data processed by the University of Bocconi, Italy. 14 Europe's compet it ive technology prof
data processed by the University of Bocconi, Italy. Data: Eurostat, DG ECFIN, OECD. Source: DG Research and Innovation Economic Analysis Unit.
data processed by the University of Bocconi, Italy. 17 3. Potential of European cooperation in converging technologies for emerging growth markets Technology development is an important part of the supply side of innovation potential.
Press, New york Schön, L. 2009)‘ Technological Waves and Economic growth Sweden in an International Perspective 1850-2005',paper 2009/06, Circle, Lund University Stehrer, R
universities and government all working towards common goals (Tech Nation Report 2015). In the same report, CEO at Tech City UK, Gerard Grech, adds that such businesses increasingly decide to locate in close proximity to each other,
and whilst university--based centres can be embraced legitimately within the cluster research field, this paper limits investigation of academic institutions,
particularly concerning the potential roles that universities, business schools, government and investors can assume in supporting cluster performance.
how a local university may wish to provide enterprise opportunities for graduates emerging from a degree course that has nurtured creative talent suitable for the digital sector.
and is our third case history at Appendix‘A'.University--Based Technology Enterprise Centres/Parks/Incubators Centres of academic excellence usually universities
We have observed at University of Bournemouth and the Arts University of Bournemouth, for example, the emergence of a film industry production cluster where there is more or less a direct line of graduate talent creating their own businesses under the mentorship or guidance of their former university professors.
Agreements are reached on how the IP is to be valued and realised, the creative digital enterprise gets off the ground,
(but not necessarily exclusive) link with the university. Within this clustering the university and business enterprise may be supplemented by an incubation partner,
typically separate from the main university campus and on the outskirts of the university town or city.
Both of the authors'affiliated institutions, Universities of Southampton and Reading, have successful examples of these types of centres/parks11 Increasingly,
such partnerships are offered by large digital technology corporates and the authors have witnessed firsthand accounts, presentations and discussions with companies who recognise the value of raw creative talent
Nottingham July 2012 16 9th may 2013 presentation to a group of MSC students from University of Zagreb, facilitated by David Rees, Henley Business school,
University locations with specialist reputations linked to clusters are favoured especially.§§Investment. Finance, incentives and speed of response are strong attractors.§
growing and managing the enterprise Investors commercial, private, local authorities, foreign investment Financial service providers banks, providers of credit, insurers Talent developers/universities interdisciplinary talent,
For educational bodies, particularly business schools and universities, there is a need to develop the graduate entrepreneurial talent required for the tech market place.
and universities may consider how they best respond to this need. Business schools can certainly offer a great deal in providing executive education programmes to the stakeholders identified above
'a collaboration between the technology, media and telecommunications industry, formalised by a limited company which is supported by the University of Bristol and Bristol City council.
The City's two universities provide a pipeline of talented graduates from engineering to film special effects and drama.
Engine Shed is supported by Bristol City council, the University of Bristol and the West of England Local Enterprise Partnership and also acts as a home for Bristol's component of the regional SETSQUARED Partnership.
In addition to the major broadcasters and their supporting businesses there is the newly housed Salford University building with superb facilities to support the talent pipeline that falls at the feet of prospective employers.
With two universities generating a pipeline of creative and technical talent and a desirable coastal urban lifestyle it was only a matter of time before the town became a desirable business location.
and Alexander, V. 2012)‘ Cultural Value Networks Research Findings'Digital cultures Research Centre, University of the West of England URL:
Exploring the impact of open innovation on national systems of innovation A theoretical analysis Yuandi Wang a, Wim Vanhaverbeke a b c, Nadine Roijakkers a a Hasselt University, Faculty of business Economics
2. The knowledge landscape is fairly heterogeneous, with a wide variety of players (firms of various sizes, universities, research institutes), each focusing on different pieces of the puzzle.
universities, research institutes, government agencies, public policies, institutions, and, in particular, the various relationships among them. Coherent corporate behaviour in the innovation field is shaped by national culture, laws, norms,
which had greater scientific and technological capabilities than most universities. The majority of these central labs were dismantled especially during the 1990s as big companies were pressured by shareholders to focus on short-term profits.
universities became the sole institutions targeting basic research. In this way the position of basic research became weaker in the innovation ecosystem of different countries.
Therefore, governments and universities face the challenge of stimulating efforts in basic research by providing public funds for most of the‘seed corn'research.
allocation of resources will shift from the focal corporation to the developer community and external partners, such as joint ventures and university research.
The most important players are firms, universities, venture capital organisations, and public agencies charged with innovation policy 29.
Typical examples of these networks are producer user relationships and the triple helix of university industry government. 424 Y. Wang et al./
Focusing on the growing phenomenon of‘centres of excellence'where industrial development seems to be linked closely to the best universities 92,
Etzkowitz et al. 39 coined the term‘triple-helix relations'to describe relations between university, industry, and government.
Here, they stressed the role universities play in technical innovation and knowledge-based economies. Such networks are popular in NSI research.
NSI research remains focused on the knowledge exploration phase and on formal players such as firms, universities,
Its success therefore mainly depends on the continued supply of external sources 3. This supply of external knowledge can be sourced from traditional partners such as universities, users,
As March 33 noted, knowledge exploitation networks are entirely different from those covering universities and research-based knowledge-seeking organisations.
from National Systems and Mode 2 to a Triple Helix of university industry government relations, Res.
an empirical assessment of roles of university and governmental R&d laboratories, Public Adm. Rev. 48 (6)( 1988) 969 978.
Yuandi Wang is a postdoctoral fellow at Technical University of Denmark. He received his Phd from Hasselt University in Belgium.
He received his Masters degree from Dalian University of Technology (People's republic of china. From 2005 to 2007 he was a lecturer at China University of Mining and Technology.
Since 2008 he has been working for his Phd thesis in the field of open innovation and national systems of innovation.
Wim Vanhaverbeke is professor of strategy and innovation at the University of Hasselt (Belgium. He is also visiting professor at ESADE (Spain) and the Vlerick Leuven Gent Management School.
He is published in international journals such as Journal of Management Studies, Organization Science, Organization Studies, Journal of Management Studies,
He is extending his research on open innovation and open business models by performing joint research with various universities around the globe.
Nadine Roijakkers obtained her Phd degree from the United nations University-MERIT (Netherlands) in 2002. For two years she worked as a policy researcher for the European commission.
From 2004 to 2007 she was an assistant professor of Open Innovation at Eindhoven University of Technology (Netherlands.
1992 1995 MBA in International Finance & IT, University of the Witwatersrand 1983 1986 B Com (honours) Finance, Accounting & IT, Stellenbosch University Michael Golz SAP 2003
, Zooplus 2007 2012 Consultant Business and Information Strategy, Capgemini Consulting 2007 2012 Post graduate Management, Otto-Friedrich-University Bamberg 2002 2006
1993 2000 Master in business Informatics, Otto-Friedrich-University Bamberg and Friedrich-Alexander-University Erlangen Celso Guiotoko Renault-Nissan 2009 today Managing director IS/IT, Renault-Nissan
DANSK IT 1975 1982 Master of Economics, University of Aarhus 1989 MDP program, Cranfield University Diego Calegari IBM 2013 today Spanish South america CIO Executive
(ICAA) Bachelor of Commerce with majors in Accountancy and Computer science, Deakin University Herman de Prins UCB 2009 today CIO
1%1%Other 7%Other university degree Other non-university degree Other 4%No answer 1%43%18%24%1%IT Phd
256 FACTORS INFLUENCING INNOVATION IN SMES IN ROMANIA Holban (Oncioiu) Ionica Alexandru Ioan Cuza University of Iasi
and Academy of Economies Studies from Bucharest Oncioiu Florin Rzvan University of Agronomic Sciences and Veterinary medicine of Bucharest Romania Innovation is a broad concept
and the research system that includes the research institutes, the research departments of universities, and research departments of the companies.
Ministry of Education and Research and the Ministry of Communications and Information technology aim to attract to industrial parks with intention to create such parks in every Romanian city that has a university center.
Discussion often focused on the‘disadvantage'of not having‘in-region'universities and/or research institutes.
the University of Limerick lags considerably behind research bodies in the Dublin, Southwest and West The level of business expenditure on research and development is relatively high (BERD)
OVERVIEW, FINDINGS & ACTIONS 28 Key points of interest and potential The absence of a university within the region has been cited by regional stakeholders as a significant deficit
and a formal application by WIT for upgrade to university status is currently with government The region has benefited from a strong international brands through the promotion of Waterford Crystal,
and preservation of the natural environment and landscape and further development of cultural and recreational assets. 8 The absence of a university within the region has been cited as a key regional deficit
and a formal application by WIT for upgrade to university status is currently with government FORFÁS REGIONAL COMPETITIVENESS AGENDA:
The Minister for Education and Skills is engaged currently in establishing criteria for a Technological University Designation Process.
between WIT and Aberystwyth University and between leading experts and network participants. The project is being undertaken by the Centre for Enterprise Development and Regional Economy (CEDRE), School of business, WIT in partnership with the School of management and Business, Aberystwyth University, Wales.
It is part funded by the European Regional Development Fund (ERDF) through the INTERREG 4a Ireland Wales programme 2007-2013.
Universities, Institutes of Technology, FÁS, Skillnets, VECS, Enterprise. Rapidly progress policy measures that support financing of SMES (in particular the loan guarantee scheme.
and winning European funding (by April 2011 the share of FP7 funding for WIT was greater than a number of Universities,
The Minister for Education and Skills is engaged currently in establishing criteria for a Technological University Designati on Process.
Public realm improvements to The Parade at Kilkenny Castle Completion of The Watershed, a multipurpose sports and leisure facility in Kilkenny City Expansion of Maynooth University Outreach, Kilkenny City
Yuko Harayama, Graduate school of Tohoku University and now Deputy Director, DSTI at the OECD, Elisabeth Gulbrandsen of the Research Council of Norway, Karen De Ruijter, Ministry of Economic Affairs
Social challenges are also multi stakeholders (e g. universities, research institutes, private companies, government, civil society, citizens.
Armbruster Professor, University of Applied sciences Magdeburg, Germany and Janet Thiemann Eltern AG Summary The ELTERN-AG Project.
While the official reaction was to focus on reforming curricula and the school system as a whole, a team of scientists and practitioners at the University of Applied sciences Magdeburg (Germany
and will open doors in other states, via other universities. Up to 2009, the ELTERN-AG team has trained 80 mentors,
Using his status as a Professor at the University Of Applied sciences Of Magdeburg, he is creating the first university degree program in Germany that trains teachers in pedagogical strategies designed specifically to empower poor children
and parents to take responsibility for their lives and decisions. Once in place, this program will create additional multipliers for his vision and strategy.
He is now also developing the Grameen University and branching out on joint ventures with large companies such as Danone.
Ricard and Muller worked with the University of Strasbourg to create a new degree for adapted sports teachers
They work with government agencies, universities, companies and individuals to make this change possible. They are also expanding their reach to other European countries (Ireland, Brazil, etc.
Increasing numbers of leading universities are offering programs in Social Entrepreneurship to train the next generation of Social Entrepreneurs
university researchers, government, public-profit corporations, schools, industry, NPOS etc. Among the applications from the public, R&d projects are selected by the Area management team
THE CASE OF FINLAND Robert Arnkil Work Research Centre, Tampere University, Finland and Arnkil Dialogues Introduction Together with the colleagues I have experimented with dialogue methods for several years in different countries
University of Texas Press. Austin. Cornish, E. 2004: Futuring: The Exploration of the Future. World Future Society.
leader, University, Government, etc. 2 Educating to all employees about sustainability CSR Training, Sustainability Workshop,
Universities, knowledge institutes, businesses, social organisations and also citizens; together we can tackle these challenges.
to focus knowledge residing at universities and knowledge institutes on societal issues, challenge businesses to contribute their expertise to finding solutions,
Research currently underway at universities is creating breakthroughs in healthcare and security. Application-based research is being carried out at colleges of higher education,
AN OVERVIEW Hans-Liudger Dienel Zentrum Technik und Gesellschaft, Berlin University of Technology 1. Public Participation for Innovation Policy?
Report of the Citizens'Jury on Genetic Testing for Common Disorders, WIHSC, University of Glamorgan, Wales.
Interesting examples of research programmes dedicated to social innovation exist in Quebec (University of Quebec),
universities reform to take on-board innovation. It was noted also that co-ordination mechanisms with government need to be improved to mobilise innovation for social challenges. 98 FOSTERING INNOVATION TO ADDRESS SOCIAL CHALLENGES How can understanding
Tampere University, Finland Future dialogues in building New Partnerships www. benjamins. com/jbp/series/CAT/9-1/art/arn. pdf JST
. pdf Centre for Technology and Society of Berlin University of Technology www. tu-berlin. de/ztg/menue/startseite ztg/parameter/en/Nexus Institute for Cooperation Management
The Pedagogical Implications of Digital, Social and Mobile Media John V. Pavlik Rutgers University, United states Abstract Emerging technologies are fueling a third paradigm of education.
In the early 1980s the author was working on his doctoral dissertation at the University of Minnesota.
In the mid-1980s the educational pioneers such as Wayne Danielson of the University of Texas wrote software for journalism and communication education.
Wayne Danielson of the University of Texas applied artificial intelligence (AI) to create an early tool for generating computer-written haikus.
Others such as William Oates of the University of Florida designed and taught online courses and hybrid offerings of online and face-to-face courses.
In early the 2000s educational pioneers such as Ann Kirschner helped Columbia University create Fathom, a global, online learning experiment and precursor to today's MOOCS.
Witness the emerging success of the University of the People, the first tuition-free, fully online four-year university to be granted accreditation (http://www. uopeople. org/.
Because these commercial course management systems are linked to the official university registrar, students who sign up for a class are enrolled automatically in the online section,
Those no longer enrolled at the university are deleted from the course e-group roster. This protocol may maximize university revenues
and reduce the potential for cheating, but it severely limits the educational potential of online learning.
The National Center for Supercomputing Applications (NCSA) at the University of Illinois in Campaign-Urbana has developed a special AR-enhanced issue of its periodical
In collaboration with Columbia University computer science Professor Steven Feiner the author developed in the late 1990s real-world AR enhancements described as a situated documentary (Höllerer, Feiner, & Pavlik, 1999.
and explore stories from the University's past, including the 1968 student strike, Prof. Edwin Armstrong's invention of FM radio,
Two cheers for Web U. Retrieved on 9 june 2013 from http://www. nytimes. com/2013/04/21/opinion/sunday/grading-the-mooc-university. html?
The Research Division of the School of Journalism and Mass Communication at the University of Minnesota.
John V. Pavlik, Professor, Department of Journalism and Media Studies, School of Communication and Information, Rutgers University, New brunswick, New jersey, United states
Clay Dibrell is associate professor of strategic management in the College of Business at Oregon State university and research fellow at Bond University.
Peter S. Davis is professor and chair of the Department of Management in the Belk College of Business at the University of North carolina Charlotte.
Justin Craig is associate professor of family business and entrepreneurship at Bond University. Address correspondence to: Clay Dibrell, 200 Bexell Hall, College of Business, Oregon State university, Corvallis, OR 97331.
Country Profile Highlights 1 2012 World Economic Forum boosting university enrollment, which continues to lag behind that of many other high-innovation countries,
supported by an excellent university system that collaborates admirably with the business sector in R&d. Combined with flexible labor markets
and training two years ago), driven by lower university enrollment rates and a decline in the extent to
and intensified collaboration between universities and the private sector would help the country to move toward a more future-oriented development path.
and its high number of university enrollment rates (20th) that should provide local firms with a skilled labor force.
and innovation (42nd), benefitting from good scientific research institutions (34th) and strong collaboration between universities and the business sector in innovation (30th).
Efforts must also be made to increase the university enrollment rate in order to better develop its innovation potential.
The greatest challenges facing Rwanda in improving its competitiveness are the state of the country's infrastructure, its low secondary and university enrollment rates,
enrollment rates at the secondary and university levels are among the lowest in the world (both at 137th place).
nikolaos. kakalis@dnv. com H. N. P. Psaraftis Technical University of Denmark, Bygningstorvet 116b,2800 Kgs Lyngby, Denmark e-mail:
sara. fozza@dappolonia. it P. Zacharioudakis National Technical University of Athens, Iroon Polytechneiou 9, 15773 Zografou, Greece e-mail:
for Transport, Innovation and Technology-BMVIT University of Applied sciences Technikum Wien April 2011 The research leading to these results has received funding from the European union's Seventh Framework Programme (FP7/2007-2013
17 industrial participants and 8 universities/research institutes Funding-/programme mechanismen: Industrial funding over 60%36 FI:
plus add. research in universities Italian Roundtable on Smart Grids: Initiative of Ministry of Economic Development;
SMART GRIDS COUNTRY FACT SHEETS Deliverable 4. 2. 1 Michael Hübner Natalie Prüggler Federal Ministry for Transport, Innovation and Technology-BMVIT University
The general R&d (research & development) law and laws for universities, research institutions and the Austrian Research Promotion Agencys law (Österreichische Forschungsförderungsgesellschaft (FFG:
R&d-programmes R&d and Innovation policy, Innovation Agenda, Technology Roadmaps Austria Available-General R&d framework in the Austrian Law for Universities,-R&d Directive,-Research
"The intelligent energy system infrastructure for the future"(by Risø-The National Laboratory for Sustainable Energy at the Technical University of Denmark-DTU) R&d Framework, Programmes & Policy Denmark The Danish
The National Laboratory for Sustainable 71 Energy Risø at the Technical University of Denmark (DTU) annually publishes an Energy Report.
and energy production outside buidlings and brings together business, laboratories, universities, training centres, professional associations, financial and regional collectives involved in the network of renewable energy throughout the Languedoc-roussillon region (south of France).
On one hand university researchis carried out under the supervision of MIUR (Ministero dell'Istruzione Università e Ricerca),
from grassroots movements, think-tanks and universities to big charities and public museums are hosting small-scale workshop spaces often with digital tools and 3d printing facilities (maker spaces and hacker spaces.
and University of Cambridge in November 2014 forecasts the growth of alternative finance (including peer-to-peer business lending,
These indicators now include innovative entrepreneurship and innovation in firms, universities and public research institutes,
as well as national research institutes and traditional universities. Building on existing schemes, such as innovation partnerships and PPPS with bigger telecommunications corporations, new schemes could be created to provide financial support for large-scale DSI experiments across Europe.
health authorities and universities to pilot large-scale DSI experiments around collaborative economy, direct democracy, distributed energy, civic health and bottom-up smart city solutions.
75 Universities...79 Digital Agenda for Europe...82 Key enabling technologies...88 Cultural and creative industries...
such as in universities or public research institutes. Collaborative projects with local firms can help to reveal information about the future value of certain specialisations.
In this case, links between local universities and strong public-private partnerships are the types of strategies that may be essential for smart specialisation to work.
'Groningen University. 15 existence of industries that are in tune with the relevant socioeconomic conditions
this helps to take into account innovation opportunities identified by leading actors (companies, universities, intermediaries, etc. Mixing regional experts with international experts helps to give more weight to the international competitiveness issue.
Potential actors relevant to the RIS3 process span from public authorities to universities and other knowledge-based institutions, investors and enterprises, civil society actors,
The most important types of organisation that need to be involved in the RIS3 process are public authorities, universities and other knowledge-based institutions, investors and enterprises, civil society actors,
and intellectual leadership (the people who play a leading role in connecting their universities to the worlds in and beyond their regions.
University of Tampere, Work Research center, Working Paper No. 85 (Final Report on Quadruple Helix Research for the CLIQ project, INTERREG IVC Programme.
and its significance for universities, businesses and the regional economy, would do much to promote a skill set that is critically important to the moderation of the RIS3 process, particularly of the entrepreneurial process of discovery,
Getting firms, universities, development agencies and regional governments to accept that innovation is a collective social endeavour where participants freely acknowledge that working in concert can deliver far more than working in isolation is arguably the most important ingredient in the‘recipe'for purposeful entrepreneurial search.
The onus of responsibility for creating such iterative processes rests primarily with public sector bodies, especially universities, development agencies and regional governments.
universities, development agencies and regional governments could jointly identify a project to explore the prospects for related variety in the regional economy.
The formation of a Knowledge Leadership Group would give an institutional expression to the alliance between universities
For many key actors involved in the region, notably private firms and leading universities, the development of the region will not be their primary focus.
universities can be critical actors. How does regional funding fit into this multilevel system? As a first step the region should use technical assistance funding to build capacity to tap into the knowledge base of
Traditional SMES, high-tech companies, universities, transfer institutions, business intermediaries, local and regional authorities, national bodies, the media, etc. have a different understanding and expectations of an RIS.
reinforcing excellence in knowledge creation and developing new high-tech industries Knowledge and technology hubs Leading regions in science and technology Co-funding of universities:
niches, complementary to national science hubs Technology transfer instruments (university technology transfer offices, technology brokers at research centres) Talent attraction (from country and abroad), research grants for young graduates Cluster policies,
increased quality of production Increase of research activity in a region Research subsidies to enterprises or universities/research centres Increase in research expenditure in firms, increase in patents or publications Improved innovation performance,
Clusters, Innovation friendly business environments for SMES, Research infrastructures, centres of competence and science parks, Universities-enterprise cooperation, Digital agenda, Key enabling technologies, Cultural
Figure 7-The'trunk and branches'structure 31 Green growth Digital agenda Skills Clusters SME support Social Innovation Financial engineeringconnecting universities Key enabling
Science parks provide the advanced infrastructure on which research-intensive enterprises rely, besides the location factor, often in close proximity to a university.
(2011) 811 final. pdf 79 Universities Why should universities be part of smart specialisation? In the framework of the Education, Research and Innovation triangle, the socalled knowledge triangle, universities71 have a crucial role to play in creating knowledge
Successful mobilisation of the resources of universities can have a strong positive effect on the achievement of comprehensive regional strategies.
Universities dealing with economics, public policy and administration, as well as those dealing with specific policy areas (such as industry, health, agriculture, environment and culture) can provide public authorities and private sectors with strategic advice,
Universities are a critical'asset'of the region mainly in the less developed regions where private sector may be weak or relatively small, with low levels of research and development activity.
which universities can contribute to regional innovation systems. Universities can, for instance, stimulate the entrepreneurial spirit of their staff
and students, provide advice and services to SMES, and participate in schemes promoting the training and placement of high level graduates in innovative businesses.
Furthermore, Universities and Businesses should directly cooperate in curricula design and curricula delivery to ensure that graduates have the right skills and transversal competences.
By having businesses cooperating with the educational side of Universities, talent attraction and retention would be enhanced in the region.
Universities can also play an important role in the field of vocational training. Barriers and challenges Improving the contribution of universities to regional growth by implementing such mechanisms requires the interconnection of the partners in the innovation systems.'
'Disconnections'may occur between the partners and the barriers to overcome are of a different nature.
They can be internal to the university and involve the capacity to‘reach out'to the wider region (i e. supply side).
For instance, universities are focused usually on teaching and research (driven by academic outputs) and are part of national academic systems that are targeted not 71 The term'university'includes all higher education institutions,
in line with the Commission's Communication on the modernisation agenda for universities COM (2006) 208.80 to respond to regional needs.
As a result, some universities are viewed as being'in'the region but not'of'the region where they are located.
These barriers can also be linked to the capacity and willingness of the public and private sector actors in the region to'reach in'to the university to seek expertise
and knowledge that can contribute to regional growth and development (i e. demand side). Successful partnerships involve'boundary spanners'providing leadership within
Universities will appreciate the opportunities that their regions present for their activities as'living laboratories'opened to international linkages;
Universities and other knowledge institutions should be linked closely to the process of designing national/regional innovation strategies for smart specialisation.
For the next programming period, the investment's priorities proposed under the Cohesion Policy cover these aspects with an emphasis on connecting universities to regional growth and developing stronger partnerships within the knowledge triangle.
see the practical guide'Connecting universities to regional growth'that presents processes and delivery mechanisms for building capacity and incentives for universities and their regional partners to work together.
Based on examples it explores the following issues: establishing a regional higher education partnership to better understand the regional situation
with a possible technical assistance budget, ensuring mechanisms allowing universities and business in the region to cooperate in curricula design
and possible cooperation with regional partners, assessing the connectivity of the universities to the regional public
and private sectors to move towards a situation where universities are key players, selecting, designing and evaluating interventions that strengthen the connectivity of universities in the region to the region, by moving from simple to complex projects.
In the future programming period 2014-2020, support under the European Agricultural Fund for Rural Development (EAFRD) could be provided to Universities in the following areas:
81 Knowledge transfer and information actions for the provision of vocational training and skills acquisition actions, demonstration activities and information actions.
Co-operation among different actors in the Union, agriculture, food chain, forestry sector and among other actors (including Universities) that contribute to achieving the objectives and priorities of rural development policies (e g. pilot projects;
and for Operational groups under the European Innovation Partnership where universities could also take part. References The European commission promotes several support tools at European level.
EU Guide'Connecting universities to regional growth':'Available on the website of the Smart Specialisation Platform, 72 University Business Forum:
A platform to promote cooperation between HEI and businesses at European level, 73 Marie Curie Initial Training Networks Industrial doctorates:
including technology developers (universities, research and technology organisations), start-ups, SMES and manufacturers. Consequently, a KET-focused innovation policy allows most industrial sectors
and entities of all sizes and forms, including corporations, midcaps, small and mediumsized enterprises, special-purpose companies, public-private partnerships and joint ventures, research institutes, universities, science
the modernisation of universities and research organisations as well as developing technology auditing, international partner search and information campaigns to stimulate
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