and developed in high schools, with the 25 best Call4school projects invited to participate in the fair.
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:
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).
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.
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.
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
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:
& 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,
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:
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,
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 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;
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