as facilitators of balance between cooperation/competition, allowing the optimization of resources and continuous learning with the reduction of information exchange costs.
and lifelong learning to adapt to changing skill requirements. Conversely labor market sectors which require lower skill sets have seen employee's terms
) and is an environment of learning and innovation on real and virtual level and is a center of knowledge, information management, technology,
. & Wellman, B. 1997) Asynchronous Learning Networks As A Virtual Classroom, Communications of the ACM, September, 40,9, 44-49.
The Origins and Characteristics of Innovation in Highly Innovative Areas, Innovation, Networks and Learning Regions, London:
which also means that lifelong learning will become indispensable. Retraining will have to happen several times in the course of a career
Opening up Education is about opening minds to new learning methods so that our people are more employable, creative, innovative and entrepreneurial.
transparent and replicable testing of open learning environments, open education theories, new business models, open education computational tools,
and individuals in learning to utilize a new technology be treated for national income accounting purposes? The factor payment side of the official National income and Product Accounts (NIPA) include the expenditures that this may entail--for labor time and the use of facilities,
and non-market investments in learning remains more or less unchanged. But that has not been the case.
is likely to induce more than the usual relative level of incremental learning activity; and the advent of digital information processing technologies in particular, having stimulated the creation of new software assets within the learning organizations,
has been marked by a relative rise in the production of intangible assets that have gone unrecorded in the national income and product accounts.
even if the user adopts the new technology, the learning time in mastering new software, the greater number of choices that may need to be made to navigate a growing array of options
while others are part of the learning investments being made by firms in formal and informal on the job knowledge acquisition about information technology. 14 performance of microprocessor components and for many applications,
Most organizations believe that learning to solve these problems will eventually create a greater range of organizational and individual capabilities that will improve profitability.
however, is that the costs of adjustment, learning, and sheer"futzing around"with the new systems on the part of less skilled users will continue to severely constrain their contributions to productivity. 5. Dark Journey Towards the Brighter Future?
1997.18 learning and technology diffusion process indicate that the resources absorbed in the increasing roundaboutness of the transition phase may result in the slowed growth of productivity
Prusak L. and Matson E. Knowledge management and Organisational Learning, Oxford university Press, Oxford, 2007 15. Raducanu, A m.,Feraru, V.,Herteliu, C. and Anghelescu, R. Assessment of The Prevalence of Dental Fear and its Causes Among Children and Adolescents Attending a Department of Paediatric Dentistry in Bucharest
The Challenges to Sustaining Momentum in Learning Organizations, Crown Business, 1999 1 Acknowledgements This work was cofinanced from the European Social Fund through Sectoral Operational Programme Human resources Development 2007-2013,
networks and other vehicles to spread methods, learning and skills; coordinated leadership; and enabling cultures.
More recently, there is an emerging literature focused on learning from frugal or‘jugaad'10 approaches to innovation,
opportunities/events Information and brokerage support Knowledge transfer programmes Learning forums and insight legal advice, marketing services, fis cal and accounting services, HR advice
Only a unique mix of actions and measures together with a serious effort to continue the learning process can ensure a positive and truly innovative outcome.
such as the Nigerian Virtual Library for Universities and Institutions of Higher Learning and the development of a multidisciplinary UNESCO portal with several sub-portals.**
and the power of machinebased learning and reasoning can be exploited more fully. Autonomic control loops and its formalisms 29 30, such as FOCALE 25 and Autoi 21 23 translate data from a device-specific form to a device
as well as learning capabilities that improve elements behaviour. An essential target of the Project effort is to develop innovative cross-layer design optimization approaches that alleviate the shortcomings
The authors introduce their ideas on how to enable systems to automatically construct semantic context by learning from the available content.
We introduce our ideas on how to enable automatic construction of semantic context by learning from the content.
representation schemes for its semantic context can be constructed by learning from data. In the target representation scheme, metadata is divided into three levels:
In this chapter we introduce our ideas on how to enable systems to automatically construct a semantic context representation by learning from the content.
the focus will be on the context learning and automatic inference for high-level features. The mid-level features are assumed to be available
Section 4 presents the proposed technique Semantic Context Inference in Multimedia Search 393 for semantic context learning and inference for mid-level to high-level matching;
and Retrieval The proposed semantic context learning and inference approach analyses the inter-relationships between the high-level queried concepts
the learning process and the inference process. In the learning process which is carried usually out off-line.
First, several mid-level features are extracted using any specifically designed classifiers. A subset of the database randomly selected for training purpose is annotated then manually on the high-level query concept.
The learning process concerns learning of both the network structure and probability tables of nodes.
Fig. 1. Semantic inference work flow One important feature in this module is that the Bayesian network model is constructed automatically using a learning approach based on K2 algorithm 8,
and the abstractness and sparse distribution of the query terms throughout the dataset. 6 Conclusions In this chapter an approach for semantic context learning and inference has been presented.
A bayesian approach to unsupervised one-shot learning of object categories. In: Proc. ICCV, vol. 2003) 11.
Object class recognition by unsupervised scale-invariant learning. In: IEEE Computer Society Conference on Computer Vision and Pattern Recognition, vol. 2 (2003) 12.
easier and enriched life across many domains including home life, education and learning, working, and assisted living.
which create territorial innovation systems combining knowledge-intensive activities, institutions for cooperation and learning, and web-based applications of collective intelligence 8, 9. Box:
Intelligent cities, from the new intelligence of cities, collective intelligence of citizens, distributed intelligence, crowdsourcing, online collaboration, broadband for innovation, social capital of cities, collaborative learning
while accelerating the learning curve for operating smart cities. The second task consists of initiating large-scale participatory innovation processes for the creation of applications that will run
to investigate experiential learning of the Iot in an open and environmental data context, and to facilitate the co-creation of Smart Cities
4) the Smart Museum and Park where natural and cultural heritage feed learning; and (5) the Smart City hall where mobile e-government services are delivered.
while group interactions and future benefits of learning about the product are relatively more important to explain consumption of more complex content.
For example, in educational products, the amount and level of content absorbed are both important to measure consumer progression in learning.
de Expertgoep voor de Doorlichting van het Vlaams Innovati instrumentarium, 2007.12 Storey D. J.,Understanding the Small Business sector, Thomson Learning, pp
and that the effectiveness of the knowledge is limited to the degree of complementarities with other types of learning as often found with family firms.
Managers are challenged to provide an organizational culture that encourages employees to actively participate in learning and effective knowledge sharing.
a new perspective on learning and innovation. Administrative Science Quarterly, 35,128 152. Covin, J, & Slevin, D. 1989).
assessing the construct's validity and addressing some of its implications for research in the areas of family business and organizational learning.
The effects of knowledge-based resources, market orientation and learning orientation on innovation performance: an empirical study of Turkish firms.
) Exploratory learning, innovative capacity, and managerial oversight. The Academy of Management Journal, 44,118 131. Mcgrath, RG, Mcmillan, IC,
Tools aimed at mutual learning across borders should be promoted. Beyond the participation in transnational co-operation networks, where regional policy-makers can take profit from each other's experience and practice,
innovation fairs, nonconventional lessons to promote entrepreneurial spirit, mutual-learning workshops, and internships for undergraduate and postgraduate students and academics in the private sector (particularly in SMES).
and investing in education, skills and lifelong learning. Two examples from different fields: Assistive Technologies and Community Healthcare Development (HDTI) The Assistive Technologies and Community Healthcare Development Project was established to increase innovation,
care, housing and education) and opportunities for learning and employment. 8 Public sector Innovation growing social needs,
and from new models of learning and eldercare to new ways to reduce waste, empower communities and transition to a low carbon economy
And societies as a whole immerse 27 themselves in the business of learning new habits, rules, and ways of seeing
Learning and adaptation to ensure that the innovation achieves social impact and continues to do so as the environment around it changes.
which help to spread learning and best practice. One example is the sustainable urban development network URBACT
which play a key role in integration various marginalised groups into the labour market 47 including adults with learning difficulties,
which participants in small groups (Action Learning Sets) study their own actions and experiences in order to learn
A recent evaluation by the New Economics Foundation (NEF) concluded that the SSE's learning programme has been highly successful:
The package includes a Best Practice Guide made up of Quality Standards and Learning Resources.
learning) Law, general regulationreporting requirements, metrics, audit 67 1%of total budgets for innovations). Financial devices that support innovation (for example Social Impact Bonds, carbon trading markets.
Instead there is a need for some experimentation and rapid learning. Within any government we argue that social innovation should not be the sole responsibility of any one unit, department or team.
1. Scoping and project design 2. Learning about the users 3. Analysis 4. Idea and concept 5. Test of new concepts 6. Communication of results 7. Measuring Recent projects include‘burden hunting'reducing administrative burdens on Danish companies.
Eligibility also varies with some schemes focusing on young adults with learning difficulties or others focusing on the elderly or adults with physical disabilities.
No existing training provision makes use of the full range of learning tools now available.
Whilst ESF programmes will continue to support those who have difficulties in finding work, this focussed support for innovation within the work place, for life long learning and adaptability,
aiding the spread of learning, and sharing and disseminating best practice and new models. For example, looking at the field of technological innovation, the success of Silicon valley can be attributed largely to the clustering of technology firms
It provides a framework for learning about what works over time. Conclusion Our specific recommendation is for the European commission to move forward on two fronts:
and investment in more rigorous lesson learning. This has been a key weakness in some past programmes.
which allows for the spread of learning, and sharing and disseminating best practice and new models.
specifically the network of Innovation Agencies (TAFTIE) should focus more on social innovation learning, and European Technology Platforms should be used to promote social innovation.
Available at http://www. gatesfoundation. org/learning/Documents/WWL-report-measuring-estimating-social-value-creation. pdf clx The emerging literature making use of the concept of public value includes Moore,
The focus is now on monitoring and learning. Main challenges: To foster interregional and international cooperation.
trial and error and rapid learning that are accompanying the birth of this new economy. But we can be certain that its emergence will encourage ever more interest in how innovation can best be supported,
and should evolve through shared learning. Social innovations often struggle against the odds all of our chances of success will increase
PRA uses a range of visualisation techniques such as mapping as a tool for learning about sexual health and reproduction,
An outstanding recent example is New zealand academic John Hattie's work on schools,‘Visible Learning, 'which brings together 800 meta-analyses of
Feedback loops are a necessary precondition for learning, reviewing and improving. This could include front line service research to tap into the expertise of practitioners and front line staff
Examples include the idea of disability rights, closedloop manufacturing, zero-carbon housing or lifelong learning.
personalised learning in schools and self-managed healthcare, and are likely to be critical to future productivity gains in public services. 11 24) Changing roles.
CARE. 7. Hattie, J. 2008)‘ Visible Learning: A synthesis of over 800 meta-analyses relating to achievement.'
Nooteboom, B. 2000)‘ Learning and Innovation in Organisations and Economies.''Oxford: Oxford university Press. 12. Laderman Ukeles, M. 2001) On Maintenance and Sanitation Art.
and the role of the prison officer around an intensive learning programme. 1 39) Engagement of ex-users The Arizona Department of Corrections has involved recent prisoners in designing programmes to help others reintegrate into society
they make sculptures using A Learning Prison. The prison is divided up into houses (the image above is a cross section) with cells on the top three floors, a communal space on the ground floor,
and a learning centre in the basement. Image courtesy of Hilary Cottam, Buschow Henley, Do Tank Ltd. 2 participants'bodies to portray events and personal experiences.
but now cover topics as diverse as marketing and healthcare. 76) Participatory workshops are also known as Participatory Rural Appraisal (PRA) or Participatory Learning and Action (PLA).
2002)‘ Learning Works: The 21st Century Prison.''London: Do Tank Ltd. 2. See Boal, A. 1979)‘ Theatre of the Oppressed.'
the idea being that faster implementation would speed up learning. This idea has now 3 spread into service prototyping
and learning because of the need to freeze the model to allow for formal evaluation. 88) Randomised Controlled Trials (RCTS) test a procedure within a randomly chosen sample of the public.
The combination of social learning and technological advancement that open testing demonstrates has many applications in encouraging sustainable and systemic innovation that is both supply and demand driven.
listening, and learning. Management is not only about the 4 70 THE OPEN BOOK OF SOCIAL INNOVATION giving of orders
and promoted fast learning. 165) Endorsement by regulators for example, the impact of NICE in increasing the pressure on healthcare commissioners to take up more cost effective methods,
SCALING AND DIFFUSION 89 through a series of events and learning visits. 168) Global diffusion and encouragement, for example through GBUPA, the World bank's Global Programme on Output-Based Aid,
Everdale is an organic farm and environmental learning centre. Its purpose is to teach sustainable living practices,
and adaptation and learning processes are required for the generative diffusion of innovation. The NHS‘Adapt
and identify new solutions to problems through increased effectiveness, expertise, knowledge transfer, and learning. Collaboration can help institutions work better
The package includes a‘Best Practice Guide'made up of Quality Standards and Learning Resources.
These generally provide a much more objective measure of social dynamics than the indicators chosen by individual organisations to prove their impact. 229) Assessment as learning,
or learning according to fundamentally different principles. These invariably involve many different elements. Systemic innovation is very different from innovation in products or services.
and implementation of the programme, served as a process for community learning. The project has acted as a major demonstration programme for national and international applications. 251) Support for new patterns of power and responsibility,
and Bed Zed in the UK. 254) Designing and trialling platforms to trigger systemic innovation including peer-to-peer models such as the School of Everything and digital learning environments such as colleges in second life. 255) Comprehensive pilots,
and a 6 SYSTEMIC CHANGE 121 series of learning events. 272) Organising formal coalitions for change with explicit goals,
600 people gathered outside the power station the UK's biggest single source of carbon dioxide-for ten days of learning and sustainable living,
promote and disseminate learning and best practice. These are promoted sometimes strongly by funders for example, the European commission's sustainable urban development network URBACT and the EQUAL Programme. 126 THE OPEN BOOK OF SOCIAL INNOVATION Championing innovation Individual roles can be created to scout out,
allow fast learning across a community of innovators; and establish clear pathways for scaling up the most promising models.
social entrepreneurs, nonprofit organisation managers and others. 296) Innovation learning labs. There are now a range of innovation learning labs within universities.
promoting learning and collaboration across This is the winning team from 2009's Social Innovation Camp.
which is based on theories of learning in action‘learning while doing'.'They have proved an effective tool for practitioners in local government in the UK,
and social entrepreneurship. 305) Action learning sets are groups of between four and seven people who come together on a regular basis to reflect on their work,
where students are divided into action learning sets for the duration of the one year course. 306) Membership organisations like the Royal Society for the Encouragement of the Arts, Manufactures and Commerce (RSA) in the UK
The flow of information from the periphery to the centre is critical for learning, reviewing and improving.
groups and mobilising ex-offenders in service design (see method 38). 321) Learning cultures. The biggest barrier to innovation is the lack of a culture of learning that rewards public agencies and public servants for learning from their own mistakes learning from other sectors,
and learning from other places. One feature of the most innovative public agencies is that they are comfortable adopting ideas from diverse and surprising sources. 322) Safe spaces for innovation.
Examples include The 27e Region in France. There are 26 administrative regions in France. This virtual 27th‘region'is intended to provide the other regions with the space
and collaborative learning. The idea has spread and there are now Room 13 studios in Mexico, Nepal, Austria, South africa, USA, Turkey, Holland, China, and Canada.
Here, Uprisers are taking part in a learning session at the Roffey Park Leadership Retreat.
The learning programme is based on‘learning through doing 'and peer-learning. 487) Mutual support networks such as Community Action Network (CAN) which promotes social entrepreneurship
Issues such as the distribution of working time, the valorisation of voluntary labour, the content and channels of life skills learning, the role of many of the social and educational services, the arrangements for retirement and unemployment, the size
In 2008, campers converged on Kingsnorth power station for a week of learning, sustainable living and climate action.
albeit not always harmonious coexistence of tacit and codified knowledge and is translated in different modes of learning and innovation, e g. the Science, Technology and Innovation (STI) mode, based on the production and use of codified scientific and technical knowledge,
p=1546&t=h401&l=en. 27 6. RELEVANCE OF TRIPLE HELIX SYSTEMS FOR KNOWLEDGE-BASED REGIONAL INNOVATION STRATEGIES Regional innovation policies have focused traditionally on the promotion of localized learning processes
and economic growth in evolutionary systems where institutions and learning processes are of central importance (Freeman, 1987,1988;
and localised learning (Lundvall, 1992), but became increasingly blurred due to business and technology internationalisation extending technological capabilities beyond national borders,
a set of regional actors aiming to reinforce regional innovation capability and competitiveness through technological learning (Doloreux and Parto, 2005),
Localized Learning and industrial Competitiveness. Cambridge Journal of Economics 23,167-185. Mason, C. and Harrison, R. 1992.
which is a typical starting point in many of the related approaches, such as learning regions or innovative milieus.
Antonelli, C. and Que're',M. 2002), The governance of interactive learning within innovation systems, Urban Studies, Vol. 39 Nos 5-6, pp. 1051-63.
a new perspective on learning and innovation, Administrative Science Quarterly, Vol. 35 No. 1, pp. 128-52.
Towards a Theory of Innovation and Interactive Learning, Pinter, London. Macpherson, A. and Holt, R. 2007), Knowledge, learning and small firm growth:
a systematic review of the evidence, Research Policy, Vol. 36 No. 2, pp. 172-92.
Malmberg, A. and Maskell, P. 2006), Localized learning revisited, Growth and Change, Vol. 37 No. 1, pp. 1-18.
Tidd, J.,Bessant, J. and Pavitt, K. 2002), Learning through alliances, in Henry, J. and Mayle, D. Eds), Managing Innovation and Change, 2nd ed.,Sage
49 3. 1 Introduction 49 3. 2 Stakeholders'involvement 49 3. 3 Overview of indicators 52 Teaching and learning 52 3. 3
119 6. 1 Introduction 119 6. 2 Feasibility of indicators 119 Teaching & Learning 122 6. 2. 1 Research 124 6. 2
Indicators for the dimension Teaching & Learning in the Focused Institutional and Field-based Rankings...
Teaching & Learning...122 Table 6-2: Field-based ranking indicators: Teaching & Learning (departmental questionnaires...
123 Table 6-3: Field-based ranking indicators: Teaching & Learning (student satisfaction scores...124 Table 6-4:
Focused institutional ranking indicators: Research...125 Table 6-5: Field-based ranking indicators: Research...126 Table 6-6:
While indicators on teaching and learning, research, and internationalisation proved largely unproblematic, in some dimensions (particularly knowledge transfer
Higher education and research institutions are predominantly multipurpose, multiple-mission organizations undertaking different mixes of activities (teaching and learning, research, knowledge transfer, regional engagement,
or functions of‘teaching and learning, research, and knowledge transfer'is a simplification of the complex world of higher education and research institutions.
as they may consider this as an important aspect of their learning experience and their time in higher education (consumption motives).
For different dimensions (research, teaching & learning, knowledge transfer) and different stakeholders/users the relevance of information about different aspects of performance may vary.
Conceptual grid U multirank Stages Functions & Audiences Enabling Performance Input Process Output Impact Functions context Teaching & Learning Research Knowledge Transfer Audiences
Teaching & Learning Research Knowledge Transfer International Orientation Regional Engagement In chapter 3 we will discuss the various indicators to be used in these five dimensions.
teaching & learning, research, knowledge transfer, international orientation, regional engagement. This chapter provides an overview of the sets of indicators selected for the five dimensions,
the five subsections that follow present the indicators for the five dimensions (teaching & learning, research, knowledge transfer, international orientation, regional engagement).
in order to reflect performance in the teaching and learning dimension. Teaching & learning can be looked at from different levels and different perspectives.
As one of the main objectives of our U multirank project is to inform stakeholders such as students,
peer learning, counselling services, etc. 8 Outputs are direct products of a process, outcomes relate to achievements due to the outputs. 9 http://www. oecd. org/document/22/0, 3343, en 2649 35961291 40624662 1 1 1 1,
Besides, measures of students'progressing through their programs can be seen as indicators for the quality of their learning.
'indicators for quality can be sought in student and graduate assessments of their learning experience. The student/graduate experience of education is conceptually closer to
& Learning indicators that were selected for the pilot test of U multirank. The column on the right-hand side includes some of the comments
Indicators for the dimension Teaching & Learning in the Focused Institutional and Field-based Rankings Focused Institutional Ranking Definition Comments 1 Expenditure on teaching Expenditure on teaching activities
project based learning; joint courses/projects with business students (engineering; business knowledge (engineering; project management;
Student satisfaction indicators Indicators reflecting students'appreciation of several items related to the teaching & learning process.
Range of courses offered, coherence of modules/courses, didactic competencies of staff, stimulation by teaching quality of learning materials, quality of laboratory courses (engineering) 23 Student satisfaction:
support during individual study time (e g. through learning platforms; suitability of handouts. 25 Student satisfaction:
These considerations have contributed to our decision not to include accreditation-related indicators in our list of Teaching & Learning performance indicators.
Instead, the quality of the learning experience is reflected in the student satisfaction indicators included in Table 3-1. These indicators can be based on a student survey carried out among a sample of students from Business studies and Engineering.
and services provided by the institution to enhance the learning experience (e g. laboratories, curriculum). Research 3. 3. 2selecting indicators for capturing the research performance of a higher education and research institution or a disciplinary unit (e g. department,
& Learning and Regional Orientation dimensions included in U multirank. Knowledge transfer through people also takes place through networks
as a percentage of the total number of programs offered Signals the commitment to international orientation in teaching and learning.
enrolment Integration of international learning experiences is central element of internationalization. Data available. Indicator not often used.
learning and scholarship that engage faculty, students and region/community in mutual beneficial and respectful collaboration.
Are there visible structures that function to assist with region-based teaching and learning? Is there adequate funding available for establishing and deepening region-based activities?
Are there courses that have a regional component (such as service-learning courses? are sustained there mutually beneficial
The table shows that EUMIDA primarily focuses on the Teaching & Learning and Research dimensions,
their coverage in national databases Dimension EUMIDA and U multirank data element European countries where data element is available in national databases Teaching & Learning relative rate of graduate unemployment
Table 4-2 shows that the Teaching and Learning dimension scores best in terms of data availability.
, United states/US) Dimension U multirank data element Countries where data element is available in national databases Countries where data element is available in institutional database Teaching & Learning
& Learning indicators the situation is rather promising (graduation rate, time to degree). In the Research dimension, Expenditure on Research and Research Publication Output data are represented best in national databases.
profile with regard to teaching & learning, profile with regard to research. A second part of the questionnaire asks for details of the individual study programmes to be included in the ranking.
and learning experience and on the facilities of the institution. 91 In order to control for possible manipulation by institutions,
Teaching and learning. Questions about student numbers and study programmes seem to be unproblematic in most cases.
Based on approved instruments from other fields (e g. surveys on health services) we have used‘anchoring vignettes'to test sociocultural differences in assessing specific constellations of services/conditions in higher education with respect to teaching and learning.
and the Advisory Group. 122 Teaching & Learning 6. 2. 1the first dimension of U multirank is Teaching & Learning.
Teaching & Learning TEACHING & LEARNING Rating of indicators (pre-pilot) Feasibility score (post-pilot) Focused institutional ranking Relevance Concept/construct validity Face validity Robustness Availability Preliminary rating
Teaching & Learning (departmental questionnaires) TEACHING & LEARNING Rating of indicators (pre-pilot) Feasibility score (post-pilot) Field-based ranking Departmental questionnaire Relevance Concept/construct validity Face validity Robustness Availability Preliminary
Teaching & Learning (student satisfaction scores) TEACHING & LEARNING Rating of indicators (pre-pilot) Feasibility score (post-pilot) Field-based ranking Student survey Relevance Concept/construct validity Face validity Robustness Availability Preliminary
While students can be asked about their learning experience in the same way across different fields
and clinical education are relevant indicators in the teaching and learning dimension. Following the user-and stakeholder-driven approach of U multirank,
& Learning Research Knowledge transfer international orientation Regional engagement student staff ratio graduation rate qualification of academic staff research publication output external
-Institution 4 Institution 1--Institution 3-Institution 7---Institution 8--Institution 9 Institution 5-Institution 6-Teaching & Learning Research Knowledge
Promoting Civil Society Through Service-Learning. Norwell, Mass.:Kluwer. IAU, International Association of Universities (2005.
The Magazine of Higher Learning, Vol. 41, No. 3, p. 8-13. Iversen, E. J.,Gulbrandsen, M,
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