The company was started in 1997 to supply local students with inexpensive but professional violins but this market was saturated soon.
Canada Student Connection Programme It hires and trains university and college students as student business advisors to provide customised Internet
and e-commerce training to SMES. Since its start in 1996 more than 3 000 students have been hired
and more than 64 000 business people have been trained. Greece Go Online The project of the Ministry of Development aims to introduce 50 000 SMES to the digital economy.
The USV Annals of Economics and Public Administration Volume 14, Issue 1 (19), 2014 38 OPEN INNOVATION THE GOOD, THE BAD, THE UNCERTAINTIES Phd Student Eliza
or ICT-intensive services sectors. 5 000 researchers and 16 000 students can also be found in the area. 200 of the local companies are foreign. 110 nationalities mix in the area.
in order to enhance their conversation with potential students, staff and public; pressure on universities to demonstrate impact from their research All economic players experience a growing economic and fiscal pressure.
need for developing new skills and capabilities in students; open education programmes, e g. MOOCS, SPOCS; increasing use of social media;
and prepare students who are market ready to embrace open innovation. There is a growing trend to develop T-shaped people with a core expertise
which is teaching students to explore social science thinking from different perspectives, e g. economics, law, politics,
a range of innovative courses introducing students to the breath of disciplines and developing flexibility,
research outcomes and engaging with students, researchers, industry and wider community. The use of social media by universities is on the rise with many leading universities having hundreds of thousands followers on their social network pages.
E A r C H 47 around end users and communities (e g. students, staff, alumni, industry, media, etc.)
community, staff students and alumni 38. The event gathers thousands of visitors and is becoming a prominent feature in the university diary.
25) http://www. setsquared. co. uk (26) http://sydney. edu. au/(27) http://www. lse. ac. uk/intranet/students/LSE100
and to educate students to serve their country and humanity (I shall later refer to this definition as‘the core mission').
but also to other groups, such as school and university students, tech-enthusiasts and tinkerers. The lab provider acts as a node that creates
Therefore, the lab's user community comprises the UFA company, technology firms, research and development facilities, media enterprises, students,
and participants including industrial and other academic entities, research centres, students, companies, start-up firms, entrepreneurs, end-users and consumers in these facilities.
citizens, users, bureaucrats, interest groups, experts, partners, financiers, economic and academic stakeholder and students etc. This diversity facilitates avoiding blind spots in innovation processes.
and secondary schools as well as university students with TIM and IOSB (Ikitelli Organised Industrial District) for the Innovation Week. 200 innovative projects were submitted
either by small (student) start-ups, in SMES or even integrated in the platform by multinationals.
but also citizens and students) to develop applications that can be plugged into the system. This will allow a wide range of solutions to use the system and available open data:
Close to the city center, Midsweden University has over 7000 students doing research in environmental sciences tourism, sports and event technology."
Students discover by practice the way to drive user co-creation and the impact of different experience types, elements and properties on the user acceptance and potential adoption.
) In 2010 a group of students at Aalto University, just outside Helsinki, embarked on the most constructive piece of student activism in the history of the genre.
and the Baltic states as well as to Boston and San francisco. No more Nokias The student revolution was part of a wider reconsideration of the proper relationship between government and business.
whilst members with educational responsibilities underlined the necessity to change the mindset of students towards the somehow wider term of open innovation.
if a student drops out of the programme to start a business, this is considered a success. The KIC already has made a wide impact.
It has impressive students and alumni, who have formed an alumni association that has become an official KIC partner.
and a significant part of their students are non-Europeans. Actually the most important asset of the KICS, their real value are students.
Europe needs young entrepreneurial engineers and scientists, able to collaborate in trans-disciplinary, international teams.
Mobility of students and faculty across countries and between academia and business as well as the sharing of infrastructure and resources lead to the emergence of hotspots such as the Open Innovation space at Aalto University,
EIT 69 In a nutshell, the EIT is to boost innovation processes from ideas to products, from labs to markets and from students to entrepreneurs in the areas of high societal need through the Knowledge and Innovation Communities.
and foremost students into the forefront innovation processes of Europe. Another issue is that KICS have to understand their business case
they bring to students as well as to their research a real life experience, a critical perspective and personal creativity.
thousands of students were and will be benefited from the 9 500 schools that had upgraded new or facilities.
it is important to focus on the continued growth of students and teachers, integral education and especially in the development of their talent.
Most students are digital natives and they are accustomed to a completely interactive world where they can access knowledge through means other than a teacher lecturing.‘
‘New classes'should be more students centric, enhancing the development of each student on topics that are of their interest,
allowing them to perform real-world projects rather than passing exams, focusing on applied, modern technology,
It will be difficult to convince Israeli students to work in a company, their preference is to work on their own developing own ideas and projects.
We can prepare our students to be the leaders in extracting advantage of data analysis Europe is a knowledge-intensive society
and prepare our students to be the best in data analysis. Social benefits of data analysis In addition to the benefits in terms of employment intensive data analysis can also be beneficial to our society.
consisting of Real People not just students who are willing and ready to give their contribution to the innovation process.
Flanders DC focuses on entrepreneurs, teachers, students, policy-makers and the general public. Among the many options Flanders DC offers are:
July 2007, published in English How entrepreneurial are our Flemish students, Hans Crijns and Sabine Vermeulen,
Flanders DC focuses on entrepreneurs, teachers, students, policy-makers and the general public. Among the many options Flanders DC offers are:
July 2007, published in English How entrepreneurial are our Flemish students, Hans Crijns and Sabine Vermeulen,
This requires institutional mechanisms that foster severe selection of scholars from a large base, student and researcher mobility,
Lécuyer (2006) has shown how Stanford students benefitted from updates in technology provided by companies located in the area,
(or have their students develop) software code in order to test their results. This is facilitated by the fact that the test of theories can be done in a relatively cheap way, by writing and running programs
populated with visionary professors, hardworking Phd students, brilliant undergraduate students, rather than of corporate laboratories. The role of abstraction is crucial here.
as well as ambitious goals in the selection of students. The two reputational processes reinforce each other and make it credible to raise government or private money for research.
and in supporting the entrepreneurial attitude of students and graduate researchers. Also, deep and radically new ideas often originated in academic environments,
and tend to be considered a first step towards the Phd for talented students. Very interestingly, the geographical distribution is concentrated much less in the case of Bachelors.
Here a good 15%of students come from Asia and 10.9%from other countries. It seems that the US academic system has been historically able to attract talented graduate students from all over the world
offering Master and Phd degrees as intermediate steps towards a scientific career. In evolutionary terms, it seems that the US academic system has superior properties of variety generation,
Brilliant students target top universities because there they have the opportunity to meet and to work with the best scientists.
Top universities actively target talented students to confirm their reputation. Postgraduate education seems to be a promising candidate to explain the success of the scientific careers of these scientists.
when we move to the Bachelor degree, the entry point for students considering a career in computer science.
In this list the Indian Institute of technology ranks second, contributing with 34 undergraduate students to the flow of future star scientists.
but also giving brilliant students sufficient motivation to emerge. After that stage, however, future top scientists must be channelled into foreign universities, most
investing heavily into the preparation of undergraduate students to be selected and sent to top US universities.
by selecting students from internal Master programmes, which in turn select bright students from the Bachelor.
With few exceptions, European postgraduate education in computer science is not globally competitive. If it were competitive we would see more students migrating from Asia and the rest of the world into Europe, instead of the USA,
and we would see more students moving from the USA to Europe. In other words, Europe seems to play a game of limited mobility.
Patterns of disciplinary mobility Where do top computer scientists come from in terms of disciplinary affiliations? The data do not allow a full-scale analysis,
Also interesting is the group of graduate students in physics who are recognized as key leaders in computer science.
Students may start with a degree in fundamental disciplines (mathematics, physics) and find this new discipline as attractive as old fields for a brilliant career.
students with a background in human sciences (literature, linguistics, psychology) and social sciences (economics) may combine their domain expertise with advanced computer science.
to have good colleagues and students, to strengthen their CV and to increase their reputation.
fight to enter top class universities as students, change affiliations several times in their career, combine different disciplines around computer science, enjoy a rapid career,
Computer science has been based on a fierce competition for students and researchers worldwide. Knowing how severe these demands are,
top class universities fight to attract the best students and try to offer the best conditions to professors.
and increasingly have also become less attractive for students. Among wellreputed old European universities just a few have international visibility at the top.
strengthening encouragement of start-up activities of professors, researchers and students; improved support to spin-offs by executives and employees of large enterprises;
EIP seeks to expose local university and polytechnic students to the dynamic and rewarding working environment of high-growth SMES through short term internships
and funding Ensure effective IPR protection Business knowledge Build infrastructure for certified European high-growth coaching European exchange programmes for students with entrepreneurial ambitions Entrepreneurial
strengthening encouragement of start-up activities of professors, researchers and students; improved support to spin-offs by executives and employees of large enterprises;
EIP seeks to expose local university and polytechnic students to the dynamic and rewarding working environment of high-growth SMES through short term internships
and funding Ensure effective IPR protection Business knowledge Build infrastructure for certified European high-growth coaching European exchange programmes for students with entrepreneurial ambitions Entrepreneurial
and over 50%of students studied in education institutions located in Central Hungary. Any disparity in the percentage rate of students and lecturers (and differences in the ordering of teacher and student percentages) is explained probably by the size of the institutions concerned
and their faculties. 28 3. Innovation potential There is a lot of regional disparity in the distribution of academic title holders,
Regional distribution of higher education lecturers and full time students in 2011. Source: The National Innovation Office RDI Observatory's own calculations based on HCSO data.
Lecturers Students 50.8%12.2%10.1%9. 9%5. 9%5. 8%5. 3%Central Hungary Central Transdanubia Northern Hungary Northern
The number students earned a Phd or DLA title between 2005 and 2011 in a breakdown by region (capita;
Shortterm RP4 Rescheduling of passenger services to match potential demand patterns, e g. commuters, ferry passengers, students etc.
We urge businesses, researchers, public servants, NGOS, students, retirees, to participate in this process and together to create the future we want. uture sen 29 About the panel The Business Panel on Innovation was established by DG Enterprise
Financing To increase entrepreneurial vocations amongst students and recent graduates. To raise social awareness of the entrepreneurial phenomenon.
Company-university and company-vocational training centre cooperation programmes enable students to develop projects with companies
foster transversal skills amongst students and improve their prospects of integration into employment. P. 5. 2. English Learning English has become the language of global communication,
Financing To increase entrepreneurial vocations amongst students and recent graduates. To raise social awareness of the entrepreneurial phenomenon.
Company-university and company-vocational training centre cooperation programmes enable students to develop projects with companies
foster transversal skills amongst students and improve their prospects of integration into employment. P. 5. 2. English Learning English has become the language of global communication,
(inter-sectoral) mobility between the researchers-teachers-students and the enterprise developers; effect reducing the brain drain
aims to increase the numbers of students studying science, technology, engineering and maths (STEM) to ensure that there is a pipeline of young people who are prepared to pursue third
aims to increase the numbers of students studying science, technology, engineering and maths (STEM) to ensure that there is a pipeline of young people who are prepared to pursue third
entrepreneurship promotion events Develop latent demand for innovation (innovation vouchers, placement of students in SMES) Orient polytechnics centres to new qualifications Training for low-skilled and unemployed
students exchange programmes and talent attraction schemes Regional incentives for skills upgrading programmes in companies Incentives for hiring qualified personnel in companies Creation of knowledge centres in traditional
increased technological absorptive capacity Increase scienceindustry links Student placements, academic-industry cooperation projects or networks Improved skill, technical competence and knowledge base, change of behaviours
and students, provide advice and services to SMES, and participate in schemes promoting the training and placement of high level graduates in innovative businesses.
Measure 1. 2. Establihing contacts among pupils, students, and masterands persons and innovating companies in priority fields of activity This measure proposes to familiarize pupils and students with the actual technological level from innovative companies, trhough workplaced activities.
To this purpose the following types of projects are considerred: o Revitalization of the study visits organized by the classrooms of pupils
and students in enterprises and coupling them with training coursed (for example how its made...or new technologies presentations;
o The support of pupils, students, and masterands that take part to practical stages/internships i innovative enterprises from priority sectors (through bourses or other facilities).
sometimes they impose to 8 students supplementary costs (for example accommodation in student campuses during summer holiday is higher than along the year).
From this reason, many students prefer to invst their time rather in working as free-lancers in paid projects which does not allow them unfortunately to systematize the accumulated knowedges,
o Supportin the Kids Club activities or other types of afterschool activitiesas well as students associations activities (through procurement of equipment, rehabilitation of buildings and spaces), to attract pupils and students
o Organizaiton for pupils, students and masterands of contests of ideas and innovative projects, in partnership with regional companies example Olimpic contest/Night of small inventors;
o Support of pupils, students and masterands to participate in competitions of ideasand innovative projects organized at national and international level (through financial stimulents.
9 o Implementation of programs for simulated enterprises to facilitate translation into practice of inovative ideas of puils and students;
7 A complex questionnaire was dispatched to around 44,000 potential respondents researchers and academics, doctoral students and recent Phds, members of the scientific diaspora etc.
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011)..21 Figure 8:
30 Figure 23-Exports Per capita (2007,2009, 2011)..31 Figure 24-Number of students enrolled in technical education (2011)..34 Figure 25-Number of students enrolled in foremen
education (2010)..34 Figure 26-Number of students enrolled in agricultural high schools (2008 2011)..34 Figure 27-Percentage of Exports by Ownership Type and Region...
Percentage of Students Passing the Baccalaureate Examination (2011 and 2012)..33 Table 7: Main Economic Sectors in the West Region(%total...
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011) Source:
The West Region is recognized as having a strong set of universities and hosts a large student population, particularly in Timisoara.
However, although it also has a fairly large population of students in the first stages of tertiary education,
where the relative level of its research student population is only half that of that of North West and one quarter that of Bucharest.
Tertiary education Infrastructure as of 2010 Tertiary institutions Faculties High skills students (level 5 A) Advanced research students (level 6) Total per m population Total
Student figures from Eurostat; High skill students defined as First stage of tertiary education, programmes that are based theoretically/research preparatory or giving access to professions with high skills requirements (level 5a;
Advanced research student defined as Second stage of tertiary education leading to an advanced research qualification (level 6) 38.
These trends in education follow through to the labor market, where the West has a comparative advantage in highly skilled workers (proxied those with a tertiary education).
Of more concern, is the relative performance of its students in upper secondary education. Table 6 shows that in 2011 and 2012, every county in the West Region performed in the bottom quartile of Romanian counties in the first presentation of the baccalaureate examination24.
Percentage of Students Passing the Baccalaureate Examination (2011 and 2012) Source: http://www. gandul. info/news/rezultate-bacalaureat-2012-harta-rusinii-pe-judeteo-comparatie-intre-rezultatele-la-bac-de-anul-acesta
Data shows that in 2011 the West Region had the third lowest number of students enrolled in technical high schools of all the regions in Romania (34
441), and in 2010 was the fourth region number of students enrolled in foreman education (523.
and was in 2011 the lowest of all the regions in Romania (6522 students). The lack of interest in technical education from potential students possibly explained, in part,
by outdated curriculums with insufficient connection with the private sector needs and by the 24 There is a second presentation of the exam in the Autumn of each year Rank NUTS3 Region 2011 2012 Avg 1 RO221
Figure 24-Number of students enrolled in technical education (2011) Figure 25-Number of students enrolled in foremen education (2010) Source:
Institute of National Statistics Figure 26-Number of students enrolled in agricultural high schools (2008 2011) Source:
and students should have access to modern machinery in order to be able to obtain industry-relevant knowledge.
and students all over the world or to increase the degree of specialization of employees at companies'level by developing programs of E training
research and innovation The University of Zaragoza plays a major role in Aragon with its 35000 students (including many Erasmus students)
Concerning the ratio of students per computer, this figure has been decreasing in Castilla y León as well as at the national level, in both primary and secondary education.
5. 1 Form attitudes and values for creativity and innovation and develop entrepreneurial skills in students
Shifts are also occurring in school curriculums aimed at fostering in students the ability and desire to act entrepreneurially.
Options include support for attraction of students and researchers into higher education institutions; promoting cooperation between industry
awareness building for firm creation among university students and scientists; start-up coaching for 1. 5 years;
recruitment of researchers and Phd students and counselling in intellectual property. In the nineties ANVAR opened regional delegations,
The first, Culture of Entrepreneurship, aims at promoting entrepreneurship among university employees and students. Projects at universities and non-university research institutes can apply for financial support in the form of a non-repayable grant over a three-year period.
university graduates and students to develop their business ideas into business plans and to advance their ideas for products and services.
and hosting master's degree and Phd students. A portion of the fund is administered by a network of regional partners.
and to inspire students for entrepreneurship. Services for students include semester courses to orient the students for entrepreneurship
and workshops where important tools for prospective entrepreneurs are taught. For existing start-ups Venturelab gives five-day intensive courses and advisory services.
During the past five years more than 10 200 students and start-up firms attended Venturelab courses (2 600 in 2008.
stimulate start-up of new technology-based firms among university students and graduates, and create new jobs.
During a 66-hour course, students are assisted with developing their business ideas and business plans. Financial support is provided to programme participants under the New Entrepreneur Support once they complete their business plans successfully
the majority of these transfers of expertise and student placements occurred with MSMES partners in 2007/08.
and that the level of patenting is correlated strongly with GDP per capita, with students in higher education and with employment in high-tech industries.
The programme raises awareness about business creation among students and faculty; provides coaching about business planning to those interested in the start-up process;
The aim is to foster more positive attitudes to this career road that students may carry with them into their later careers,
Now, however, it is a rapidly evolving field with emerging new approaches that meet increased demand from students and the need for tailored teaching.
More universities, faculties and students are becoming involved and the variety of content and pedagogies is increasing.
institutional characteristics (interaction between faculties, prioritisation of entrepreneurship, allocation of funding, incentives to students and teachers, etc.;
For example, at Stanford university and Cornell University in the United states, student participation in entrepreneurship programmes was 15%and 20%respectively.
in order to offer courses to a larger number of students, and shifting towards more interactive and experiential teaching methods in the entrepreneurship domain.
while many universities now offer entrepreneurship teaching, the numbers of students participating remains a small share.
either for students or for staff. Courses are offered often to students as optional complementary modules with no credits for their degrees.
Teachers are pressed hard to deliver on their core programmes the basis for recruitment and promotion and those not working on core activities can find it difficult to justify strong investments in what may be seen by their hierarchies and peers as side projects, whatever the expressed interest of the students.
Teaching approaches must also evolve to accommodate how entrepreneurship skills are learned best rather than be tethered to traditional classroom forms.
start-ups by students and staff. Indeed entrepreneurship teaching can have a greater positive impact on the rate of new firm creation
researchers and students to engage. Public policy can facilitate their introduction by adding entrepreneurship support to the list of performance criteria on
This can be an important stimulus for students and researchers to make a first step towards the creation of a venture.
and is tailored to the needs of undergraduate, graduate and postgraduate students. 4. ENTREPRENEURSHIP SKILLS SMES,
It is also based on the view that students who receive entrepreneurship education as part of their schooling show improved school attendance
) Hence the goal is not to get all students to start their own businesses, but to give young people the ability to think positively,
and implemented policies to ensure that school students receive it (Cooney, 2009). In Finland for example, entrepreneurship education is a thematic entity, not a subject.
and competences in students related to entrepreneurial activities, strengthen young people's belief in and capabilities of their own creative forces,
and participating students where there is evidence of success. Make sure that the entrepreneurship teaching fulfils high quality standards
Expose students to entrepreneur role models, for example by using entrepreneurs as mentors, speakers and interview subjects.
Provide students with opportunities to work in existing SMES and to add value to these firms through Box 4. 4. Formaper Formaper,
Develop case studies tailored to the environment that students will face. Link into wider networks. Tap into the resources of alumni networks to help fund and support entrepreneurship programmes
In fact, many of the students pursue further goals in education or in the workplace or move on to self employment.
and guidance services free of charge to all (students and non-students alike). A wide range of courses in practical, specialised fields in fashion and art design (garment making),
so that all students can have access to the services regardless of their financial situation. A new development for Silai for Skills is an enterprise unit in
which current and past students can receive counselling and training on setting up a new business,
Also, each year a number of students desiring to start their own business can set themselves up on their on-site workshop,
Spin-off A new firm that is created by a former employee of a company (i e. corporate spin-off) or by researchers, teachers or students of a university (i e. university spin-off.
and Student Protests in London 2011), to new user/public service provider interactions (Fix My Street, for instance;
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