Peer learning of innovation agencies...17 INNOSUP 6 2015: Capitalising the full potential of online-collaboration for SME innovation support...
peer-learning and uptake of new approaches. In addition several actions will focus on the identification further development and dissemination of skills and expertise among SMES.
At least 25 national IP offices in EU Member States and countries associated to Horizon 2020 participate actively in the learning
Peer learning of innovation agencies Specific challenge: Innovation support agencies, i e. the regional and national agencies that design and/or implement innovation support programmes for SMES are important intermediaries for SME innovation.
2009-2012) has made some significant contributions to formulating the requirements for a permanent learning mechanism for SME innovation support agencies18:
learning activities have to be based on clear methodologies and they have to be driven demand, launched at the moment agencies themselves recognise the need to revise programme formats.
Furthermore peer learning activities need to benefit from a secretariat or an animation structure that assures horizontal flow of information among interested agencies.
and a'twinning+'methodology that combines elements of traditional peer reviews and twinning in small learning groups of interested agencies.
It is the objective of this action to make available to national and regional innovation agencies these two methodologies as elements of a permanent peer learning environment
and to give incentives to the agencies to engage more frequently in peer learning activities.
The proposed activities will provide incentives in the form of small lump sum grants to national and regional innovation agencies for engaging in peer learning on all topics relevant for design and delivery of innovation support
The support to joint learning activities shall be available at any time when need and opportunity for policy learning in agencies arises.
While peer learning is open for all relevant topics only the'Twinning+'methodology as well as the quality management scheme for innovation agencies based on EFQM are recognised as learning methods.
The number of innovation agencies engaged in peer learning activities significantly increases. The results of the peer learning are taken up by national and regional innovation support programmes,
and developed by peer learning activities of national and regional 17 See for example Making public support for innovation in the EU more effective,
and customer satisfaction and accelerates the learning process. Type of action: Coordination and support actions, lump sums for participating agencies (EUR 15.000/50. 000) The conditions related to this topic are provided at the end of this call and in the General Annexes INNOSUP 6 2015:
In order to support peer-to-peer learning and overcome their regional anchoring, the coaches should have the opportunity to exchange ideas
The platform will facilitate peer-to-peer learning among the coaching community and will ensure the international dimension for coaching,
Workshops, training, peer-learning and other actions to improve the capabilities for design-driven innovation among business development organisations, incubators and other intermediaries.
and trends in Europe as well as enhance learning across the EU, Associated Countries and between the relevant stakeholders (National authorities and support services).
New forms of innovation (in the public sector, ICT government, business model innovation, social innovation community, ICT for learning and inclusion.
Another advantage of proximity is limited the spatially mobility of workforce and graduates from schools, both very important mechanisms of knowledge transfer to firms.
and on learning-by-doing and-interacting. Furthermore, it is more difficult for them to apply formal contracts,
The technical college has about 300 students. Networking between scientific institutes, research laboratories firms, and the technical college is an important organizational principle of the centre.
Today the FAZAT hosts one of the four technical college courses in Upper Austria (Manufacturing and Management Technique, with about 80 students per year.
Towards a Theory of Innovation and Interactive Learning. Pinter, London. Lundvall, B.,Borra's, S.,1998.
The Globalising Learning Economy: Implications for Innovation Policy. Report to the DG XII, TSER, Brussels. Maillat, D.,1991.
Franz To dtling is Professor at the Department of City and Regional Development, Vienna University of Economics and Business Administration.
8 2. 2. 1. Knowledge and Learning...9 2. 2. 2. Networks...11 2. 2. 3. Regional Actors...
that determine the rate and the direction of technological learning...in a country, 'thus incorporating the‘soft'factors
and knowledge flows between institutions as well as learning (Mothe and Paquet 1998b: 105). ) However, for a region to be able to profit from any territorial innovation system,
which has been recognised by proponents of collective learning as an important ingredient for regional development (e g, Camagni 1991, Lawson 1997).
Additionally, networking reinforces knowledge spillovers and transfer, giving rise to informal, collective learning and milieu effects,
and the role of regional and local governance. 9 We have condensed these factors and processes into the following major categories, namely knowledge and processes of learning (cf. chapter 2. 2. 1),
proximity and embeddedness (2. 2. 4). These factors and processes are discussed in more detail within the following sections. 2. 2. 1. Knowledge and Learning In a R&d context,
while learning refers to the process underlying the transfer of tacit and non-codified knowledge into explicit and codified knowledge.
This also refers to one of the key processes influencing regional R&d development, namely learning,
‘Current thinking suggests that the technological vitality of regions revolves around their learning efficiency'(Oinas and Malecki 1999: 14.
once the‘intrinsic learning nature of technological change'(Camagni 1991: 124) became clear and it was understood that technology development
ix, cited in Mothe and Paquet 1998: 7). Learning processes need triggers and thresholds, as organisations and individuals tend to stick to routines
thus creating an environment conducive for learning processes. Recent research picked up this topic in discussing collective learning which is understood as the learning process between different agents (enterprises, public research institutions, etc.
rather than organisational or individual learning. Collective learning includes the regional accumulation of knowledge which is shared freely
and transferred among the participants through social interactions (Capello 1999). In this regard, Mothe and Paquet (1998) indicate the importance of communities of practices,
defined as elements of proximity, trust, solidaristic values, as one antecedent for learning and innovation, identifying as threshold for learning processes the degree of dissonance at a regional level.
Collective learning is said to be linked closely to proximity, as it is based on conversations and interactions among stakeholders within a particular context,
which has lead some authors to introduce the concept of the‘learning region'as a region where external knowledge flows are disseminated effectively
and integrated into a region's internal systems of information diffusion (e g.,Morgan 1997, Stam and Wever 1999.
However, there is an ongoing debate regarding the existence of‘learning regions'.'Some research also suggests that the spatial dimension of learning processes is confirmed not (Stam and Wever 1999.
Oinas and Malecki (1999: 14) summarise the problem with the learning region concept in the following way:‘
‘The collective aspect of learning sometimes comes up somewhat naively in the enthusiast usage of the‘learning region'metaphor:
as if‘learning regions'were happy collectively learning communities 11 where no sign of friction nor domination is to be found too heavenly to be descriptions from the earth.'
'They instead suggest applying the concept of‘regional learning'.'The mainstream academic debate of today recognises that collective learning emphasises joint problem solving,
without necessarily implying that regions as such can learn. Therefore, the discussion on learning regions started to focus more and more on how learning in regions can occur.
Research has identified three key mechanisms of such regional learning: labour mobility, the creation of spin-offs and dense networks, for example, between firms, customers and suppliers (e g.,
, Camagni 1991, Florida 1995, Harrison 1994, Malmberg et al. 1996. Labour mobility can enhance technology development through diffusion of information and skills,
as employees transfer both their tacit and firm-specific knowledge to new jobs. A similar mechanism happens with spin-offs
This in turn sets off learning processes, as it fosters technology transfer into firms, consequently influencing development on firm and regional level. 15 In this regard,
learning and RTD:‘(‘geographical proximity is important to the innovation process because of the nature of the knowledge in question.
and speedup learning and innovation processes within firms as well as between firms and their environment (Nauwelaers et al. 1999).
A‘..timely exchange of information and accumulation of knowledge'(Feldmann 1994: 27) also partly explains regional clusters of innovative firms.
and processes as introduced in chapter 2, namely knowledge and learning, networks and key actors,
and of untraded interdependencies (Storper 1995) such as the effects of embeddedness and localised learning. The institutional dimension is concerned with elements of‘reproductivity
but learning is neglected (Oinas and Malecki 1999). Technopoles put more emphasis on linkages between science, technology and innovation in a linear way, with these linkages representing global technological expertise (O'Gorman and Kautonen 2004.
and brings learning to the forefront of regional RTD. The milieu is seen as an incubator for innovations
which need to be in place for an innovative milieu, namely learning and interaction (Maillat 1995),
and producing collective learning processes. This collective and‘socialised'process allows for cost reductions within firms
a dense regional fabric of interpersonal relationships for information exchange, a highly social and informal character of these linkages inducing learning processes and innovations and a common image and sense of belonging to this particular
which assist processes of localised learning needed to set off innovation processes. 33 While there appears to be no model
‘since they encourage continuing learning processes of the resident companies in an evolutionary, self-sustaining way, combining knowledge external as well as internal to the region.'(
or the‘Bangalore University'with 250,000 students as well as a number of public research institutes covering various areas such as IT, artificial intelligence, production technologies, aircraft-/aerospace (Fromhold-Eisebith and Eisebith 1999).
These education and science establishments have promoted‘a research and learning culture in the city'(Balasubramanyam and Balasubramanyam 2003: 351),
Concerning science, there are several higher education institutes with about 35,000 students. The University of Bremen is the largest amongst them educating 22,000 students.
Furthermore, there are renowned nonuniversity based research institutes like a Max-Planck-Institute or a Fraunhofer Institute.
Apart from that, the increase of students and high qualified working population(‘cadres')made a shift from a traditional conservative dominated society to a modern, dynamic and visionary one possible.
although, Aalborg University is home to 12,500 students and employs more than 1, 700 people (Stoerring and Christensen 2004;
today it has 13,000 students and 1, 700 employees (Pedersen and Dalum 2004). It has a priority area in ICT sector,
‘The principles of projectbased learning, often with the solution of real-life technical problems as part of the students'project work, have created skills highly demanded in product development intensive firms'(Dalum et al. 1999: 184.
A main issue for the region is knowledge and learning, which helped making this region successful in terms of knowledge transfer between research and education institutions and industry:
6 research parks, 11 university hospitals, 14 cooperating universities(‘Oresund University')are populated by 140,000 students, 10,000 scientists and 6,
and hosting 17,000 students. The only 10 years old Oxford Brookes University is home to 18,000 students.
All guarantee a constant flow of high qualified people (Oxfordshire County Council 2005,2006. The scientific scene in Oxfordshire is amended by a number of research institutes, national laboratories, hospitals and medical research units (Lawton Smith et al. 1998.‘
lead and growth sectors=specialisation in national comparison 60 For example, the Business school Tuttlingen offers a special MBA programme‘Medical Devices & Healthcare Management,
& social competencies Process Shift from individual and spatially dispersed learning to collective learning Creation of technical culture Creation of social capital in the form of trust-based and reciprocal relationships
knowledge transfer and regional learning. In order for a regional R&d oriented knowledge base to emerge, a region requires a knowledge infrastructure on systemic level,
This also could refer to policies geared at retaining skilled graduates within a region or at educating them as in the example of Tuttlingen,
where the business school offers a specialised MBA programme tailor-made for the surgical instrument cluster. Soft knowledge-based factors include the existence of a technical culture on systemic level and people's attitude towards this as well as their professional and social skills and the existence of values supporting such a culture.
All this helps foster learning processes within the region. 5. 2. Challenges in Fostering Regional RTD The matrix presented above illustrates a variety of elements and processes on different levels
Technological lock ins at firm level can usually be explained by switching costs, costs of not learning as fast as competitors,
Industrial districts as‘learning regions':'A condition for prosperity? STEP Report, R-03. Oslo: STEP.
Learning about innovation policy. Reflections on the state of the art in Europe's regions. Paper presented at the Regional Studies Association International Conference‘Regional Growth Agendas',Aalborg, May 2005.
Learning versus Collective Learning Processes. Regional Studies 33 (4), 353-365. Chell, E. and S. Baines (1998:
a new perspective on learning and innovation. Administrative Science Quarterly 35,128-152. Colletis-Wahl, K. and B. Pecqueur (2001:
Learning from Clusters: A Critical Assessment. New york: Springer, pp. 19-50. Cooke, P. 1996: The New wave of Regional Innovation Networks:
Toward the Learning Region. Futures, 27,527-536. Florida, R. 2004: The Rise of the Creative Class.
Evolution, innovation and learning: evidence from case studies. Entrepreneurship & Regional Development 10 (2), 137-149.
technological learning and regional economic change. Aldershot: Ashgate, pp. 231 260. Fromhold-Eisebith, M. 1999:
Center for Innovation, Research and Competence in the Learning Economy (CIRCLE. http://www. circle. lu. se/publications.
Collective learning processes and inter-firm networking in innovative high-technology regions. Cambridge, Series ESCR Centre for Business Research.
Spatial Clustering, Local Accumulation of Knowledge and Firm Competitiveness. Geografiska Annaler, 78 B (2), 85-97.
Building a Cross-border Learning Region: Emergence of the North-European Oresund Region. Copenhagen. Maskell, P. and A. Malmberg (1999:
Localised learning and industrial competitiveness. Cambridge Journal of Economics 23,167-185. Maskell, P.,H. Eskelinen,
Competitiveness, Localised Learning and Regional Development: Specialisation and prosperity in small open economies. London & New york:
The Learning Region: Institutions, Innovation and Regional Renewal. Regional Studies 31 (5), 491-504. Mothe, John de la and G. Paquet (1998a:
Local and Regional Systems of Innovation as Learning Socio-Economies. In: Mothe, John de la;
Beyond the Learning Region: The Dialectics of Innovation and Culture in Territorial Development. In: R. A. Boschma and R c.
Learning from Clusters: A Critical Assessment. New york: Springer, pp. 89-109. Nadvi, K. and G. Halder (2005:
Learning and Innovation in Organizations and Economies. New york: Oxford university Press. North, D. and D. Smallbone (2000:
Cities and regions in the new learning economy. Paris: OECD. O'Gorman, C. and M. Kautonen (2004:
Making connections. technological learning and regional economic change. Aldershot Hants: Ashgate, pp. 7 33. Oughton, C.,M. Landabaso and K. Morgan (2002:
Innovation, Networks and Learning Regions? London: Kingsley Publishers, pp. 124-136. Prognos (2006: Prognos Zukunftsatlas 2006.
Knowledge, Learning and Regional Development: An Introduction. In: V. Lo and E w. Schamp (eds.:Knowledge, Learning,
and Regional Development, Münster, Hamburg, London: LIT, pp. 1-12. Schätz, L. 1999: Regionen: Kompetenzzentren und Globalisierung.
A National and International Comparison of Collective Learning in High-tech Manufacturing and Services. In: V. Lo and E. Schamp (eds.:
Knowledge, Learning and Regional Development. Münster: Lit Verlag, pp. 39-60. Sternberg, R. 1999: Innovative Netzwerke und Regionalentwicklung.
%(2014) 2b1 ICT Specialists%employed individuals 2. 7%(2012) 14 2. 7%(2012) 14 2. 8%(2012) 2b2 STEM Graduates
Graduates in STEM per 1000 individuals (aged 20 to 29) 9. 5 (2012) 26 9. 5 (2012) 26 17 (2012) 75%of Hungarians use the internet,
Hungary is also lagging behind on graduates holding a STEM (Science, Technology and Mathematics) degree.
STEM graduates play an important role in exploiting the opportunities offered by digital technologies in businesses.
New graduates (ISCED 5) in science and engineering per thousand population aged 25-34 (3. 6%)New doctoral graduates (ISCED 6) per thousand population aged 25
-34 (5. 1%)Business enterprise researchers (FTE) per thousand labour force (10.1%)EC Framework Programme funding per thousand GERD (EUR)(-2. 1%)Foreign doctoral students
(ISCED 6) as%of all doctoral students (4)(-8. 9%)Public expenditure on R&d (GOVERD plus HERD) financed by business enterprise as%of GDP (3. 6%)SMES introducing product or process
The general trend to the le hand side refl ects the decrease in manufacturing in the overall economy.
(2) Rank within EU ENABLERS Investment in knowledge New doctoral graduates (ISCED 6) per thousand population aged 25-34 0. 50 0. 53 0
New graduates (ISCED 5) in science and engineering per thousand population aged 25-34 (3,
6%)New doctoral graduates (ISCED 6) per thousand population aged 25-34 (5, 1%)Business enterprise researchers (FTE) per thousand labour force (10,1%)Employment in knowledge-intensive activities (manufacturing and business services) as%of total employment aged 15-64 (0,
1%)Foreign doctoral students (ISCED 6) as%of all doctoral students (4)(-8, 9%)PCT patent applications per billion GDP in current PPS€(-2, 1%)BERD financed from abroad
2008 2009 2010 2011 2012 Average EU Rank HUNGARY annual average (2) within growth (1) EU(%)ENABLERS Investment in knowledge New doctoral graduates
but it has to take into account the learning curve and the cost of deployment and also the potential impact on the rest of the software that they are expected to integrate with.
enhance the innovation capabilities by providing opportunities for shared learning, transfer of technical knowledge and resource exchange. 3. 4. 3 Deployment of e-invoicing The commercial invoice is the most important document exchanged between trading partners.
because Robert Solow (1957) was one of the first economists who pointed out the significance of disembodied technical change for economic growth opposite to the classical view that in particular capital accumulation,
and collaboration enhance the innovation capabilities of companies by providing opportunities for shared learning, transfer of technical knowledge and resource exchange.
regular road passenger transport, interurban regular road passenger transport, urban school bus services. One of the main aspects of the market in which AISA operates is that in Spain the operation of regular public passenger transport services by road is regulated by E-business in the transport & logistics industry 123 administrative transport
Over the years this solution became more and more difficult to manage due to the accumulation of specific developments performed for AIT and the overall complexity of the solution.
The average learning time how to use the system is another four months. Regarding the resource planning system,
Arrow, K. J. 1962), The Economic Implications of Learning by Doing. Review of Economic. Studies, vol. 29,155-173.
Innovation and Learning: the two faces of R&d. Economic Journal, Vol. 99. No. 397, pp. 569-596. COM (2004) 0060 final Communication from the Commission to the Council, the European parliament, the European Economic and Social Committee and the Committee of the Regions-Towards a thematic strategy
Unpublished Diploma Thesis. Humboldt-University, Berlin. Nordhaus, W. D. The Recent Recession, The Current Recovery,
Trading-Off Learning With Process Change. IEEE Transactions on Engineering Management 51 (1) 70. The Impact of E-business on Transportation.
Student mobility; Cross-border edelivery; Change of Address; Citizens identification and authentication to access EC applications via national eids. 25 Member States are working together,
Also called‘Virtual Company Dossier',this STORK 2. 0 Cross-border eid services in real life settings (pilots in elearning and Academic qualifications, ebanking, Public services for Businesses and ehealth
Inpatient Level Patient access to Health record and investigations (with appropriate interpretations-Health Literacy issues) to ensure better compliance and involvement in disease management and prevention GP access
and a firm's linkage to external sources of expertise for learning about new technological development were the major forces that influenced these firms in adopting a process innovation.
Technical education background in the form of diploma or degree (BE /ME/Phd) is a significant feature of entrepreneurship of these SMES:
Risk, delay and cost can be minimised by learning from good international practices. INTRODUCTION 25 IMPROVING HEALTH SECTOR EFFICIENCY:
payment to attend learning sessions, training and support, etc. In addition to subsidies, government grants were the primary source of start-up funds reported by four out of the six case study countries.
Accreditation is the gateway to PIP. Since 1999, the PIP includes a number of incentives to encourage practices to keep upto-date with the latest developments in Information management and Information technology (IM/IT.
direct cash subsidies, compensation to attend learning sessions, training and support (e g. by providing help with data entry).
THE ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGIES OECD 2010 Compensation for attending learning sessions Adoption of the CDM Toolkit is one component of the CDM Bundle, a series of learning sessions
There are six to eight learning sessions in the CDM bundle, with each session lasting 3. 5 hours.
Government funding support and vendor accreditation are recognised generally as key factors in influencing health IT adoption in the Province (Protti et al.
Risk, delay and cost can all be minimised by learning from good international practices. CHAPTER 5. USING BENCHMARKING TO SUPPORT CONTINUOUS IMPROVEMENT 123 IMPROVING HEALTH SECTOR EFFICIENCY:
direct cash subsidies, including payment to attend learning sessions, training and support (e g. by providing help with data entry), reimbursement for complex care e-mail/telephone follow-up,
Adoption of the chronic disease management (CDM) toolkit The CDM self evaluation toolkit is based a web software developed by the B c. Health Ministry.
Many physicians started with the CDM self evaluation toolkit and although it provides less clinical information than an EMR,
114 Summary of the findings from IPF 12 4. 1 Learning platform 12 4. 2 Tool set 12 4. 3 Recommendations on innovation support to SMES
in order to foster transnational cooperation in the area of innovation support for SMES as well as to establish an operational platform for mutual learning and collaboration.
including the establishment of a mutual learning platform. 2. Propose and test new approaches to innovation support.
This has been addressed by thematic network events, peer reviews and twinning. An example of this is the pre-commercial procurement that in many countries is a new approach on demand side support
and learning from, good practices. To facilitate the process, IPF has developed a common framework that has served three main purposes;
A learning platform that facilitates collaboration and learning among innovation support organisations based on good practices A tool-set supporting identification,
assessment and transfer of good practices between innovation support organisations and policy contexts Recommendations on how innovation support to SMES can be improved The learning platform developed by IPF has been based on the assumption that learning requires a common language with
Furthermore, the learning platform needs users (a community) that apply the language and the process.
Some of the more important conclusions are that learning-bydoing as a principle has been appreciated much
and learning processes active in between physical meetings. One observation is that IT tools not have been able to alleviate these problems.
and are useful for agencies for the learning and the transfer of practises. However, the tools have been best for identifying
-IPF as a learning platform that facilitates collaboration and learning among organisations providing innovation support services to SMES.
This is followed by presenting the main lessons learned from the network/learning platform, the tools that have been used and from the analysis of the central policy themes.
with a view to learning from the best and contributing to the development of new and better innovation policies in Europe.
The idea of the call was to establish an operational platform for mutual learning and exchange of experiences,
Mutual learning should also include reflections on how to remove existing barriers for the use of better practise
The group should stimulate mutual learning and cooperation between public innovation support service providers across Europe
and prepare recommendations on how to provide innovation support services more efficiently. 2. Carry out peer reviews (mandatory) to search for better practices in providing innovation support services.
The main objective of this task was to organise peer reviews through visiting programmes aimed at assessing current support mechanisms
It was proposed to initiate the twinning concept through an open call for expression of interest addressed to public innovation funding agencies indicating the specific scheme they wish to transfer. 4. Foster mutual learning by facilitating staff exchanges (optional) between public innovation funding agencies
With this shift an increased emphasis on learning from trial and error has emerged. This is shift has occurred due to the complexity and the difficulty in modelling innovation systems.
including the establishment of a mutual learning platform. 2. Propose and test new approaches to innovation support.
This has been addressed by thematic network events, peer reviews and twinning. An example of this is the pre-commercial procurement that is a new approach on demand side support in many countries.
improve inter-and intra-organisational IMPROVING INNOVATION SUPPORT TO SMES9 learning platforms for multilevel governance
Scheme for Methodological Approach Process of policy learning & development Tools Peer review WP 2 Twinning WP 3 EFQM WP 4 SDS guidelines/Segmentation WP
both with differences in the use of tools and with different focus with regard to the learning and transfer process,
and included the synthesis of the project results. 2. Work package 2 included peer reviews of European agencies
and effectiveness of innovation agencies and programmes. 5. Work package 5 included peer reviews of good practices at innovation agencies outside of Europe. 6. Work package 6 included improving
efficiency and effectiveness of SME innovation support in Europe through mutual learning between agencies. The Commission has also been interested in establishing a forum for a better dialogue with national and regional SME support organisations.
see Chapter 5. 8). This group has acted as a sounding board, reflection group and as a part of the learning platform.
The findings of the IPF are here summarised in three sections, the first on the learning platform as such,
third on the recommendations on how innovation support services can be improved in Europe within the three themes selected. 4. 1 Learning platform The learning platform developed by IPF has been based on the following approach:
A learning platform also needs a methodology or work processes that guides users on how the language should be applied
A learning platform needs users (a community) that applies the language and process. Thus, IPF extended the consortium with an open Council of practitioners that formed a community interested in applying the common framework (the conceptual model
IPF has invited also experts from European innovation support agencies to participate in peer review panels and as hosts for peer reviews.
The learning platform has used learning-bydoing as a principle which has been preferred to reading reports. This approach is different to that of many other projects where reports are used to a greater extent.
The learning platform has raised the awareness and knowledge of how transferability can be supported and the challenges and limitations surrounding this topic.
and learning processes alive in between the physical meetings. The IT tools have not alleviated these problems:
A learning platform like the one used in in the IPF needs maintenance and management through a secretariat or organisational body that arranges
Peer reviews have been beneficial for identifying good practises and it seems like it has been easier for the group to engage in identification and analysis than in transfer and implementation.
The work package has established a model for the conduct of peer reviews. However, there are areas for improvement,
Peer reviews outside of Europe are more challenging due to language issues, incentives and shorter time frames for reviews.
when arranging with these types of peer reviews. Twinning Twinning has been successful and three out of four of the countries that were involved actively in the twinning process have implemented some version of pre-commercial procurement.
Peer reviews cannot completely analyse transferability and hand over design recommendations; instead, the design recommendations have to be developed as a co-creation process at the beginning of the twinning exercise between those implementing the good practices and those providing the good practices.
involving learning between experienced actors. Twinning advanced can also involve a less advanced actor that participates in the process
and method to introduce operational learning among agencies and as a tool to constantly improve operations.
or a group of agencies, forming a learning platform or user group. With the EFQM model
the main sources have been the peer reviews of The irish initiative for High-Potential Startups, the Scottish Proof of Concept programme, the Finnish VIGO-and Young Innovative Enterprise-programme and The french Venture capital
as it has provided opportunities for learning, both in formal and in informal ways. Findings and lessons learned have had an impact on the participating innovation agencies.
Initiating and performing peer reviews, twinning's and EFQMASSESSMENTS do not happen automatically. Continuation of these activities will need probably a central body that facilitates the process
and where learning and knowledge exchange can occur both directly and indirectly. The platform also fosters informal networks that can be used in their circumstances.
and facilitate learning from peers. Develop and refine tools for learning, like Peer reviews, EFQM and Twinning.
Be a platform that offers the service to assist agencies in learning through utilising the tools.
Host and manage a public online forum for discussions, like Linkedin group Innovation Policy Forum.
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