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.
from Higher education Institutes in the Midwest who secure employment in the Region is an indicator of academic and business performance.
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.
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
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
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
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;
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.
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
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.
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
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.
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
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,
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...
Higher education and Industrial Cooperation Centre FP7...Framework Programme for Research and Technological Development FTE...Full Time Equivalent GDP...
%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,
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.
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,
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
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.
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.
Internationally high-standard institutions of higher education, also in the major provincial cities. Research and innovation environment, organisations, infrastructure and services:
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,
Adjusting the trends of higher education to the economic needs improves the situation of trained young people in the rural university towns (Csongrád,
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
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
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).
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
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,
research and development centres and the higher education sector product and service development networking and clusters open innovation HRDOP building the knowledge triangle,
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,
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.
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
and developed in high schools, with the 25 best Call4school projects invited to participate in the fair.
which was born out of collaboration between Arduino and designers in the Master of Advanced Studies in Interaction design at SUSPI in Lugano.
and research study that investigated the use of mobile technologies in higher education. The project investigated the educational potential of two ubiquitous mobile devices:
Each teacher or team created pedagogies to implement appropriate use of a mobile device in different subject areas in higher education.
mobile learning, mobile technologies, mobile learning, authentic learning, design-based research, higher education Introduction Personal mobile devices such as ipods and mobile phones are now ubiquitous amongst student
and to discover new pedagogies for the use of these new technologies to enhance the learning experience of students in higher education.
Aims and scope of the project The project investigated the educational potential of mobile devices, specifically,‘smartphones'(combined mobile phones and PDAS) and ipods, in tertiary education.
and learning in higher education? 2. What are appropriate strategies for the professional development of higher education teachers in the pedagogical use of m-learning devices?
3. What pedagogical strategies facilitate the use of m-learning devices in authentic learning environments in higher education?
4. What pedagogical principles facilitate the use of m-learning devices in authentic learning environments in higher education?
The project used a design-based research approach (e g.,, Reeves, 2000; Reeves, Herrington & Oliver,
and learning in higher education. This phase was conducted over the first six months of the project.
and mp3 players in higher education? m-learning professional development What are appropriate strategies for the PD of higher ed teachers in the pedagogical use of m-learning devices?
m-learning strategies What pedagogical strategies facilitate the use of mlearning devices in authentic learning environments in higher education?
m-learning principles What pedagogical principles can guide the use of m-learning devices in authentic learning environments in higher education?
What are appropriate strategies for the professional development of higher education teachers in the pedagogical use of m-learning devices?
What pedagogical strategies facilitate the use of m-learning devices in authentic learning environments in higher education?
What pedagogical principles facilitate the use of m-learning devices in authentic learning environments in higher education?
and to disseminate them in a freely accessible and customisable manner to teachers in higher education.
The proliferation of mobile devices has proceeded throughout society at such a rate that higher education can no longer avoid exploring the educational potential of these tools.
Acknowledgments Support for this paper has been provided by The Carrick Institute for Learning and Teaching in Higher education Ltd, an initiative of the Australian Government department of Education, Science and Training.
The views expressed in this paper do not necessarily reflect the views of The Carrick Institute for Learning and Teaching in Higher education.
Authentic learning environments in higher education (pp. 1-13. Hershey, PA: ISP. Herrington, J, . & Oliver, R. 2000).
Dissemination, adoption and adaptation of project innovations in higher education. Sydney: UTS. Naismith, L.,Lonsdale, P.,Vavoula, G,
A beginner's guide to e-learning and e-teaching in higher education. Perth, WA: CRITC. Olney, I. Herrington, J. & Verenikina, I. 2008.
A socially responsible approach to instructional technology research in higher education. Journal of Computing in Higher education, 16 (2), 97-116.
Reimann, P, . & Goodyear, P. 2004). ICT and Pedagogy stimulus paper. Retrieved October 5, 2005 from http://lrnlab. edfac. usyd. edu. au/Members/preimann/ICTINTPED/ICT-Pedagogies-v33. pdf Revans, R. W. 1982.
Higher education and Development, 12 (1), 45-58. Author contact: Assoc Prof Jan Herrington. Email: janh@uow. edu. au Please cite as:
There is also a strong interest from an academic community studying open innovation. A research led by Professor Gann demonstrated a growing interest in the open innovation phenomenon over the last 10 years 4. As a result we are observing a trend
to provide higher education based on research, and to educate students to serve their country and humanity
is not common to the Finnish higher education ideology. State funding has the intention to enhance high-level research and education.
academic-driven innovation labs are an instrument to open the organisational and institutional boundaries of higher education and research institutions to more complex and interdisciplinary actor constellations in innovation processes.
or higher education sector operates simultaneously in accordance with both the principles of Mode 1 and Mode 2 (30).
The Sauna-masters have an understanding of entrepreneurship in advance of their years. They recognise that there is more to innovation than high tech:
Strategic Knowledge Arbitrage and Serendipity as Real Options Drivers Triggered by Co-Opetition, Co-Evolution and Co-Specialisation, Journal of Industry and Higher education, v22 n6 p343 353 December.
Higher education provides the human resources to conduct basic research, which is translated in turn to applied research leading to prototypes picked up by industry that markets the product to customers.
business and higher education come together on topics of societal challenges. These ecosystems are not single clusters but networks of clustered partners.
higher education and business together were to become the key operational arms of the EIT. The Call document was only nine pages long
Each KIC has a broad portfolio of activities integrating research, higher education, innovation, and instilling entrepreneurship in this process.
and empirical analysis of higher education. He has recently coordinated a large project for the publication of microdata from all European higher education institutions.
which top scientists received their academic degrees. Such information can be retrieved with certainty for 855 scientists in the case of Phd
457 for the Master degree and 641 for the Bachelor degree (see Table 2). In terms of information availability,
offering Master and Phd degrees as intermediate steps towards a scientific career. In evolutionary terms, it seems that the US academic system has superior properties of variety generation,
In the period 1980 1989, a period of explosion of computer science and information technology, US Table 2. Distribution of degrees of top computer scientists by geographical area Area Phd degree Master degree
Phd, Master, and Bachelor (see Table 4), in descending order for the Phd. The top 15 universities represent 56.2%of all universities granting a Phd to the 855 top scientists for
In turn, the top 15 universities represent 47.1%of those granting the Master degree (n=457) and 41.3%of those granting the Bachelor (n=641.
Master and Bachelor degrees to top scientists in computer science Phd degree Master degree Bachelor degree Number%Number%Number%MIT 82 9. 6 47
When examining the distribution of universities granting the Master degree the top list is slightly different.
by selecting students from internal Master programmes, which in turn select bright students from the Bachelor.
a Table 5. Distribution of Phd, Master and Bachelor degrees by discipline Phd degree Master degree Bachelor degree Number%Number%Number%Computer science 327 38.2
Again, the European higher education systems are equipped less to deal with this kind of cognitive complementarity. Disciplinary mobility in Phd education, for example, is encouraged not.
We limit the analysis to academic careers and investigate four career transitions: from postdoctoral researcher to assistant professor (or researcher in other academic systems,
universities not in USA are in italics Table 8 Descriptive statistics of duration of stay in academic career positions Duration of career steps Number Min Max Mean Std dev As postdoctoral
Implications for higher education policy The interesting question is now whether this search regime has been compatible with the institutional features of European higher education in the relevant historical period,
and why. The answer is negative. A search regime characterized by a turbulent rate of growth, proliferation,
) This will continue to put pressure on European higher education systems in the near future. Implications for innovation policy In the relevant historical period most European countries did not have
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 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.
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,
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:
the higher education sector far outweighs the business enterprise sector. This is exactly the impact that the universities of Pécs,
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 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.
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
p. 16). 3. 3 Higher education In 2011 there was a total of 69 higher education institutions in Hungary, 39
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.
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.
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.
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:
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