G. Miranda (eds.
Shane, S. 2004), Academic entrepreneurship. University Spinoffs and Wealth Creation, Edward Elgar: Cheltenham, UK. Stangler, D. and R. Litan (2009), Where Will the Jobs Come From?
Kauffman Foundation Research Series: Firm Formation and Economic growth Paper No. 1, Ewing Marion Kauffman Foundation, WASHINGTON DC.
UK public policy and open innovation Charles Levy and Benjamin Reid September 2011 The Big Innovation Centre is an initiative of The Work Foundation and Lancaster University.
universities and public bodies to research and propose practical reforms with the ambition of making the UK a global open innovation hub as part of the urgent task of rebalancing and growing the UK economy,
a major initiative from The Work Foundation and Lancaster University, will examine how the UK can position itself to be a major global innovation hub in 2025.
and investigation undertaken by the Big Innovation Centre, a groundbreaking new initiative from The Work Foundation and Lancaster University.
including SMES and Universities, although the concept of open innovation needs to be shifted slightly from that frequently articulated.
nuclear reactors, mainframe computers Largely internal ideas Low labour mobility Little venture capital activity Few, weak start-ups Universities unimportant Examples of industries:
PCS, movies Many external ideas High labour mobility Active venture capital Numerous start-ups Universities important Source: Chesbrough (2003) With open innovation such a widely deployed term for describing organisational activities,
The evolving focuses of our universities (exemplified by the changing impact assessment guidelines) and the open nature of the Technology Strategy Board or research funding applications are good examples of this.
Universities face the challenge of rethinking their position within the value chain to identify additional revenue streams;
Universities Arguably, universities have been practicing a form of open innovation practice since their mediaeval origins:
This perspective on universities'role in the innovation ecosystem suggests a deeper and more complex engagement with‘open'innovation than the slogan of a recent shift by UK universities from‘ivory towers to knowledge brokers'.
UK Public policy and open innovation Nonetheless, changes to innovation value chains wrought by the changes labelled‘open innovation'do present challenges to universities,
Universities in the UK are challenged increasingly particularly by government to diversify funding streams, and to act as a more direct partner
Modern universities'diversified engagements with industry include links through (at least) the following channels:‘‘publications/reports, informal interaction, public meetings or conferences, contract research, consulting, joint or cooperative research, patents, personnel exchange, licenses, recently hired graduates.'
For example the 1980 Bayh-Dole Act in the US sought to encourage entrepreneurial spin-off companies from US universities by allowing them to retain intellectual property rights from research activities which were funded originally government.
Some UK universities have looked, in turn to follow this model, and shift their role in the innovation value chain from creation to a greater degree of innovation value capture,
and exploitation role has provided undoubtedly a challenge for universities to reposition themselves in relation to their multiple roles in the innovation ecosystem.
Universities also have a greater level of tension in relation to national policy, some voices pressuring universities to‘pay their way'more directly that they should look to protect their native IP as much as possible
while others suggest that they should act as purely open‘public good'institutions, the better to allow maximum outflow of knowledge and innovation into the national economy.
university activities to support development of innovation, or to support use of innovation, are most effective according to where they operating at different points within innovation value chains and networks.
The challenge for universities is to be able to make decisions regarding the balance of openness in their role between the value to business and the value to the national economy. 16 Cohen, Wesley, M.,Nelson, Richard, R.,Walsh
The Influence of Public Research on Industrial R&d',Management Science, Vol. 48, No. 1, pp1-23 17 Lambert, R. 2003) Lambert Review of Business-University Collaboration:
The Big Innovation Centre, a major new initiative from The Work Foundation and Lancaster University, will be driving forward this analysis and commentary.
3. Universities and public research organisations as interactive partners within the innovation system will consider the support/incentives offered to universities here
'Journal of International Business studies, Vol. 35, No. 2, pp. 124-141 Lambert, R. 2003) Lambert Review of Business-University Collaboration:
UK Public policy and open innovation Acknowledgements This report is a publication from the Big Innovation Centre, an initiative from The Work Foundation and Lancaster University.
The Big Innovation Centre is supported by the following companies, public bodies, universities and private trusts. 44 Missing an open goal?
UK Public policy and open innovation We are supported by a university consortium. 45 Missing an open goal?
. biginnovationcentre. com www. theworkfoundation. com Contact details All rights reserved Big Innovation Centre (The Work Foundation and Lancaster University.
Landec Ltd, University House, Lancaster University, Lancashire LA1 4yw. Cover Design: Bison bison 2011
FORFÁS EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS & ENTREPRENEURSHIP 1 EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS AND ENTREPRENEURSHIP 2table of Contents Executive Summary 3 1 Background and Context
me from. reland from aden the ed as a es. They ng and ich was advisory HEI gy agen
innovators and researchers in the higher education sector bringing together research capability and business acumen-with the aim of generating new ideas with commercialisation potential.
through the Competitive Start programme and through spin outs from higher education institutes. An improved focus of the HPSU feeder programmes should also assist this target.
Enterprise Ireland is charged also with increasing the number of investments in Inward Entrepreneurial Start up Projects by 50 per cent. 54 The RD&I suite of programmes include a number of initiatives that focus on commercialisation of HEI research
capabilities and expertise that exist within the 3rd level sector to strengthen industry/college linkages.
capabilities and expertise that exist within the 3rd level sector to strengthen industry/college linkages.
and knowhow being generated in higher education institutes. In more recent times, as Ireland faces very challenging economic conditions, the Government's Building the Smart Economy,
Partner HEI contribution. Outputs Number of participants industry and academic, Sectors and technology areas covered aligned to enterprise and research base,
and involves focused three hour networking and information sessions between entrepreneurs, innovators and researchers in the higher education sector.
and higher education institutes (on a regional scale) in order to develop innovative products and services. The pilot for Ideagen was launched in the South East region in 2009
significant investments were being made to commercialise research outputs from the higher education sector and there was an increasing amount of research being generated that had commercial potential.
It reaffirms the importance of driving innovation in the indigenous company base and on increasing commercialisation of the R&d activity within the HEI's. In particular,
and innovations from the higher education sector to promote economic growth, it states that we will promote
for instance utilising space in the HEIS to host the events. These figures cover all direct input costs such as advertising, venue hire, catering,
They arrange the speakers and facilitators for each of the events and work with the Higher education Institutes
What did ger term out ty one particip sity Hospital G LUATION OF ded all three d to gain a b e ideas. m the partici HEIS in 2012,
. me is designe nd HEIS to co and network and enterprise d d networking most about de:
an increasing amount of research with commercial potential is emerging from the higher education sector and a number of Irish entrepreneurs are looking for next generation business opportunities.
Approximately 75 per cent of Irish university spin outs go on to raise venture capital and 66 per cent of the SMES collaborating within the Science Foundation Ireland Funded Centres for Science,
and know-how being generated in higher education institutes, and to forge new partnerships between these institutions and enterprise.
11-Seroba Bioventures €20m 10 27 Yes Trinity Venture Fund II €138. 7m 17 40 Yes 4th Level Ventures University Seed Fund
Grants include assistance with innovation including consultancy requirements, hiring of expertise from third level colleges, private specialists, design costs, patent costs and prototype development costs.
and draws on the expertise of local universities and industry experts. The High Growth Start-up Programme targets start-ups in high technology sectors and provides coaching
which is based in the University of Linköping, and SMIL a local business association whose membership is composed of small technology-based firms in the region. 154 Appendix III:
Costs and Inflation Forfás February 2014 State Investment in Research and development 2012 2013 Forfás December 2013 Survey of Research and development in the Higher education Sector 2010/2011 Forfás
including the Glostrup Hospital of the University of Copenhagen. These contacts introduced the founders to the science of sleep and the clinical practice of sleep medicine.
In this case, most technologies are developed co with knowledge partners such as universities, research labs, and lead-customers.
and technologies developed at universities, research labs, or large companies. Finally, small firms must make choices 32 about the way they will profit from their technology.
Dingens wanted to collaborate with the University of Hasselt and knowledge partner Sirris to develop a completely new instrument The new barometer should have the same advantages of the mercury barometer (accurate, legible, durable,
therefore, developing technology based business opportunities should no longer be limited to university and corporate spin-offs. Start-ups can use their organizational agility, application know-how,
or market intelligence to commercialize technologies that they license from universities or larger, technology-savvy companies.
Examples include newsletters from universities and knowledge centers and publications of Design Vlaanderen among others.
and a few additional knowledge partners such as universities, research labs, and knowledge intermediaries. This strong reliance on value chain partners is partially due to the fact that most companies are active in low-and medium-tech industries.
Therefore, they visited several renowned sleep institutes located in Danish hospitals such as the Glostrup Hospital of the University of Copenhagen.
where universities would be invited to participate in the product days with their own ideas. They would also have access to factory resources
Universities, research labs, crowds of experts, lead users, and knowledge brokers are just a few examples of potential external sources of knowledge.
Developing new flavors has traditionally been completed with different universities in Europe, with DSM, and with other innovation partners.
including several European universities, research labs, DSM and other value chain partners. The technology licensed from DSM is a technological platform that can be used for different applications.
it could build on the reputation of DSM to get access to universities, technology labs, and commercial partners.
established companies are increasingly aware of the growing technological capabilities of universities, research labs, and high-tech start-ups.
Philips relies recurrently on new technologies from universities, specialized research labs, and high-tech start-ups. The electronic giant endeavors to be preferred the partner for small,
Partners may be technology partners such as universities, research labs, or other companies, but in most cases these are not the most important partners in the network.
institutional sources (universities and university colleges (v), government and public research organizations (vi)), and other available sources (professional and industrial associations (vii), trade fairs, exhibitions,
universities (v; and public research organizations (vi. Collaborative innovation is captured by calculating the average score of the six questionnaire items registering the firm's use of cooperative agreements with innovation partners.
Osterwalder, A. 2004), The business model ontology a proposition in a design science approach, Ph d. Thesis University Lausanne, Ecole des Hautes Etudes Commerciales HEC. 173 p;
University college Dublin Ciaran Mcgarrity Department of Enterprise, Trade and Investment Eddie Friel University of Ulster Eoin Magennis Intertradeireland Ian Hughes Forfás John Smith
Serial innovators may draw on higher education institutions for intellectual property and talent, on the financial resources of venture capitalists and angel investors and on the capacities and facilities of other companies, consultants,
and Occasional joint interventions of public research organisations (through Universities Ireland. 8 10 NESTA, Measuring wider framework conditions for successful innovation (January 2011). 13 Actors Function in innovation ecosystem Businesses Conceive of radical innovations in anticipation
Higher education Institutes which includes Public Research Organisations Provide a source of graduates and postgraduates. Offer a portal to the global pool of academics and stock of knowledge.
and support universities and research institutes with their third stream. Identifying and supporting the development of new technologies and new markets.
Overview of the industrial base in Ireland, Northern ireland and the EU-27 Policy makers/Regulators set Framework Conditions Market Conditions Intermediary Bodies Higher education Institutes Business Services
However, Northern ireland compares better to Ireland in relation to higher education R&d expenditure (HERD. Most notably, innovative SMES in Ireland and Northern ireland engage in much less collaboration with others
when compared to UK firms (see Figure 4). In the metrics associated with higher education institutes, such as numbers of international scientific co-publications,
and both were better than the UK in numbers completing tertiary education and in the workforce (see Figures 3 and 4),
and the UK (see Figure 3). Innovation Ecosystem Actors Firms Financial services Orgs Higher education Institutes Innovation Support Agencies Business Services Orgs Intermediary Bodies Policy makers
-Intensive Activities SMES Introducing Marketing/Organisational Innovations Population Completed Tertiary education SMES Introducing Product or Process Innovations SMES Innovating In-House Innovative SMES Collaborating with others 400 300 200 1000 Ireland UK EU-27 Ireland Northern ireland UK Patent Applicationssales
or Process Innovations Higher education R&d Expenditure Innovative SMES Collaborating with others Employment in Knowledge-Intensive Activities SMES Innovating In-House Employment Medium-High tech Manufacturing Population Completed
Tertiary education 160 120 80 400 13 3. Firm perspectives on the All-Island Innovation Ecosystem 3. 1 Introduction The Intertradeireland Business Monitor was used as the method of reaching a sample of 1,
Innovation support agencies, business services organisations and higher education institutes emerged as the least important partners,
Clients/Customers Suppliers Intermediary Bodies Financial services Organisations Innovation Support Agencies Business Services Organisations Higher education Institutes%0 20 40 60 80
whether that was intermediary bodies or higher education institutes. However, the level of internationalisation makes little difference
Manufacturing and agriculture businesses rate innovation support agencies and higher education institutes as being more important innovation partners than do other sectors.
Ranking of the effectiveness of external partners by innovative businesses Clients/Customers Suppliers Financial services Organisations Innovation Support Agencies Intermediary Bodies Business Services Organisations Higher education
Large firms regard higher education institutes and financial services organisations as more effective than small firms. When it comes to export orientation,
Overall, international partnerships are reported more widely than crossborder ones for links with suppliers, higher education institutes, intermediaries and business services.
International Cross-Border Local%025 50 75 100 Clients Suppliers Intermediary Bodies Business Services Organisations Higher education Institutes Financial services Organisations Innovation
A notable aspect of the ecosystem is held the view by firms that higher education institutes are not so important in the working of their ecosystem.
whether firms were considering the role of higher education institutes in relation to a particular contribution to innovation or at a more holistic level.
Nonetheless it should be noted that higher education institutes contribute to innovation in a number of ways:
While higher education institutes are making strides to reach out and engage with business and the wider community, there is clearly a perception issue among firms
which are less than positive about the role performed by higher education institutes in the wider ecosystem.
‘quite important'1. 3-2. 3 and‘very important'>2. 3. Framework Conditions Market Conditions Intermediary Bodies Higher education Institutes Business Services Organisations
effective 22 A separate analysis (Figure 15) of firms with more than 50 employees (described as large firms in the report) indicates a more positive view in relation to the importance of intermediary bodies and higher education institutes.
and less effective while higher education institutes and financial services organisations are reported also as less effective. Figure 14 on page 21 indicates the firms'view of an innovation ecosystem that operates quite effectively
A notable opportunity for this is to foster a better understanding amongst small firms of how higher education institutes can contribute to supporting innovation.
Rag analysis of innovation ecosystem large firms Framework Conditions Market Conditions Intermediary Bodies Higher education Institutes Business Services Organisations Financial services Organisations Innovation Support
Other innovation partners, such as higher education institutes, financial service organisations, innovation support agencies or intermediary bodies, are regarded as less important and effective partners.
Foster better understanding of the role higher education institutes can play in supporting innovation in small companies.
Despite the fact that higher education institutes provide a skilled and talented workforce perform research that government and industry commission
it is interesting to note the view of business that linkages with higher education institutes are not important in their view of the ecosystem.
and higher education institutes. 24 The use of cross-border and international partners is limited. Just under a fifth (19%)of innovative firms are working with cross-border innovation partners and under a quarter (24%)with international partners.
Still others believe innovation pertains only to the research and development (R&d) activity occurring at universities, national laboratories, and corporations.
Universities in many countries are hotbeds of innovation. More must be done in Ireland to optimise relationships between academia and industry around the cross-fertilisation of research and commercialisation.
Rather, it requires the contribution and leadership-of many different actors in the economic ecosystem (e g. entrepreneurs, schools, third-level colleges, banks, industry associations, investors, voluntary organisations,
and secondary school levels around the country. There are a limited number of independent parties who have piloted various efforts that are worth mentioning and endorsing:
workshops, and awards at the secondary school level. The NFTE Foroige collaboration, and similar efforts, should be promoted actively in schools across the country.
and 90%of enterprise CEOS, have technical degrees from college. When looking at the businesses that sell-15-4 European commission (2012)- Entrepreneurship Education at School in Europe-European commission
Young Enterprise, Copenhagen 5 This acquaints over 16,000 students annually with the concepts behind running their own business. 6 Run in secondary schools and third level institutions across Ireland,
Establish an Entrepreneurship Education group to draft an Entrepreneurship Education Strategy that embeds teaching of entrepreneurship into primary, secondary and thirdlevel schools and colleges,
Enterprise Ireland should leverage their collaboration with the Higher education Authority (HEA) to develop a tailored enterprise programme that is targeted at immigrants who are postgraduates in Irish Higher education Insitutions HEIS)
what university professors have known for centuries: make some regular time available, and the people who really want it will go out of their way to show up
Ireland's universities in the 80s had many innovative programmes in computing and communications, which were very current with trends in the industry.
There is no one person, university government organisation or financier who can possibly be the head of an entrepreneurial ecosystem.
such as the public sector financiers, universities, professional services organisations, etc. There are a number of highly engaged government agencies in Ireland with plugged-in
the reduction in state funding for HEIS has required academic institutions to source a greater amount of their funding from industry (e g. provision of training programmes, undertaking research, donations, etc.
universities and institutes of technology should play a critical role in being‘feeders'into the entrepreneurial pipeline.
To date, however our Higher education Institutes (HEIS) have not been a big factor in developing and supporting startup activity.
While universities'primary focus and strength in supporting entrepreneurship is to provide/develop graduates they also have a strong role to play in leveraging their research developments to create new startups.
Enterprise Ireland pays each of the Higher education institutions to host Technology Transfer Offices that are charged with increasing the flow of commercialisation from academic research.
A new mindset has been developing in the HEIS, Science Foundation Ireland (SFI), and Enterprise Ireland community recently:
We encourage the new direction of HEIS that enables companies to engage directly with graduate students without any intellectual property ownership being claimed by the university,
-33-25 http://www. easyaccessip. org. uk/recommendations In 2012, The irish Research Council launched a pilot Employment Based Postgraduate programme (including Phd and Masters) for 30 places.
and industry people moving into HEIS to undertake research. The irish Research Council also offer the very successful Enterprise Partnership Scheme
Introduce a Framework for companies to provide contracts to university graduate students for thesis work without clouding IP ownership. 34.
and university pays for 2/3rds of research. All of the increase in IPP funding should go to SME businesses. 35.
Introduce a de minimus level of HEI/startup collaboration investment (up to €25k), below which IP contracting
or an MBA while conducting their thesis research at a small marginal cost to the university as the student is enrolled already.
Universities should offer their Phd students a Masters course in business at half price, while the students are conducting their thesis. 39.
Training on commercialisation or entrepreneurship should be provided to every Phd student and Post Doc via mandatory programmes held every semester by the universities. 40.
Every STEM student (undergraduate and postgraduate) should receive a course on entrepreneurship or product commercialisation as part of their degree.
who are forced to return to their home country after their Masters, Ph d, . or postdoc programme studies are completed.
secondary and thirdlevel schools and colleges, and also incorporates initiatives lifelong learning and skill development programmes. 2. Build ICT skills at secondary level as per the Oireachtas report on Information Communication Technology (ICT) Skills Demand in Ireland (2012) recommendations
Enterprise Ireland should leverage their collaboration with the Higher education Authority (HEA) to develop a tailored enterprise programme that is targeted at immigrants who are postgraduates in Irish Higher education Insitutions (HEIS)
Introduce a Framework for companies to provide contracts to university graduate students for thesis work without clouding IP ownership. 34.
and university pays for 2/3rds of research. All of the increase in IPP funding should go to SME businesses.
Introduce a de minimus level of HEI/startup collaboration investment (up to €25k), below which IP contracting
Universities should offer their Phd students a Masters course in business at half price, while the students are conducting their thesis. 39.
Training on commercialisation or entrepreneurship should be provided to every Phd student and Post Doc via mandatory programmes held every semester by the universities. 40.
Every STEM student undergraduate and postgraduate) should receive a course on entrepreneurship or product commercialisation as part of their degree. 5. Access to Talent 5. 1 Share based remuneration to employees 41.
Professor of Entrepreneurship, College of Business, Dublin Institute of technology Tom Hayes Micro Enterprise and Small Business enterprise Ireland Wendy Gray SME Policy, Department of Jobs, Enterprise
Higher education Authority HEI: Higher education institutions ICT: Information and Communications technology IIA: Irish Internet Association IP: Intellectual Property IRC:
Irish Research Council ISA: Irish Software Association ITLG: Irish Technology Leadership Group LDC: Local Development Companies LEO:
European commission Reports Entrepreneurship in Higher education, especially within non Business studies (2008) Eurobarometer Survey on Entrepreneurship (2012) Entrepreneurship Action Plan (2012) Entrepreneurship Determinants:
Leading the entrepreneurial university: Meeting the entrepreneurial development needs of higher education institutions. In Universities in Change (pp. 9-45.
Springer New york. Greene, F. J.,Mole, K, . & Storey, D. J. 2008). Three decades of enterprise culture?
Entrepreneurship, economic regeneration and public policy. Palgrave Macmillan Ltd..International Policy Reports for Economic growth Cooney, T. M. Kidney, E. 2009) Entrepreneurship and Innovation Policy in Ireland References-60-Joint Committee on Jobs, Enterprise
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