& Habitat Impact Assessment) HEI Higher education Institute HGV Heavy Goods Vehicle HLC Historic Landscape Characterisation HPSU High Potential Start-up Businesses HSE
The Higher education, Research and development and the Training and Skills sectors are key drivers of the regional economy
and building upon the existing network of higher education establishments at Waterford, Carlow, Kilkenny, Wexford and Clonmel.
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.
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.
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
Planning authorities are encouraged to adopt appropriate policies to safeguard viable unworked deposits for future extraction. 4. 6 Higher education,
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
The higher education institutes in the region have adopted also a proactive approach with industry in terms of applied research;
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:
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 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.
and entrepreneurship to secondary and tertiary education in order to encourage entrepreneurial vocations amongst young people. -To improve the training received by entrepreneurs.
and entrepreneurship to secondary and tertiary education in order to encourage entrepreneurial vocations amongst young people. -To improve the training received by entrepreneurs.
and higher education-academic sectors so as the economic actors may operate in the markets of their products more efficiently, i e.,
and also the use of the devices for educational purposes in higher education should be strengthened. The low degree of coordination in the use of domestic state (central budget) financing sources
The higher education sector shows a similar picture as the public finance sector. It used the investment sources primarily for machinery, equipment and instruments in most of the period under review,
and that both the university and the academic community are present. The state actors are involved also in the work,
the collaborations between the higher education and HAS research organisations serve as a reference in this regard;
there were 70 firms with annual R&d expenditure over €5m. 2. 5 Higher education System The Department of education
including research policy, for the higher education sector. The Higher education Authority (HEA) and The irish Research Council (IRC) come under the aegis of the Department of education and Skills.
The Higher education Authority is the statutory funding authority for the universities, institutes of technology and a number of other designated institutions and is the advisory body to the Minister for Education and Skills in relation to the higher education sector.
The IRC focuses on the cultivation of skills and research expertise to address broad societal needs
and thus it funds across all disciplines and focuses on early stage career researchers. The National Strategy for Higher education to 2030, adopted in 2012,
establishes a new performance framework for public Irish Higher education institutions within which publiclyfunded higher education institutions are being held accountable to Government for their performance against defined national priorities.
The imperative to maximise Ireland's return on investment in research is emphasised explicitly in the Higher education System Performance Framework 2014-16 under System Level Objective 4:
The Higher education Authority is formally encouraging institutions to consolidate where it makes sense, and to form regional clusters with a view to building critical mass and increasing competitiveness in winning research funding.
and configuration of the higher education system (see Section 2. 5) to move to a smaller number of larger autonomous institutions with development of regional clusters.
Among the defining characteristics of the higher education system over the last decade and a half has been the effectiveness of structured forms of inter-institutional collaboration.
and in achieving closer synchronisation between research endeavour in Higher education institutions (HEIS), Government agencies, and industry. Ireland is now in the top 20 countries ranked by citations per thousand population
and higher education representative bodies to provide formal written inputs to the stakeholder engagement documents compiled by each TWG.
(i e. total Government investment in research less the research component of the block grant to HEIS and the funding administered by the enterprise development agencies for in-company performed R&d).
and fellowships with industry support for commercially relevant applied research and the development of commercial expertise in the HEI sector investment in research infrastructure focused international collaboration. 22 PRTLI (5th
Cycle 2011-2016) The Programme for Research in Third-Level Institutions (PRTLI), managed by the Higher education Authority, supports the provision of top-class research infrastructure (buildings,
laboratories and cutting edge equipment) as well as human capital development through Structured Phd/Emergent Technology programmes across Ireland's HEIS.
Technology Centres are publicprivate research centres of excellence that connect industry to the Higher education sector to increase the generation and availability of new
funding for R&d programmes in the higher education sector administered by Science Foundation Ireland (SFI) and others and core funding via the Department of education and Skills and the Higher education Authority (HEA);
funding for business sector R&d, administered via State agencies including IDA Ireland, Enterprise Ireland and others;
This growth will be driven through a continuation of a supportive fiscal environment for R&d investment as well as supports for higher education R&d industry linkages with higher education researchers, commercialisation of research results, in-company R&d and start-up companies.
Measures underway by the Higher education Authority to reform the higher education system including issues such as strategic dialogue and performance based funding compacts,
there were 70 firms with annual R&d expenditure over €5m. 2. 5 Higher education System The Department of education
including research policy, for the higher education sector. The Higher education Authority (HEA) and The irish Research Council (IRC) come under the aegis of the Department of education and Skills.
The Higher education Authority is the statutory funding authority for the universities, institutes of technology and a number of other designated institutions and is the advisory body to the Minister for Education and Skills in relation to the higher education sector.
The IRC focuses on the cultivation of skills and research expertise to address broad societal needs
and thus it funds across all disciplines and focuses on early stage career researchers. The National Strategy for Higher education to 2030, adopted in 2012,
establishes a new performance framework for public Irish Higher education institutions within which publiclyfunded higher education institutions are being held accountable to Government for their performance against defined national priorities.
The imperative to maximise Ireland's return on investment in research is emphasised explicitly in the Higher education System Performance Framework 2014-16 under System Level Objective 4:
The Higher education Authority is formally encouraging institutions to consolidate where it makes sense, and to form regional clusters with a view to building critical mass and increasing competitiveness in winning research funding.
and configuration of the higher education system (see Section 2. 5) to move to a smaller number of larger autonomous institutions with development of regional clusters.
Among the defining characteristics of the higher education system over the last decade and a half has been the effectiveness of structured forms of inter-institutional collaboration.
and in achieving closer synchronisation between research endeavour in Higher education institutions (HEIS), Government agencies, and industry. Ireland is now in the top 20 countries ranked by citations per thousand population
and higher education representative bodies to provide formal written inputs to the stakeholder engagement documents compiled by each TWG.
(i e. total Government investment in research less the research component of the block grant to HEIS and the funding administered by the enterprise development agencies for in-company performed R&d).
and fellowships with industry support for commercially relevant applied research and the development of commercial expertise in the HEI sector investment in research infrastructure focused international collaboration. 22 PRTLI (5th
Cycle 2011-2016) The Programme for Research in Third-Level Institutions (PRTLI), managed by the Higher education Authority, supports the provision of top-class research infrastructure (buildings,
laboratories and cutting edge equipment) as well as human capital development through Structured Phd/Emergent Technology programmes across Ireland's HEIS.
Technology Centres are publicprivate research centres of excellence that connect industry to the Higher education sector to increase the generation and availability of new
funding for R&d programmes in the higher education sector administered by Science Foundation Ireland (SFI) and others and core funding via the Department of education and Skills and the Higher education Authority (HEA);
funding for business sector R&d, administered via State agencies including IDA Ireland, Enterprise Ireland and others;
This growth will be driven through a continuation of a supportive fiscal environment for R&d investment as well as supports for higher education R&d industry linkages with higher education researchers, commercialisation of research results, in-company R&d and start-up companies.
Measures underway by the Higher education Authority to reform the higher education system including issues such as strategic dialogue and performance based funding compacts,
This has led to an extension of entrepreneurial activities and higher education and research infrastructure to new areas such as satellites and GPS technologies. 14 Finally, radical foundation of a new domain:
and scenario-planning exercises involving the public, private and higher education sectors, the chief aim of which would be to produce a regionally-attuned smart specialisation strategy.
and tertiary education Promoting national training, lifelong learning schemes for companies and individuals Engaging regional stakeholders in external production networks Securing national infrastructure investments to enhance connectivity Source:
and research (driven by academic outputs) and are part of national academic systems that are targeted not to respond to regional needs.
establishing a regional higher education partnership to better understand the regional situation and to overcome the barriers,
mapping the regional higher education system in terms of their degree-awarding ability, research activities and possible cooperation with regional partners,
A platform to promote cooperation between HEI and businesses at European level, 73 Marie Curie Initial Training Networks Industrial doctorates:
Between higher education and businesses in educational issues, 75 Erasmus for all: The Union Programme for Education, Training, Youth and Sport for the programming period 2014-2020.76 72 http://ipts. jrc. ec. europa. eu/activities/research-and-innovation
Develop partnerships between national and regional authorities in charge of different public policies such as economic development, employment, higher education and culture.
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011)..21 Figure 8:
education (2010)..34 Figure 26-Number of students enrolled in agricultural high schools (2008 2011)..34 Figure 27-Percentage of Exports by Ownership Type and Region...
Tertiary education Infrastructure as of 2010.22 Table 4: GDP Per capita in Counties of West Region (Euro, at purchasing power standard...
owing to a tertiary education system that is relatively strong in natural sciences, mathematics, computer science, food science, agriculture,
In order to support the national commitment it is desirable that regions with high development potential and stronger higher education structures
The national Europe 2020 targets Employment rate(%)R&d(%of GDP) Emissions reduction (compared to 2005)(%Renewable Energy(%)Energy efficiency reduction(%)Early school leaving(%)Tertiary education(%)Reduction
Eurostat 6 Persons aged 25-64 with tertiary education attainment(%;%Source: Eurostat 7 Europe 2020 Flagship Initiative Innovation Union COM (2010) 546 12 sustainable and inclusive growth depends on their specific development potential and their assets (in terms of
Focusing school, vocational and higher education curricula on transversal competences like creativity, entrepreneurship and initiative will help young people to develop their full potential for innovation. d) Attractive regional research infrastructure
ii) developing links and synergies between enterprises, R&d centers and higher education, in particular product and service development, technology transfer, social innovation and public service applications, and demand stimulation;
It also has a higher share of the population with a tertiary education than any other region outside of Bucharest,
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011) Source:
Persons aged 25-64 and 20-24 with upper secondary or tertiary education attainment, by sex and NUTS 2 regions (from 2000 onwards%.
However, although it also has a fairly large population of students in the first stages of tertiary education,
What is very clear from Table 3 is that Bucharest is by far the main center of tertiary education in the country.
Where the West's performance drops considerably is advanced at the stages of tertiary education where the relative level of its research student population is only half that of that of North West and one quarter that of Bucharest.
Tertiary education Infrastructure as of 2010 Tertiary institutions Faculties High skills students (level 5 A) Advanced research students (level 6) Total per m population Total
High skill students defined as First stage of tertiary education, programmes that are based theoretically/research preparatory or giving access to professions with high skills requirements (level 5a;
Advanced research student defined as Second stage of tertiary education leading to an advanced research qualification (level 6) 38.
where the West has a comparative advantage in highly skilled workers (proxied those with a tertiary education).
While the West Region has clear strength in tertiary education in the Romanian context, its advantage in upper secondary and post-secondary (non-tertiary education is far from apparent.
Enrollment rates in secondary education are only moderately ahead of the national average. Of more concern, is the relative performance of its students in upper secondary education.
Data shows that in 2011 the West Region had the third lowest number of students enrolled in technical high schools of all the regions in Romania (34
In addition, between 2008 and 2011, enrollment in agricultural high schools has remained constant and was in 2011 the lowest of all the regions in Romania (6522 students).
Institute of National Statistics Figure 26-Number of students enrolled in agricultural high schools (2008 2011) Source:
Skills (1) The link between tertiary education and the workforce and lifelong learning 89. Despite education and skills often being perceived as a source of comparative advantage for the region,
The link between tertiary education and the workforce must be reinforced. The region must do a better job of leveraging its significant tertiary education infrastructure,
especially to the insertion of university graduates into the labor force, avoiding common problems of mismatch between educational supply and labor demand and overeducation.
and researchers in higher education institutes to develop new technologies and processes that will lead to job creation and increased exports.
Clear strength in tertiary education programs for natural sciences, mathematics, computer science, food engineering, agriculture, as well as medical and veterinary sciences Important signs of entrepreneurial activity Existence of a relatively good network of industrial and technology parks High export performance Skills:
improving the link between tertiary education and the workforce and lifelong learning; improving the vocational school system for industry-relevant training;
the last year for which Eurostat provides data on regional R&d outlays, the total intramural R&d expenditures (considering business enterprise sector, government sector, higher education sector,
fostering academic entrepreneurship, research commercialization and collaboration between public and private sectors. 161. Major universities in the region have started to invest in technology transfer, but such investments
and higher education for the development of products and services, technology transfer, and networking. The specific objectives of this investment priority are to:(
i) increasing the share of population with tertiary education; and (ii) encouraging the access to professional development,
ii) supporting lifelong learning through the development and implementation of measures to enhance the relevance of higher education programs,
and the conclusions of the General Master Plan for Transport, developed at national level. V. 4. Detailed strategy overview for the region 185.
and synergies between enterprises, R&i centers and higher education in particular products and service development, technology transfer and networking Contribute to EU 2020 strategy by increasing the investments in research and development Promote the transfer of knowledge
and competences required in labor market Increasing the share of population with tertiary education Encouraging the access to professional development,
2. Promoting business investment in innovation and research and developing links and synergies between enterprises, R&i centers and higher education in particular products and service development,
First tranche of contracts concluded by June 2015 1. 2. Promoting business investment in innovation and research and developing links and synergies between enterprises, R&i centers and higher education in particular products and service development
improving the link between tertiary education and the workforce and lifelong learning; improve the vocational school system for industry-relevant training;
INE-Eurostat The regional administration and higher education sectors are spending relatively more on R&d than the companies.
Administration 0, 11 0, 14 0, 18 0, 14 Higher education 0, 17 0, 18 0, 18 0, 17 TOTAL 0
INE-Eurostat The evolution of the number of researchers in all sectors (business, government and higher education) has increased until 2010.
It also plays an important role in the field of training thanks in particular to a Master in innovation which was launched five years ago. www. ita. es The Centro de Investigación de Recursos y Consumos Energéticos
which the contribution the higher education sector was the most significant contribution. 2001 2011 Enterprises 53,3%Government 6, 8%Higher education Private Non 39,5%Profit 0, 4%Enterprises
54,4%Government 9, 9%Higher education 35,6%Private Non Profit 0, 1%Figure 4. R&d expenditure by sectors.
To this end, it addresses entrepreneurial cooperation, commitment to interdisciplinary collaboration and/or between different research entities, sharing and increasing value of knowledge and connection between higher education and innovation as the base of human capital in a smart
and contribute to knowledge transfer. 4. 4 Increase the convergence between higher education and innovation. PROGRAMME 5. INNOVATIVE SOCIETY Programme 5 takes into consideration the importance of extending the innovative and creative spirit throughout society.
& technology transfer Higher education--Innovation Competitive economic model New innovative companies Training for innovation Access to Ainance Business innovation services Innovation & creativity social
Continuum Studies in Higher education EURADA (2011) Directory of"No-nonsense"Activities To Build S-minded Regions.
Create integrated training strategies combining training located in higher education, vocational education and training and formal and informal training in SMES.
in J. Potter (ed.),Entrepreneurship and Higher education, Ch. 10, pp. 235-254, OECD, Paris. Lundvall, B. and S. Borràs (1997), The Globalising Learning Economy:
Implications for Innovation Policy, Report to the European commission, Directorate General Science, Research and development, Brussels. Malecki, E. 2008), Higher education, Knowledge Transfer Mechanisms and the Promotion of SME Innovation
, in J. Potter (ed.),Entrepreneurship and Higher education, OECD, Paris Ch. 9, pp. 213-234. Mansfield, E. 1995), Academic Research Underlying Industrial Innovations:
Mcnaughton, R. 2008), Technology Commercialisation and Universities in Canada, in J. Potter (ed.),Entrepreneurship and Higher education, Ch. 11, pp. 255-234-269, OECD, Paris
Potter, J. ed.)(2008), Entrepreneurship and Higher education, OECD, Paris. Potter, J. and G. Miranda (eds.
Shane, S. 2004), Academic entrepreneurship. University Spinoffs and Wealth Creation, Edward Elgar: Cheltenham, UK. Stangler, D. and R. Litan (2009), Where Will the Jobs Come From?
30 40 50%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large Small Medium Large Consultants,
Share of turnover due to new-tomarket product innovation 0 10 20 30 40 50 60%Universities or HEI Suppliers Clients or customers Competitors
60%50 Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large Small Medium Large Consultants,
40 50%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large Small Medium Large Consultants,
innovation Firms collaborating in innovation activities Firms with new-tomarket product innovations Share of turnover due to new to-market product innovations Universities or HEI Suppliers Clients
which reports to the Ministry of Finance and the Ministry of Higher education and Research, has the responsibility of providing assistance and financial support to SMES in crucial stages of their development:
60 80%SMES Large Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large Small Medium Large Consultants,
30%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large Small Medium Large Consultants,
40 50 60%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large Small Medium Large Consultants,
50 60%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large Medium Large Small Consultants,
SMES Large Share of turnover due to new-tomarket product innovations 0 10 20 30 40 50%Universities or HEI Suppliers Clients or customers
and the development of a fourth level in the higher education sector into an integrated framework,
next-generation localisation and sensor webs. ii) Technology Transfer Offices (TTOS) A fund of EUR 30 million has been made available to improve the knowledge flow between higher education and the enterprise sector.
services and food. iv) Innovation Vouchers The voucher initiative offers businesses with limited experience of R&d the chance to collaborate with any of the 22 higher education institutes,
It also stimulates the development of relationships between SMES and the higher education institutes, and ultimately the development of new products and services.
40 50%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large Small Medium Large Consultants,
Firms collaborating in innovation activities Share of turnover due to new-tomarket product innovations3 0 10 20 30%Universities or HEI Suppliers Clients or customers Competitors
30 40%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large Small Medium Large Consultants,
40 50 60%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large Small Medium Large Consultants,
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large Small Medium Large Consultants,
40 50 60%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large Small Medium Large Consultants,
higher education and vocational training institutions) who are involved in the development of the sector and region. Collective Efficiency Strategies'formal recognition allows the submission of investment projects and respective action programmes,
30 40%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large Small Medium Large Consultants,
50 60%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large Small Medium Large Consultants,
or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large Small Medium Large Consultants,
89%of the firms have established new research collaboration (67%of these have established collaboration with higher education institutes
Firms collaborating in innovation activities Share of turnover due to new-tomarket product innovations2, 3 0 10 20 30 40 50 60%Universities or HEI
Share of turnover due to new-tomarket product innovations2 0 10 20 30%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small
activities 0 10 20 30 40%Universities or HEI Firms within the group Suppliers Clients or customers Competitors Small Medium Large SME Large Consultants,
and Technology (NIST) was established in 2007 to assist U s. businesses and institutions of higher education or other organisations,
-tomarket product innovations Share of turnover due to new-tomarket product innovations 0 10 20 30 40 50%Universities or HEI Suppliers Clients
http://www. oecd. org/dataoecd/59/53/46211243. pdf 2. SLOVENIA SMES, E 124 NTREPRENEURSHIP AND INNOVATION OECD 2010 Slovenia The Ministry of Higher education
and out by TIA, the Ministry of Higher education, Science and Technology, Ministry of Economy and Ministry of Defence are participating by contributing through their own resources.
or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large Small Medium Large Consultants,
and to foster collaboration among industry, HEIS and science, engineering and technology institutions. Graduates from the programme often end up employed in the industry they worked with,
funding is released to HEIS and science, engineering and technology institutions. During 2007/08, 265 MSMES participated in projects as industry partners (66.8%of all participating firms)
and that the level of patenting is correlated strongly with GDP per capita, with students in higher education and with employment in high-tech industries.
Kneller, R. 2007), Japan's New Technology Transfer System and the Preemption of University Discoveries by Sponsored Research and Co-inventorship, Industry and Higher education, Vol. 21, No. 3. Florida
OECD, Paris. OECD (2007c), Higher education and Regions: Globally Competitive, Locally Engaged, OECD, Paris. OECD (2008a), Enhancing the Role of SMES in Global Value Chains, OECD,
What Governments Can Do to Make a Difference, OECD, Paris. Potter, J. ed.)(2008), Entrepreneurship and Higher education, OECD, Paris. Potter,
Entrepreneurship teaching in higher education also seeks to do this but may in addition seek to impart more technical-related skills such as in management and business planning.
This section therefore explores entrepreneurship skills provision both in the formal education system (focusing on higher education,
Universities and higher education institutions Entrepreneurship teaching OECD work shows that third-level (higher education) entrepreneurship teaching activities are increasing (Potter, 2008.
Management of entrepreneurship courses tended to be housed in existing academic departments (41%)or business schools (31%;%although entrepreneurship centres or departments of small business and entrepreneurship were managing 23%of entrepreneurship courses.
%while none of the Danish universities reported participation rates above 2. 5%.Despite the rapid growth in entrepreneurship teaching in higher education, there are a number of issues that need to be addressed in adapting universities to the needs of a more entrepreneurial economy (Potter,
and Industry appointed a working group entitled From Higher education Institutes to Entrepreneur. The Ministry of Education also appointed an Entrepreneurship Steering Group to ensure that the agreed programme of action was implemented properly.
and the investment activity of local governments in private sector development, for instance through smart infrastructure such as HEI networked business incubators,
such as in programme design and management. 4. ENTREPRENEURSHIP SKILLS SMES, ENTREPRENEURSHIP AND INNOVATION OECD 2010 183 Create integrated training strategies combining training located in higher education, vocational education and training,
Hoffman, A n. Vibholt, M. Larsen and M. Moffet (2008), Benchmarking Entrepreneurship Education across US, Canadian and Danish Universities, in J. Potter (ed.),Entrepreneurship and Higher education, OECD
Paris. OECD (2010a, forthcoming), Leveraging Training and Skills Development in SMES, OECD, Paris. Potter, J. ed.)(2008), Entrepreneurship and Higher education, OECD, Paris. Smilor, R
unions and individuals involved in new and small firms with local training programmes and development of integrated training strategies combining training in higher education,
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