Innovation in Romanian SMES and its impact on performance Professor Ph d. Nicolescu Ovidiu Management Faculty Academy of Economic Studies Bucharest, Romania inst. manager@gmail. com
Professor Ph d. Popa Ion Management Faculty Academy of Economic Studies Bucharest, Romania popaion 2000@yahoo. com Professor Ph d. Dobrin Cosmin Management Faculty
The undertaken research revealed 1 1 Research sponsored from Romanian National Council for SMES Fund, Romanian Government Research Project PN2 91-043 and CNCSIS 1162 Professor Ph d
A review of its role to organisational performance and SMES operations sustainability Rangarirai Mbizi Lecturer Department of Entrepreneurship and Business Management Linet Hove Student of Entrepreneurship Arnold Thondhlana
He said efficient knowledge sharing would lead to better innovative capabilities in terms of higher order learning, and consequently can improve organizational performance including environmental management effectiveness.
In support, Tornatzky and Fleischer (1990) postulated that qualified human resources were helpful to adopt innovations because of their competent learning and innovative capabilities.
Various kinds of technological effort which induce further accumulation of technological capabilities, such as formal and informal Rand D, formal and informal (on-the-job) training, acquisition of technological licences, among others. ijcrb. webs. com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS
innovation and collective learning in small businesses, Education and Training 42 (4): 228-37. Morris, L. 2011.
Saunders, M.,Lewis, P. þhill, A. 2009), Research methods for business students, 5thed. Pearson, England.
Research has focused on information and communication on alternative transport options, such as awareness raising and information campaigns, organisation of sustainable homework and home-school transport services,
cloning and genetic screening Computers that do not really help to raise the quality of education DDT,
thanks to innovation studies and through learning by doing and learning by using among policy-makers, innovation managers in businesses and other parties concerned.
and offer no explanation for the coevolution of institutional structures and innovation (and learning) processes.
Ruud Smits is‘Professor of Technology and Innovation, more particularly the Strategy and Management of Innovation Processes'of the Department of Innovation Studies of the University of Utrecht.
Learning process; Industrial co-operation; Internal technological capabilities 1. Introduction Stereotypes usually associate innovation with the work of‘a scientist of genius who can propose new combining,
The evolutionary theory considers that technology acquires its specific character through a learning process. In this perspective, we should place emphasis on the production activity. 2. 1. Limits of the transaction cost theory According to Williamson, asset specificity, uncertainty, the frequency with
which governance structures best promote learning, etc.'('Foss, 1996, p. 12). 2. 2. Co-operation as a learning process Knowledge for production purpose cannot be considered as free.
The role of the firm is not to allocate costless technical competencies (Pelikan, 1988). 2 They have to set them up.
These competencies change over time through a learning process and become tacit and specific to the firm (Foss, 1996).
p. 490). 4‘Know-how has a strong learning-by-doing character, and it may be essential that human capital in an effective team configuration accompany the transfer'(Teece, 1980, p. 228). 738 F. Bougrain,
The second reason relates to learning. Collaborative relationships might take a hierarchical form. However, when trust replaces uncertainty and opportunism,
This interactive learning has following three dimensions (Lundvall, 1993. Technical learning exists when interaction between users and producers induces an understanding of reciprocal needs.
Communicative learning involves the establishment of technical codes, tacit and specific to the partners. Social learning limits opportunism by creating similar behavioural codes.
The access to external linkages is assumed to be crucial for SMES competitiveness. 3. SMES and external communication SMES tend to be less innovative than large companies
and to dedicate less resources to the acquisition of external technologies. In France, from 1990 to 1992,30. 5%of firms with a number of employees ranging from 20 to 49
success of innovative projects Name of the explanatory variables Coefficient (t of Student: model 1 Coefficient (t of Student:
model 2 Coefficient (t of Student: model 3 Constant-0. 3033(-0. 685) 0. 3701 (0. 877) 0. 3554 (1. 496) Categories of firms Very small enterprises
(1 9 employees)- 0. 9152*(-1. 938)- 1. 2468**(2. 536)- 1. 1226**(2. 936) Very small enterprises (10 19
and successful innovations 5. 1. Relation between absorptive capacity and external learning Firms do not delegate their research activities to other industrial corporations.
while diversity of knowledge elicit‘learning and problem solving that yields innovation'(Cohen and Levinthal, 1990, p. 133).
We need to take into account internal factors which would improve the learning capacity and contribute to the success of cooperative projects.
success of innovative projects Name of the explanatory variables Coefficient (t of Student: model 1 Coefficient (t of Student:
model 2 Coefficient (t of Student: model 3 Constant 0. 0791(-0. 389) 0. 1321 (0. 347)- 0. 469+(-1. 7997) Research intensity-0. 0208(-0
. 176) Size (number of employees)- 0. 00018 (0. 861) Executives(%)1. 3198(-0. 431) Design office 0. 045+(0. 088) n
it also develops the firm's‘learning'or‘absorptive'capacity'.'746 F. Bougrain, B. Haudeville/Research Policy 31 (2002) 735 747 Table 7 Links between design office and success rate of cooperative projectsa Project
Innovation and learning: the two faces of R&d. The Economic Journal 99 (9), 569 596.
a new perspective on learning innovation. Administrative Science Quaterly 35 (3), 128 152. Demsetz, H.,1991.
and Challenges Faced by the SME sector Learning from the Leaders Key Recommendations Barriers to Innovation for SME's Lack of willingness to invest in upskilling
Lithuania, Greece, China, Slovakia, South africa, Portugal, Bulgaria, Turkey, Brazil, Latvia, Mexico, Poland, Argentina, India, Cyprus, Romania Learning from the Leaders Germany:
as university graduates are trained not in market-oriented industrial design. 2) Number of departments. Having marketing,
1 Role in value chain (nominal) 0. 554 2 Diploma dummy 2, 175 2 Staff number 0. 006 3 Secondary school completed dummy 0, 822 4 Other position 0, 972 Insignificant entrepreneur level variables:
This is caused by the entrance of new firms and incremental learning of existing firms. Firms established by high educated entrepreneurs with working experience in other sectors are the engine of local innovation processes.
what price provides a very strong learning signal. Even stronger is the signal when a buyer rejects an order due to low quality, later delivery or otherwise.
At ISI, students can choose between more artistic and more commercial art studies. But their role in innovation interactions is limited to teaching.
and was graded the best student of my year. I wanted a government job, as everyone else,
at least ten years before a host of other university graduates joined him. What changed? The first change is that the ease of doing business improved.
This provides the 270,000 students in Yogyakarta with an IHS Working Paper 27.2013. Innovation in SMES.
A new perspective on learning and inno. Administrative Science Quarterly 35 (1): 128. Cooke, P. 2001.
A novel approach to national technological accumulation and absorptive capacity: Aggregating cohen and levinthal. The European Journal of Development Research 20 (1): 56.
A case of technology learning among IKEA-suppliers in china and southeast asia. Journal of Economic geography Advance Access, joeg. oxfordjournals. org.
Constraints and Opportunities"(Student working group, 2010. Lall S. 2001. Competitivenss, technology and skills. Northampton: Edward Elgar.
Learning and innovation: What's different in the (sub) tropics and how do we explain it?
Knowledge, learning and small firm growth: A systematic review of the evidence. Research Policy, 36 (2), pp. 172-192.
A Framework to Study Learning and Innovation in Developing Countries. Oxford development studies, 36 (1), pp. 39-58.
Data of the Innovation Union Scoreboard, 2011 Hungary Figure 10 Medium and high-tech product exports Non-EU doctorate students Venture capital as a per cent of GDP 2pct patent applications
(per billion euros of GDP) SMES innovating in-house Business R&d expenditures New doctorate graduates Employment in knowledgeintensive activities Non R&d innovation expenditure Youth with upper secondary
the success of the RDI strategy depends fundamentally on the training of professionals qualified for carrying out research and development and the development of education in the fields of mathematics, natural sciences and digital literacy.
slow institutional learning. The research funding is unsatisfactory and varies over time, the (normative) funding level of R&d institutions is low.
The low number of new doctorate graduates and persons completed tertiary education in human resources; in funding:
More practice-oriented education (dual studies), the strengthening of entrepreneurial, innovation management etc. education, improvement in digital literacy.
a more significant learning effect is to be expected from the first evaluations. Top-down vision creation Bottom-up process Synthesis Regional S3 strategic plan Regional S3 strategic plan Regional S3 strategic plan Regional S3
and encouragement of their national reintegration. 3) The attraction of Phd students and postdoctoral researchers from the BRIC+countries. 4) The training of researchers,
thematic talent management, elite education. 6) The development of scholarship programmes. 7) The strengthening of creativity and entrepreneurial attitude in the whole education sector and the training of pedagogues in support
and technology transfer Dynamic cooperative networks Professionally managed learning innovation system The institutional system is incapable of keeping up with the organisational challenges resulting from the increased resources 33 vision
3) The strengthening of innovation services with a mentoring system. 4) The transfer of the public sector's demand for RDI to the knowledge bases (pillar A) 5) The securing of the quality of RDI services (e g. accreditation, training.
elements of taxes and contributions. 5) Provision of training and accreditation services for the purpose of making enough suitably qualified project evaluators and managers and coaches available. 6) Support for investors
internationally cutting-edge knowledge accumulation and application by creating linkages between the research centres in Hungary and the national research and development and business sectors.
and advancement of their co-operation. 3) The development of content service. 4) The promotion of digital literacy supporting innovation and creativity and the increase in private computer and mobile penetration. 39 vision
and learning processes of all European regions. The smart regional and local policies support key sectors and companies
human (training and learning) and networking programmes. In the less-favoured areas this process is assisted by the efficient knowledge
getting rid of the red tape, evidence-based RDI policy governance, evaluation and learning strategic RDI management of the state 2020:
the purpose of which is to enable the students to get familiarized with the practical issues of their future profession according to the instructions of experienced professionals.
The students have an opportunity to develop their theoretical knowledge to practical knowledge during their stay by a company where they can have access to a much more complex knowledge (understanding of technology, creativity, responsibility, team work etc.
In consultation with the university, the capacities of the student are used by the company to carry out tasks meaningful for both parties connected to certain professional fields or probably di-70 the most important definitions 71 the most important definitions European
An important difference with the traditional education system is that the student spends more and more time-in an escalating system-by the company each educational semester.
normative support for student allowances, support for training, support for scientific purposes, support for maintenance, support for other tasks.
mobility of researchers, teachers, students and between corporate developers (intersectoral; effect of reducing brain drain (effect of attracting human resources of high professional level;
which the evidence-based and professional RDI policy management provides a firm basis. The role of learning is essential by innovation activities so the evaluation is lifted to a strategic level
and we endeavour to implement a learning public RDI strategic management. The legislation related to RDI and the monitoring and rationalization of legislation will possess large powers among the functions implementing the strategy The R&d tax benefits are intended to be stabilized taking into account both the favourable and the unfavourable experiences of the period since the end
o Continuous self-improvement, encouragement of learning, o Presentation of the functioning models strengthening innovation skills in the existing methodological centres and their results in the media.
%40%60%80%100%Diploma Bachelors Masters Phd Very likely Likely Not likely No 22 Firms were asked at what level of qualification they were likely to recruit more researchers.
or likely to recruit to researchers at Bachelor's degree level (down from 74 per cent in 2009) 65 per cent were very likely
or likely recruit at Master's degree level (down from 68 per cent in 2009) only 29 per cent were very likely
or likely to recruit at Diploma level (down from 38 per cent in 2009) FORFÁS BERD 2011/2012 ANALYSIS 23 3. Number of R&d-performing firms In this section data gathered on the number of R&d-active companies
and Sabater-Sánchez find that e-business solutions increased organizational performance by expanding industry learning and organizational efficiency. 66 In France, Chevalier, Lecat,
and R. Sabater-Sánchez, Information technology and learning: Their relationship and impact on organisational performance in small businesses, International Journal of Information management 26, no. 1 (2005): 16-29.
Graduate school of Management and Center for Research on Information technology and Organizations, December 30, 1992), http://crito. uci. edu/papers/1993/pac-005. pdf. 163.
Graduate school of Management and Center for Research on Information technology and Organizations, April 13, 2001), http://www. crito. uci. edu/git/publications/pdf/pac-037d. pdf. 164.
He has a Master's degree in International Development and Economics from Johns Hopkins School of Advanced International Studies.
followed by Non-EU doctorate graduates and International scientific co-publications. Relatively good performance improvement is observed also in Innovation collaboration of SMES
The indicators capture New doctorate graduates, Population aged 30-34 with completed tertiary education and Population aged 20-24 having completed at least upper secondary education.‘
Most cited publications and Non-EU doctorate students.‘‘Finance and support'includes 2 indicators and measures the availability of finance for innovation projects by venture capital investments and the support of governments for research and innovation activities by R&d expenditures by universities and government research organisations.
Denominator Years covered ENABLERS Human resources 1. 1. 1 New doctorate graduates (ISCED 6) per 1000 population aged 25-34 Eurostat Eurostat 2004
1. 2. 3 Non-EU doctorate students2 as a%of all doctorate students Eurostat Eurostat 2006
due to a lag in data availability. 2 For non-EU countries the indicator measures the share of non-domestic doctoral students. 3 Section 6. 1 gives a brief explanation of the calculation methodology.
Slovakia's strong performance is explained by its above average performance in doctorate graduates and youth education.
in particular due to a relatively low share of non-EU doctorate students. All the Modest and Moderate innovators perform below the EU average,
High growth in Non-EU doctorate students, R&d expenditures in the business sector, PCT patent applications in general and in societal challenges have been important drivers of the growth performance of both Estonia
For Latvia high growth in New doctorate graduate students, Population with completed tertiary education aged 30-34,
Growth in this dimension has been driven by both high growth in International scientific co-publications (6. 0%)and Non-EU doctorate students (6. 3%).The EU innovation system
In Human resources performance has increased most for New doctorate graduates (2. 8) %and Population aged 30-34 with completed tertiary education (3. 6%).Growth in Intellectual assets is driven mostly by a strong performance increase in Community trademarks (6. 9)
students. Norway's growth performance (1. 4%)however is below that of the EU (1. 7%).Serbia performs very well in Youth education,
Denominator Most recent year Date not available for ENABLERS Human resources 1. 1. 1 New doctorate graduates (ISCED 6) per 1000 population aged 25-34 OECD, Eurostat OECD,
Eurostat 2012 32 Innovation Union Scoreboard 2014 South africa is performing worse than the EU for all indicators, particularly On license and patent revenues from abroad, Doctorate graduates, Publicprivate co-publications
Innovation Union Scoreboard 2014 33 graduates and Knowledge-intensive services exports the US has managed to improve its performance lead.
Japan has weaknesses in Doctorate graduates International co-publications, Most-cited publications, Exports of knowledge-intensive services and License and patent revenues from abroad.
Furthermore South korea is decreasing the performance gap with positive growth performances in Doctorate graduates, International co-publications and Most cited publication.
South korea has weaknesses in Doctorate graduates, License and patent revenues from abroad and in its knowledge base with weaker performance compared to the EU in both International co-publications
Furthermore it has decreased the performance gap for Doctorate graduates and Knowledge-intensive service exports. The Performance lead:
Doctorate graduates (where the country is performing 31%better as a result of having 2. 2 new doctorate graduates per 1,
000 population aged 25-34 as compared to 1. 7 in the EU) and R&d expenditures in the business sector (1. 82%of GDP in China compared to 1. 29%in the EU). However,
Growth was below that of the EU in Doctorate graduates and only marginally in R&d expenditures in the public sector and the Contribution of mediumhigh-tech product exports to the trade balance.
China's performance lead in Doctorate graduates has decreased and its gap in R&d expenditures in the public sector and the Contribution of medium-high-tech product exports to the trade balance has worsened slightly.
The performance gap with the EU has increased for 9 indicators, particularly for Doctorate graduates, License and patent revenues from abroad, International co-publications and Patent applications.
The strong decline in 2012 is due to a sharp decline in New doctorate graduates from 1. 4 to 0. 4 per 1
International copublications and Most-cited publication and Doctorate graduates. A 87%higher share of Russia's population has completed tertiary education.
Russia's growth performance is worse than that of the EU with growth in 10 indicators being below that of the EU, especially for Doctorate graduates, International copublications, R&d expenditures in the business sector, Patent applications and License and patent revenues from abroad.
indicators, in particular On license and patent revenues from abroad, Patent applications, Publicprivate co-publications, International co-publications and Doctorate graduates.
The performance gap on Doctorate graduates and the Contribution of medium-high-tech product exports to the trade balance has worsened.
For the indicator New doctorate graduates data are not available. 42 Innovation Union Scoreboard 2014 5. Country profiles This section provides more detailed individual profiles for all European countries.
Relatively weak indicators include Sales share of new innovations, Non-EU doctorate students and New doctorate graduates.
Bulgaria has performed below the average of the EU. The weakest indicators are Venture capital investments and Non-EU doctorate students.
Other important high growth increases were R&d expenditures in the business sector, Knowledge-intensive service exports and New doctorate graduates.
Non-R&d innovation expenditures and R&d expenditures in the public sector. Relative weaknesses are in Non-EU doctorate students and in Venture capital investments.
Denmark performs below the EU average for Non-EU doctorate graduates, Youth with secondary level education,
High growth is observed for New doctorate graduates and International scientific co-publications. Growth has declined most notably for SMES with Marketing
Germany is performing well above the EU average, especially for International scientific co-publications, New doctorate graduates, Non-R&d innovation expenditures and Community designs.
Relative weaknesses are in Non-EU doctorates students, Venture capital investments and License and patent revenues from abroad.
Performance is well below the EU average for Non-EU doctorate students and License and patent revenues from abroad.
Estonia has experienced growth for most indicators included in the IUS 2014 Highest growth rates are observed for Community designs, Community trademarks and Non-EU doctorate students.
Growth has increased considerably in License and patent revenues from abroad, New doctorate graduates and International scientific co-publications.
For most indicators, Greece performs below that of the EU average, particularly for Non-EU doctorate students
Relative strengths are in International scientific co-publications, Non-EU doctorate students and Population with tertiary education.
France has experienced growth for most indicators, particularly in Community trademarks, International scientific co-publications and New doctorate graduates.
Community trademarks and Non-EU doctorate students. Relative strengths compared to the EU are in International scientific co-publications, Youth with upper secondary level education and Non-R&d innovation expenditures.
High growth is observed for Non-R&d innovation expenditures, New doctorate graduates and International scientific co-publications.
Relative weaknesses are in Non-EU doctorate students and Innovative SMES collaborating with others. Relative strengths are in International scientific co-publications and Community designs.
High growth is observed for Non-EU doctorate students License and patent revenues from abroad, International scientific co-publications and community trademarks.
Performance well below the average is observed in Non-EU doctorate students, License and patent revenues from abroad and New doctorate graduates.
Large declines in growth are observed in License and patent revenues from abroad, Non-EU doctorate students and PCT patent applications.
Latvia performs below the average of the EU for most indicators, most particularly for Non-EU doctorate students, R&d expenditures in the business sector, Publicprivate scientific co-publications.
High growth is observed for Community trademarks, New doctorate graduates, Population with completed tertiary education and Community designs.
in particular for Non-EU doctorate students, R&d expenditures in the business sector, License and patent revenues from abroad and Community designs.
The largest growth decline is in Non-EU doctorate students. Other large declines are observed for Innovative SMES collaborating with others
Luxembourg performs well below the average for Non-R&d innovation expenditures and New doctorate graduates.
Hungary performs below the EU average for most indicators, especially for Non-EU doctorate students and Community designs.
Relative strong weaknesses are in Non-EU doctorate students and New doctorate graduates. Relative strengths are in Community trademarks
Large declines in growth are observed for Non-EU doctorate students, Sales share of new innovations and License and patent revenues from abroad.
High growth is observed for Non-R&d innovation expenditures, Community trademarks, International scientific co-publications and New doctorate graduates.
Relative weaknesses are in Non-EU doctorate students and Venture capital investments. Strong increases in growth are observed for Community trademarks
Relative weaknesses are in Non-EU doctorate students PCT patent applications in societal challenges and License and patent revenues from abroad.
Strong declines in growth are observed in Innovative SMES collaborating with others, New doctorate graduates, SMES innovating in-house
Large declines in growth are observed in Non-R&d innovation expenditures, New doctorate graduates and Venture capital investments.
Very weak performance is observed for Non-EU doctorate students and R&d expenditures in the business sector.
Romania performs similar to the EU for New doctorate graduates and Knowledge-intensive services exports.
Community trademarks, New doctorate graduates and International scientific co-publications. Strong declines are observed Non-R&d innovation expenditures, R&d expenditures in the business sector, Non-EU doctorate students and Venture capital investments.
Notes: Performance relative to the EU where the EU=100.66 Innovation Union Scoreboard 2014 Slovenia is an Innovation follower.
Relative weaknesses are observed in Non-EU doctorate students and Knowledge-intensive services exports. Most indicators are growing in Slovenia.
Community designs, Non-EU doctorate students and License and patent revenues from abroad. Strong declines in growth are observed in Non-R&d innovation expenditures
Relative large weaknesses are in Non-EU doctorate students, License and patent revenues from abroad and PCT patent applications in societal challenges.
Relative strengths are in International scientific co-publications, R&d expenditures in the business sector, New doctorate graduates and License and patent revenues from abroad.
Relative weaknesses are in Non-EU doctorate students and Knowledgeintensive services exports. High growth is observed for Community trademarks and Non-EU doctorate students.
Notable declines in growth are observed for New doctorate graduates and Non-R&d innovation expenditures. Notes:
Performance relative to the EU where the EU=100. Innovation Union Scoreboard 2014 69 Sweden is an Innovation leader.
High growth in Sweden is observed for Community trademarks and Non-EU doctorate students. Strong declines in growth are observed for Venture capital investments
Innovative SMES collaborating with others and New doctorate graduates. Relative weaknesses are in Sales share of new innovations and SMES with Product and/or Process innovations.
High growth is observed in New doctorate graduates and Community trademarks. Large declines in growth are observed in Sales share of new innovations and PCT patent applications in societal challenges.
%Switzerland is performing well above the EU average for most indicators, above all for International scientific copublications, Non-R&d innovation expenditures, Community trademarks and New doctorate graduates.
New doctorate graduates and Most cited scientific publications. Other high growing indicators are Non-EU doctorate students and Population with completed tertiary education.
Strong declines in growth are observed in R&d expenditures in the business sector PCT patent applications and Publicprivate scientific co-publications.
and R&d expenditures in the public sector. Declines in growth are observed only for Knowledge-intensive services exports and Non-EU doctorate students.
Relative strong weaknesses are in License and patent revenues from abroad, Community designs, Community trademarks, Non-EU doctorate students and Public-private scientific co-publications.
High growth is observed for Community trademarks, PCT patent applications in societal challenges and New doctorates graduates.
for two countries, Germany and The netherlands, data for Non-EU doctorate students have become available increasing the number of indicators for these two countries used for calculating the innovation index as compared to last year.
1. 1 New doctorate graduates 1, 7 1, 5 0, 6 1, 5 2, 3 2, 8 1, 3 1
3, 0 6, 2 12,4 5, 2 1. 2. 3 Non-EU doctorate students 24,2 21 21,0 3, 8 4, 1
New doctorate graduates 1, 7 0, 3 1, 9 2, 2 0, 5 1, 6 1, 7 1, 7 1
, 6 1. 2. 3 Non-EU doctorate students 24,2 1 1, 4 20,9 8, 6 1, 9 12,0 2, 1 6
. 1. 1 New doctorate graduates 2, 8%4, 5%10,4%6, 0%11,1%3, 5%2, 4%8, 1%-3
, 6%-3, 3%6, 2%10,7%17,2%1, 5%1. 2. 3 Non-EU doctorate students 6, 3%1, 3
. 1 New doctorate graduates 2, 8%17 0%6, 8%0, 0%-9, 4%-5, 6%11,4%5, 1%9, 6%-2, 0%-0, 9%3, 4
%1. 2. 3 Non-EU doctorate students 6, 3%-18,8%0, 0%2, 0%-4, 4%9, 4%-5, 8
Definitions of indicators INDICATOR DEFINITION NUMERATOR DEFINITION DENOMINATOR INTERPRETATION Source Source 1. 1. 1 New doctorate graduates (ISCED 6) per 1000 population
aged 25-34 Number doctorate graduates (ISCED 6) Population between 25 and 34 years The indicator is a measure of the supply of new second-stage tertiary graduates in all fields
For most countries ISCED 6 captures Phd graduates only, with the exception of Finland, Portugal and Sweden where also non-Phd degrees leading to an award of an advanced research qualification
and quickly reflect changes in educational policies leading to more tertiary graduates. Eurostat Eurostat 1. 1. 3 Percentage youth aged 20-24 having attained at least upper secondary education Number of young people aged 20-24 years having attained
It provides a measure for the supply of human capital of that age group and for the output of education systems in terms of graduates.
Science-Metrix (Scopus) Science-Metrix (Scopus) 1. 2. 3 Non-EU doctorate students as a%of all doctorate holders For EU Member States:
number of doctorate students from non-EU countries (for non-EU countries: number of non-national doctorate students) Total number of doctorate students The share of non-EU doctorate students reflects the mobility of students as an effective way of diffusing knowledge.
Attracting high-skilled foreign doctorate students will add to creating a net brain gain and will secure a continuous supply of researchers.
Eurostat Eurostat Innovation Union Scoreboard 2014 87 1. 3. 1 R&d expenditure in the public sector(%of GDP) All R&d expenditures in the government sector (GOVERD
Scoreboard 2014 INDICATOR ABSOLUTE VALUES EU AU BR CA CN IN JP KR RU SA US 1. 1. 1 New doctorate graduates
IN JP KR RU SA US 1. 1. 1 New doctorate graduates 111.1 26.4 72.5 131.3 n/a 63.7 84.2 23.7 8
RU SA US 1. 1. 1 New doctorate graduates-1. 4%-16.6%0. 5%-3. 5%n/a 0. 2%1
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