3. Absorptive Capability and Organizational Learning Theory 27 4. Social network in Organizational Contexts 32 5. Entrepreneurial Orientation 35 6. Innovativeness 39 VIII
from innovativeness to foreign markets 95 2. 2. Learning-by-exporting: from export activities toward innovativeness 99 3. Research Design 100 3. 1. Database 100 3. 2. Variables 102 4. Analysis and Results 106
Table 4. Absorptive capability (ACAP) and organizational learning (OLER: a brief of main studies 30 Table 5. Social network in CE:
In this group of supporters there are professors, fellow doctoral classmates, academic staff, friends, and, of course, my family.
I would like to give a heartfelt, special thanks to all professors of the Business Economics department of the Universitat Autònoma de Barcelona.
or who have participated somehow in my path in these years of being a Ph d. student.
Theoretical Framework Resource-based view Contingency Theory Resource-based view Social network Theory Resource-based view Absorptive capability and Learning Theory Research
2006) Environment dynamism, environment hostility Strategic decision-making, strategic formation mode, strategic learning from failure, firm size,
and Organizational Learning Theory Absorptive capability and organizational learning have been used in diverse and significant organizational phenomena.
Moreover, we observed that most empirical studies show significant relationships between absorptive capability and organizational learning,
and summarizes representative studies using absorptive capabilities and organizational learning approaches in different fields of organizational management.
The Learning Theory, in essence, suggests that an organization learns when its routines, systems, and policies assimilate activities and experiences (Grant, 1996).
the greater its learning is. This point of view is consistent with previous theory, which holds that the amount of information learned
In the international entrepreneurship context, the firm's effort to learn from its foreign presence, international learning effort (Sapienza et al.
and highlights the idea of an absorptive-based view and learning theory as a framework for theory and hypotheses regarding international business.
2000 p. 926). 30 Table 4. Absorptive capability (ACAP) and organizational learning (OLER: a brief of main studies Study Theoretical approach Treatment/modeling Outcome/effects Cohen and Levinthal (1990) ACAP Model of firm investment in R&d predicting how absorptive capacity
Resource-based view ACAP as predictor of OLER (the study examined the role that partner characteristics play in the success of interorganizational learning (at a dyadic unit of analysis). The ability of a firm to learn from another
International business The study's model proposes that firm international expansion promotes technological learning, which in turn enhances performance.
Technological learning has a positive effect on firm performance; International diversity and mode of entry have a positive, direct effect on firm performance,
in addition to their more indirect effect of increasing technological learning. 31 Table 4. Continued Study Theoretical approach Treatment/modeling Outcome/effects Lane et al.
International business Test a model of international joint ventures learning and performance that segments ACAP into the three components proposed by Cohen and Levinthal (ability to:
The findings offer a new perspective on international joint ventures learning and performance as well as a initial insights into how those relationship change over time.
and entrepreneurial orientation are associated with learning activities. Early internationalization is positively related to learning effort; Entrepreneurial orientation is positively related to learning effort.
Source: Self-elaborated 32 4. Social network in Organizational Contexts Approximately 30 years ago, an important new area of research within the organizational context emerged.
The starting point of the study of social networks was drawn on a broader revitalization of the field of economic sociology (Hoang and Antoncic, 2003.
2000 p. 11) 4 Network theories emerge in virtually every traditional area of organizational scholarship, including leadership, knowledge utilization, innovation, profit maximization, entrepreneurship, and so on.
and strategic learning from failure. Therefore, EO and growth (measured by sales growth, in this study) were related more positive among firms that employ autocratic decision-making and that exhibit an emergent strategy-formation process.
) Consistent with the resource-and learning-based view, we focus on the relationship between innovativeness and export activity.
The greater innovativeness of the firm, the higher the percent of their sales abroad is. 2. 2. Learning-by-exporting:
Hence, at the same time, the effects of export activity on firms'innovativeness might be investigated from the perspective on learning-by-exporting.
Zahra and George, 2002) is a critical component to learning and innovation. Despite not being a longitudinal study,
2005) that there is a learning effort in foreign markets by companies. Thus, companies may learn directly from foreignmarket experience and indirectly via observation of foreign companies (Johanson and Vahlne, 1991.
Consistent with the learning-based view, obviously this is a potential option. Despite, not having extensive literature examining the reverse relationship,
Consistent with the learning-by-exporting view, and in accordance with previous research, the following hypothesis can be addressed.
Likewise, firms in more knowledge-intense industries may be inclined more to exert learning effort (Sapienza et al.
our findings might be consistent with the existence of learning-byexporting emphasized in recent literature (Salomon and Jin, 2008;
In this sense, our recommendation is that managers in international small firms must consider the existence of learning-by-exporting,
which provide insights into the impact of EO on knowledge acquisition (Kreiser, 2011), the relationship between EO, experimental learning and acquisitive learning (Zhao et al.,
) In this sense, future studies should include a longitudinal perspective observing the effects of learning-by-exporting on a firm's innovativeness (e g.,
a new perspective on learning and innovation. Administrative Science Quarterly, 35,128-152. Cooper, A c. 1979.
Entrepreneurial orientation and organization learning: the impact of network range and network closure. Entrepreneurship Theory and Practice, 35,1025-1050.
Relative absorptive capacity and interorganizational learning. Strategic Management Journal, 19,461-477. Lawrence, P. and Lorsch, J. 1967.
learning capability, knowledge, threshold, and patterns of growth. Research Policy, 39,278-289. Lechner, C.,Dowling, M. 2003.
Exploration and exploitation in organization learning. Organization Science, 2, 71-87. Meade, A w.,Watson, A m. and Kroustalis, M. 2007.
mediation of learning orientation. Technovation, 30,65-75.151 Rialp, A. 2003. Fundamentos teóricos de la organización de empresas.
Antecedents of international and domestic learning effort. Journal of Business Venturing, 20,437-457. Salomon, R. and Jin, B. 2008.
Exploring industry heterogeneity in learning by exporting. Journal of International Business studies, 39,132-150. Salomon, R. and Shaver, J. 2005.
Learning-by-exporting: new insights from examining firm innovation. Journal of Economics and Management Strategy, 14,431-461.
Market orientation and the learning organization. Journal of Marketing, 59,63-74. Schumpeter, J. 1934. The theory of the economic development, Cambridge university Press, Cambridge, England.
international diversity, mode of market entry, technological learning, and performance. Academy of Management Journal, 43,925-950.
Entrepreneurial orientation, organizational learning, and performance: evidence from China. Entrepreneurship Theory and Practice, 35,293-317.156 157 APPENDIX Appendix 1. Confirmatory factor analysis EO Model fit EO construct Recommended level CFA level CFI
From business case to benefits life cycle As digital business projects dynamically pivot with experimentation, innovation and learning,
think to concepts like welfare, quality of education, or sustainability. Complexity is reflected by the multi-dimensionality and multi-scale representation of the issue.
For example, if studying school performance as a function of social interactions in the home, it is reasonable to expect that data from students in particularly types of home environments would be more likely to be missing than data from people in other types of environments.
where that number is a quantile of Student's t-distribution with degrees of freedom:
It is recommended also particularly to students, university lecturers, researchers and indicator experts. The Dashboard includes maps of all continents
and Learning,(see http://www. unido. org/userfiles/hartmany/12idr full report. pdf), at page 50, the technological evolution of industry in industrialized
The challenge from innovation-based growth in the Globalising Learning Economy, B. Lundvall and D. Archibugi eds.
mean years of schooling and gross enrolment ratio of tertiary students enrolled in science, mathematics and engineering.
which represents the basic education needed to develop cognitive skills (2000) ENROLMENT%Gross enrolment ratio of tertiary students enrolled in science, mathematics and engineering,
These advantages include learning and reputation effects as well as standard settings and developing innovation-friendly regulation.
and applying fundamentally new technologies to adopting organisational concepts through learning and copying. History has shown that the emergence of certain new technologies has spurred innovation
Technological uncertainty is reduced typically through learning standardisation and the experiences made in applying a new technology to various fields of applications.
EN diffusion of existing technologies, improving skills through education and training, learning from good practice-KETS are more likely to result in a leap upwards in efficiency levels, particularly when the use of KETS affect many
through learning from using (Rosenberg, 1982) and from a fierce competition among technology producers who are seeking competitive advantages by customising new technologies to the needs of users.
and first movers can often gain long term competitive advantages through early learning and reputation building.
lack of connections for learning and innovation Technical knowledge and know-how to enable innovation Capabilities Organisational/Marketing knowledge
while the industry in Japan contributes more to nanotechnology research. 5 The European commission adopted in February 2008 the Code of conduct for Responsible Nanosciences and Nanotechnologies Research. 6 http://www. areadevelopment. com/Hightechnanoelectronics/oct08
while 1, 200 graduates leave higher education per year. In comparison, the closely related sector of IT and software employs 14,000 people with 2, 200 graduates annually (Innova, 2008.
The micro-and nanoelectronic field as one activity in the Grenoble cluster is also related to a broad field of applications44,
The campus is home to 2, 400 researchers, 1, 200 students, and 600 technology transfer.
Each year some 6, 000 students and 400 academics and researchers from abroad study or work in Grenoble-Isère.
and Canadian universities and educational institutions helping to ensure the production of well-trained graduates (OCRI, 2006).
Nortel alone accounts for almost 20 percent of all industrial R&d expenditures in Canada and hires one third of all Masters and Ph d. graduates in electrical engineering and computer science from Canadian universities.
and organises new research opportunities) Strong international exchange culture of researchers and students through general programmes (not technology specific).
and as a result facilitate experimental learning that can be assumed to be valuable in future technology development efforts.
and 2000 research students in universities and research institutes in the UK. Cambridge university receives quite a large share of this budget (160 grants with a sum of £55 million in 2008) for its own biotechnology research and commercialisation activities in form of exploitation of research outcomes. 54 Venture capital:
collaboration PPP and VC Strong social networks of university graduates and ex-employees of large companies that start their own company Capabilities World leading scientists on biotechnology Very
and learning from biology how to manipulate and process light. Photonics holds a huge potential not only for new and even better forms of communications
and 10 universities of applied sciences with about 140,000 students. In addition, the region houses more than 70 publicly funded research institutes from one of the four main non-university research organisations (Max Planck, Leibniz, Helmholtz and Fraunhofer.
and as a result facilitate experimental learning that can be assumed to be valuable in future technology development efforts. 6. 4 Conclusions
and a long story of accumulation of technological, organisational, management, and engineering capabilities which can be found in the regional chemical industry.
It is expected that the development the Changsha advanced materials cluster will strengthen the integration of industry, learning and research,
which represented the creation of 27,000 jobs), the Business Incubation Service Centre of the Changsha High-tech Industrial Development Zone (specialised in supporting academic entrepreneurship of returning students, young Phds and post-docs,
Interactions between well trained graduates, returning graduates (from abroad), academic entrepreneurs, firm employees, government representatives and strategic investors have become more effective throughout time.
and Technology Co. Funded by returning graduates from abroad it is now a Sino-China joint venture specialised in the manufacturing of composite materials with annual sales of 500 million Yuan.
the diffusion of advanced materials generates network and learning effects among users. As a consequence, diffusion of new materials is accelerated when a certain level European Competitiveness in KETS ZEW and TNO EN 292error!
At the same time, additional places for students need to be provided in these subject areas. Third, AMT are characterised by the emergence of several new platform technologies that are multifunctional
and facilitate experimental learning that can be assumed to be valuable in future technology development efforts.
and to stimulate cooperation and mutual learning among SMES. Typically, programmes that focus on smaller European Competitiveness in KETS ZEW and TNO EN 322error!
it is observed that investments in higher education in Europe have deteriorated over the last decades, leading to a lower number of graduates and researchers in some fields of natural sciences.
A main challenge is to train students in cross-disciplinary fields which are particularly important for research in KETS.
What is more, career opportunities of cross-disciplinary studies are unclear to many students (e g . because commercial applications and thus job opportunities in KETS have yet to evolve),
resulting in low perceived attractiveness of such studies and a low number of students. European Competitiveness in KETS ZEW and TNO EN 348error!
These findings stress the role of consulting, skills and training, access to external funding as well as cooperation and mutual learning among SMES.
The Financial crisis and Biotech SMES, September 2009 Rev 06, Brussels. Fagerberg, J. 1995), User-producer interaction, learning and comparative advantage, Cambridge Journal of Economics
and the number of S&e graduates grew by 51%from 2 430 000 in 2000 to 3 679 000 in 2010.
Figure 1 below illustrates that for science and engineering graduates, the largest increase of the world share has been among the BRIS countries and in other knowledge-growth countries in the world, possibly the first significant signs of the rising importance of these countries in the global knowledge economy.
(1) Tertiary graduates in science and engineering:(ii) Other Developed Asian Economies does not include SG and TW;(
World share of S&e graduates, researchers, GERD, high-impact publications and patent applications, 2000 and latest year Science and technology graduates from tertiary education (ISCED 5 and 6
L. Paper presented at the European commission Mutual Learning seminar, 2012.14 Expert group report to the European commission,
'paper presented at the European commission Mutual Learning seminar 2012 References European commission Europe's competitive technology profile in the globalised knowledge economy Luxembourg:
how a local university may wish to provide enterprise opportunities for graduates emerging from a degree course that has nurtured creative talent suitable for the digital sector.
the emergence of a film industry production cluster where there is more or less a direct line of graduate talent creating their own businesses under the mentorship or guidance of their former university professors.
typically separate from the main university campus and on the outskirts of the university town or city.
Nottingham July 2012 16 9th may 2013 presentation to a group of MSC students from University of Zagreb, facilitated by David Rees, Henley Business school,
Availability of (largely) graduate, cross--disciplinary competence and capability for both entrepreneurs and the talent they need to hire.
demand for integrated/convergent entrepreneurial graduates and skilled employees Networking/partnering organisations networking competencies, partnership broking,
The organisational learning they may take from working with a phone app development company could be transferred
For educational bodies, particularly business schools and universities, there is a need to develop the graduate entrepreneurial talent required for the tech market place.
Business schools are placed ideally to deliver these services that could include workshops, simulations, think-tanks, experiential learning, discussion forums, presentations, research and networks.
The City's two universities provide a pipeline of talented graduates from engineering to film special effects and drama.
new graduates choosing to stay local and create their own opportunities and, mirroring that, a trend for older professionals to relocate
Top UK special effects company Framestore established an outpost in the town to attract graduates. In addition to the dominant local financial industries there is also a strong history of light engineering and electronics in the area
This also applies to the recruitment of graduates by firms, which is probably one of the main mechanisms for making money from fundamental research 54.
In addition, policy-makers need to address postgraduate training and‘lifelong learning'for a society's human capital as 422 Y. Wang et al./
In this way, highly-skilled retirees, graduate students, professional workers in various disciplines, ordinary citizens, and research-based
why some are slow learners, Res. Policy 31 (2)( 2002) 291 302.14 Y. Wang, N. Roijakkers, W. Vanhaverbeke, Linking open innovation to national systems of innovation:
Towards a Theory of Innovation and Interactive Learning, Pinter Publishers, London, New york, 1992.16 B.-Å. Lundvall, National innovation system-analytical concept and development tool, DRUID
Q. 35 (1)( 1990) 153 176.33 J. G. March, Exploration and exploitation in organisational learning, Org.
Learning through Networks? Harvard Business school Press, Boston, 1992.35 I. Nonaka, H. Takeuchi, The Knowledge-creating Company:
a new perspective on learning and innovation, Adm. Sci. Q. 35 (1990) 128 152.54 D. Jong, J. P. J. B. Roelofs, Tweemeting Syntens:
The Economics of Innovation and Corporate Strategy, MIT Press, Cambridge and London, 2001.76 D. A. Levinthal, J. G. March, The myopia of learning, Strategic Management Journal
it's not just about technology anymore, Strategy Leadersh. 35 (6)( 2007) 12 17.102 L. K. Mytelka, K. Smith, Policy learning and innovation theory:
networks of learning in biotechnology, Adm. Sci. Q. 41 (1)( 1996) 116 145. Yuandi Wang is a postdoctoral fellow at Technical University of Denmark.
He received his Masters degree from Dalian University of Technology (People's republic of china. From 2005 to 2007 he was a lecturer at China University of Mining and Technology.
Wim Vanhaverbeke is professor of strategy and innovation at the University of Hasselt (Belgium. He is also visiting professor at ESADE (Spain) and the Vlerick Leuven Gent Management School.
Forty-nine percent of digital-ready CIOS hold a degree in business and 24%even an MBA
or MBA is required strongly for the CIO role, compared with 37%of IT-intensive industry CIOS. Chart 12 Discipline of education Digital-ready CIO IT-intensive industry CIO 41%38%IT 44%49%Business 31
Whether it is an MBA or an MSC in engineering, economics or physics, there is typically a dimension beyond IT to their studies.
For example, Jeanette Horan, CIO at American IT company IBM, did a bachelor's degree in mathematics, before later adding an MBA to her qualifications.
Similarly, the CIO of a leading Chinese bank holds degrees in electrical engineering and in software
along with an MBA. In the telecommunications sector, one in five of these leading CIOS hold a Phd on top of other qualifications.
1992 1995 MBA in International Finance & IT, University of the Witwatersrand 1983 1986 B Com (honours) Finance, Accounting & IT, Stellenbosch University Michael Golz SAP 2003
or think tanks. Others do MBAS to widen their educational backgrounds. All these help to develop a more powerful contact book.
IT, telecommunications, life sciences and banking. 39 Highest qualification 1%15%23%9%Management Phd in management or business administration MBA Master's degree in management or business administration
Bachelor's degree in management or business administration 48%3%12%15%Science and engineering 30%Phd in science and engineering Master's degree in science and engineering Bachelor's degree in science and engineering
in IT Master's degree in IT Bachelor's degree in IT Worldwide number of employeesup to 249 7%250 499 2%500 999 2%1
Organizational learning, which promotes continuous adaptation and change, has captured therefore the imagination of managers seeking to survive the current turbulent operating environments.
In order to stimulate the companies to start their learning process the first necessary step is to ensure a higher visibility of the economic benefits that knowledge incorporation brings about.
Edquist et al (2009) Evaluation of Finnish Innovation System Full Report Provision of R&d & New Knowledge Networking & Interactive Learning Entrepreneurship/Intrapreneurship Customer Demand & Feedback New
There is also no mechanism to allow for planned dissemination of learnings and replication of successful initiatives to other regions.
depending on stage of innovative capacity/development of the company Given that much research indicates that companies consider graduates would benefit from increased industry placements during their graduate programme,
OVERVIEW, FINDINGS & ACTIONS 24 HEIS to consider work placement where students would take up opportunities in a flexible
and internationally 42 The IBEC coordinated Export Orientation Programme (EOP) Graduate Placement Programme indicates the potential in collaborative approaches between industry and the enterprise agencies in this area. 43 CSO Population
Now in its second academic year, the programme targets second and third level students and aims to foster the entrepreneurs of tomorrow.
The programme has seen over 300 students submit business plans which are shortlisted to allow 15 finalists to pitch their business plans to the judging panel.
Workforce Development Fora (Northern ireland & Northwest region) The Department for Employment and Learning in Northern ireland
A report commissioned by the Department of Employment and Learning undertook a review of the WDF
Skills & Regional Innovation Capacity Educational attainment to leaving certificate and third level has increased but the region continues to exhibit a relatively high level of early school leaving (below leaving cert) and relatively lower levels of attainment to third level.
encompassing tailored delivery and development of courses, research collaborations and lifelong learning. The Southeast accounts for a very small portion of the total R&d spend in the higher education sector (HERD)( under 2%in 2006.
particularly in course development to ensure a steady supply of appropriately skilled graduates. The region has built also a strong cohort of relatively large contact centre operations,
However, the limited demand for language skills by the existing cohort of companies can result in reduced retention of graduates with such skills and perhaps reduced interest in acquiring language skills.
Ensuring the region is attractive to overseas students and immigrants is also important. IFS activities in the Southeast are predominantly back office in nature.
it changes the way services are delivered e g. remote learning or healthcare and diagnostics, simulation (training), virtual reality (architecture and design;
and the US for students pursuing the BSC (Hons) in Software Development at the Institute.
SOUTHEAST 18 WIT also delivers strong undergraduate and postgraduate programmes in software development. Based on its excellent track record in telecommunications software and systems research, through the TSSG Group, it is the first of the Iots in Ireland to lead an SFI funded Strategic Research Cluster (FAME Federated
With 160 active staff and students, the TSSG is a significant pool of specialist expertise within the Southeast
SOUTHEAST 23 Access to markets and to market intelligence Facilitated networking, introductions and access to shared learning opportunities (e g. through business networks, workshops, seminars.
Based on Edquist (2005)‘ Systems of Innovation-Perspectives & Challenges'in Fagerberg et al (2005) The Oxford Handbook of Innovation Provision of R&d & New Knowledge Networking & Interactive Learning Entrepreneurship/Intrapreneurship
Low levels of educational attainment, both at leaving certificate and graduate level compared to other regions High numbers of relatively low skilled unemployed High levels of skills where demand has reduced significantly,
In the immediate term, those who have left education without completing the leaving certificate or a primary third level qualification need to be skilled to a minimum standard
(and in adjacent regions) in producing graduates with enterprise focused skills, oriented towards sectors which are growing
SOUTHEAST 28 Up-skilling/Re-Skilling Alongside the need to produce industry oriented graduates will be the requirement to retrain workers
-at a national level, launch a new Innovation Graduate Placement Programme to ramp up the number of innovation projects within companies.
SLNIW Project The Sustainable Learning Networks in Ireland and Wales (SLNIW) project is based on the simple concept of entrepreneurs learning from each other.
Six learning networks, of entrepreneurs and owner/managers of SMES and micro-enterprises have been established three in Ireland and three in Wales.
For the region overall, retention rates to Junior and Leaving certificate mirror the national average (Appendix 3). These improvements are linked most likely to the decline in the economy,
with many students seeing an increased emphasis on school completion in 2009/2010 compared to those that may have left school to take up employment in 2005-2006.
Waterford City has a relatively low retention rate to Leaving certificate compared to the national average
Retention of Graduates: The retention rate of graduates within counties (i e. the percentage of graduates from a given county that have employment within that county) is an indicator of the availability of relevant employment for graduates.
Graduates originating from County Dublin generally find employment in this county (94 percent; Cork also demonstrates high rates of retention of employed graduates at 67 percent as does Galway with 57 percent.
As these counties contain major urban centres this would be expected. In general, graduates who originate from other counties do not commonly find employment in their home county.
The average retention rate for each county is 34 percent (outside of Dublin, the average is 32 percent).
Waterford and Wexford have retention rates of 39 percent and 38 percent respectively, slightly above the national average.
In summary, most graduates from the South East counties, as with most other counties, find employment outside of their county of origin, with the main urban areas of Dublin, Cork,
Galway and Limerick retaining the majority of graduates from those counties. Occupational Profile9 The occupational profile is reflective of overall skill levels within the workforce and the broad sectoral profile of employment.
particularly in course development to ensure a steady supply of appropriately skilled graduates. The region has built also a strong cohort of relatively large contact centre operations,
However, the limited demand for language skills by the existing cohort of companies in the South East can result in reduced retention of graduates with such skills and perhaps reduced interest in acquiring language skills.
Ensuring the region is attractive to overseas students and immigrants is also important. International financial services activities in the South East are predominantly back office in nature.
it changes the way services are delivered e g. remote learning or healthcare and diagnostics, simulation (training), virtual reality (architecture and design;
WIT also delivers strong undergraduate and postgraduate programmes in software development. Based on its excellent track record in telecommunications software and systems research, through the TSSG Group, it is the first of the Iots in Ireland to lead an SFI funded Strategic Research Cluster (FAME Federated
The HEIS in the region are preparing graduates for careers in digital media and games with dedicated digital media and games courses;
WIT provided 44 places at Level 7 & 8. Bachelor of science (Level 8) in Applied Computing 5 Places Bachelor of Engineering (Level 8) in Electronic Engineering 11
Places Bachelor of science (Level 8) Pharmaceutical Science 2 Places Bachelor of arts (Level 8) in Finance and Investment 9 Places Bachelor of science (Level 7) Information technology 17 Places 42 Refer to Appendix X for data tables 46 Table 5. 1 Education Providers
in the South East participating in the 2010 Labour market Activation Fund Initiative Provider/Programme Learning Outcome Digital Skills Academy Webactivate Programme,
NFQ Level 6 First step Microfinance Regional Training Networks NFQ Level Tipperary Institute 8 different programmes NFQ Levels 6-8 Waterford
Department of education and Skills Table 5. 2 Education Providers in the South East participating in the Springboard 2011 Provider Programmetitle NFQLEVEL ECTS Years Iot Carlow Certificate in Computer systems
6 120 Waterford Iot Higher Certificate in Good Manufacturing Practice and Technology Level 6 120 2 Waterford Iot Bachelor of arts in Financial services Level 7
Bachelor of arts in Financial services (Level 7) 30 Places Bachelor of science Applied Biology with Quality Management Biopharma Pharmachem (Level 8) 5 Places Bachelor of Engineering in Sustainable
Industry and education and training providers need to work more closely together in the development and revision of course curricula to ensure that students have the most relevant skills upon entering the labour market.
Learnings from the 2010 Labour market Activation Fund which is currently being evaluated, should also be taken on board.
Structured internships and opportunities providing work experience opportunities within enterprise are hugely valuable in improving the success of students and job seekers.
As companies transition into higher order activities, the ability to attract graduates and to offer career progression opportunities will become an even greater challenge62.
learning and research within an inclusive student-centred environment to foster graduates of distinction who are ready to take a leadership role in business, the professions, industry, public service and society.
The Institute will manage its hinterland as a Learning Region and is committed to the educational development of the region in a way that is reflective of its national and international aspects.
WIT Student Numbers, 2007-2010 Summary Student Statistics 2007-08 2008-09 2009-10 Full time undergrad 5660 5758 5861
which is a significant postgraduate programme. WIT is also active in providing part-time courses, which accounted for 18 percent of enrolments in 2009-2010,
In terms of output by discipline, in 2010, there were 700 SET graduates with ordinary and honours degrees (levels 7&8), 120 SET Masters graduates and 5 SET Phd graduates from WIT.
In HSS disciplines WIT, had 234 Masters graduates and 896 ordinary/honours degree graduates in 2010.
Preliminary figures for the 2010/2011 academic year are of a total of 4, 128 enrolments for honours degrees (Level 8
It is estimated 65 percent of all WIT part-time students are funded company. For example the Department of Chemical and Lifesciences delivers a Higher Certificate
and a Bachelor of science Degree in Good Manufacturing Practice and Technology on a part-time basis for employees from companies including Dawn Meats Group, Glanbia plc, Bausch & lomb, Inc.,Genzyme Corp.,IVAX
WIT has developed a Postgraduate Diploma in Farm Financial Management that is delivered over 2 years in block sessions, both on campus and in a number of locations throughout the country.
Carlow Institute of technology (IT Carlow) IT Carlow has a student body of almost 4, 700 (comprising 3, 100 full-time and c. 1, 600 parttime students).
It offers a broad range of courses in the areas of: Business & Humanities (Business Communications, Management, Humanities, Sport, Media & Marketing) Science & Computing (Computing, Networking, Science & Health) Engineering (Built Environment, Electronic, Mechanical and Aerospace
and Office Management at a second campus in Wexford (St peter's College), with a full-time and part-time enrolment of approximately 900 students.
and the US for students pursuing the four year BSC (Hons) in Software Development at IT Carlow.
The Institute has about 710 students between the two locations. It offers a broad range of full and part-time courses in the areas of Business education, Computing & Creative Multimedia, Environmental & Natural resource Management.
SOUTH EAST EMPLOYMENT ACTION PLAN FORFÁS Carlow College (St patrick's College) Carlow College currently has a student population of about 700 (full and part-time.
while continuing to address the needs of the more traditional student base and the HEA will continue to work with the relevant institutions on appropriate actions.
-at a national level, launch a new Innovation Graduate Placement Programme to ramp up the number of innovation projects within companies.
, 2004 cohort (2010) Junior Certificate Retention 2004 cohort Leaving certificate Retention 2004 cohort State 95.1 84.5 South East 95.3 85.0 Carlow
Department of education The unadjusted Leaving certificate retention rate nationally for the 2004 cohort was 84.5 percent, i e. out of the 57,000 pupils that enrolled in 2004,48,
100 sat the leaving certificate by 2010.73 The table below shows the available data on the South East counties compared to the national average. 73 The Department of education produce a final adjusted rate of 87. 7percent to take account of students that emigrated
or left the State-aided system for non-aided education. Due to adjusted rates not available at regional/county level
SOUTH EAST EMPLOYMENT ACTION PLAN FORFÁS Table A12 Retention of graduates within the region, class of 2008 (county of origin and percent retained in the same county) County of Origin
HEA (2010) What do graduates do? Class of 2008 90 Table A13 Distribution of Employment in the South East Region and State by Occupational group, Q2 2010 (Number, percent) Occupational group Southeast State Southeast
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