and learning activities but also be a part of designing activities (Wilhelmsson & Döös, 2009, Kianto, 2008).
Action learning for strategic innovation in mature organizations: Key cognitive, design and contextual considerations. Action Learning:
Research and Practice, 2 (1), 27-48.10 Orlikowski, W. 2010) Practice in research: phenomenon, perspective and philosophy.
Peer learning of innovation agencies...18 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 agencies16:
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 innovation agencies. Pilot agencies design
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).
or classroom use should be obtained through the Centre français d'exploitation du droit de copie (CFC), 20, rue des Grands-Augustins, 75006 Paris, France,
skills and expertise relating to entrepreneurship via lifelong learning programmes for the adult population. Promote the diffusion of training programmes by stimulating the private market's supply of such services and providing hands-on focused courses.
in providing the framework to encourage ICT skill formation at higher levels, in vocational training and in ongoing lifelong learning.
and D. A. Levinthal (1989), Innovation and Learning: The Two Faces of R&d, The Economic Journal, Vol. 99 (397), pp. 569-596.
and F. Johansen (1996), Accumulation of R&d Capital and Dynamic Firm Performance: A Not-so-fixed Effect Model, Discussion Papers 184, Research Department of Statistics Norway.
Dr. Min Ding Research Assistant Jenna P. Stites Graduate Assistants Vidur Chandra Jarret Chirafisi Jason R. Dytche Varij Saurabh 2 TABLE OF CONTENTS
Most SMES don't focus on learning, but even if they do, they vary in how much they codify their learning
so that it can be used for developing similar products (Mosey, 2005). Many SMES don't recognize the value of data,
The dynamic capabilities of particular concern are those that accelerate internal learning (e g.,, degree of codification and learning routines) and networking capability (e g.
highly trained personnel who know what to look for and where. The choice of NPD projects feeds on itself to strengthen current dynamic capabilities
while service-centered learning is underway so that employees are free to engage in service exploration. Once the change process takes off
and unite them for a common purpose (Susman and Dean, 1992). Once employees are motivated and united to achieve service-centered goals,
) Employees should understand that learning from failures is often a key to success (Susman et al.
and inhibits feedback and learning opportunities from the field. It is better to overstaff inhouse personnel than risk ineffective response (Gebauer et al.
Explicit-to-tacit is typified with a learning environment particularly where students are required to experiment with published information
'Cognitive and motivational factors affecting the transfer of expertise, Stanford university Graduate school of Business. Describes the complexities of tacit and explicit knowledge. 65 Huang, X.,G. N. Soutar, A. Brown (2002."
Also discusses systematizing learning across projects. 67 Nonaka, I. and H. Takeuchi (1995. The Knowledge-Creating Company:
Discusses organizational learning and the organization of innovation from the perspective of Danish service firms. Susman, G. I. and J. W. Dean Jr (1992.
Development of a model for predicting design for manufacturability effectiveness. In G. I. Susman (Ed.)Integrating Design and Manufacturing for Competitive Advantage.
and institutional learning. However because of the heterogeneity of the SME population, any policy to increase their innovative capacities must be targeted to meet the needs of a variety of user groups
recruitment of university graduates and skilled personnel; awareness of new ideas and technologies; and incentives and institutional frameworks for improving collaborations within networks and clusters, including local technical centres or technical colleges.*
-They need help recruiting university graduates and other skilled personnel. -They need to be made aware of new ideas and technologies.
and learning before they succeed. Also there are no recipes for success that will be valid for all countries and regions. 101.
Cohen, W. and Levinthal, D.,1989, Innovation and Learning: The Two Faces of R&d, Economic Journal, 99 (3), 569-596.
manifested as an increase in firm size and higher capital-accumulations. Stockholders, on the other hand, advocate for lowering the capital accumulation of the firm.
Actually, the ownership structure of SMES is different from that of larger corporations. SMES are owned often by a small number of partners
The Learning Model theory of performance prediction models Hard Quantitative In the learning model theory, firms are assumed to possess a cost parameter.
In the learning model theory of Jovanovic (1982), firms are assumed to possess a cost parameter reflecting performance.
and learning regions (Morgan 1997). Laven (2008) identified the three concepts of innovation systems, clusters,
and facilitates the accumulation of specific human capital (Ballot and Taymaz 1997). Such mechanisms lead to competence-building,
The organizing models pay greater attention to the cognitive processes involving trial and error, chance, superstitious learning, and retrospective sense making (Weick 1979). 47 The socio-technical system approach to organization argues that individuals,
One implication of the passive learning models utilized by Jovanovic (1982) and Ericson and Pakes (1987) is that such models state that the firms will have a more rapid departure rate
including discussion on stochastic theories, learning model theories, and hazard modeling theories. In the second part of the paper,
and learning models are examples of models that relate to external factors, while Z-Scores, ZETA Scores,
The learning model has a relatively intermediate level of coverage intensity indicating a dual focus. 71 Paper 3:
Professor Thomas Hedner, noted 79 that researchers needed to relate innovation to the degree of the openness of the innovation system itself.
the major contribution was performed by me with the support of Professor Michael Busler from The Richard Stockton College of New jersey, USA.
which I co-authored with Professor Thomas Hedner from Sahlgrenska Academy, University of Gothenburg, Sweden.
Paper 7, on the other hand, was developed with the support of Professor Magnus Klofsten from Linköping University, Sweden,
and also Professor Thomas Hedner. 82 Contribution of paper 7 to the purpose of the thesis The SIV model has the advantage of balancing both quantitative and qualitative input parameters.
That relationship is less extensive in the case of the learning models. Other models are concerned more with the internal experiences of single firms,
The role of training, learning and innovation. Journal of Evolutionary Economics 7 (4), 435 457.
Innovation and learning: The two faces of R&d. Economic Journal 99 (397), 569 596. Cohen, W. M. and Levinthal, D. A. 1990.
A new perspective on learning and innovation. Administrative Science Quarterly 3, 128 152. Cole, R. E. 1994.
Different quality paradigms and their implications for organizational learning. In M. Aoki and R. S. Dore (ed.)The Japanese Firm:
lessons from European learning firms. Journal of Intellectual Capital 5 (4), 629 647. Dhanaraj, C. and Beamish, P. W. 2003.
The markets for learning and educational services a micro explanation of the role of education and competence development in macro economic growth.
Graduate school of Business Administration, Harvard university. Lei, D. T. 1997. Competence building, technology fusion, and competitive advantage:
The key roles of organisational learning and strategic alliances. International Journal of Technology Management 14 (2 4), 208 237.
Graduate school of Business Administration, Harvard university. Mazzarol, T. and Reboud, S. 2008. The role of complementary actors in the development of innovation in small firms.
The learning region: Institutions, innovation and regional renewal. Regional Studies 31 (5), 491 503. Moss, S. 1984.
Networks of learning in biotechnology. Administrative Science Quarterly 41 (1), 116 145. Propp, V. 2003.
International Student Edition. Edward Elgar Publishing Limited, Cheltenham, UK. Ritchie, J. and Lewis, J. 2003.
Qualitative research in practice, a guide for social science students and researchers. Sage Publications, London, UK. 122 Roethlisberger, F. J. and Dickson, W. J. 1939.
F. W. Olin Graduate school of Business, Babson college, Babson Park, Massachusetts, USA. Trippi, R. R. and Desieno, D. 1992.
She is professor and director of research at the Télé-université of the Université du Québec. She is a member of the Committee on Sociology of Work of the International Sociological Association, the Executive council of the Society for the Advancement of Socioeconomics,
Broadening the Analysis of the Territorial Effects of Innovation 3 societies evolve through the daily accumulation of inventions--innovations
connects new technical ideas to the markets (Le Bas, 1995)( translation), a process of problem solving, a learning process
and the goal of the established collective learning processes is to solve common difficulties. The implementation of these solutions means new infrastructures and is expressed through the will to strengthen the partnerships between the large enterprises
SMES, institutions of higher learning (universities, research institutes), local authorities (municipalities, local organizations) and government institutions.
Development in Learning Regions. In Holbrook, A. and D. Wolfe (ed.).Knowledge, Clusters and Regional Innovation.
He is a graduate from the National Institute of Polytechnics in Grenoble with a Master's degree
Capitalising on achievements Over the last seven years, with the goal of improving regional policies, more than 2 000 public institutions across Europe have been learning from each other through cooperative policy learning in 204 interregional projects supported by the INTERREG
INTERREG EUROPE, is developing‘Policy Learning Platforms 'which will stimulate a process of continuous policy learning among all interested regional policy stakeholders around Europe.
Michel Lamblin Erwin Siweris Programme Director Deputy Programme Director 2 Table of contents Executive Summary...4 1. Introduction and Methodology...
the present report also points out that implementing effective learning processes in this (relatively) new area,
Using formal programme evaluation/review mechanisms such as peer review or other external review schemes, and in general the adoption of an‘evaluation culture'for innovation support;
or on implementing/adapting external practices (in particular the capitalisation projects), the current pace of economic transformation in Europe and the pressing needs of SMES calls for shortened policy learning cycles
What is their learning effect on the still running INTERREG IVC projects? Are there possible synergies?
and create mutual learning? 8 8. Based on the findings of the analysis, can specific recommendations be provided to individual projects
Professor CIRCLE (Centre for Innovation, Research and Competence in the Learning Economy), Lund University, Sweden,
this programme proposes to professionalise the management of SMES by organising learning networks by and for entrepreneurs.
and students together and forge new influences on companies via students studying different disciplines. Until 2010, the programme had been conducted in more than 130 municipalities in Sweden,
The planning starts in March with discussions concerning location, financing, companies, and students. After the summer, there are follow-up and reporting activities.
The students are selected annually via a database of at least 350 students from all over the world (mostly Swedes).
) The selection of students depends on the type of company. If the company continues to use the design,
they have the option to employ the student or contact other consultancy firms. Each local design project costs €75 000 for the cost of the office, material, phones, cars, documentation, including salaries for Project manager, Supervisor,
and eight students for seven weeks. This GP has a lot in common with‘Summer Entrepreneur'(also a GP from MINIEUROPE),
to build cooperation between Phd students and companies o Innovation assistant, to support newly graduated employment PERIA49 o Creation of R&d departments,
Unlocking Cornish Potential-Graduates for Cornwall's businesses. Similarly to Innovation assistant, it aims at promoting the employment of recently graduated staff in SMES with no or little experience with graduate employees.
This has been achieved in particular through interactive policy learning between policymakers (the sub-project partners. 53 GPS described below or in the MINI-EUROPE Good Practices Catalogue:
including those related to learning and managing knowledge assets. Cluster Support Environment Model (NW England) in the MINI-EUROPE project:
ensured by guarantees from regional authorities(§3. 2. 1). High Shortage in skills Innovation Management ERIK-ACTION Parenthood project Professionalise SMES management by organising learning networks by
PERIA Summer Design Office New Products By design Promotion of cooperation between design students and SMES(§3. 2. 2). Very high ICT ERIK-ACTION PRAI
All the projects agree on the fact that transferring a GP is a mutual learning experience,
The current pace of economic transformation in Europe and the pressing needs of SMES would suggest a need for shorter learning cycles,
This proposal is similar to the H2020 call‘Peer learning of innovation agencies'57. One other comment that was made to increase GP transfers between regions is to develop European labels that would give a marketing edge to the SMES obtaining them.
mutual learning and benchmarking. 3. 4. 1 Synergies with other INTERREG IVC PROJECTS The INTERREG IVC Capitalisation exercise focused on 12 different themes, two of them directly related to innovation:
& Regional Authorities Learning from others and learning from one's own success and failures is undisputedly a key element in policymaking,
and especially so in a (relatively) new area such as innovation support, where there are still very few‘sure recipes'for success. Implementing effective learning processes involves however certain challenges,
Implementation of formal programme evaluation/review mechanisms such as peer review or other external review schemes, and overall the adoption of an‘evaluation culture'for innovation support;
the overall results show clearly that it is possible to improve SME innovation support in Europe through the structured interregional learning process that enables regions to share practices.
promoting the cooperation between SMES and design students, and in New Products By design (PERIA), or ICT,
which focused on the hiring of Phd students by SMES, PERIA with the Creation of R&d units and ERIK ACTION with Innovation Assistant.
A master's degree course at Dublin City university offers public procurement officers the opportunity to obtain professional expertise with regard to innovation procurement.
Innovation Assistants aims to promote the transfer research output from universities directly to SMES, through the support to the employment of young professionals and recent university graduates as innovation assistants in companies, with responsibilities for the development of innovation processes.
This programme from the School in Business Economics and Law at the University of Gothenburg allows master students in Business Economics to do an internship within a growing SME.
The programme matches entrepreneurial students with SMES showing potential growth or experiencing a form of growth barrier.
For a year, the students practice to lead, manage and develop a company, 2-3 days per week while acquiring theory in class.
and the students prepare to start or lead and drive growth companies. The Tuscany Region has selected this good practice to potentially contribute to its 2014-2020 regional programming
Employment of young graduates in innovation projects within SMES; Innovation Systems awareness raising, tutoring and consultancy for SMES;
ERIK ACTION represents a step further in the policy learning and sharing process initiated in previous projects, leading to the development of tangible, operational Regional Action Plans by each involved region,
focused on university students, and therefore lie outside the scope of the present analysis. The other three (Operation, Growth, Collaboration) were related to the innovation capacity of SMES in general,
The INNOHUBS project demonstrated the added-value of international projects involving different regions across Europe with different innovation contexts, for the promotion of knowledge transfer from more experienced regions (in terms of innovation systems) to learning
and cooperation with external parties Organisational Innovation (coaching) IVEX (internationalisation) Innocámaras (training) Management Voucher (coaching) Bioenergy for the region (New Staff/Phd students) INGENIUM
In line with INTERREG IVC principles of policy learning and sharing, this development around existing policy measures offers an easier and faster option to address service/non-technological innovation than designing new policies from scratch.
and strategies and initiating their implementation in the partner regions using‘policy learning'instruments such as the‘creative workshops'brainstorming meetings between partners during
and students together and forge new influences on companies via students studying different disciplines. Up to 2010 the programme had been conducted in more than 130 municipalities in Sweden,
The planning starts in March with discussions concerning location, financing, companies, and students. After the summer there are activities for follow up and reporting.
The students are selected annually via a database of at least 350 students from all over the world (mostly Swedes).
) The selection of students depends on the type of company. If the company continues to use the design they have the option to employ the student or contact other consultancy firms.
Each local design project costs 75 000 euros for the cost of the office, material, phones, cars, documentation, including salaries for Project manager, Supervisor,
and 8 students for 7 weeks. This GP, which has a lot in common with‘Summer Entrepreneur,
Greece and by learning from input from the members and from the GPS transferred by the existing renewable energy clusters and networks from Saxony.
including those related to learning and managing knowledge assets. Main conclusions and recommendations: A sub-project such as‘IART Territories'highlights the potential role of regional intermediaries (the typical partner in INTERREG IVC projects) such as‘consortium leaders'for a group of SMES (from a specific
Peer learning of innovation agencies. Call in the Innovation in Small and Medium-sized Enterprises work programme. 2014.
In this learning process, entrepreneurial actors have to play the leading role in discovering promising areas of future specialisation
Structural change, not just the accumulation of capital, is a driver of economic growth. As such smart specialisation aims to accelerate structural change by encouraging the transformation of economic activities from a structural perspective.
identifying bottlenecks and market failures and ensuring feed back into policy learning processes. But the smart specialisation approach goes further,
engaging in and committing to a process of policy learning and deployment. Both diagnostic tools and indicators should
The global value chain perspective offers a valuable framework to support the attendant discovery and learning processes.
the more related the firms that are clustered together, the lower the cost of production, the greater the learning and network effects.
and empowering as well as accelerating the learning process. Thus, the entrepreneurs discover emerging activities of future specialisation
and Business in curricula design and curricula deliver may ensure that graduates have the right skills
Developing mutual learning practices to provide policy makers opportunities to learn from good practice examples but also failures carried out by other governments.
Taking those different policy components as one whole inevitably leads to the insight that policymakers have to move beyond policymaking into the realm of policy development & policy learning.
i) stimulating the entrepreneurial spirit of its staff and students; ii) providing advice and services to SMES;
iii) participating in schemes promoting the training and placement of high level graduates in innovative businesses;
Further improvements in a future vision and strategy process refer to the introduction of peer reviews
optical precision and measurement that included technology centres for semiconductor light source pilot production, optical parts subsystem and reliability and accreditation testing infrastructure.
Their technological and human capacities can be utilized to provide technology development, extension services and testing and accreditation services locally.
Accordingly, policy learning and an interactive point of view should be embedded within the whole cycle of policy making
with many British designers and graduates from British institutions directly employed by vehicle manufacturers around the globe.
and improve the quality of education within the region, from early childhood, to ensure that the region can sustain its skilled workforce;
Additionally Lower Austria piloted a landmark scheme to encourage SMES to employ recent university graduates
Lower Austria made positive learning experiences with the establishment of these tools among others, and will in the future continue to support them, in the case of Technopols,
OECD 2013 107 Participative policy making in Upper Austria means continuous reflection and learning at various levels and in intercommunion with different actors.
new learning culture needs to be established, in particular inter-organizational one, comprising representatives from industry, politics and society involved in the strategy setting process, in respect of the overall system by means of communication with experts and STI implementers and via ex-post evaluations.
(not only students or graduates) who have the ambition to start their own business; and iii) cluster development services most important the building up (incl. soft facilitation of cooperation) of the Centre of competence in machine tools.
ii) Brno Phd Talent is a grant scheme for supporting most talented Phd students in science and engineering;
and iii) several special schemes focused on raising secondary level students'motivations concerning research and technology including Science Learning Centre (Centre for popularisation of science).
Internationalization: i) consultancy focused on drawing FP7 funds; ii) Brno Expat Centre; and iii) International Secondary school.
and underlined that in some key areas in within the IT field there might be as little as two new Phd graduates per year.
a) support for entrepreneurship of higher-education students and academics; b) common innovation bonds (new instrument encouraging to test ideas at early stage;
students and entrepreneurs in the process of preparing and implementing RIS 2013-2020. The Marshal Office of the Malopolska Region delivers analytical and organisational support.
and bring together, in an interactive and iterative process of entrepreneurial action and policy learning, the relevant actors from academia, research and industry for reinforcement and cross-fertilization.
requiring analysis, experimentation and learning, supporting interaction and fine-tuning amongst relevant actors and lead institutions.
such as the number of students enrolled in different educational programs could be of relevance. However, this data should be rather detailed
For example, it does not seem enough to know the number of engineering students in a country or region without knowing their specific field of study.
They provide input and interpretation to the critical processes of entrepreneurial discovery and policy learning.
but this country sees a growing use of peer reviews as a complementary assessment method. It is not possible through this enquiry to assess the quality
THE ROLE OF SMART SPECIALISATION 192 OECD 2013 Mutual learning and expert support to improve the stakeholders involvement process and the interlinkages between quantitative and qualitative inputs into strategy formation process;
Do local universities supply regional enterprises with ample graduates or do need regional employers to look abroad for qualified personnel?
Are people (incl. young people, university graduates, etc. keen to start up their own business or do they rather prefer jobs in established enterprises or public sector?
(i e. are graduates/engineers/professors moving easily between universities and firms and back)? Do universities train scholars
and graduates to become entrepreneurs? Does current academic education fit to the needs of the regional economy do regional employers absorb graduates
or are forced graduates to look elsewhere? INNOVATION-DRIVEN GROWTH IN REGIONS: THE ROLE OF SMART SPECIALISATION OECD 2013 197 How many permanent/temporary international research fellows, professors,
and students do work in your region? What is the share of international staff in scientific/creative positions?
How many co-operations with other international lead institutions does your region have? Assessment of the government sector What is the strategic approach to regional growth
and innovation policy in your region (do you already have a long term vision, written strategic concepts and priorities...
and/or pro-active technology transfers, contract research, living labs, student placement schemes, brokerage and technology demonstration events, share of regional business representatives in university management boards)?
Educational institutions of higher learning (colleges and universities) primarily represent academia in this paradigm. However, educational institutions at other levels are precluded not from contributing to,
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