Yuko Harayama, Graduate school of Tohoku University and now Deputy Director, DSTI at the OECD, Elisabeth Gulbrandsen of the Research Council of Norway, Karen De Ruijter, Ministry of Economic Affairs
Social challenges are also multi stakeholders (e g. universities, research institutes, private companies, government, civil society, citizens.
Armbruster Professor, University of Applied sciences Magdeburg, Germany and Janet Thiemann Eltern AG Summary The ELTERN-AG Project.
which include doctors, schoolteachers, kindergartens, and childcare organizations. Thus the trainers help the target groups overcome their social isolation
While the official reaction was to focus on reforming curricula and the school system as a whole, a team of scientists and practitioners at the University of Applied sciences Magdeburg (Germany
which include doctors, schoolteachers, kindergartens, and childcare organizations. The founders of ELTERN-AG thus help their target group overcome their social isolation
The German state has reacted to the study by focusing on reforming school curricula and by launching extra classes in elementary schools and high schools for disadvantaged students.
They feel they cannot approach Kindergarten teachers or doctors for help. There exist no support networks
The network includes child doctors, midwives, day nurseries, kindergartens, youth and employment authorities, childcare organizations, and health insurance groups that have a local presence.
Kindergartens and day nurseries, which are affected seriously by delinquent parenting, have become most involved, and have provided free space for many of his parenting school meetings.
and will open doors in other states, via other universities. Up to 2009, the ELTERN-AG team has trained 80 mentors,
Using his status as a Professor at the University Of Applied sciences Of Magdeburg, he is creating the first university degree program in Germany that trains teachers in pedagogical strategies designed specifically to empower poor children
and parents to take responsibility for their lives and decisions. Once in place, this program will create additional multipliers for his vision and strategy.
He is now also developing the Grameen University and branching out on joint ventures with large companies such as Danone.
Ricard and Muller worked with the University of Strasbourg to create a new degree for adapted sports teachers
They work with government agencies, universities, companies and individuals to make this change possible. They are also expanding their reach to other European countries (Ireland, Brazil, etc.
Increasing numbers of leading universities are offering programs in Social Entrepreneurship to train the next generation of Social Entrepreneurs
university researchers, government, public-profit corporations, schools, industry, NPOS etc. Among the applications from the public, R&d projects are selected by the Area management team
THE CASE OF FINLAND Robert Arnkil Work Research Centre, Tampere University, Finland and Arnkil Dialogues Introduction Together with the colleagues I have experimented with dialogue methods for several years in different countries
University of Texas Press. Austin. Cornish, E. 2004: Futuring: The Exploration of the Future. World Future Society.
leader, University, Government, etc. 2 Educating to all employees about sustainability CSR Training, Sustainability Workshop,
Universities, knowledge institutes, businesses, social organisations and also citizens; together we can tackle these challenges.
to focus knowledge residing at universities and knowledge institutes on societal issues, challenge businesses to contribute their expertise to finding solutions,
Research currently underway at universities is creating breakthroughs in healthcare and security. Application-based research is being carried out at colleges of higher education,
for example for 72 FOSTERING INNOVATION TO ADDRESS SOCIAL CHALLENGES the purpose of putting technological and non-technological innovations into practice.
AN OVERVIEW Hans-Liudger Dienel Zentrum Technik und Gesellschaft, Berlin University of Technology 1. Public Participation for Innovation Policy?
Report of the Citizens'Jury on Genetic Testing for Common Disorders, WIHSC, University of Glamorgan, Wales.
Interesting examples of research programmes dedicated to social innovation exist in Quebec (University of Quebec),
universities reform to take on-board innovation. It was noted also that co-ordination mechanisms with government need to be improved to mobilise innovation for social challenges. 98 FOSTERING INNOVATION TO ADDRESS SOCIAL CHALLENGES How can understanding
Tampere University, Finland Future dialogues in building New Partnerships www. benjamins. com/jbp/series/CAT/9-1/art/arn. pdf JST
. pdf Centre for Technology and Society of Berlin University of Technology www. tu-berlin. de/ztg/menue/startseite ztg/parameter/en/Nexus Institute for Cooperation Management
The Pedagogical Implications of Digital, Social and Mobile Media John V. Pavlik Rutgers University, United states Abstract Emerging technologies are fueling a third paradigm of education.
In the early 1980s the author was working on his doctoral dissertation at the University of Minnesota.
In the mid-1980s the educational pioneers such as Wayne Danielson of the University of Texas wrote software for journalism and communication education.
Wayne Danielson of the University of Texas applied artificial intelligence (AI) to create an early tool for generating computer-written haikus.
Others such as William Oates of the University of Florida designed and taught online courses and hybrid offerings of online and face-to-face courses.
In early the 2000s educational pioneers such as Ann Kirschner helped Columbia University create Fathom, a global, online learning experiment and precursor to today's MOOCS.
Disruptive Innovation in Higher education Yet, none of these early digital innovations was fundamentally transformative or paradigm shifting.
and teachers and features many-to-many communication and multidirectional mentorship (see Figure 1). The professor is no longer in the role of the grand master of knowledge.
In Industrial Age education most mentoring has been limited to doctoral education independent studies, and interaction with graduate students.
Witness the emerging success of the University of the People, the first tuition-free, fully online four-year university to be granted accreditation (http://www. uopeople. org/.
course management tools such as Blackboard and ecollege, at least as implemented at most colleges, have a fundamental flaw:
Because these commercial course management systems are linked to the official university registrar, students who sign up for a class are enrolled automatically in the online section,
Those no longer enrolled at the university are deleted from the course e-group roster. This protocol may maximize university revenues
and reduce the potential for cheating, but it severely limits the educational potential of online learning.
a primary college target group). Notably, smartphone ownership is even higher among the Black/Non-Hispanic (63 percent) and Hispanic (60 percent) population than the White/Non-Hispanic (53 percent.
The National Center for Supercomputing Applications (NCSA) at the University of Illinois in Campaign-Urbana has developed a special AR-enhanced issue of its periodical
In collaboration with Columbia University computer science Professor Steven Feiner the author developed in the late 1990s real-world AR enhancements described as a situated documentary (Höllerer, Feiner, & Pavlik, 1999.
and explore stories from the University's past, including the 1968 student strike, Prof. Edwin Armstrong's invention of FM radio,
Featured presentation at the Technology in Higher education conference. The Qatar National Convention Center in Doha, Qatar.
Two cheers for Web U. Retrieved on 9 june 2013 from http://www. nytimes. com/2013/04/21/opinion/sunday/grading-the-mooc-university. html?
The Research Division of the School of Journalism and Mass Communication at the University of Minnesota.
Featured presentation at the Technology in Higher education conference at the Qatar National Convention Center in Doha, Qatar.
Higher education edition. Retrieved on 24 february 2014 from http://www. nmc. org/publications/2013-horizon-report-higher-ed Prince, M. 2004.
Featured presentation at the Technology in Higher education conference at the Qatar National Convention Center in Doha, Qatar.
John V. Pavlik, Professor, Department of Journalism and Media Studies, School of Communication and Information, Rutgers University, New brunswick, New jersey, United states
Financial support was provided by the Austin Family business Program in the College of Business at Oregon State university.
Clay Dibrell is associate professor of strategic management in the College of Business at Oregon State university and research fellow at Bond University.
Peter S. Davis is professor and chair of the Department of Management in the Belk College of Business at the University of North carolina Charlotte.
Justin Craig is associate professor of family business and entrepreneurship at Bond University. Address correspondence to: Clay Dibrell, 200 Bexell Hall, College of Business, Oregon State university, Corvallis, OR 97331.
Tel:(541) 737-6061. E-mail: Clay. Dibrell@bus. oregonstate. edu. Journal of Small Business Management 2008 46 (2), pp. 203 218 DIBRELL, DAVIS,
South Western College Publishing. Damanpour, F. 1991. Organizational Innovation: A Meta-Analysis of Effects of Determinants and Moderators, Academy of Management Journal 34,555 590.
Country Profile Highlights 1 2012 World Economic Forum boosting university enrollment, which continues to lag behind that of many other high-innovation countries,
which has translated into a steady improvement in the higher education and training pillar (2nd) in recent years,
Finland occupies the top position both in the health and primary education pillar as well as the higher education and training pillar,
Its excellent educational system (ranked 5th for health and primary education and 6th for its higher education and training) and efficient markets especially its goods market (6th) are highly supportive of business activity.
supported by an excellent university system that collaborates admirably with the business sector in R&d. Combined with flexible labor markets
continued improvements in two important areas higher education (22nd) and innovation (26th) will be necessary. Although the quality of education in Hong kong is good (12th),
Denmark also continues to receive a first-rate assessment for its higher education and training system (14th
although Canada has been successful in nurturing its human resources compared with other advanced economies (it is ranked 7th for health and primary education and 15th for higher education and training),
the data suggest a slight downward trend of its performance in higher education (ranking 8th place on higher education
and training two years ago), driven by lower university enrollment rates and a decline in the extent to
The country has outstanding health indicators and a primary education system that is among the best in the world (2nd.
Belgium also boasts an exceptional higher education and training system (4th), with excellent math and science education, topnotch management schools,
The health of the workforce and the quality and quantity of education are ranked other strengths 21st for health and primary education and 27th for higher education and training.
including its excellent health and primary education (12th) and strong higher education and training (20th), along with its well-functioning goods and labor markets, ranked 9th and 16th, respectively.
These include the country's topnotch educational system at all levels (6th and 13th in the health and primary education and higher education and training pillars
It also has one of the highest tertiary education enrollment rates (18th), which provides a large pool of skilled labor force that,
and intensified collaboration between universities and the private sector would help the country to move toward a more future-oriented development path.
Turkey must focus on building up its human resources base through better primary education and healthcare (63rd) and higher education and training (74th), increasing the efficiency of its labor market (124th),
and reinforcing the efficiency and transparency of its public institutions (67th). Portugal falls by four places in the rankings to 49th position.
these result from its large market size (38th) and a solid educational system that provides easy access to all levels of education (ranked 47th on higher education and training and 54th on primary education.
Despite the progress achieved, important challenges related to health and primary education (92nd), business sophistication (99th), and innovation (103rd) remain.
its high level of education enrollment, especially at the tertiary level; its fairly good infrastructure; and its large domestic market (7th) represent areas that can be leveraged to improve Russia's competitiveness.
Furthermore, primary education (11th) and higher education (17th) are universal and of high quality. These factors, combined with the country's high degree of technological readiness (18th), partly explain the country's remarkable capacity for innovation (16th.
placing 15th in primary education and 11th in higher education and training. Australia's macroeconomic situation is satisfactory in the current context (26th.
and basic education (35th) and enrollment figures for higher education are also on the rise, even though the quality of education in particular the quality of management schools (68th) and the disconnect between educational content
and its high number of university enrollment rates (20th) that should provide local firms with a skilled labor force.
Finally, although tertiary education enrollment is one of the 12 The Global Competitiveness Report 2012 2013:
As a result, the country continues to occupy low ranks in the health and primary education pillar (58th),
and room for improvement remains on the higher education and training pillar (40th) as well. Boosting these areas
and innovation (42nd), benefitting from good scientific research institutions (34th) and strong collaboration between universities and the business sector in innovation (30th).
Efforts must also be made to increase the university enrollment rate in order to better develop its innovation potential.
The greatest challenges facing Rwanda in improving its competitiveness are the state of the country's infrastructure, its low secondary and university enrollment rates,
and primary education levels (142nd). Furthermore, the country is not harnessing the latest technologies for productivity enhancements,
And although primary education enrollment is commendably high, providing universal access, enrollment rates at the secondary and university levels are among the lowest in the world (both at 137th place).
In addition, the quality of the educational system needs upgrading. A related area of concern is the low level of technological readiness in Tanzania (122nd), with very low uptake of ICT such as the Internet and mobile telephony.
Also critical, in view of the country's rapidly growing population and high unemployment, are investing in the healthcare system and primary education (137th) as well as higher education and training (138th.
nikolaos. kakalis@dnv. com H. N. P. Psaraftis Technical University of Denmark, Bygningstorvet 116b,2800 Kgs Lyngby, Denmark e-mail:
sara. fozza@dappolonia. it P. Zacharioudakis National Technical University of Athens, Iroon Polytechneiou 9, 15773 Zografou, Greece e-mail:
for Transport, Innovation and Technology-BMVIT University of Applied sciences Technikum Wien April 2011 The research leading to these results has received funding from the European union's Seventh Framework Programme (FP7/2007-2013
17 industrial participants and 8 universities/research institutes Funding-/programme mechanismen: Industrial funding over 60%36 FI:
plus add. research in universities Italian Roundtable on Smart Grids: Initiative of Ministry of Economic Development;
operators co-funded by Technology Agency, Ministry of Higher education, Science and Technology, European Regional Development Fund 68 SI:
SMART GRIDS COUNTRY FACT SHEETS Deliverable 4. 2. 1 Michael Hübner Natalie Prüggler Federal Ministry for Transport, Innovation and Technology-BMVIT University
The general R&d (research & development) law and laws for universities, research institutions and the Austrian Research Promotion Agencys law (Österreichische Forschungsförderungsgesellschaft (FFG:
R&d-programmes R&d and Innovation policy, Innovation Agenda, Technology Roadmaps Austria Available-General R&d framework in the Austrian Law for Universities,-R&d Directive,-Research
"The intelligent energy system infrastructure for the future"(by Risø-The National Laboratory for Sustainable Energy at the Technical University of Denmark-DTU) R&d Framework, Programmes & Policy Denmark The Danish
The National Laboratory for Sustainable 71 Energy Risø at the Technical University of Denmark (DTU) annually publishes an Energy Report.
and energy production outside buidlings and brings together business, laboratories, universities, training centres, professional associations, financial and regional collectives involved in the network of renewable energy throughout the Languedoc-roussillon region (south of France).
On one hand university researchis carried out under the supervision of MIUR (Ministero dell'Istruzione Università e Ricerca),
from grassroots movements, think-tanks and universities to big charities and public museums are hosting small-scale workshop spaces often with digital tools and 3d printing facilities (maker spaces and hacker spaces.
and developed in high schools, with the 25 best Call4school projects invited to participate in the fair.
For instance, The Open university, based in the United kingdom, and other models of distance learning have made education much more widely available.
which was born out of collaboration between Arduino and designers in the Master of Advanced Studies in Interaction design at SUSPI in Lugano.
and University of Cambridge in November 2014 forecasts the growth of alternative finance (including peer-to-peer business lending,
These indicators now include innovative entrepreneurship and innovation in firms, universities and public research institutes,
as well as national research institutes and traditional universities. Building on existing schemes, such as innovation partnerships and PPPS with bigger telecommunications corporations, new schemes could be created to provide financial support for large-scale DSI experiments across Europe.
health authorities and universities to pilot large-scale DSI experiments around collaborative economy, direct democracy, distributed energy, civic health and bottom-up smart city solutions.
75 Universities...79 Digital Agenda for Europe...82 Key enabling technologies...88 Cultural and creative industries...
such as in universities or public research institutes. Collaborative projects with local firms can help to reveal information about the future value of certain specialisations.
higher education institutions, public research institutes, independent innovators; whoever is placed best to discover the domains of R&d
This has led to an extension of entrepreneurial activities and higher education and research infrastructure to new areas such as satellites and GPS technologies. 14 Finally, radical foundation of a new domain:
In this case, links between local universities and strong public-private partnerships are the types of strategies that may be essential for smart specialisation to work.
'Groningen University. 15 existence of industries that are in tune with the relevant socioeconomic conditions
this helps to take into account innovation opportunities identified by leading actors (companies, universities, intermediaries, etc. Mixing regional experts with international experts helps to give more weight to the international competitiveness issue.
Potential actors relevant to the RIS3 process span from public authorities to universities and other knowledge-based institutions, investors and enterprises, civil society actors,
The most important types of organisation that need to be involved in the RIS3 process are public authorities, universities and other knowledge-based institutions, investors and enterprises, civil society actors,
and intellectual leadership (the people who play a leading role in connecting their universities to the worlds in and beyond their regions.
University of Tampere, Work Research center, Working Paper No. 85 (Final Report on Quadruple Helix Research for the CLIQ project, INTERREG IVC Programme.
and its significance for universities, businesses and the regional economy, would do much to promote a skill set that is critically important to the moderation of the RIS3 process, particularly of the entrepreneurial process of discovery,
Getting firms, universities, development agencies and regional governments to accept that innovation is a collective social endeavour where participants freely acknowledge that working in concert can deliver far more than working in isolation is arguably the most important ingredient in the‘recipe'for purposeful entrepreneurial search.
The onus of responsibility for creating such iterative processes rests primarily with public sector bodies, especially universities, development agencies and regional governments.
universities, development agencies and regional governments could jointly identify a project to explore the prospects for related variety in the regional economy.
The formation of a Knowledge Leadership Group would give an institutional expression to the alliance between universities
For many key actors involved in the region, notably private firms and leading universities, the development of the region will not be their primary focus.
universities can be critical actors. How does regional funding fit into this multilevel system? As a first step the region should use technical assistance funding to build capacity to tap into the knowledge base of
and scenario-planning exercises involving the public, private and higher education sectors, the chief aim of which would be to produce a regionally-attuned smart specialisation strategy.
Traditional SMES, high-tech companies, universities, transfer institutions, business intermediaries, local and regional authorities, national bodies, the media, etc. have a different understanding and expectations of an RIS.
reinforcing excellence in knowledge creation and developing new high-tech industries Knowledge and technology hubs Leading regions in science and technology Co-funding of universities:
niches, complementary to national science hubs Technology transfer instruments (university technology transfer offices, technology brokers at research centres) Talent attraction (from country and abroad), research grants for young graduates Cluster policies,
and tertiary education Promoting national training, lifelong learning schemes for companies and individuals Engaging regional stakeholders in external production networks Securing national infrastructure investments to enhance connectivity Source:
increased quality of production Increase of research activity in a region Research subsidies to enterprises or universities/research centres Increase in research expenditure in firms, increase in patents or publications Improved innovation performance,
Clusters, Innovation friendly business environments for SMES, Research infrastructures, centres of competence and science parks, Universities-enterprise cooperation, Digital agenda, Key enabling technologies, Cultural
Figure 7-The'trunk and branches'structure 31 Green growth Digital agenda Skills Clusters SME support Social Innovation Financial engineeringconnecting universities Key enabling
Science parks provide the advanced infrastructure on which research-intensive enterprises rely, besides the location factor, often in close proximity to a university.
(2011) 811 final. pdf 79 Universities Why should universities be part of smart specialisation? In the framework of the Education, Research and Innovation triangle, the socalled knowledge triangle, universities71 have a crucial role to play in creating knowledge
Successful mobilisation of the resources of universities can have a strong positive effect on the achievement of comprehensive regional strategies.
Universities dealing with economics, public policy and administration, as well as those dealing with specific policy areas (such as industry, health, agriculture, environment and culture) can provide public authorities and private sectors with strategic advice,
Universities are a critical'asset'of the region mainly in the less developed regions where private sector may be weak or relatively small, with low levels of research and development activity.
which universities can contribute to regional innovation systems. Universities can, for instance, stimulate the entrepreneurial spirit of their staff
and students, provide advice and services to SMES, and participate in schemes promoting the training and placement of high level graduates in innovative businesses.
Furthermore, Universities and Businesses should directly cooperate in curricula design and curricula delivery to ensure that graduates have the right skills and transversal competences.
By having businesses cooperating with the educational side of Universities, talent attraction and retention would be enhanced in the region.
Universities can also play an important role in the field of vocational training. Barriers and challenges Improving the contribution of universities to regional growth by implementing such mechanisms requires the interconnection of the partners in the innovation systems.'
'Disconnections'may occur between the partners and the barriers to overcome are of a different nature.
They can be internal to the university and involve the capacity to‘reach out'to the wider region (i e. supply side).
For instance, universities are focused usually on teaching and research (driven by academic outputs) and are part of national academic systems that are targeted not 71 The term'university'includes all higher education institutions,
in line with the Commission's Communication on the modernisation agenda for universities COM (2006) 208.80 to respond to regional needs.
As a result, some universities are viewed as being'in'the region but not'of'the region where they are located.
These barriers can also be linked to the capacity and willingness of the public and private sector actors in the region to'reach in'to the university to seek expertise
and knowledge that can contribute to regional growth and development (i e. demand side). Successful partnerships involve'boundary spanners'providing leadership within
and across the partners and enabling a mutual understanding of the drivers affecting all the partners. Universities will appreciate the opportunities that their regions present for their activities as'living laboratories'opened to international linkages;
their private and public partners will benefit from their expertise for translating knowledge into innovation.
Universities and other knowledge institutions should be linked closely to the process of designing national/regional innovation strategies for smart specialisation.
For the next programming period, the investment's priorities proposed under the Cohesion Policy cover these aspects with an emphasis on connecting universities to regional growth and developing stronger partnerships within the knowledge triangle.
see the practical guide'Connecting universities to regional growth'that presents processes and delivery mechanisms for building capacity and incentives for universities and their regional partners to work together.
Based on examples it explores the following issues: establishing a regional higher education partnership to better understand the regional situation
and to overcome the barriers, with a possible technical assistance budget, ensuring mechanisms allowing universities and business in the region to cooperate in curricula design
and in jointly delivering education in an innovative way, fostering graduates with regional relevant competences
mapping the regional higher education system in terms of their degreeawarding ability, research activities and possible cooperation with regional partners, assessing the connectivity of the universities to the regional public
and private sectors to move towards a situation where universities are key players, selecting, designing and evaluating interventions that strengthen the connectivity of universities in the region to the region, by moving from simple to complex projects.
In the future programming period 2014-2020, support under the European Agricultural Fund for Rural Development (EAFRD) could be provided to Universities in the following areas:
81 Knowledge transfer and information actions for the provision of vocational training and skills acquisition actions, demonstration activities and information actions.
These should be provided for persons engaged in the agriculture, food and forestry sectors, land managers and other economic actors
Co-operation among different actors in the Union, agriculture, food chain, forestry sector and among other actors (including Universities) that contribute to achieving the objectives and priorities of rural development policies (e g. pilot projects;
and for Operational groups under the European Innovation Partnership where universities could also take part. References The European commission promotes several support tools at European level.
EU Guide'Connecting universities to regional growth':'Available on the website of the Smart Specialisation Platform, 72 University Business Forum:
A platform to promote cooperation between HEI and businesses at European level, 73 Marie Curie Initial Training Networks Industrial doctorates:
A pilot action promoting industrial Phd schemes, 74 Knowledge Alliances: Between higher education and businesses in educational issues, 75 Erasmus for all:
The Union Programme for Education, Training, Youth and Sport for the programming period 2014-2020.76 72 http://ipts. jrc. ec. europa. eu/activities/research-and-innovation
including technology developers (universities, research and technology organisations), start-ups, SMES and manufacturers. Consequently, a KET-focused innovation policy allows most industrial sectors
Develop partnerships between national and regional authorities in charge of different public policies such as economic development, employment, higher education and culture.
and entities of all sizes and forms, including corporations, midcaps, small and mediumsized enterprises, special-purpose companies, public-private partnerships and joint ventures, research institutes, universities, science
the modernisation of universities and research organisations as well as developing technology auditing, international partner search and information campaigns to stimulate
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