Ehud Kokia is the Director General of Maccabi Healthcare Services and Professor at the School of Public health Sackler Medical Faculty, Tel aviv University.
David P. Chinitz is Associate professor of Health Policy and Management at the Hebrew University-Hadassah School of Public health in Jerusalem
http://ssrn. com/abstract=1583446 Technology and Innovation Management W o r k i n g P a p e r Hamburg University
HAMBURG UNIVERSITY OF TECHNOLOGY (TUHH) Page 1 of 31 Knowledge for Growth Industrial Research & Innovation (IRI) Barriers to Innovation in SMES:
By Rajnish Tiwari and Stephan Buse Hamburg University of Technology (TUHH) Research Project Global Innovation Institute of technology and Innovation Management Schwarzenbergstr. 95, D-21073 Hamburg
and/or universities and specialized research institutions (here jointly referred to as universities) at home or abroad;
and/or their willingness to cooperate, with universities abroad. Many survey participants expressed their desire to cooperate with universities on an international scale.
Over onethird of all such SMES however cited financial constraints as being a major hurdle for the cooperation.
Problems in International Cooperation with Universities The discussion above has brought to fore the chances and challenges that firms,
Germany's Federal Ministry of Education and Research (BMBF) in its latest report on the country's technological performance expects a shortfall of 335,000 university graduates,
In China, 61%of undergraduates are studying for a science or engineering degree. Also as far as the quality of the higher-education is concerned many emerging countries around the globe, especially in Asia and Eastern europe
With 14 million young university graduates (with seven years or less of work experience) India's talent pool is estimated to be the largest worldwide, overlapping Chinese talent pool by 50%and that of the USA by 100
however need further ascertainment and are set to be examined by our further research under the aegis of Research Project Global Innovation (RPGI) at Institute of technology and Innovation Management at Hamburg University of Technology (TUHH).
Ergebnisse einer empirischen Untersuchung in ausgewählten Branchen, Hamburg University of Technology, online: http://www. tuhh. de/tim/ris-hamburg/befragung. html, last accessed:
Konzeption der empirischen Untersuchung in ausgewählten Branchen, Hamburg University of Technology, online: http://www. tuhh. de/tim/ris-hamburg/befragung. html, last accessed:
Innovationsmanagement in kleinen und mittleren Unternehmen, Working Paper No. 7, Hamburg University of Technology. Ylinenpää, H. 1998:
and Technology Park in Adlershof Evaluation and establishment of non-university scientific institutes First start-up companies Decision to move the Humboldt University's Natural science Institutes to Adlershof 1993 Adlershof
Staff 14,942 Students 8, 438 7 Adlershof in Figures Science and Technology Park 11 non-university scientific institutes (1, 760 employees) 6
Humboldt University institutes (1, 056 employees; 8, 034 students) 445 technology oriented companies (5, 286 employees) Media City 146 companies (1, 763 employees) Industrial Estate 363
Non-University Research Institutes Leibniz Association FBH Ferdinand Braun Institute for High frequency Technology IKZ Institute for Crystal Growth ISAS Institute for Analytical Science
Electron Storage ring BESSY II, Institute for Silicon Photovoltaics 11 Non-University Research Institutes General BAM Federal Institute for Materials Research and Testing Dept
Reference Materials BTU Brandenburg Technical University Cottbus, workgroup Air Chemistry PTB National Institute of Natural and Engineering sciences Berlin Adlershof, Photon Radiometry Department
WISTAMANAGEMENT GMBH Humboldt University, Berlin Non-university research institutes Growth Cycle 31 Generation/Seed University Research Institutes Companies Incubation IGZ
3-ple helix structure Products and Services Small and mediumsized enterprises Education and Basic Research Natural science Institutes Research and development Non-university scientific institutes Park
Proximity (IT) WISTA-MANAGEMENT GMBH Generation/Seed Incubation Growth Expansion University IGZ/OWZ Technology Centres Productive Research Institutes Environment Companies Advisory
European Journal of Interdisciplinary studies 45best Practices in Universities'Regional Engagement. Towards Smart Specialisation Cristina SERBANICA Constantin Brâncoveanu University of Pitesti, Romania cpantelica@yahoo. co. uk Abstract The aim of this paper is to highlight universities'contribution to the success of innovation
systems in Europe's most innovative regions, as determined by the recently published European Regional Innovation Scoreboard (RIS).
and on triple helix partnerships and involve frequent interactions between universities, businesses, policy-makers and innovation intermediaries.
universities are expected to bring their contribution to regional smart specialisation and act as intermediary bodies for the implementation of several delivery instruments,
universities'regional engagement, EU Regional Innovation Scoreboard, best practices, smart specialisation JEL Classification: I23, O38 1. Introduction According to the EU Agenda for the modernization of Europe's higher education institutions, linking universities,
research and business for excellence and regional development is a key issue for Member States and higher education institutions.
In this respect, as centres of knowledge, expertise and learning, universities are expected to drive economic development in the territories where they are located:
they should bring talented people into the region, harness regional strengths on a global scale and foster an open exchange of knowledge, staff and expertise.
At the same time, universities should act as the centre of a knowledge network or cluster serving the local economy and society,
In practice, there are numberless environmental determinants that influence universities'ability to engage at the regional level.
According to OECD (2007), first of all, the higher education policy should have an explicit regional dimension, such as in the Nordic countries, where universities'engagement with the business and the community has been recognised
and laid upon as a duty. Similarly, all the areas of national policy that may impact universities'role in their territories Labour market and employment policies, Science, technology and innovation policies, Competition policy and Regional and urban planning policies
(Goddard and Puukka 2008)- should have public funding streams associated with them. Additionally public agencies or local governments could launch specific initiatives ranging from training opportunities, small loans and direct services to Vol. 4 Issue 2 2012 46 physical infrastructure,
and thus facilitate university industry interactions. Third, universities, business and governments should meet together within regional bodies and foster the dialogue with regional governance institutions,
such as regional agencies, regional development organizations, city and municipal development offices, planning commissions and local science councils (OECD 2007).
to succeed, regional collaboration needs a national framework consistent between the domains of higher education and territorial development,
Up to now, universities'impacts on regional territories have been assessed from a number of perspectives and Benneworth (2010) identified three waves of research:
in the first wave, efforts were placed into calculating universities'economic impacts resulting mainly from direct purchasing of supplies by the university,
and student living expenditure in the region and universities'economic activity induced by additional expenditure in the regional supply chain.
Finally, the third wave focused on universities'involvement in various regional economic development processes and in their role in supporting regional innovation systems.
According to Cooke (2001), a region is considered to have a RIS in place when its knowledge generation subsystem-universities, research institutes, research associations, industry associations, training agencies, technology transfer organisations, specialist
Universities are assumed to accomplish a number of different functions in a regional innovation system and their contribution has been studied with respect to their roles as economic entities, commoditised knowledge producers, shapers of human capital and institutional actors in networks.
The first two functions focus on universities'direct economic contribution to their region's development and the latter two include noneconomic sociocultural factors (Boucher G. et al. 2003).
According to Todtling (2006), at the regional level, universities can serve as antennas for adopting external knowledge and mediator for local knowledge circulation, source of highly skilled labour, knowledge providers in university industry linkages
Therefore, regional innovation systems provide a means for universities to engage with their local environments on activities
whilst strengthening universities'own core activities (Benneworth, 2010). The present study can be placed within this wave of research,
as it is envisaged to emphasize universities'roles in regional innovation systems, while looking at some best practices put forward by Europe's most innovative regions.
European Journal of Interdisciplinary studies 47 2. Research Method This study is aimed at highlighting universities'contribution to the success of regional innovation systems in Europe's most innovative regions,
including universities: the percent of innovative enterprises collaborating with others for innovation measures the flow of knowledge between public research institutions and firms and between firms and other firms (i e.
while looking for universities'contribution to that success. As Norway is not a EU27 member and does not share the same framework conditions with the other countries in this group,
Much of the success in regional cooperation was due to the Danish University Act that has designated a third task for universities (OECD 2007),
Øresund Science Region, a research-based collaboration between Denmark and Sweden, centred on the cities of Copenhagen and Malmo and including 14 universities from both sides of the border, regional authorities and business.
the Øresund Science Region is now functional through nine triple helix platforms providing a coordinating link between the universities and the community, e g.
with a focus on cooperation between incubators and the region's universities (Regional Innovation Monitor: Sweden, 2012.
Finally, the Knowledge Navigator programme in Stockholm (2008 2011/2012) involves different universities and regional institutions to create a working model for knowledge transfer between academia and business,
The Universities of Applied sciences focus on applied research and technology transfer, mainly addressing regional companies, playing a straightforward role in driving innovation at the regional level.
Universities'cooperative activities are encouraged strongly by the federal supported programme COIN (Cooperation and Innovation), whose goal is to promote firms'interaction and cooperation with universities and research institutes,
but also with other innovative companies (Erawatch country profile: Austria 2012. Regarding the Ostosterreich (AT1) region in Austria,
such as Vienna Research Groups for Young Investigators addressing universities and research institutions that want to attract European Journal of Interdisciplinary studies 51 excellent young researchers to Vienna for founding their own
Finally, in The netherlands, there is a legal requirement for higher education institutions to engage regionally. In this respect, the Ministry of Economic Affairs, Agriculture and Innovation is shaping the regional policy for universities,
particularly around research application and innovation (OECD 2007). Although the national level is responsible for the research policy in The netherlands,
and Universities of Applied sciences and to inform about new and existing forms of collaboration and activities in the field of knowledge exchange between universities of applied sciences and SME's (Erawatch country profile:
and higher education institutions are seen as nodes in the regions. For example, in the Pid East (NL22-Gelderland), the‘peaks'are formed by innovative clusters around three universities,
while priorities are related to strong research topics such as food, nutrition, health and technology. Similarly, the‘peaks'in the Delta North Wing (NL31-Utrecht and NL32-Noord Holland) are focusing on creative industries, ICT, new media, life science,
and the focus here is on logistics, horticulture, life & health (around University of Maastricht), international law, peace and safety (The hague Academy for local governance),
There are also some very successful initiatives in The netherlands aimed at fostering the cooperation between regional actors including universities,
and regulations that designate a clear third task for universities, but also the high support for cluster-formation, networks and collaborative platforms through different funding programmes such as Regional Growth Forums in Denmark, Regional Growth Programmes in Sweden or the Dutch
with frequent interactions between universities, business and government. For all the countries and regions under review there are,
in Denmark, there is still some evidence that the knowledge diffusion from universities to enterprises isn't functioning optimally yet (Erawatch country profile:
University engagement and regional innovation. European Centre for Strategic Management of Universities. Available from: http://www. highereducationmanagement. eu/images/stories/modern%20conference%20regional%20innovation-executive%20report. pdf Boucher, G.,Conway, C. and Van der Meer, E. 2003:
Tiers of engagement by universities in their region's Development. Regional Studies 37 (9): 887 897.
Cooke, P. 2001: Regional innovation systems, clusters, and the knowledge economy. Industrial and Corporate Change 10: 945 974.
Supporting growth and jobs an agenda for the modernisation of Europe's higher education systems, EC COM 2011/567, Brussels. Available from:
Connecting Universities to Regional Growth: A Practical Guide. A guide to help improve the contribution of universities to regional development,
with a view to strengthening economic, social and territorial cohesion, in a sustainable way, September 2011. http://ec. europa. eu/regional policy/sources/docgener/presenta/universities2011/universities2011 en
Universities'involvement in regional smart specialisation strategy. Background Report. Second EU-DRIVERS Annual Conference, Brussels, 1 december 2011.
The role of universities and local context in supporting the creation of academic spin-offs. Research Policy 40 (8): 1113-1127.
The engagement of higher education institutions in regional development: an overview of the opportunities and challenges. Higher education Management and Policy 20 (2): 3-33.
Hollanders, H. 2012. Regional Innovation Scoreboard (RIS)( 2012: A report prepared for European commission, DG Enterprise and Industry, Brussels. Available from:
Higher education and Regions: Globally Competitive, Locally Engaged. OECD Publishing, Paris.**Regional Innovation Monitor (2011: Annual Report 2012.
The Role of Universities in Innovation Systems and Regional Economies. Expert meeting on The future of academic research, Vienna University of Economics and Business Administration, 19-20 october 2006.
Vol. 4 Issue 2 2012 54 Appendix 1 Europe's Top Regions for Innovation Linkages Acronym Country Region Position in RIS AT1 Austria
Manchester Institute of Innovation Research MBS, the University of Manchester. UK June 2013 2013 Brief on INNOVATION PERFORMANCE ANNUAL REPORT ON EUROPEAN SMES 2012/2013
and globally relevant industry networks and connected higher education/research) Central Transdanubia Southern Transdanubia (Some sporadic industry players yet weak economy in general, higher education and research is (usually) locally important and relevant
Social Inclusion Problems as Research and Innovation Issues Santiago Alzugaray*Academic Unit, University Research Council, Universidad de la República, Montevideo, Uruguay Leticia
Mederos*Academic Unit, University Research Council, Universidad de la República, Montevideo, Uruguay Judith Sutz*Academic Unit, University Research Council, Universidad
because it is a specific way of expressing the university social commitment. Another, and by no means less important, answer is to foster the recognition of SIPS by the researchers'academic radars.
and the university integration into society will become stronger. The Intervening Actors We take Sábato and Botana's (1968) classic concepts
they are talking with people from the university, at the extension services and at the chair of occupational medicine,
The university's Center for Design could have tried to search for a solution if the problem would have been put forward,
The problem was described in different ways by diverse officials of the Ministry of Social Development, Ministry of Public health, National Food Institute, the National Primary education,
According to the usual dynamic of those meetings, an invitation was extended to university researchers from all areas of knowledge and particularly to those with specific cognitive capacities
and the results were tested successfully at the university hospital (Hospital de Clínicas). The passage from prototype to production took a long time.
Finally, with support from international funds, the technology was transferred from the university to a national electronics company, under university patent.
The problem is that the tools available so far for surgery (the most effective alternative) in the university hospital provided a vague spatial position of the location of the epileptic focus.
the neurosurgeons from the university hospital. It is no coincidence that the demand was expressed clearly by physicians:
University Research Responds to the Advancement in the Conceptualization of the Problem The way to make operative the conceptualization described so far has been a specific Call for Projects,
The account is made from the Academic Unit of the University Research Council's perspective. This group is, at the same time,
profiting from the work done in these territories by a specific extension university program, the Metropolitan Integral Program.
and publicly exposed to university researchers, public policy officials, and the general population through an open gathering called the First Meeting of Research
One important difference between this call and the previous one is that the university research policy recognized itself as an actor in the process
consolidating the program as a University Research Council regular program. The new call presents similarities but also important differences with the previous two.
What is new in this call is made the effort from the university side to link these two actors, problem bearers or its representatives and potential research problems solvers
Again, the stimulus is addressed toward the university researchers, many of whom may want to formulate a project having as a starting point the suspicion of an SIP's existence but for
This modality goes a step further in pushing the university research policy toward a hands-on strategy to link research and societal needs.
which the university program Research and Innovation Oriented to Social Inclusion derives its normative vision:
However, we should not forget that the university by itself will never be able to assure the completeness of such travel.
IDS and SPRU, Sussex University. 796 Santiago Alzugaray, Leticia Mederos, and Judith Sutz Copyright of Review of Policy Research is the property of Wiley-Blackwell
Young Foundation (United Kíngdom), University of Heidelberg (Germany), Atlantis (Greece), Universidade Católica Portuguesa (Portugal), Wroclaw Research Centre EIT+(Poland) Contact person:
as well as links into the wider higher education, innovation and specialist knowledge of the Copenhagen Business school. 2. Improved employment supports, e g. training, tools, facilities, etc.
This is a massive rise compared to the period before the crisis. Such practices include growing food, consumer cooperatives, exchange and social currency networks, free universities, hacklabs, etc.
publicprivate-civil & university research partnerships, many local volunteers, private operation-multiple locations in NL (90%of turnover);
and goods, regulated informally in community-Local civil funding through subscriptions & from university; civil initiation, support from local mayor,
Secondary school attendance is at its highest level in 10 years, and there are now 6‘Green Flag Award'winning parks in the area.
The case has helped also increase from 21%to 66%of school pupils achieving good secondary school results, assist more than 6, 200 residents into employment, 180 of
Cell Slider was developed by a team of four Cancer Research UK researchers from the Universities of Cambridge, Leeds and Southampton in collaboration with the Citizen Science Alliance, a network of scientists,
Cell Slider was developed by a team of four Cancer Research UK researchers from the Universities of Cambridge, Leeds and Southampton in collaboration with the Citizen Science Alliance, a network of scientists,
and university not ready for work/higher/further education Mismatch of skills especially digital literacy Need for lifelong learning,
open education, open universities, Massive open online courses (MOOCS) and online learning are affecting the way education is being delivered today and onwards.
and Higher education was quick to adapt, with leading universities like MIT or the Open university in the UK leading the wave of innovations in the way teaching is delivered
and learning is assessed. The most visible phenomenon are Massive open online courses (MOOCS), which described in more detail in the following.
The academic side is led by the University of Melbourne, involving over 250 international researchers, specialists, developers and practitioners.
and highly regarded universities in the world delivering free online courses including universities such as Stanford, Yale, Princeton, London and Edinburgh University.
-Currently around 600 middle school students were involved with the math project. -Project budget was estimated at around $1 million at its launch in 2009.
-Initiated in New york city (Middle schools in The bronx, Brooklyn and Manhatten), now present in middle schools all over the country-The costs are borne today primarily by the individual schools.
-After its launch in 2009, the School of One was named one of TIME magazine's top 50 inventions of that year,
Q2l's average score on The english Language Arts state exam was higher than the average overall citywide test score for Middle schools
Also, in the future data generated by MONDEY allows for an evidence-based approach in the development of early childhood education.
In the future data generated by MONDEY allows for an evidence-based approach in the development of early childhood education.
titled Reinventing College, to an analysis of the role that MOOCS could play in repairing the higher education system.
Traditionally the need for higher education in society has been handled by higher education institutions such as universities offering courses in specific geographical locations with access only to a limited number of admitted students.
MOOCS are drastically changing this institutional setup and democratising access to higher education as there is open access for students meaning that anyone everywhere in the world can participate in an online course for free.
Alongside earlier models of open universities, distance learning and ICT enabled education MOOCS enable new ways of providing Higher education and possible transformation of the organisation of Higher education.
and offer new forms of participation, collaboration and assessment in Higher education. At the same there are plenty of social innovation initiatives ranging in scale
unused capacity also plays a part as high school students which excel at math as well as university students passionate about teaching get a chance to be involved.
or give participants opportunities to earn an official certificate from a higher education institution (Yuan 2013). ) Finally, quality assurance of the courses is primarily left to reflections and informal evaluations of course participants during and after the courses,
MOOCS have widened the access to higher education for a large group of people in society by changing the way higher education is provided
Whilst there have been based paper concepts for open universities/open education, ICT are considered widely as a game changer for education.
Coursera is an online platform matching society's needs for education with the learning capabilities of the universities
Coursera is enabling social innovation by offering a platform from where higher education institutions and the teachers involved in the different courses can reach a large amount of different students with their courses in a cost effective way.
and be flexible for a traditional higher education course. Through the use of ICT Coursera and MOOCS have offered a possibility.
offering over 600 different courses and partnering with 108 universities. As of December 2013 Coursera had received over $85 million in venture capital (Crunchbase, 2014.
It has been crucial for MOOC's success that it has been able to make strategic collaborations with some of the most renowned universities around the world.
Furthermore, the marketing value of some of the biggest universities worldwide partnering with Coursera should not be underestimated.
MOOCS have the potential to open higher education, and make the best education in any topic available to anyone with a computer and Internet connection.
and on a quite pragmatic note also might cut costs in higher education. Personalisation and the development of new learning environments-be it for virtual chemistry experiments 128 (Professor Why)
Amongst OEDC countries Germany has a rather low acceptance of institutional childcare below Kindergarten age(>3). Most cases remain small world networks,
and anytime-Opens higher education-May provide opportunities to cut costs in higher education-New strategic business model currently run through a non-for profit setup The main policy implications demonstrated are the importance of affordable broadband,
local challenges that meet the network effect, joint workshop between the TEPSIE project and MESHLABS, University of California, Berkeley, 18-19 april 2012: 133 http://www. tepsie
Estimating the Impact of Airbnb on the Hotel Industry, Boston University School of management, Research Paper Series No. 2013-16.
economics, the media, the new technologies, postgraduate studies, international mobility, etc. Catalonia faces the challenge of modernising its universities
in order to respond to the demands of the knowledge society. In order to improve their contribution to individuals and to society as a whole,
the universities should adapt to the needs of production sectors and their spheres of influence.
Moreover, it is important to continue increasing the critical mass achieved by research centres by encouraging cooperation between companies, the public authorities and the universities.
Catalonia 2020 Strategy 19 R&d at universities and research centres, particularly in the facilitating technologies (industrial biotechnology, nanotechnology, advanced materials, photonics, microelectronics,
The Government supports universities, research centres, technology centres and science and technology parks in order to foster the establishment of companies with high technological content and highly qualified jobs.
and guidance services. 6. 1. 5. Raising rates of school success In order to reduce the high school dropout rate in Catalonia,
and teachers both in the classroom and outside. 6. 1. 7. Introducing a new university model based on excellence
and internationalisation The strategy aimed at adapting the university model to a model of excellence and a high degree of internationalisation focuses on six areas:
restructuring university provisions; a new model for academic personnel; promoting common or joint services; new policy for fees and grants;
a new model for the governance of universities; and strengthening the position of universities as driving forces for growth.
This new model also includes employing teaching and research staff of excellence and establishing prestigious MA programmes with high international profiles. 6. 1. 8. Increasing integration into labour market of people from groups at risk of social exclusion Unemployment
requirements 1. 5. Raising rates of school success 1. 6. Promoting full comprehension of English as a third language 1. 7. Introducing a new university model based on excellence
and university groups engaged in technology transfer, whilst also providing incentives for research centres with clear industrial potential to transfer know-how to the production system. 6. 4. 2. Increasing research into new technologies with applications in the productive economy It is not easy
To this end, for example, compulsory secondary education includes two programmes, Enterprising School and Entrepreneurship at my School,
in order to obtain certain university qualifications. 6. 5. 2. Promoting business initiative, cooperatives and self-employed work In order to drive the creation of new businesses,
In order to encourage the flow of know-how generated at universities and research centres towards the production sector,
as well as promoting the transversality of ecological design at universities and research centres and know-how transfer
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011