Printed in Spain 1 A Policymakers Guide to Transnational Learning in Smart Specialisation Åge Mariussen*,Inger Midtkandal**and Ruslan Rakhmatullin***Botnia-Atlantica Institute, University of Vaasa (Finland
), Umeå University (Sweden), Nordland Research Institute (Norway)**European commission, JRC-IPTS, Seville (Spain) S3 Policy Brief Series n°05/2014 January
and just skip any thought of adapting universities to regional development needs. These and other obstacles to triple helix connectivity might be frustrating,
if you are able to create new university industry relations, or repair other flaws in your system of innovation,
such as the triple helix of universities and public policies does not support the industry and its suppliers sufficiently,
why is not this university generating more spin-offs? In seeking the explanations to this question,
you should look at spin-offs from other universities. Is there something wrong with the organization of the science park?
Or perhaps there is a lack of connectivity between the universities and industrial actors who has a potential to commercialize university-based innovations?
What about the absorptive capacity of your industries? Problems often have root causes, chains of causation
A common problem is that the university institutions have strengths in terms of research which is matched not by regional industries.
which are technologically related to the strengths of the University. With no industrial actors willing and able to industrialize university-based innovations
patents from your university are likely to be sold and industrialized in other regions. There might be ways around these structural problems,
providing you discover and use appropriate policies. In this discovery process, there is a lot to learn from the history of other more successful regions you identified in the first place.
Why are their industry better connected to regional universities? In many cases what appears to be a structural problem today is the result of policy decisions made some years ago.
For instance, in comparing connectivity between universities and industries between Nordic countries, we have found that an explanation to the excellent contacts between industries
and universities in Finland is due to certain reforms in the Finnish school system which created open doors from craft based education to poly-technical university-level education.
This is a good practice. The hypothesis is that it can be transferred to other regions in other countries through a reform of your existing educational institutions
Other good practices is the frequent contacts between some Norwegian universities and tourism is that the universities tries to support innovation in tourism through innovation programs,
in synergy with programs encouraging 11 tourist entrepreneurs to cooperate in promoting destinations. These are short term strategies,
Smart specialisation, regional growth and applications to EU Cohesion Policy, Economic geography Working Paper, Faculty of Spatial Sciences, University of Groningen:
Academy of Sciences, higher education institutions and research institutes, national and regional organisations and market players with an RDI involvement.
132.8 billion HUF 0 50 100 150 200 250 billion HUF Business enterprises Government Higher education Data is for 2012.
Csongrád and Hajdú-Bihar counties because of academic research in their universities the number of researchers is high. 7393 4120 Budapest 14125 capita (FTE) Apart from Budapest 8894 capita
(FTE) Business enterprise sector Higher education sector Institutional sector 0 2000 4000 6000 8000 10000 12000 14000 16000 4380 1151 3363 capita
'Accordingly, one of the five targets for measuring the success of the Europe 2020 strategy is the modernisation of European Education and Training systems with the goals of reducing early school leaving and increasing tertiary education attainment.
and discussions about the further development and mainstreaming of ICT-ELI were conducted (list of participants is in the Annex 2). The authors are grateful to Professor Nancy Law (University of Hong kong) for organizing the expert workshop in Hong kong,
Ola Erstad (University of Oslo), Paul Kelley (Science+Technology in Learning), Marco Kools (OECD-CERI), Anne Looney (Irish National Council for Curriculum and Assessment
developed by researchers at Department of Social Informatics and methodology at the Faculty of social science, University of Ljubljana, Slovenia.
) 12 8. 1 Decision-makers (e g. school head, chief education officer, university dean, etc. 16 10.7 Technology providers/developers 7 4. 7 Others 14 9. 4 Total 149 100.0 The vast majority of the respondents were from 22 European countries
IT providers), research (e g. research centres), higher education (e g. teachers trainers), cultural bodies (e g. museums), educational practice (e g. school leaders, teachers, teacher unions), families,
Case report 2: 1: 1 learning initiatives in primary and secondary education in Europe. In P. Kampylis, N. Law & Y. Punie (Eds.
teacher trainer researcher policy-maker (at EU, national, regional, local level) decision-maker (e g. school head, chief education officer, university dean, etc.
Name Affiliation Stefania Bocconi National Research Council of Italy Barbara Brecko JRC-IPTS Roberto Carneiro Portuguese Catholic University, Portugal Miroslava Cernochova
Charles University in Prague, Czech republic Jonatan Castaño-Muñoz JRC-IPTS Anusca Ferrari JRC-IPTS Conor Galvin University college Dublin, Ireland Seungyeon Han
Hanyang Cyber University, South korea Kampei Hayashi Japan Society for the Promotion of Science Panagiotis Kampylis JRC-IPTS Paul Kelley Science+Technology in Learning, United kingdom
Marco Kools CERI-OECD Carmen Lazaro Ítaca School, Spain Nancy Law University of Hong kong Chee-Kit Looi National Institute of Education
Yves Punie JRC-IPTS Magdalena Sverc Institute Anton Martin Slomsek, Slovenia Christine Redecker JRC-IPTS Tamotsu Tokunaga University of Tsukuba, Japan
Keith Turvey University of Brighton, United kingdom Stella Vosniadou National and Kapodistrian University of Athens, Greece Riina Vuorikari E-learning expert, Belgium 43 Participants in the'Scaling
of Education, Singapore Kai Ming Cheng University of Hong kong Seungyeon Han Hanyang Cyber University, South korea Ronghuai Huang Beijing Normal University, China Dae
Joon Hwang Korean Council for University Education, South korea Yu Kameoka Ministry of Education, Culture, Sports, Science and Technology, Japan Panagiotis Kampylis JRC-IPTS
Gwang-Jo Kim, UNESCO Bangkok Nancy Law University of Hong kong Chee-Kit Looi National Institute of Education
Singapore Jingyan Lu University of Hong kong Naomi Miyake University of Tokyo, Japan Jonghwi Park UNESCO Bangkok Yves Punie JRC-IPTS Mang She Education
Capability Maturity Model The Capability Maturity Model (CMM)( 4) was defined originally for software development by Carnegie mellon University
which comprises the SNOMED classification system with Clinical Terms (Read codes), developed by the College of American Pathologists and the United kingdom's Department of health, respectively.
Version 1. 1. Pittsburgh, PA, Carnegie mellon University, 2002.5. Spewak SH & Hill SC. Enterprise Architecture planning-developing a blueprint for data applications and technology.
and hosted by the Institute for Triple Helix Innovation based at the University of Hawaii at Manoa in the United states of america. 13 A draft questionnaire was developed
SMES, research centres and universities. Once organised, these consortiums can participate in the programme by answering calls for proposals
1. Help for SMES and SME associations for outsourcing their research activities to providers of research services i e. universities or research centres.
The Strategy also addresses the need for Higher education Institutes and business support agencies to improve engagement and collaboration with each other, with industry and with civil society.
which are required to strengthen R&i in the Region and to capitalise on new growth and innovation in our Higher education Institutes, incubation centres, government agencies and authorities, in our communities and in the industries
Higher education Institutes and business support organisations operating in the Region. This Strategy forms an evidence-based context for the Midwest Region's R&i priorities.
The Higher education Institutes in the Region have an extensive research and innovation remit and are continually progressing
Under this approach a company/innovator/Higher education Institute will work with external partners on new ideas to generate new business opportunities The adoption of an open innovation approach between companies,
the Higher education Institutes, Innovate Limerick Ltd.,Limerick Economic Forum, the existing business support agencies, local authorities, Local Enterprise Offi ces and Chambers of Commerce all have an important role to play in the implementation of this Strategy.
%8%At least 40%of 30-34 years old should have completed tertiary education 49.4%60%Table 2. 1 Europe 2020 Headline Targets
Higher education Authority<12 10-49 50-249 250+%Breakdown of Enterprises & Employees 0%20%40%60%80%100%Enterprises Employees Table
Destination Report, 2012 14 Figures relate to the number of businesses that received Innovation Vouchers rather than the number of innovation vouchers utilised in HEIS in the Region. 3. 4 Educational Attainment The Midwest
The Regional Indicators Report 2013 shows that 62%of 30-34 years olds in the Midwest Region have completed tertiary education.
%Furthermore, figures from the Higher education Authority indicate that there is a high level of postgraduate research being undertaken in the Region.
No. of Phd Graduates in the Midwest Region 2008-2010 University of Limerick Mary Immaculate College Limerick Institute of technology 2008-2009 102 5 1 2009-2010
from Higher education Institutes in the Midwest who secure employment in the Region is an indicator of academic and business performance.
Currently 28%of graduates from the University of Limerick are being retained in the Midwest Region.
In comparison to other rural regions the Midwest is improving its retention ability by matching both undergraduate and postgraduate courses with market demand.
Higher education Institutes, public research bodies) and small businesses. Innovation Vouchers are available to assist a company to explore a business opportunity or problem with a registered knowledge provider.
despite having no University 24 in the Region (there are a number of other Higher Level Institutes),
and research teams within Higher education Institutes. 25 Research & Innovation Strategy for the Midwest Region of Ireland 2014-2018 15 Figure 3. 3 illustrates the number of companies in the Region than participated in the Programme rather than the amount of investment made in the Region due to the implementation
& Innovation Resources in the Midwest Region Chapter 04 4. 1 Higher education Institutes 4. 1. 1 University of Limerick Research Strengths The University of Limerick (UL
) recognises the mutual benefit that flows from engagement between the Midwest Region and the University's research goals.
Research Institutes represent the highest level of research infrastructure within the University, and provide focused support for research, both within faculties and across faculties.
University of Limerick currently has four research institutes, namely: The Materials and Surface Science Institute (MSSI),
which undertakes research focused on the design of materials for health, transport, energy and clean technology;
while a new Clinical Education & Research Facility at the University Hospital Limerick campus will provide for the necessary education
The presence of a number of highly regarded Higher education Institutes (HEI) and numerous national and international businesses and industries,
yeast and fungi) but also in microalgal and cyanobacterial as well as tissue culture and mammalian cell culture technologies. 4. 2 Higher education Collaborations 4. 2. 1 Higher education Authority's Proposed Regional
Clusters The Higher education Authority's (HEA) Report to the Minister for Education and Skills on System Reconfiguration,
Inter-institutional Collaboration and System Governance in Irish Higher education provides for a major programme of structural reform including institutional mergers and much greater levels of institutional collaboration, with the creation of a series of regional
For the Midwest HEIS, clustering with the West HEIS from Galway-Sligo-Letterkenny will bring significant critical mass and competitive advantage in terms of research capacity. 4. 2. 3 Shannon Consortium
is a collaboration between the University of Limerick, Limerick IT, IT Tralee and Mary Immaculate College.
The Consortium's vision is to transform the Higher education landscape in the Region with each partner contributing according to its distinctive, yet complementary, strengths.
and technology solutions which are industry-relevant. 4. 2. 4 Enterprise Ireland/IDA Technology Centres The current Programme for Government has highlighted the importance of introducing companies to the research expertise in Higher education Institutes
Technology Centres are based in a University with support from partner colleges to deliver on the research needs of the companies.
Two Research Centres are hosted by the University of Limerick: The irish Centre for Composites Research and The Pharmaceutical Manufacturing Technology Centre.
The University also participates in a number of other research centres. Limerick Institute of technology is involved current in the International Energy Research Centre.
Collaboration between Industry and Higher education Institutes The Enterprise Research Centre in the University of Limerick has worked in collaboration with industry on a number of research initiatives.
In addition to the research and innovation supports and services currently offered by the Higher education Institutes and State Agencies in the Region, there is also an extensive network of innovation centres
Collaboration between Industry and Higher education Institutes The Croom Community Enterprise Centre opened in May 2013
d) The research strengths of the Higher education Institutes in the Region. The above sectors have been identifi ed in this report as most likely to benefi t from smart specialisation policies
To work in coordination with key stakeholders in the Region e g. local authorities, Higher education Institutes and business support agencies such as Enterprise Ireland to ensure that funding is focused on removing the identified barriers to development;
Higher education Institutes provide training, research and development; Organisations industry organisations, organisations promoting collaboration etc.;Media can work to promote/create an image of a region;
To organise an Annual Regional Open Innovation Networking Event with representatives from Higher education, funding agencies and business owners/entrepreneurs to encourage interaction and communications between the relevant parties;
In 2013 the Alliance managed a yearlong‘Innovation Dublin Festival'to promote open innovation by businesses, Higher education institutions and communities.
It brings together people from businesses, universities, research, finance and technology organisations to stimulate innovation through knowledge transfer.
The Technology Transfer Office in the University of Limerick plays a key role in this area in the Midwest Region.
A KPMG commissioned study in 2013-2014 has found that there is a very low level of awareness among companies of options for improving business performance such as collaboration with HEIS on innovation projects.
To work with the Higher education Institutes in the Region to maintain and enhance their long term commitment to knowledge transfer and commercialisation activities;
To proactively seek national incentive mechanisms to promote the transfer of IP from Higher education Institutes to entrepreneurs and innovators;
RPG Implementation Steering committee-new working group Higher education Institutes Business Support Agencies Chambers of Commerce Regional Level Local authorities Local Enterprise Offices Local Economic
Cival Society Community Users, NGOS Academia Researchers, HEIS Figure 6. 1 Bodies/Agencies with a Role in Implementation Regional Planning Guidelines (RPG) Implementation
Cival Society Community Users, NGOS Academia Researchers, HEIS In addition to the working group of the RPG Implementation Steering committee, there are a number of other agencies
Higher education Institutes: University of Limerick and Limerick Institute of technology have a key role to play. It is recommend that they continue to engage with other HEIS, private industry,
business support agencies and Innovate Limerick Ltd. to ensure that opportunities for research, development and innovation are identifi ed and capitalised upon.
It is recommended also that further opportunities for collaboration and knowledge transfer are sought proactively. In this context it is recommended that the opportunities offered by Horizon 2020
however, that the LEOS work in close co-operation with the HEIS in the Region who have both experience
and expertise in this area to ensure that the work of the LEO complements the existing role of the HEIS in accessing EU funding under a variety of programmes.
Research Programmes Number of Innovation Vouchers redeemed Number of companies engaged in research with HEIS via Innovation Partnerships Number of companies involved in Enterprise Ireland/IDA Technology Centres Number
Enterprise Ireland NEXUS Innovation Centre Limerick Institute of technology Enterprise Research Centre Cook Medical University of Limerick Technology Transfer Office Vistakon IDA Ireland
Helpful inputs and suggestions were received from Joan Calzada Aymerich from the University of Barcelona (Chapter 4), Jake Kendall from the Gates Foundation, Anoush Tatevossian and Alex Rutherford from UN Global Pulse,
Bhutan, an LDC, also features relatively high school connectivity, at 43 per cent, much higher than other LDCS such as Bangladesh (5 per cent), Cambodia (7 per cent) or Nepal (5 per cent.
Data on broadband in secondary schools in Bangladesh are not available. Data for Nicaragua, Philippines and Indonesia do not include upper secondary.
and enrolment in primary education) and Goal 8 (fixed-telephone and mobile-cellular penetration and percentage of Internet users) were considered not,
and secondary school curricula to meet the challenges of the information society; support the development of multilingualism on the Internet;
and famine Provide more accurate weather information that helps to increase agricultural production Delivery of real-time market information/sales prices for farmers MDG2 (Achieve universal primary education) Improve access to education through mobile technologies/remote
Achieve universal primary education Target 2. A: Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling 2. 1 Net enrolment ratio in primary education 2. 2 Proportion of pupils starting grade 1
who reach last grade of primary 2. 3 Literacy rate of 15-24 year-olds, women and men+++Goal 3:
Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015 3. 1 Ratios of girls to boys in primary, secondary and tertiary education 3. 2 Share of women in wage employment in the nonagricultural sector
3. 3 Proportion of seats held by women in national parliament+--0. 023 90 Goal 4:
secondary school or higher education studies) in Oman are offered one free computer per student. Furthermore Omantel provides discounted broadband Internet offers for eligible customers. 8 Wireless-broadband penetration levels vary considerably across the region.
The main purpose of this indicator is to show the accumulated achievement of primary education and literacy programmes in imparting basic literacy skills to the population,
the Gross enrolment ratio is the total enrolment in a specific level of education, regardless of age, expressed as a percentage of the eligible official school age population corresponding to the same level of education in a given school-year. 2. Imputation of missing data A critical step in the construction of the index is to create a complete
data set, without missing values. There are several imputation techniques that can be applied to estimate missing data. 6 Each of the imputation techniques,
One survey respondent working in higher education said The organization has a long (70 years) history of success...the need to change is not clear to some members of the old guard (see Figure 5). The survey shows a clear split in perception of urgency
600 talented individuals work with leading companies and governments to master Digital Transformation, drawing on our understanding of the digital economy and our leadership in business transformation and organization change
) 10toe 33.6 toe (2012) Early school leaving in%<11.3%17.3%(2013) Tertiary education in%26.7%22 8%(2013) Reduction of population at risk of poverty or social
as well as the groups in the public sector, nonprofit, university and private in order to answer the needs of community Open Data Definition Open data means that data should be freely available to everyone to use
%and the Euro Area average of 8. 2%.As regards the implementation of E-learning solutions in universities,
in 2010 more than half of the universities (58%)had E-learning solutions, and in the years that followed other 9 universities have implemented such platforms by means of POSCCE and POSDRU financing.
Page 70 of 170 3. 1. 4 3. 1. 5 Strategic Lines of Development Strategic Lines of Development for ICT in Education in Romania Strategic Lines
and informal education for citizens to develop digital literacy in all levels of education. 8 According to the European Digital Agenda,
Page 117 of 170 Unemployed registered1, by level of education Thousands of people 2009 2010 2011 2012 Total Unemployed2 709 627 461 494 Of which:
women 83 71 53 57 University 50 50 39 37 Of which: women 29 29 24 23 1at the end of the year. 2source:
gross and net, by sexes Page 119 of 170 Learning by levels of education 2009/2010 2010/2011 2011/2012 2012/2013 Number of learning facilities Total
8244 7588 7204 7069 Population enrolled in education systems by levels of education (thousands) Total 4177 4029 3824 3734 Education level:
by means of governmental programmes and several other means The majority of the pupils in the urban environment have a satisfactory level of digital alphabetisation A great number of universities have already been equipped with e-learning platforms (more than 70
and the improvement of the access to technology irrespective of the provisions of the academic environment The computerisation of the libraries and the formation of digital competencies in the rural environment leading towards The decrease of the scholastic population in the pre-university teaching
between universities The students and the teachers'mobility The lack of collaboration between the business environment and the educational institutions The lack of correlation between the e-learning programmes included in the Sectoral Operational Programme Increase of economic competitiveness (SOP IEC) with the e-learning
universities, SMM, regulatory forum The introduction of fiscal facilities for the companies which invest in the research, development and innovation activity The technological advantage of the developed states from an economical point of view The increase competency
Romanian Office for Adoptions Page 146 of 170 Enrolment in education Primary school/high school/university Primary school 1. Enrolling based on the identity documents of parents
and the birth certificate of the child in the school nearest the applicant's home 2. Submission of the document issued by the previous graduate education High school 1. Prior opting for desired high schools 2. Automatic allocation in high schools,
based on the means of the 8th grade exam, depending o preference University 1. Submission of Registration 2. Payment of the examination fee (if applicable) 3. Examination 4. Result
the high school graduation diploma is submitted in original at the faculty chosen 4. 2 In case of failure,
9 1. 2. RDI status...13 1. 2. 1. General RDI status...13 1. 2. 2. Higher education research organisations...
Distribution of the R&d expenditures of higher education by areas of science (a total of 67 billion HUF in 2012)..16 Figure12:
Corporate participation in higher education research projects...17 Figure13: Distribution of expenditures in the major research projects of the HAS by areas of science...
University of Debrecen DRS...Danube Region Strategy EDP...Entrepreneurial Discovery Process EKD...Individual Government Decision EMMI...
Higher education and Industrial Cooperation Centre FP7...Framework Programme for Research and Technological Development FTE...Full Time Equivalent GDP...
University of Pécs RIS3...Regional innovation strategy based on smart specialisation (national/regional research and innovation strategy for smart specialisation) RIA...
%while that of the higher education sector was almost 19%.1. 2. 2. Higher education research organisations Most of the data come from the processing of the S3-related questionnaires realized in 2014 in the cooperation of EMMI and NIH RDI,
and filled by the higher education institutions. We received a response from 28 higher education institutions relevant to S3.
So we have a virtually complete view of the projects in the higher education sector which are significant from our perspective.
The most important areas of higher education research are the health sciences, the natural sciences and the technical sciences.
The proportion of social sciences and humanities in higher education is higher than in the rest of the sectors.
Figure11: Distribution of the R&d expenditures of higher education by areas of science (a total of 67 billion HUF in 2012) Source:
KSH 17 We examined also in respect of the research carried out in the higher education sector the frequency of the collaboration of higher education and the companies in research projects within each discipline.
The higher education sector collaborated with the company in 37.4%of the more than 2, 400 research projects,
which is considered high. However, the collaboration rate significantly differs in certain disciplines: it is the highest, over 50%,in the agricultural sciences and the technical sciences,
Corporate participation in higher education research projects Source: Higher education S3 questionnaire, EMMI-NIH RDI Observatory, 2014 1. 2. 3. Research of the HAS The Hungarian Academy of Sciences in a major player in the domestic R&d domain,
so we examined the research activities of the Academy as well (in addition to higher education). The data are from the processing of the S3-relevant questionnaires filled by the institutes of the HAS:
we received responses from 14 institutes out of the 10 research centres and 5 research institutes as well as from 24 university research teams sponsored by the HAS. 4
So we had an almost complete picture of the projects of the has carried research institutes out in collaboration with the companies. 4 According to the information received from the HAS,
Most decentralized is the higher education sector, where the majority (in FTE) works outside Budapest or the central region owing mostly to the research-intensive universities of Baranya, Csongrád and Hajdú-Bihar counties.
On the other hand, the institutional sector is centralized highly: 80%of researchers work in Budapest and Pest county.
Here, the R&d expenditure of the higher education institutions precedes that of the corporate sector. In the case of Csongrád and Fejér counties, the performance of the government sector is also important,
and it must be noted that higher education has a very high rate in Hajdu-Bihar. This shows the strong regional role of the three major academic centres.
%and that of the higher education sector is 19%.%In higher education, the collaboration rate significantly differs in certain disciplines:
it is the highest, over 50%,in the agricultural sciences and the technical sciences, and it is the lowest in the social sciences and the humanities.
as well as the promotion of partnerships between the universities, research institutions and innovation and technology centres.
Internationally high-standard institutions of higher education, also in the major provincial cities. Research and innovation environment, organisations, infrastructure and services:
More and more promising partnerships are established between the large companies and the universities. Start-up companies implementing world-class development with high growth capabilities appear.
The higher education institutions engaged in basic research, as well as the research centres of the has performed well compared to rivals in the region in the European union Research and Technological Development Demonstration Framework Programme (FP7).
The university and college R&d potential increases, knowledge centres are created, increasing economic openness. Many trans-European transport routes cross the region;
Lack of knowledge map in the universities. Very low wages to researchers in the international comparison.
Lack of entrepreneurship in the universities and research institutes, which can be caused by the sometimes contradictory and vague legislation and, in a sense, the over-regulated system.
The capacities and competences of the universities and the research institutes are linked to the corporate and public orders weakly compared to the possibilities.
The determination of the faculties and the training programmes of higher education do not reflect the economic needs,
The high-quality higher education, which is currently operating in the industrial and agricultural zones, moves the big cities and their surroundings towards a knowledge-based economy,
if the university knowledge centres are strengthened and can put their research results effectively into practice and education,
Adjusting the trends of higher education to the economic needs improves the situation of trained young people in the rural university towns (Csongrád,
The participants of the working groups responsible for each sector involved the universities, research institutes, industrial platforms, clusters and the competent ministries.
basic types of organizations, namely, the universities as the organization training and spreading knowledge, the government research organizations which are engaged organizations in controlled strategic basic and applied research,
which is connected also to the mutual relations of the universities, the industry and the government.
Grouping of the RDI actors involved in the design Quadruple helix elements Groups Organisation Science Higher education institutions Universities Colleges Research institutes Academic and sectoral (public
The participants of the regional S3 working groups involved the representatives of the universities, research institutes, sectoral platforms, clusters and companies of the three counties in each region.
universities, research institutes, platforms, clusters, technology transfer organisations and incubators civil organisations and chambers entrepreneurs:
researchers, universities, research centres, university knowledge centres, etc. -public administration: counties, National Innovation Office, etc.
The RDI performance in the knowledge regions is determined by the academic sector (higher education institutions and HAS research institutes),
ICT and agricultural sciences Expenditures of HAS research (by sectors) pharmaceuticals, energy, ICT R&d expenditures of higher education technical sciences, natural sciences, medical sciences Smart production innovative manufacturing
chemical industry, vehicle industry, manufacture of electrical equipment, electronics, rubber/plastics manufacturing, food industry, machine industry Sustainable society corporate participation in higher education research
and higher education institutions and undertakings at Union level, increasing the social capital of the national institutions and exploitation of opportunities for cooperation with internationally renowned institutions.
and universities are aligned not with the research needs of the industry. So-called soft innovation support instruments should be used also
Promotion of R&i investments of undertakings and creation of links and synergies between research and development centres and the higher education sector, particularly with regard to product and service development, technology transfer, social innovation, eco
Hungarian Region Promotion of R&i investments of undertakings and creation of links and synergies between research and development centres and the higher education sector, particularly with regard to product and service development, technology transfer, social innovation
KTIA CCHOP Increasing knowledge capital In the framework of smart specialization, specializing the profiles of the research institutes, higher education institutions, clinics, health care research institutions and research hospitals, building of the knowledge triangle,
that is, supporting the interconnections of education-research-industry and supporting the collaborations of the companies and higher education and academic institutions;
Increasing research, innovation and smart specialisation in human areas ESF, KTIA HRDOP Infrastructural investments in order to strengthen social cooperation Supporting regional service providing higher education
and knowledge transfer between higher education and labour market and the knowledge and technology transfer services (particularly in smart specialisation).
supports the strengthening of the interfaces be education-research-industry (knowledge triangle) and the (public services and higher education institutions, the basic research related to the domestic key technologies and main economic sectors as well as the expansion
of young researchers, further the harmonization of the university-academic and corporate capacities. Enhancing smart specialisation in frontier research ERDF,
KTIA HRDOP 75 Infrastructural investments Promoting the purchase of devices and instruments in higher education, which relate to smart specialization
and support interventions ensuring scientific supplies Infrastructural development of quality higher education ERDF, KTIA HRDOP Increasing the R&d activity and adaptation,
technological development and innovation Promotion of R&i investments of undertakings and creation of links and synergies between research and development centres and the higher education sector,
research and development centres and the higher education sector open innovation HRDOP In the framework of smart specialization, specializing the profiles of the research institutes, higher education institutions, clinics, health care research institutions and research hospitals
and supporting the collaborations of the companies and higher education and academic institutions increasing the international integration of basic research in the Horizon 2020 projects
supports the strengthening of the interfaces be education-research-industry (knowledge triangle) and the (public services and higher education institutions, the basic research related to the domestic key technologies and main economic sectors as well as the expansion
of young researchers, further the harmonization of the university-academic and corporate capacities. Purchase of instruments and devices related to smart specialisation and supporting the interventions ensuring a new research generation in higher education 77 RDP Increasing the R&d activity and adaptation,
and innovation performance in agribusiness undertakings Strengthening of cooperation between the stakeholders in agribusiness and certain stakeholders in research and innovation,
research and development centres and the higher education sector product and service development networking and clusters open innovation HRDOP building the knowledge triangle,
and supporting the collaboration of the companies and the academic and higher education institutions increasing the number of researchers by providing supplies,
encouraging international and inter-sectoral mobility of researchers promoting the interfaces of education-research-industry (knowledge triangle) and the (public services and higher education institutions, expansion of junior researchers,
coordination of the academic/university capacities and the corporate capacities Purchase of instruments and devices related to smart specialisation and supporting the interventions ensuring a new research generation in higher education RDP Increasing the R&d
and supporting the collaboration of the companies and the academic and higher education institutions Purchase of instruments and devices related to smart specialisation and supporting the interventions ensuring a new research generation in higher education RDP Increasing the R&d activity and adaptation,
and partnering between higher education institutions, academic research organisations, public nonprofit research organisations, other public research organisations, research and technological centres, large enterprises and micro-,small-and medium
higher education institutions, academic research centres and state-owned nonprofit research centres 79 doctoral students carrying out their research there.
Higher education and Industrial cooperation Centre (hereinafter referred to as FIEK) pilot In the framework of FIEK,
a broad cooperation between the industry and higher education sectors will be established along the national priorities formulated in the smart specialisation strategy.
Several higher education institutions, research institutes, many large companies and small and medium-sized enterprises are involved in the collaboration along the"quadruple helix".
the needs of the economy appear in the education and research directions of higher education, 80 thus,
800 KSH annually R&d expenditure of institutional and higher education research centres as a percentage of GDP%2012 0. 43 0. 58 KSH annually Smart production R&d expenditure of the research
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