development and innovation system, including through matching the labour market demand through high quality higher education supply, cooperation with the business sector and increased private investment.
Concerning education, the ESI Funds will contribute reaching the 30.3%target of people acquiring higher education degrees (30-34 age cohort)
and Philipp Koellinger, Assistant professor in Economics, Erasmus University Rotterdam, Netherlands. Disclaimer Neither the European commission nor any person acting on behalf of the Commission is responsible for the use
and university industry collaborations. The government's 2009 New Growth Strategy identifies SMES as an engine for future high economic growth.
and operate business innovation projects in collaboration with other firms, universities and research institutions. Philipp Koellinger, Assistant professor in Economics at Erasmus University Rotterdam.
He is associate editor of the Small Business Economics journal and has research interests and a sound publication track record in the fields of entrepreneurship and innovation.
and recognition of business relationships of university researchers in peer groups. Markets are indispensable to sell innovative products and services on the output side:
e g. company leadership Social recognition from peers, e g. at universities from society at large Innovation & growth triangle Markets New business regulation Trade conditions Demand conditions (Internal
university and research systems not targeted sufficiently towards transferring innovative ideas to business, difficulties in protecting intellectual property, 36 a lack of international orientation in marketing products,
the Executive Training Programme to link talented undergraduates from Singapore universities with growth-oriented SMES;
the venture businessmen's special lecture programmes on entrepreneurship at universities; the youth start-up education programme;
financial support and training for entrepreneurs'clubs at universities; offering start-up courses for would-be entrepreneurs or starters.
Matching funds for SMES for developing new products with the help of universities, research institutes and other enterprises.
%In addition, the government plans to facilitate venture investment by institutional investors, the post office, insurance firms, universities,
Business incubators The SMBA supports business incubators which are operated usually by universities and public research institutes.
and Invited Professor of Korea University, on behalf of the INNO-Grips. Sources: Interviews: Dr. Lee, Joon Ho, Senior Research Fellow, International Economic Analysis, KOSBI (Korea Small Business Institute), 12 october 2010.
The Executive Training Programme helps SMES groom the next generation of potential business leaders by linking talented undergraduates from Singapore's universities
Targeting local university graduates, SPRING will co-fund these SMES to train the graduates to run core and expanding operations of the company.
EIP seeks to expose local university and polytechnic students to the dynamic and rewarding working environment of high-growth SMES through short term internships
The CEO, Jayaraman, joined the Asia-Pacific Executive Master of business administration Programme at the National University of Singapore through SPRING's Advanced Management Programme.
In Canada, in Cooper's ongoing longitudinal study of 800 university spin-off firms, formed up to 1999,167 high growth firm gazelles were present (21%.
%A subset of the VC study in (a) above showed that the 210 university spin-off firms had 12%gazelles,
VC financed firms provide greater economic benefits Hellmann et al at the University of British columbia undertook an international study of the performance of 21,852 firms based in 25 countries including Canada, the US and several Asian ones.
and (2) network clusters, such as university-industry collaborations. Through these overlapping diversification and clustering policy initiatives, the government's 2009 New Growth Strategy (Basic Policies) Toward a Radiant Japan identifies SMES as an engine for future high economic growth.
Sources This innovation policy summary has been authored by Dennis Tachiki, Tamagawa University, Graduate school of Management, Tokyo, Japan.
commission by the Hitotsubashi University Research center for Interfirm Network. The preceding overview of major SMES policy activities in Japan does not include the Japanese SBIR programme for the reason that this programme apparently has developed not to be a major activity of SME policy.
This is done by financing university-industry joint research projects, where the research is carried out by the academic side,
Second, supporting entrepreneurial education at universities, schools and other educational institutions. The European commission could disseminate good practices in entrepreneurial education among Member States. 179 An issue addressed by US innovation policy advisor Burton Lee in an interview for this Policy Brief Policies for high
rewarding growth, not punishing for it Ensure conducive sideline income regulation of university researchers Indirect National regulation no specific role for EU except opinion leadership Ensure income taxation
scientists Foster recognition of entrepreneurial activity of university scientists Publish examples of high-growth entrepreneurs Recognition from society Publish examples of successful EU entrepreneurs (role models) Publish examples of successful
Manchester Institute of Innovation Research, University of Manchester, July 2008. Dahl Fitjar; Rune; Rodríguez-Pose, Andrés (2011:
Helsinki University Print, 2009. Pp. 147-202. Available at http://www. tem. fi/files/24929/Innoevalfi full report 28 oct 2009. pdf. Gallup Organisation (2009:
and Their Market International Journal of Entrepreneurship and Innovation Management 2010 Zhou et al Entrepreneurial innovation problems associated with the dynamic growth of university spin outs in China Policies for high-growth innovative SMES
Second, leaders in the private sector have launched the Startup America Partnership, an independent alliance of entrepreneurs, corporations, universities, foundations,
and Philipp Koellinger, Assistant professor in Economics, Erasmus University Rotterdam, Netherlands. Disclaimer Neither the European commission nor any person acting on behalf of the Commission is responsible for the use
and university industry collaborations. The government's 2009 New Growth Strategy identifies SMES as an engine for future high economic growth.
and operate business innovation projects in collaboration with other firms, universities and research institutions. Philipp Koellinger, Assistant professor in Economics at Erasmus University Rotterdam.
He is associate editor of the Small Business Economics journal and has research interests and a sound publication track record in the fields of entrepreneurship and innovation.
and recognition of business relationships of university researchers in peer groups. Markets are indispensable to sell innovative products and services on the output side:
e g. company leadership Social recognition from peers, e g. at universities from society at large Innovation & growth triangle Markets New business regulation Trade conditions Demand conditions (Internal
university and research systems not targeted sufficiently towards transferring innovative ideas to business, difficulties in protecting intellectual property, 36 a lack of international orientation in marketing products,
the Executive Training Programme to link talented undergraduates from Singapore universities with growth-oriented SMES;
the venture businessmen's special lecture programmes on entrepreneurship at universities; the youth start-up education programme;
financial support and training for entrepreneurs'clubs at universities; offering start-up courses for would-be entrepreneurs or starters.
Matching funds for SMES for developing new products with the help of universities, research institutes and other enterprises.
%In addition, the government plans to facilitate venture investment by institutional investors, the post office, insurance firms, universities,
Business incubators The SMBA supports business incubators which are operated usually by universities and public research institutes.
and Invited Professor of Korea University, on behalf of the INNO-Grips. Sources: Interviews: Dr. Lee, Joon Ho, Senior Research Fellow, International Economic Analysis, KOSBI (Korea Small Business Institute), 12 october 2010.
The Executive Training Programme helps SMES groom the next generation of potential business leaders by linking talented undergraduates from Singapore's universities
Targeting local university graduates, SPRING will co-fund these SMES to train the graduates to run core and expanding operations of the company.
EIP seeks to expose local university and polytechnic students to the dynamic and rewarding working environment of high-growth SMES through short term internships
The CEO, Jayaraman, joined the Asia-Pacific Executive Master of business administration Programme at the National University of Singapore through SPRING's Advanced Management Programme.
In Canada, in Cooper's ongoing longitudinal study of 800 university spin-off firms, formed up to 1999,167 high growth firm gazelles were present (21%.
%A subset of the VC study in (a) above showed that the 210 university spin-off firms had 12%gazelles,
VC financed firms provide greater economic benefits Hellmann et al at the University of British columbia undertook an international study of the performance of 21,852 firms based in 25 countries including Canada, the US and several Asian ones.
and (2) network clusters, such as university-industry collaborations. Through these overlapping diversification and clustering policy initiatives, the government's 2009 New Growth Strategy (Basic Policies) Toward a Radiant Japan identifies SMES as an engine for future high economic growth.
Sources This innovation policy summary has been authored by Dennis Tachiki, Tamagawa University, Graduate school of Management, Tokyo, Japan.
commission by the Hitotsubashi University Research center for Interfirm Network. The preceding overview of major SMES policy activities in Japan does not include the Japanese SBIR programme for the reason that this programme apparently has developed not to be a major activity of SME policy.
This is done by financing university-industry joint research projects, where the research is carried out by the academic side,
Second, supporting entrepreneurial education at universities, schools and other educational institutions. The European commission could disseminate good practices in entrepreneurial education among Member States. 179 An issue addressed by US innovation policy advisor Burton Lee in an interview for this Policy Brief Policies for high
rewarding growth, not punishing for it Ensure conducive sideline income regulation of university researchers Indirect National regulation no specific role for EU except opinion leadership Ensure income taxation
scientists Foster recognition of entrepreneurial activity of university scientists Publish examples of high-growth entrepreneurs Recognition from society Publish examples of successful EU entrepreneurs (role models) Publish examples of successful
Manchester Institute of Innovation Research, University of Manchester, July 2008. Dahl Fitjar; Rune; Rodríguez-Pose, Andrés (2011:
Helsinki University Print, 2009. Pp. 147-202. Available at http://www. tem. fi/files/24929/Innoevalfi full report 28 oct 2009. pdf. Gallup Organisation (2009:
and Their Market International Journal of Entrepreneurship and Innovation Management 2010 Zhou et al Entrepreneurial innovation problems associated with the dynamic growth of university spin outs in China Policies for high-growth innovative SMES
Second, leaders in the private sector have launched the Startup America Partnership, an independent alliance of entrepreneurs, corporations, universities, foundations,
(Bocconi'University)' 30'may'2015'''This'policy'brief'presents'the'findings'of'the'fifth'work'package'(WP5)' of'the'Learning (from (Innovation (In public (Sector (Environments'(LIPSE)' project.''
'320090,2013q2016)' and'is comprised'of'researchers'from'12'Universities'in'11'EU'countries.''''Information'and'communication'technologies'(ICTS)' can'facilitate'the'spread'of'social'innovation
Dr. Victor (Bekkers,'Erasmus'University'Rotterdam,'Department'of'Public'Administration:''Rotterdam,'Netherlands,'bekkers@fsw. eur. nl''Consortium!
-Bocconi'University'(Italy'!'Catholic'University'Leuven'(Belgium'!'Ecole'Nationale'd'Administration'(France'!'Erasmus'University'Rotterdam'(The'netherlands'!
'ESADE'(Spain'!'Hertie'School'of'Governance'(Germany'!'Matej'Bel'University'(Slovakia'!'National'school'of'Political'Studies'and'Public'Administration'(Romania'!
'Radboud'University'Nijmegen'(The'netherlands'!'Tallinn'University'of'Technology'(Estonia'!'The'University'of'Edinburgh'(The'United'kingdom'!
'University'Roskilde'(Denmark)''Funding-Scheme-LIPSE'is funded'as'a'Small 'or'Mediumqscale'Focused'Research'Project'by'the'European'union's'Seventh'Framework'Programme'under'grant'agreement'No.'
'320090,'Socioqeconomic'Sciences'&'Humanities.''''Duration-February'2013''June'2014'(42'months)''Budget-EU'contribution:'
'€'2. 5'Million''Websitewww. lipse. org''For-more-information-about-Workdpackage-5-Prof.''Greta'Nasi'(Bocconi'University)' greta. nasi@unibocconi. it
1 HORIZON 2020 The EU Framework Programme for Research and Innovation 3d & Cultural Assets Albert GAUTHIER DG Connect Unit G2 Luxembourg CONNECT-G2 DIGITAL CULTURE
& CREATIVE INDUSTRY The'Creativity'unit covers a range of activities from funding leading-edge ICT research to innovation
and policy support. 2 3d& Cultural Assets Painting Statue Building Museum Books Church Monuments Archaeological Site.
and the other is higher education. While for Budapest, the two dimensions are interrelated for the rest of the country this is far from being the case.
While Western Transdanubia is, for example, clearly stronger in terms of its economic indicators, the catchment areas of the universities of Pécs,
Debrecen and Szeged (county and region) have better higher education indicators. Often there is only a loose connection between the two dimensions,
and higher education has developed still not everywhere in Hungary, even though this is what is making highly developed countries so successful in innovation.
however this growth was accompanied not by an expansion of ties with the higher education sector at a desired rate.
24 3. 2 Percentage of higher education degree holders and those with foreign language knowledge...26 3. 3 Higher education...
27 3. 4 The link between national migration and R&d...29 3. 5 Regional disproportions within innovative sectors...
examples of which are foreign language proficiency, the percentage rate of higher education graduates within the total population,
We also present some regional aspects of the Accredited Innovation Cluster to key RDI stakeholders, e g. higher education institutions.
namely the very strong desire of leading universities and research centres to be in physical proximity to each other, a fact
what correlations can be found between the R&d intensity of a certain region and co-operation models between firms belonging to the innovative sectors and other stakeholders (e g. universities.
Government sector Higher education sector Business enterprise sector 0 2 000 4 000 6 000 8 000 10 000 2000 2001 2002
the business enterprise, the government (institutional) and higher education sectors. It is clear from the following figure,
which roughly corresponds with the national distribution ratio. 66.1%19.5%14.4%Business enterprise sector Government sector Higher education sector Figure 5:
and universities) can have a huge impact on the RDI performance of a whole region (see for instance the GERD/GDP indicator for Hajdú-Bihar or Csongrád counties).
%We can also observe that from among Hungarian counties with large university towns (Pécs, Debrecen, Gyor, Miskolc,
whereas other counties hosting university centres are somewhere in midfield position on this list. 12 Gross average earnings is a broader term than wages
In other counties however, typically those with big university centres the higher education sector far outweighs the business enterprise sector.
This is exactly the impact that the universities of Pécs, Szeged and Debrecen have on their respective counties.
In Veszprém and Borsod-Abaúj-Zemplén counties even though they also have universities the R&d headcount of the business enterprise sector far outweighs the same index of the higher education sector.
The institutional sector has a relevant share in only a few geographic areas: and among these Budapest stands out by far, given that it has a concentration of the predominant majority of the country's research institutes.
In counties with a college only, R&d headcount comes to no more than 100-200 people,
the qualitative and quantitative indicators of unemployment, the key indicators of higher education, the regional distribution of innovative sectors and the migration balance.
In respect to innovation potential, the number of registered unemployed with a higher education degree is of paramount importance,
The number of registered unemployed with higher education degree in Hungary, in Q4 2012. Source: The National Innovation Office RDI Observatory's own calculations based on HCSO data and map imaging of the former.
in order to motivate locally born graduates who acquired their degrees from a university somewhere else to return to their home town for work.
More (long-term) research is needed to analyse the conflicting regional effects of the brain drain on the one hand and‘welcome back'programmes on the other. 26 3. Innovation potential 3. 2 Percentage of higher education degree holders
The number of higher education degree holders in a breakdown by county(%)and the regional percentage rate of those with knowledge of a foreign language(%.
i e. one that is linked to higher education centres,(towns and cities), foreign language proficiency is characterise d rather by regional differences, on a scale
i e. counties with one or more universities have a higher percentage of graduates, so this indicator is linked to dotted facilities, such as university towns and cities.
In contrast with this, foreign language proficiency can be presented as a regional slope slanting from west to east,
Regional distribution of higher education institutions in 2011, according to their main seat (pcs. Source: The National Innovation Office RDI Observatory's own calculations based on HCSO data.
p. 16). 3. 3 Higher education In 2011 there was a total of 69 higher education institutions in Hungary, 39
and only having external faculties in other regions will change the percentage rates below to a certain extent. 39 8 5 5 5 3 3 Central Hungary Central Transdanubia Northern
and their faculties. 28 3. Innovation potential There is a lot of regional disparity in the distribution of academic title holders,
while the other is linked to higher education. While for Budapest the two dimensions are interrelated, for the rest of the country this is far from being the case.
While Western Transdanubia is for example clearly stronger in terms of its economic indicators, the catchment areas of the universities of Pécs,
Debrecen and Szeged (county and region) have better higher education indicators. Often there is only a loose connection between the two dimensions
and higher education has developed still not everywhere in Hungary, even though this is what makes highly developed countries so successful in innovation.
There is a spatial se paration betwee n innovation and higher education; Ce ntral Hungary being the only region where we can obse rve a really close interrelation betwee n the two.
as it is designed to facilitate a closer relationship between universities and corporations. Universities need to build a strong relationship with companies that use the latest technologies,
yet the economic crisis forced most companies to cut back their spending on innovative activities. The JRC Programme provides an entry point for building synergies with university research units
which always welcome new opportunities for innovation. JRC is committed to getting the latest technologies out into the market as soon as possible,
Regional distribution of higher education lecturers and full time students in 2011. Source: The National Innovation Office RDI Observatory's own calculations based on HCSO data.
We have reason to assume that science universities founded in county seat towns do have a considerable impact on the scale of awarded grants and subsidies.
for instance the presence of a large university (like in Szeged, Pécs or Debrecen) is also decisive for a stakeholder's ability to get access to grants and subsidies,
public sphere organisation, research institute or secondary/higher education institution. Commercial, profit-oriented research institutes are included also in this category. 44 The regional context of RDI in light of the RDI Observatory's complex indicators 5 The idea of this chapter was suggested by the EU's Regional
On the other hand we can see that the above values don't show any similarity with the inner space of the corporate innovation sphere or the university sphere.
and that this region is characterised by a more robust R&d higher education than corporate dimension,
while the other is linked to higher education. While for Budapest the two dimensions are interrelated, for the rest of the country this is far from being the case.
the catchment areas of the universities of Pécs, Debrecen and Szeged (county and region) have better higher education indicators.
and higher education has developed still not everywhere in Hungary, even though this is what makes highly developed countries so successful in innovation.
2011(%)1 54.6 49.4 48.2 55.4 54.6 56.4 51.5 14 Number of higher education lecturers, 2011 1 10 842 1 248 1
139 2 120 1 251 2 157 2 600 15 Number of Phd/DLA academic degree/title holders between 2009 and 2011, annual average 1
2005 2006 2007 2008 2009 2010 2011 ps Government sector Higher education sector Business enterprise sector Figure 1:
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 ps Government sector Higher education sector Business enterprise sector Figure 2:
2003 2004 2005 2006 2007 2008 2009 2010 2011 ps Government sector Higher education sector Business enterprise sector Figure 3:
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 ps Government sector Higher education sector Business enterprise sector Figure 4:
2003 2004 2005 2006 2007 2008 2009 2010 2011 ps Government sector Higher education sector Business enterprise sector Figure 5:
1 000 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 ps Government sector Higher education sector Business enterprise
2008 2009 2010 2011 200 300 400 500 600 700 800 900 ps Government sector Higher education sector Business enterprise sector Figure 7:
separately stating those with higher education qualifications both in numeric and percentage terms, Q3 2012. Source:
separately stating those with higher education qualifications both in numeric and percentage terms, Q3 2012. Source:
Royal University of Lund, Dept. of Geography. HCSO Dissemination database: http://www. ksh. hu/HCSO (2012:
works in close cooperation with other government agencies, ministries, bureaus, the Hungarian Academy of Sciences, higher education institutions and research institutes,
the challenge of collaboration and governance Kevin Morgan Cardiff University Local Economic growth: Recession, Resilience and Recovery Conference St Catharine's College, Cambridge 11-12 july 2013 Overview Innovation narratives Regional innovation strategies Smart specialisation Key
challenges Innovation Narratives Innovation looms larger and larger in local, regional and national growth debates
what it really is a collective social endeavour The core of this collaborative effort is deemed to be the entrepreneurial process of discovery Entrepreneurial actors are defined broadly to include universities as well as firms
but are expected universities to become something other than what they really are? Take the UK for example only 19%of patent applications are from universities less than 5%of universities'externally generated income comes from licensing
and sales of shares of spinouts the role of the university in commercialising knowledge has been exaggerated
and misconstrued Challenges: governance Fashioning an inclusive governance system at the regional level is another key requirement of the RIS3 process
& Habitat Impact Assessment) HEI Higher education Institute HGV Heavy Goods Vehicle HLC Historic Landscape Characterisation HPSU High Potential Start-up Businesses HSE
The establishment of a University in the Southeast by utilising and building upon the existing network of third and fourth-level educational establishments at Waterford, Carlow, Kilkenny, Wexford and Clonmel.
The Higher education, Research and development and the Training and Skills sectors are key drivers of the regional economy
Each local authority has undertaken targeted land servicing during the review period. 6. Developing the innovation potential in the region though development of a University of the Southeast
Little progress on establishment of University of Southeast. Outreach facilities expanded at Wexford and Kilkenny.
a multipurpose sports and leisure facility in Kilkenny City Expansion of Maynooth University Outreach, Kilkenny City Improvements to waste water and water supply to Kilkenny City Works have commenced on the water supply
In addition, the region has Carlow College, Tipperary Institute has a campus at Clonmel and there are third-level outreach centres at Wexford and Kilkenny.
The absence of a University in the Southeast Region is an issue that has emerged time and again in studies
and building upon the existing network of higher education establishments at Waterford, Carlow, Kilkenny, Wexford and Clonmel.
The Regional Authority will work with existing third-level institutions to support the establishment of a University of the Southeast.
and Further Education Programmes to provide additional access routes to higher education. The development of a University of the Southeast will continue to be a priority objective of the Regional Authority.
Primary and Secondary education Planning for primary and secondary education is guided now by Guidelines on school provision issued by the Doehlg.
The Guidelines seek to make schools provision an integral part of the evolution of compact sustainable urban development and the development of sustainable communities
and courses within the region and the establishment of a University of the Southeast have the potential to significantly increase participation. 3. Improved linkages are being developed between industry
Providing for world class higher education, research and development and links to the knowledge economy. Tackling inequality, educational disadvantage and social deprivation by providing improved public services and social and community infrastructure.
A2 It is an objective of the Regional Authority to support the establishment of a University in the Southeast by utilising
The establishment of a University in the Southeast by utilising and building upon the existing network of third and fourth-level educational establishments at Waterford,
regional or national centres of learning through the establishment of a University of the Southeast and development of existing third and fourth level capacity and resources;
Proximity to Waterford Institute of technology and the potential development of a University of the Southeast in Waterford City;
Employment & Economic Development Strategy 645 The priority in relation to strategic educational infrastructure must be the provision of a University for the Southeast.
Because of funding limitations and the rules governing institutes of technology, it is considered that a University has greater potential to satisfy the needs of industry. 4. 3 Hubs
Establishment of a University in the Southeast Region and further development of Higher education Institutes Improved links between HEIS and industry, particularly research and development Incubation centres Improved public transport within and between hubs and county towns and other
and Kildalton College in Co. Kilkenny provide important resources and expertise to the agricultural and environmental sectors in the region.
Planning authorities are encouraged to adopt appropriate policies to safeguard viable unworked deposits for future extraction. 4. 6 Higher education,
The delivery of a University within the Southeast remains the critical piece of knowledge infrastructure that is required within the region.
and to develop a basis for creating knowledge driven competitive advantage across all sectors of the economy. 4 Advice to the Minister for Education & Science on the application by Waterford Institute of technology for designation as a University, JM Consulting
The third and fourth-level colleges will have a key role to play in human resource development for the future through the provision of graduates from full-time courses in the areas of Engineering, Business, ICT and Life sciences and through the provision of part-time
Carlow College IT Carlow NUI Maynooth Outreach Centre-st. Kieran's College, Kilkenny Tipperary Institute-Clonmel Campus Waterford IT IT Carlow-Wexford Campus. PPO 4. 6 The further development of the third and fourth-level sector
is critical to the development of the Knowledge Economy in the Southeast Region and the Regional Authority supports the following strategic objectives:
1. For Waterford IT to become the University of the Southeast with links to existing third and fourthlevel facilities at Carlow, Kilkenny, Wexford and Clonmel,
as per its submission to the Department of education and Science. 2. For IT Carlow to become part of the National Technological University as per the submission to the National Strategy for Higher education Review Group. 3. For the successful integration of Tipperary Institute
by establishment of a Multiplex Campus by IT Carlow in Wexford and the further strengthening of the collaborative links established between Trinity college, Dublin and Carlow College.
PPO 4. 7 The Regional Authority will work with third and fourth-level colleges, Foreign Direct investors and HPSU Principals in promoting and developing training/education models for workers in high value industrial activities.
and Vocational education Colleges (VECS) can provide the training facilities throughout the region that are needed. The implications of these needs are that training
The training of staff for the industry by the third and fourthlevel colleges, by CERT and by the industry itself must develop
Gateway Business and Technology Parks-IDA Enterprise Parks Enterprise Ireland Industrial Estates Local authorities/CEB/Private University standard third and fourth-level educational facilities Hubs
The higher education institutes in the region have adopted also a proactive approach with industry in terms of applied research;
These are IT Carlow, Waterford IT, Tipperary Institute, Carlow College and NUI Maynooth at St Kieran's College, Kilkenny.
The Southeast accounts for a very small portion of the total R&d spend in the higher education sector (HERD)( under 2%in 2006.
and networks with relevant HEIS and research institutes beyond the region. Significant developments such as the awarding of an SFI Strategic Research Cluster to WIT (the first of the ITS to establish such a cluster) represent a key step in enhancing research and innovative capacity within the region. 4. 10.3 Economic Infrastructures:
and preservation of the natural environment and landscape and development of cultural and recreational assets. 6 The absence of a university within the region has been cited as a key regional deficit
and a formal application by WIT for upgrade to university status is currently with Government.
nationally & internationally) amongst firms and between firms and knowledge providers (HEIS, research institutes etc.)
agribusiness and environment/life sciences), working with the relevant industry associations and the HEIS. Action at a regional level. 3. Promote interaction between indigenous SMES
Consider how best to enable companies to access technologies and research from HEIS, for example: HEIS and research institutes to provide information on their websites from the perspective of the end-user (including industry interests in research)
so that research capabilities are demonstrated and searchable in terms of technologies and their application to‘real'industry problems/potential (and not by research department).
Development Plan Implications (Higher education and R&d) Development Plans should include policies to ensure that adequate land is available for the provision of additional education and research facilities in the vicinity of the principal third and fourth
and Secondary education Investment decisions in relation to the Schools Building Programme should be made having regard to the Regional Settlement Strategy
and secondary schools and the capacity of existing schools to absorb additional pupil numbers. Development Plans and Local Area Plans should have regard to the needs of existing and developing communities in relation to the reservation of lands for school building and extension projects.
The size of sites to be reserved for new schools will be dependent on the level of education and on the population to be served
The size of sites to be reserved for new schools will be dependent on the level of education and on the population to be served
though development of a University of the Southeast by utilising and building upon the existing network of third and fourth-level educational establishments at Waterford, Carlow, Kilkenny,
and also supporting the development of high level research and development through the HEIS. C. Developing Strategic Employment Locations within the region to act as ready togo economic gateway sites to the new industry.
C. Investment in primary and post-primary education community and recreational facilities. 5. FULL IMPLEMENTATION OF THE JOINT WASTE MANAGEMENT PLAN FOR THE SOUTHEAST REGION. 10.1.2 Matching Local Investment Priorities The Guidelines envisage the balanced development of the region through a focus on six distinct
-Progressing the development of a University of the Southeast. -Development of the potential of the region's river valleys and navigable waterways in their contribution to urban renewal, recreational facility provision and tourism promotion.
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