and Philipp Koellinger, Assistant professor in Economics, Erasmus University Rotterdam, Netherlands. Disclaimer Neither the European commission nor any person acting on behalf of the Commission is responsible for the use
and university industry collaborations. The government's 2009 New Growth Strategy identifies SMES as an engine for future high economic growth.
and operate business innovation projects in collaboration with other firms, universities and research institutions. Philipp Koellinger, Assistant professor in Economics at Erasmus University Rotterdam.
He is associate editor of the Small Business Economics journal and has research interests and a sound publication track record in the fields of entrepreneurship and innovation.
and recognition of business relationships of university researchers in peer groups. Markets are indispensable to sell innovative products and services on the output side:
e g. company leadership Social recognition from peers, e g. at universities from society at large Innovation & growth triangle Markets New business regulation Trade conditions Demand conditions (Internal
university and research systems not targeted sufficiently towards transferring innovative ideas to business, difficulties in protecting intellectual property, 36 a lack of international orientation in marketing products,
the Executive Training Programme to link talented undergraduates from Singapore universities with growth-oriented SMES;
the venture businessmen's special lecture programmes on entrepreneurship at universities; the youth start-up education programme;
financial support and training for entrepreneurs'clubs at universities; offering start-up courses for would-be entrepreneurs or starters.
Matching funds for SMES for developing new products with the help of universities, research institutes and other enterprises.
%In addition, the government plans to facilitate venture investment by institutional investors, the post office, insurance firms, universities,
Business incubators The SMBA supports business incubators which are operated usually by universities and public research institutes.
and Invited Professor of Korea University, on behalf of the INNO-Grips. Sources: Interviews: Dr. Lee, Joon Ho, Senior Research Fellow, International Economic Analysis, KOSBI (Korea Small Business Institute), 12 october 2010.
The Executive Training Programme helps SMES groom the next generation of potential business leaders by linking talented undergraduates from Singapore's universities
Targeting local university graduates, SPRING will co-fund these SMES to train the graduates to run core and expanding operations of the company.
EIP seeks to expose local university and polytechnic students to the dynamic and rewarding working environment of high-growth SMES through short term internships
The CEO, Jayaraman, joined the Asia-Pacific Executive Master of business administration Programme at the National University of Singapore through SPRING's Advanced Management Programme.
In Canada, in Cooper's ongoing longitudinal study of 800 university spin-off firms, formed up to 1999,167 high growth firm gazelles were present (21%.
%A subset of the VC study in (a) above showed that the 210 university spin-off firms had 12%gazelles,
VC financed firms provide greater economic benefits Hellmann et al at the University of British columbia undertook an international study of the performance of 21,852 firms based in 25 countries including Canada, the US and several Asian ones.
and (2) network clusters, such as university-industry collaborations. Through these overlapping diversification and clustering policy initiatives, the government's 2009 New Growth Strategy (Basic Policies) Toward a Radiant Japan identifies SMES as an engine for future high economic growth.
Sources This innovation policy summary has been authored by Dennis Tachiki, Tamagawa University, Graduate school of Management, Tokyo, Japan.
commission by the Hitotsubashi University Research center for Interfirm Network. The preceding overview of major SMES policy activities in Japan does not include the Japanese SBIR programme for the reason that this programme apparently has developed not to be a major activity of SME policy.
This is done by financing university-industry joint research projects, where the research is carried out by the academic side,
Second, supporting entrepreneurial education at universities, schools and other educational institutions. The European commission could disseminate good practices in entrepreneurial education among Member States. 179 An issue addressed by US innovation policy advisor Burton Lee in an interview for this Policy Brief Policies for high
rewarding growth, not punishing for it Ensure conducive sideline income regulation of university researchers Indirect National regulation no specific role for EU except opinion leadership Ensure income taxation
scientists Foster recognition of entrepreneurial activity of university scientists Publish examples of high-growth entrepreneurs Recognition from society Publish examples of successful EU entrepreneurs (role models) Publish examples of successful
Manchester Institute of Innovation Research, University of Manchester, July 2008. Dahl Fitjar; Rune; Rodríguez-Pose, Andrés (2011:
Helsinki University Print, 2009. Pp. 147-202. Available at http://www. tem. fi/files/24929/Innoevalfi full report 28 oct 2009. pdf. Gallup Organisation (2009:
and Their Market International Journal of Entrepreneurship and Innovation Management 2010 Zhou et al Entrepreneurial innovation problems associated with the dynamic growth of university spin outs in China Policies for high-growth innovative SMES
Second, leaders in the private sector have launched the Startup America Partnership, an independent alliance of entrepreneurs, corporations, universities, foundations,
and Philipp Koellinger, Assistant professor in Economics, Erasmus University Rotterdam, Netherlands. Disclaimer Neither the European commission nor any person acting on behalf of the Commission is responsible for the use
and university industry collaborations. The government's 2009 New Growth Strategy identifies SMES as an engine for future high economic growth.
and operate business innovation projects in collaboration with other firms, universities and research institutions. Philipp Koellinger, Assistant professor in Economics at Erasmus University Rotterdam.
He is associate editor of the Small Business Economics journal and has research interests and a sound publication track record in the fields of entrepreneurship and innovation.
and recognition of business relationships of university researchers in peer groups. Markets are indispensable to sell innovative products and services on the output side:
e g. company leadership Social recognition from peers, e g. at universities from society at large Innovation & growth triangle Markets New business regulation Trade conditions Demand conditions (Internal
university and research systems not targeted sufficiently towards transferring innovative ideas to business, difficulties in protecting intellectual property, 36 a lack of international orientation in marketing products,
the Executive Training Programme to link talented undergraduates from Singapore universities with growth-oriented SMES;
the venture businessmen's special lecture programmes on entrepreneurship at universities; the youth start-up education programme;
financial support and training for entrepreneurs'clubs at universities; offering start-up courses for would-be entrepreneurs or starters.
Matching funds for SMES for developing new products with the help of universities, research institutes and other enterprises.
%In addition, the government plans to facilitate venture investment by institutional investors, the post office, insurance firms, universities,
Business incubators The SMBA supports business incubators which are operated usually by universities and public research institutes.
and Invited Professor of Korea University, on behalf of the INNO-Grips. Sources: Interviews: Dr. Lee, Joon Ho, Senior Research Fellow, International Economic Analysis, KOSBI (Korea Small Business Institute), 12 october 2010.
The Executive Training Programme helps SMES groom the next generation of potential business leaders by linking talented undergraduates from Singapore's universities
Targeting local university graduates, SPRING will co-fund these SMES to train the graduates to run core and expanding operations of the company.
EIP seeks to expose local university and polytechnic students to the dynamic and rewarding working environment of high-growth SMES through short term internships
The CEO, Jayaraman, joined the Asia-Pacific Executive Master of business administration Programme at the National University of Singapore through SPRING's Advanced Management Programme.
In Canada, in Cooper's ongoing longitudinal study of 800 university spin-off firms, formed up to 1999,167 high growth firm gazelles were present (21%.
%A subset of the VC study in (a) above showed that the 210 university spin-off firms had 12%gazelles,
VC financed firms provide greater economic benefits Hellmann et al at the University of British columbia undertook an international study of the performance of 21,852 firms based in 25 countries including Canada, the US and several Asian ones.
and (2) network clusters, such as university-industry collaborations. Through these overlapping diversification and clustering policy initiatives, the government's 2009 New Growth Strategy (Basic Policies) Toward a Radiant Japan identifies SMES as an engine for future high economic growth.
Sources This innovation policy summary has been authored by Dennis Tachiki, Tamagawa University, Graduate school of Management, Tokyo, Japan.
commission by the Hitotsubashi University Research center for Interfirm Network. The preceding overview of major SMES policy activities in Japan does not include the Japanese SBIR programme for the reason that this programme apparently has developed not to be a major activity of SME policy.
This is done by financing university-industry joint research projects, where the research is carried out by the academic side,
Second, supporting entrepreneurial education at universities, schools and other educational institutions. The European commission could disseminate good practices in entrepreneurial education among Member States. 179 An issue addressed by US innovation policy advisor Burton Lee in an interview for this Policy Brief Policies for high
rewarding growth, not punishing for it Ensure conducive sideline income regulation of university researchers Indirect National regulation no specific role for EU except opinion leadership Ensure income taxation
scientists Foster recognition of entrepreneurial activity of university scientists Publish examples of high-growth entrepreneurs Recognition from society Publish examples of successful EU entrepreneurs (role models) Publish examples of successful
Manchester Institute of Innovation Research, University of Manchester, July 2008. Dahl Fitjar; Rune; Rodríguez-Pose, Andrés (2011:
Helsinki University Print, 2009. Pp. 147-202. Available at http://www. tem. fi/files/24929/Innoevalfi full report 28 oct 2009. pdf. Gallup Organisation (2009:
and Their Market International Journal of Entrepreneurship and Innovation Management 2010 Zhou et al Entrepreneurial innovation problems associated with the dynamic growth of university spin outs in China Policies for high-growth innovative SMES
Second, leaders in the private sector have launched the Startup America Partnership, an independent alliance of entrepreneurs, corporations, universities, foundations,
(Bocconi'University)' 30'may'2015'''This'policy'brief'presents'the'findings'of'the'fifth'work'package'(WP5)' of'the'Learning (from (Innovation (In public (Sector (Environments'(LIPSE)' project.''
'320090,2013q2016)' and'is comprised'of'researchers'from'12'Universities'in'11'EU'countries.''''Information'and'communication'technologies'(ICTS)' can'facilitate'the'spread'of'social'innovation
Dr. Victor (Bekkers,'Erasmus'University'Rotterdam,'Department'of'Public'Administration:''Rotterdam,'Netherlands,'bekkers@fsw. eur. nl''Consortium!
-Bocconi'University'(Italy'!'Catholic'University'Leuven'(Belgium'!'Ecole'Nationale'd'Administration'(France'!'Erasmus'University'Rotterdam'(The'netherlands'!
'ESADE'(Spain'!'Hertie'School'of'Governance'(Germany'!'Matej'Bel'University'(Slovakia'!'National'school'of'Political'Studies'and'Public'Administration'(Romania'!
'Radboud'University'Nijmegen'(The'netherlands'!'Tallinn'University'of'Technology'(Estonia'!'The'University'of'Edinburgh'(The'United'kingdom'!
'University'Roskilde'(Denmark)''Funding-Scheme-LIPSE'is funded'as'a'Small 'or'Mediumqscale'Focused'Research'Project'by'the'European'union's'Seventh'Framework'Programme'under'grant'agreement'No.'
'320090,'Socioqeconomic'Sciences'&'Humanities.''''Duration-February'2013''June'2014'(42'months)''Budget-EU'contribution:'
'€'2. 5'Million''Websitewww. lipse. org''For-more-information-about-Workdpackage-5-Prof.''Greta'Nasi'(Bocconi'University)' greta. nasi@unibocconi. it
1 HORIZON 2020 The EU Framework Programme for Research and Innovation 3d & Cultural Assets Albert GAUTHIER DG Connect Unit G2 Luxembourg CONNECT-G2 DIGITAL CULTURE
& CREATIVE INDUSTRY The'Creativity'unit covers a range of activities from funding leading-edge ICT research to innovation
and policy support. 2 3d& Cultural Assets Painting Statue Building Museum Books Church Monuments Archaeological Site.
While Western Transdanubia is, for example, clearly stronger in terms of its economic indicators, the catchment areas of the universities of Pécs,
namely the very strong desire of leading universities and research centres to be in physical proximity to each other, a fact
what correlations can be found between the R&d intensity of a certain region and co-operation models between firms belonging to the innovative sectors and other stakeholders (e g. universities.
and universities) can have a huge impact on the RDI performance of a whole region (see for instance the GERD/GDP indicator for Hajdú-Bihar or Csongrád counties).
%We can also observe that from among Hungarian counties with large university towns (Pécs, Debrecen, Gyor, Miskolc,
whereas other counties hosting university centres are somewhere in midfield position on this list. 12 Gross average earnings is a broader term than wages
In other counties however, typically those with big university centres the higher education sector far outweighs the business enterprise sector.
This is exactly the impact that the universities of Pécs, Szeged and Debrecen have on their respective counties.
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.
in order to motivate locally born graduates who acquired their degrees from a university somewhere else to return to their home town for work.
i e. counties with one or more universities have a higher percentage of graduates, so this indicator is linked to dotted facilities, such as university towns and cities.
In contrast with this, foreign language proficiency can be presented as a regional slope slanting from west to east,
While Western Transdanubia is for example clearly stronger in terms of its economic indicators, the catchment areas of the universities of Pécs,
as it is designed to facilitate a closer relationship between universities and corporations. Universities need to build a strong relationship with companies that use the latest technologies,
yet the economic crisis forced most companies to cut back their spending on innovative activities. The JRC Programme provides an entry point for building synergies with university research units
which always welcome new opportunities for innovation. JRC is committed to getting the latest technologies out into the market as soon as possible,
We have reason to assume that science universities founded in county seat towns do have a considerable impact on the scale of awarded grants and subsidies.
for instance the presence of a large university (like in Szeged, Pécs or Debrecen) is also decisive for a stakeholder's ability to get access to grants and subsidies,
On the other hand we can see that the above values don't show any similarity with the inner space of the corporate innovation sphere or the university sphere.
the catchment areas of the universities of Pécs, Debrecen and Szeged (county and region) have better higher education indicators.
Royal University of Lund, Dept. of Geography. HCSO Dissemination database: http://www. ksh. hu/HCSO (2012:
the challenge of collaboration and governance Kevin Morgan Cardiff University Local Economic growth: Recession, Resilience and Recovery Conference St Catharine's College, Cambridge 11-12 july 2013 Overview Innovation narratives Regional innovation strategies Smart specialisation Key
what it really is a collective social endeavour The core of this collaborative effort is deemed to be the entrepreneurial process of discovery Entrepreneurial actors are defined broadly to include universities as well as firms
but are expected universities to become something other than what they really are? Take the UK for example only 19%of patent applications are from universities less than 5%of universities'externally generated income comes from licensing
and sales of shares of spinouts the role of the university in commercialising knowledge has been exaggerated
and misconstrued Challenges: governance Fashioning an inclusive governance system at the regional level is another key requirement of the RIS3 process
The establishment of a University in the Southeast by utilising and building upon the existing network of third and fourth-level educational establishments at Waterford, Carlow, Kilkenny, Wexford and Clonmel.
Each local authority has undertaken targeted land servicing during the review period. 6. Developing the innovation potential in the region though development of a University of the Southeast
Little progress on establishment of University of Southeast. Outreach facilities expanded at Wexford and Kilkenny.
a multipurpose sports and leisure facility in Kilkenny City Expansion of Maynooth University Outreach, Kilkenny City Improvements to waste water and water supply to Kilkenny City Works have commenced on the water supply
The absence of a University in the Southeast Region is an issue that has emerged time and again in studies
The Regional Authority will work with existing third-level institutions to support the establishment of a University of the Southeast.
The development of a University of the Southeast will continue to be a priority objective of the Regional Authority.
and courses within the region and the establishment of a University of the Southeast have the potential to significantly increase participation. 3. Improved linkages are being developed between industry
A2 It is an objective of the Regional Authority to support the establishment of a University in the Southeast by utilising
The establishment of a University in the Southeast by utilising and building upon the existing network of third and fourth-level educational establishments at Waterford,
regional or national centres of learning through the establishment of a University of the Southeast and development of existing third and fourth level capacity and resources;
Proximity to Waterford Institute of technology and the potential development of a University of the Southeast in Waterford City;
Employment & Economic Development Strategy 645 The priority in relation to strategic educational infrastructure must be the provision of a University for the Southeast.
Because of funding limitations and the rules governing institutes of technology, it is considered that a University has greater potential to satisfy the needs of industry. 4. 3 Hubs
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
The delivery of a University within the Southeast remains the critical piece of knowledge infrastructure that is required within the region.
and to develop a basis for creating knowledge driven competitive advantage across all sectors of the economy. 4 Advice to the Minister for Education & Science on the application by Waterford Institute of technology for designation as a University, JM Consulting
1. For Waterford IT to become the University of the Southeast with links to existing third and fourthlevel facilities at Carlow, Kilkenny, Wexford and Clonmel,
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
Gateway Business and Technology Parks-IDA Enterprise Parks Enterprise Ireland Industrial Estates Local authorities/CEB/Private University standard third and fourth-level educational facilities Hubs
and preservation of the natural environment and landscape and development of cultural and recreational assets. 6 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.
though development of a University of the Southeast by utilising and building upon the existing network of third and fourth-level educational establishments at Waterford, Carlow, Kilkenny,
-Progressing the development of a University of the Southeast. -Development of the potential of the region's river valleys and navigable waterways in their contribution to urban renewal, recreational facility provision and tourism promotion.
Professor Maureen Mckelvey, Professor of Industrial Management, School of business, Economics and Law, University of Gothenburg. The panel would like to thank all those who participated in the online consultation from July to August 2009
and stimulate universities and public research centres to be more open and international. The ideas in this report were created co through a series of meetings by the panel
University of Stuttgart-Hohenheim; President of the Lisbon Civic Forum We, as a network of European third sector leaders, welcome the recommendations of the Business Panel on the future EU innovation policy.
University of Rotterdam, presentation to Netherlands Centre for Social Innovation. 2 The Social Economy in the European union:
University training must also shift from management of existing organizations to the new styles and structures required for innovation. 5 An inspiration could be the Danish Mindlab, bringing together the ministry of Economic and Business Aff airs,
Assuring access and providing signifi cant investment in digital infrastructures are necessary to realise the vision of lifelong learning as well as to increase the competitive environment necessary for advanced learning in universities and colleges.
and universities typically remain undervalued and underutilised. From innovation unlimited There is no evidence to suggest that a public body would be better at allocating capital to innovation than a properly regulated and incentivised private sector.
A proper market for IPR will allow universities, public research organisations and small companies to fi nd better partners
It is intended that the Fund will buy patent licences from public universities and research centres
which will begin testing the operation with volunteer universities and research centres. The necessary tools to develop exchanges
public sector, universities, as well as large companies. Such openness and collaboration is required in an early stage of ideas,
Closed innovation systems of laboratories, universities, research institutes, art schools, corporations, public administrations, professions are no longer a viable approach for future innovation.
Stimulate universities and public research centres to be more open and international reforming incentive and performance systems,
We benefi tted from the university and teaching perspective from our rapporteur and a wealth of policy knowledge from the Commission and various thought leaders who joined our meetings.
Professor Maureen Mckelvey, Professor of Industrial Management, School of business, Economics and Law, University of Gothenburg. 30 Mandate of the panel Context:
and thereby provide funding to universities and fi rms to fi nd technological solutions. In the last decades,
Andreas Pyka, University of Stuttgart-Hohenheim; President of the Lisbon Civic Forum For the fi rst time the social dimension of Europe is recognized as a source of innovation,
Open innovation and cooperation amongst the quadruple helix stakeholders (universities, industry, governments and innovation users) is key to generating new opportunities,
This consultation attracted considerable participation (176 contributions), mainly from the fields of universities, research and business.
and there are knowledge hubs (universities and technology and research centres) which foster innovation. For more detailed analysis, see the document Analysis of Leading Sectors
The fifteen Connect-EU working parties are all open groups formed by public and private stakeholders (companies, business associations, universities, etc.
Objectives 3. Tools and Policies 35 Main stakeholders Companies, business associations, cluster organisations, universities, research centres, technology centres, foundations and institutions linked to R&d&i,
Main stakeholders Technology centres, research centres, hospitals and associated foundations, university groups and other public or not-for-profit organisations in the science and technology system, and companies.
Support for university groups focuses on marketing their technological services and the results of their research, with the goal of promoting the third and fourth university missions,
Main stakeholders Universities, research centres, technology centres, companies and business associations. Government of Catalonia, State, European funds and other public/private sources of finance.
However, there exists a problem of connection that makes it more difficult for knowledge gathered at universities
To help adapt university degrees to the needs of the production system. To increase the number of researchers of excellence in the R&d&i system.
Objectives 3. Tools and Policies 40 Main stakeholders Financing Universities, research centres, Catalan public authorities, the education system, business associations and other organisations.
The investment and knowledge of universities and research and technology centres can be capitalized through technology mechanisms such as the establishment of new technology-based firms,
Main stakeholders Research centres, technology centres, hospital research and valorisation units and university groups. Government of Catalonia, State, European funds and other public/private sources of finance.
a range of different stakeholders (companies, technology centres, universities and R&d centres) take part in such processes,
Main stakeholders Catalan public authorities, universities, research centres, technology centres, companies and business associations. Government of Catalonia, State, European funds and other public/private sources of finance.
They also reinforce the role played by universities as drivers for development in the territory.
To strengthen the universities'fourth mission. To generate new economic and job creation opportunities in the territory.
Main stakeholders Local authorities, companies, business associations, cluster organisations, universities, research centres, technology centres and other bodies in the territory.
Moreover, it is vital to establish at universities, research and technology centres, etc. a framework of regulations and preliminary agreements to facilitate the creation of companies,
Objectives Main stakeholders Catalan public authorities, universities, companies, business associations, organisations and research and technology centres.
and potential creators of international enterprises in cooperation with universities and business schools. 3. Tools and Policies 53 P. 4. 3. Social innovation Social innovation can be defined as a series of cooperation
administrations and universities. Financing To support strategic change in companies. To promote business and public-private cooperation.
Innovation must be present in curriculums for vocational training, university degrees and MA courses related to the production sector,
Company-university and company-vocational training centre cooperation programmes enable students to develop projects with companies
Further advances should also be made in the process of modernising the universities so that they adapt to the knowledge society,
To help adapt university degrees to the needs of the production system. To increase the number of researchers of excellence in the R&d&i system.
Objectives Main stakeholders Universities, research centres, Catalan public authorities, the education system, business associations and other organisations.
The Agency for Management of University and Research Grants, which is responsible for distributing funds for research through public and competitive calls for proposals,
Open innovation and cooperation amongst the quadruple helix stakeholders (universities, industry, governments and innovation users) is key to generating new opportunities,
This consultation attracted considerable participation (176 contributions), mainly from the fields of universities, research and business.
and there are knowledge hubs (universities and technology and research centres) which foster innovation. For more detailed analysis, see the document Analysis of Leading Sectors
The fifteen Connect-EU working parties are all open groups formed by public and private stakeholders (companies, business associations, universities, etc.
Objectives 3. Tools and Policies 35 Main stakeholders Companies, business associations, cluster organisations, universities, research centres, technology centres, foundations and institutions linked to R&d&i,
Main stakeholders Technology centres, research centres, hospitals and associated foundations, university groups and other public or not-for-profit organisations in the science and technology system, and companies.
Support for university groups focuses on marketing their technological services and the results of their research, with the goal of promoting the third and fourth university missions,
Main stakeholders Universities, research centres, technology centres, companies and business associations. Government of Catalonia, State, European funds and other public/private sources of finance.
However, there exists a problem of connection that makes it more difficult for knowledge gathered at universities
To help adapt university degrees to the needs of the production system. To increase the number of researchers of excellence in the R&d&i system.
Objectives 3. Tools and Policies 40 Main stakeholders Financing Universities, research centres, Catalan public authorities, the education system, business associations and other organisations.
The investment and knowledge of universities and research and technology centres can be capitalized through technology mechanisms such as the establishment of new technology-based firms,
Main stakeholders Research centres, technology centres, hospital research and valorisation units and university groups. Government of Catalonia, State, European funds and other public/private sources of finance.
a range of different stakeholders (companies, technology centres, universities and R&d centres) take part in such processes,
Main stakeholders Catalan public authorities, universities, research centres, technology centres, companies and business associations. Government of Catalonia, State, European funds and other public/private sources of finance.
They also reinforce the role played by universities as drivers for development in the territory.
To strengthen the universities'fourth mission. To generate new economic and job creation opportunities in the territory.
Main stakeholders Local authorities, companies, business associations, cluster organisations, universities, research centres, technology centres and other bodies in the territory.
Moreover, it is vital to establish at universities, research and technology centres, etc. a framework of regulations and preliminary agreements to facilitate the creation of companies,
Objectives Main stakeholders Catalan public authorities, universities, companies, business associations, organisations and research and technology centres.
and potential creators of international enterprises in cooperation with universities and business schools. 3. Tools and Policies 53 P. 4. 3. Social innovation Social innovation can be defined as a series of cooperation
administrations and universities. Financing To support strategic change in companies. To promote business and public-private cooperation.
Innovation must be present in curriculums for vocational training, university degrees and MA courses related to the production sector,
Company-university and company-vocational training centre cooperation programmes enable students to develop projects with companies
Further advances should also be made in the process of modernising the universities so that they adapt to the knowledge society,
To help adapt university degrees to the needs of the production system. To increase the number of researchers of excellence in the R&d&i system.
Objectives Main stakeholders Universities, research centres, Catalan public authorities, the education system, business associations and other organisations.
The Agency for Management of University and Research Grants, which is responsible for distributing funds for research through public and competitive calls for proposals,
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