At the end of Chapters 2 to 6, we include key learning points. These lists of learning points can be consulted as a checklist
when you are setting up a new business with your innovation partners. These learning points are gathered at the end of each chapter
so you can easily check them whenever you want a quick review of what you have learned 1. 3. Research method To explore the link between open innovation and market success of SMES,
cross-industry learning process led by sleep experts. The QOD case illustrates that developing a successful business model that ultimately changes the industry starts with nothing more than the conviction of a well-informed entrepreneur.
The experience eventually transforms the customer into a restyled person using personalized advice from a professional. 34 Key Learning points Analyzing open innovation in SMES in traditional industries starts with conceiving
such as a learning innovation network, design networks, research programs, and so on. Design was the second step.
It is thus too early to evaluate its effects on the company's bottom line. 53 Key learning points Successful SMES do not remain with one business model forever.
and stay focused on the joint value they create. 74 Key Learning Points Open innovation as an integral part of business model innovations In the past,
Case Airfryer 87 88 Key learning points In the past, collaboration between large and small firms has been prone to different types of problems.
One of the major learning points to emerge from the cases is that open innovation networks are sustainable only when the value that is jointly created is several times larger than
and deepen learning about open innovation among entrepreneurs One way to accelerate the use of open innovation in small firms is to diffuse successful cases using audiovisual tools on the Internet.
Networks of learning in biotechnology, Administrative Science Quarterly, 41,116-145.32 In 2006, Netflix, a major movie rental company, organized a crowdsourcing contest on the Internet.
) Additionally, interaction with suppliers & customers can provide missing external inputs into the learning process
evidence from Dutch SMES H200703 26-1-2007 Family orientation, strategy and organizational learning as predictors of knowledge management in Dutch SMES H200702 3-1-2007
At the end of Chapters 2 to 6, we include key learning points. These lists of learning points can be consulted as a checklist
when you are setting up a new business with your innovation partners. These learning points are gathered at the end of each chapter
so you can easily check them whenever you want a quick review of what you have learned 1. 3. Research method To explore the link between open innovation and market success of SMES,
cross-industry learning process led by sleep experts. The QOD case illustrates that developing a successful business model that ultimately changes the industry starts with nothing more than the conviction of a well-informed entrepreneur.
The experience eventually transforms the customer into a restyled person using personalized advice from a professional. 34 Key Learning points Analyzing open innovation in SMES in traditional industries starts with conceiving
such as a learning innovation network, design networks, research programs, and so on. Design was the second step.
It is thus too early to evaluate its effects on the company's bottom line. 53 Key learning points Successful SMES do not remain with one business model forever.
and stay focused on the joint value they create. 74 Key Learning Points Open innovation as an integral part of business model innovations In the past,
Case Airfryer 87 88 Key learning points In the past, collaboration between large and small firms has been prone to different types of problems.
One of the major learning points to emerge from the cases is that open innovation networks are sustainable only when the value that is jointly created is several times larger than
and deepen learning about open innovation among entrepreneurs One way to accelerate the use of open innovation in small firms is to diffuse successful cases using audiovisual tools on the Internet.
Networks of learning in biotechnology, Administrative Science Quarterly, 41,116-145.32 In 2006, Netflix, a major movie rental company, organized a crowdsourcing contest on the Internet.
and learning curves. What is the relationship between technological progress in this industry and scientific progress in underlying fields?
Understanding the extraordinary success of the US Phd model in turbulent fields is therefore a key for policy learning.
the US system already had several decades of trial-and-error, failures and institutional learning on which it was possible to capitalize.
while for European service companies the learning curve, in the same period, was much less favourable.
and vocational training for skills and lifelong learning; 418 200 606 1 246 399 567 0 54 949 286 0 1 719 549 459 (11) enhancing institutional capacity of public
establishing"a learning community of SME coaches and intermediaries, strategically sharing proven operational know-how"."sme-MPOWER materials are freely available under an open license arrangement.
there is considerable interest in learning for Korea's SME policies from the EU, especially from Germany and France.
establishing"a learning community of SME coaches and intermediaries, strategically sharing proven operational know-how"."sme-MPOWER materials are freely available under an open license arrangement.
there is considerable interest in learning for Korea's SME policies from the EU, especially from Germany and France.
(Bocconi'University)' 30'may'2015'''This'policy'brief'presents'the'findings'of'the'fifth'work'package'(WP5)' of'the'Learning (from (Innovation (In public (Sector (Environments'(LIPSE)' project.''
Learning from Innovation In public Sector Environments (Work Package 5) European) Policy) Brief)#)5)))2! Learning!
'The'LIPSE'project'(Learning'from'Innovation'In'public'Sector'Environments)' identifies'drivers'and'barriers'to'successful'social'innovation'in'the'public'sector.'
'Project-Name-Learning'from'Innovation'In'public'Sector'Environments'(LIPSE)''Coordinator-Prof. Dr. Victor (Bekkers,'Erasmus'University'Rotterdam,'Department'of'Public'Administration:'
policy dialogues and mutual learning exercises and studies, including design studies for new infrastructure and may also include complementary activities of strategic planning,
7) Moreover, the digitised material can be reused for both commercial and noncommercial purposes for uses such as developing learning and educational content, documentaries, tourism applications, games,
regional or national centres of learning through the establishment of a University of the Southeast and development of existing third and fourth level capacity and resources;
training and lifelong learning possibilities to enhance social integration and inclusion through the development of skills to enable people to take advantage of higher value added employment;
Lifelong learning will increasingly become a feature of an individual's life. This will have direct implications for the use
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.
in creating learning loops about policy at all levels, but above all, in driving forward new focus areas for policy.
learning activity. 20 We propose: Every household, business and public building to have access to ultra fast broadband and the smart grid, with ambitious EU targets for speed of at least 1gb/second and specifi c completion dates.
Develop a modern digital infrastructure for lifelong and advanced learning. Assuring access and providing signifi cant investment in digital infrastructures are necessary to realise the vision of lifelong learning as well as to increase the competitive environment necessary for advanced learning in universities and colleges.
Why smart grids? Smart grid delivers electricity from suppliers to consumers using digital technology to save energy,
This is about learning from each other, but also about identifying new problems and new solutions where future products, services and ways of working create value.
In general, modern discussions of innovation policy focus upon knowledge, learning and systemic benefi ts, which moves the focus away from traditional economics arguments of market failure, direct cost-benefi t analysis and industrial organization (Metcalfe 1995).
The organizational structure should be capable of learning and also of adjusting behavior and programs,
Management of interfaces Building and organizing innovation systems Providing a platform for learning and experimentation Providing an infrastructure for strategic intelligence Stimulating demand articulation, strategy and vision development 37 References:
Investing in education, training and vocational training for skills and lifelong learning. 11. Enhancing institutional capacity of public authorities and stakeholders and efficient public administration. 1. Framework 15 Moreover
To invest in education, skills and lifelong learning 11. To enhance institutional capacity and ensure an efficient public administration The structural funds for the 2014-2020 period will concentrate on these 11 objectives
The processes involved in social innovation result in learning, commitments and transformations that affect the local sphere,
P. 5. 2. English Learning English has become the language of global communication, and is present in all spheres (the economy, the media, the new technologies, higher studies, etc.).
Public actions to promote English learning should be intensified. P. 5. 3. Attracting and Retaining Talent Attracting
Investing in education, training and vocational training for skills and lifelong learning. 11. Enhancing institutional capacity of public authorities and stakeholders and efficient public administration. 1. Framework 15 Moreover
To invest in education, skills and lifelong learning 11. To enhance institutional capacity and ensure an efficient public administration The structural funds for the 2014-2020 period will concentrate on these 11 objectives
The processes involved in social innovation result in learning, commitments and transformations that affect the local sphere,
P. 5. 2. English Learning English has become the language of global communication, and is present in all spheres (the economy, the media, the new technologies, higher studies, etc.).
Public actions to promote English learning should be intensified. P. 5. 3. Attracting and Retaining Talent Attracting
Moreover, mutual learning and agreed practices are needed to develop Responsible Research and Innovation joint solutions to societal problems and opportunities
Fotolia. com Creative learning fresh ideas Our third key is Science Education. Europe must not only increase its number of researchers,
transition region/outermost region Specific ICT chapter in RIS3 Development of a shared approach for ORS regarding RIS3 Mutual learning Discussionand validationof ourprocessforgeneratingtheris3and specifyingitsdimensionsand
and private funding The challenge of ICTS National context Mutual learning and collaboration with other regions Balearic islands pose many similarities Coordination with the central Government must be reinforced European
context Mutual learning and collaboration with other ORS, very significantly with the Macaronesianarea Participation in many benchmarking EC-funded projects, specially with ORS,
creating a virtuous policy learning cycle13. As the Fifth Cohesion Report states,'the starting point for a result-oriented approach is the ex-ante setting of clear and measurable targets and outcome indicators'.
the evaluation component associated with policy learning capabilities, etc. This section presents each of the steps as defined above,
inductive Creative process Collaboration within and between research units Interactive learning with customers and suppliers Experimentation in studios and project teams Strong codified knowledge content, highly abstract, universal Partially codified
disciplines and professions and they are fashioned invariably in action learning environments where there is a high degree of novelty associated with the activity.
'it was found that pilot projects led by local business leaders were an effective form of action learning
but more formal action learning programmes will also be needed. A good example of such a programme Is based the Place Leadership Development Programme,
and focus of innovation support services for SMES Target of support Reactive tools providing input for innovation Proactive tools focusing on learning to innovate Global connections Excellence poles Cross
Training and lifelong learning courses (public offer, incentives for firms), 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
lifelong learning schemes for companies and individuals Engaging regional stakeholders in external production networks Securing national infrastructure investments to enhance connectivity Source:
If such learning mechanisms are introduced properly in pilot projects, they can provide a model for performance-based funding mechanisms,
How does it support a process of policy learning and adaptation? Formulating and implementing a national/regional research
support to ERA-Nets51 involving regional partners can be an interesting learning tool for them.
national and regional policy makers in a Policy Learning Platform with the aim of raising the general awareness of the CCIS,
The Alliance and its Policy Learning Platform might prove another useful forum for managers of European Structural Funds and regional and local authorities.
and accelerate the learning path. Strategic and inclusive approach to investments and the use of financial resources:
new services) they contribute to reshaping society in the direction of participation, empowerment, co-creation and learning.
How does it support a process of policy learning and adaptation? How is it to be communicated?
Does this support a process of continuous policy learning and adaptation? If not, are actions foreseen to build up capabilities for that?
Smart specialization was conceived of as a process of gradual learning, iterative and dynamic, involving constant gathering and analysis of data at local and national level.
Investing in education, skills and lifelong learning XI. Investment priorities can be tailored to the particular needs of the region
It must include mechanisms for policy learning, in particular through peer reviews involving public officials, practitioners and regional stakeholders.
There is a need to make more extensive use of loans, equity finance and other forms of financial engineering. c) Lifelong learning in research and innovation.
10. investing in education, skills and lifelong learning; 11. enhancing institutional capacity and an efficient public administration. 10 20.
Finally, in a dynamic sense, participation in trade (both exports and imports) is a critical channel for learning and technology acquisition,
In particular, in the technical and managerial jobs, foreign firms are able to offer young Romanians the credentials of a foreign firm, the experience of learning in leading edge environment,
and to act as a flexible system that endorses iterative learning, but not to focus on specific economic activities. 81.
Skills (1) The link between tertiary education and the workforce and lifelong learning 89. Despite education and skills often being perceived as a source of comparative advantage for the region,
Lifelong learning is another important area for policy action. Lack of investment in lifelong learning makes the region's labor force unable to adapt to changing skills requirements resulting from shifts in industry structure and technology.
The result is high levels of structural unemployment (and low participation rates) and skills mismatches at all levels of the labor force.
Putting in place incentives for 51 individuals to invest in lifelong learning, and ensuring that the infrastructure
it is critical that policy makers focus on this type of learning institutions in the near future..
update and modernize the curricula for theoretical education, vocational training and lifelong learning in order to answer to the demands of the business sector in the region.
learning and spillovers are likely to be accelerated. The labs will also provide opportunities to conduct more frequent quality tests which will increase reliability of local producers. 118.
improving the link between tertiary education and the workforce and lifelong learning; improving the vocational school system for industry-relevant training;
either for initial education or for long life learning programs can be promoted through ESF projects,
Investing in education, skills and lifelong learning 155. Priority Axis 1: Regional competitiveness enhancement and smart specialization in the West Region aims at promoting the smart specialization potential of the region.
including lifelong learning programs. 179. The analysis of the regional level economy revealed a mismatch between the available skills and the needs of the labor market in the West Region.
and ensuring the applicability of the learning material, are key role for the economic development of the region.
ii) supporting lifelong learning through the development and implementation of measures to enhance the relevance of higher education programs,
The second investment priority under this priority axis is to invest in education, skills and lifelong learning by developing education and training infrastructure.
Thematic Objective 10 Investing in education, skills and lifetime learning, which can be financed from ERDF and ESF, supports both the national and regional investment priorities.
including lifelong learning programs National, local, and EU financing 3..2. Investing in education, skills and long life learning by developing education and training infrastructure Rehabilitation, modernization, development and equipping of pre university, university
education and continuous vocational training infrastructure National, local and EU funds, West Regional Operational Programme 83 187.
skills and long life learning by developing education and training infrastructure Define the list of public projects according to the national policy by the end of 2013.88 VI.
improving the link between tertiary education and the workforce and lifelong learning; improve the vocational school system for industry-relevant training;
6) Protecting the environment and promoting resources efficiency (10) Investing in education, skills and lifetime learning;
Another exemple is e-education that represents an alternative to the traditional learning method, making the applicant independant from time
Broadband communications can contribute to an increase in Romanian school's value by implementing new teaching learning methods (elearning),
and priorities and all are involved in a complex learning process concerning their options, their interests, their vision for a future system and their role in it.
The transition towards a much more smart system can be considered as a vast learning, discovery and negotiation process in
new technologies need large markets for bringing the costs down a joint learning process helps to keep up with the challenges of an accelerating transformation
and diversity also helps in a creative joint learning process. Due to their short history and given their wide range of motives and origins
the discussion is to a disturbing degree at the same time an open learning process concerning a new range of issues,
(Schleicher--Tappeser, 2000),(OECD, 2010),(OECD, 2011) The EU Smart Grids Debate 32 The difficult solution for this dilemma lies in speeding up the learning process by increasing
and initiate a learning process between regions in issues related to RIS3 (e g. entrepreneurial discoveries, indicators and monitoring, interregional collaboration and synergies, etc.)
How does it support a process of policy learning and adaptation? How is it to be communicated?
The actual governance structure should be improved in the future to be able to support a process of continous policy learning and adaptation.
achievable goals or output and result indicators and a realistic timeline for these goals. p) The actual governance structure should be improved in the future to be able to support a process of continous policy learning and adaptation q) The communication
Científica Soft Management of Internet and Learning Materiales Magnéticos (GMM) Aceite de Oliva y grasas (GAO-UCLM) Simplificación, Automatización y Miniaturización de
and learning about some new S3 aspects, such as: New planning issues: Further policy integration: Digital Knowledge Society, Education Deainition of Plans, more speciaic than the Strategy.
and Innovation vis--à--vis other regions Participation in mutual learning activities Interreg IV C Know--Hub project Spanish ERDF--funded policies Network
and the absence of a capacity for organizational learning (Clark, et al, 2008). Smart Specialisation for Regional Innovation:
uncoordinated experiments involving various stakeholders in different learning spaces in and beyond Europe (OECD, 2011: 11).
promote mutual learning and carry out research on the implementation of the active inclusion strategies at the local level. http://www. eurocities. eu/eurocities/activities/projects/Cities-for-Active-Inclusion 34 SROI is becoming increasingly popular;
The creation of new networks and communities of practice is a social learning process involving the construction of shared meanings, norms, values and understandings (Wenger, 1998;
Bruno et al, 2008: 6). Social learning can be stymied by risk averse organisational cultures, weak feedback mechanisms and conventions that extol process over outcomes,
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar Castells, M. 2001) The Internet Galaxy.
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Hämäläinen, T. and and Heiskala, R. eds)( 2007) Social Innovations, institutional change and economic performance, Cheltenham:
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar Jenkins, H. 2007) Convergence Culture, New york:
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar Kunnen, N.,Maccallum, D. and Young, S. 2013)‘ Research strategies for assets and strengths based community development',in Moulaert, F.,Maccallum, D
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar Leadbeater, C. 2009) We Think.
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Lister, R. 2003b) Investing in the citizen-workers of the future:
The Rise of Regional Experimentalism in Europe, in M. Gertler and D. Wolfe (eds) Innovation and Social Learning, Basingstoke, Macmillan.
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Moulaert, F, Mccallum, D. and J. Hillier (2013b)‘ Social innovation:
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Mulgan, G. 2013) The Locust and the Bee:
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. OECD (2007) Participative Web and User Created Content:
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Prahalad, C. K and Ramaswamy, V. 2004)‘ Co-creation experiences:
Collective Action, Social Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Von Hippel, E. 2005) Democratizing Innovation.
But entrepreneurship education is confined not to the classroom or formal structures for learning. Employees also acquire entrepreneurship skills through interactions with their co-workers, suppliers,
Involve SMES in interactive learning networks, for example through cluster programmes and programmes to encourage informal interpersonal interactions among entrepreneurs alongside more formal networks, for instance through shared space and facilities.
Learning processes are at the core of entrepreneurship and SME innovation. Yet many emerging and potential business creators are lacking entrepreneurship skills such as in risk assessment,
Increase the use of informal learning sources, by facilitating collaborations with firms and consultants providing knowledge-intensive service activities (KISA),
support learning across a community of innovators and establish clear pathways for scaling up the most promising models.
and interactive learning. Ensuring they reach their full potential requires a new innovation policy approach that facilitates entrepreneurship and SME innovation.
and incremental innovations, participating in interactive learning processes and working in different modes of innovation. The major policy implications are pulled then out.
pervasive and generates an aggregate learning curve effect that increases the productivity of new knowledge investments.
Interactive learning One of the major developments in innovation in recent years is the increasing importance of networks.
This is interactive learning. SMES and start-ups are important participants in interactive learning networks both exploiting knowledge developed elsewhere
and contributing to knowledge development. Their role is documented by a substantial literature on SMES and inter-firm and universityindustry linkages (e g.
The use of the innovation systems approach permits the identification of a range of potential policy problems or system failures affecting interactive learning (Potter, 2005.
The DUI mode, on the other hand, is driven a user approach that relies on experiencedbased know-how and informal processes of adaptive learning.
It suggests the need for DUI-mode policy support focused on a wider set of institutions affecting learning and innovation,
in J. Potter (ed.),Entrepreneurship and Higher education, Ch. 10, pp. 235-254, OECD, Paris. Lundvall, B. and S. Borràs (1997), The Globalising Learning Economy:
and market success. Postentry learning about one's own efficiency also matters (Jovanovic, 1989), but there is a knowledge barrier in every industry
Another instance consists in learning failures, which take place when local firms have not developed enough absorptive 3. KNOWLEDGE FLOWS SMES,
and other mechanisms, including interactive learning among different organisations involved in the innovation process (e g. customersupplier relations, industry-university collaborative research,
and shared competences since interactive learning across related sectors is more likely to lead to important or breakthrough innovations, in the sense of combining existing knowledge in new ways.
Interactive learning networks boost SME innovation and need to be stimulated. Interactive learning networks will encourage innovation,
especially for small-sized firms that lack assets and resources to invest in R&d. Cluster programmes continue to receive much attention from national and local policy makers in light of the importance of agglomeration economies and of helping firms to link up with each other and with research organisations at the local level.
China's Torch programme represents one of the most comprehensive collective learning policies implemented by a national government.
A New Perspective on Learning and Innovation, Administrative Science Quarterly, Vol. 35, No. 1, pp. 128-152.
Towards a Theory of Innovation and Interactive Learning, Pinter, London. 3. KNOWLEDGE FLOWS SMES, ENTREPRENEURSHIP AND INNOVATION OECD 2010 157 Malerba, F. 2002), Sectoral Systems
or a rich and efficient infrastructure endowment, that is to say, driven by sharing rather than learning agglomeration economies.
E 164 NTREPRENEURSHIP AND INNOVATION OECD 2010 The importance of entrepreneurship skills for SMES and start-ups Learning processes are at the core of entrepreneurship and SME development.
It is built on cumulative learning and preparedness (Gibb Dyer, 1993; Gibb 2002,2009), and this comes from entrepreneurship skills.
How is the necessary learning and preparedness acquired? How can entrepreneurship skills be fostered through government intervention?
Entrepreneurship skills are understood best in relation to lifelong learning, where the individual acquires skills through their life history.
and may benefit from training provided before employment or in lifelong learning activities whilst in employment.
venture capital finance, product life cycles and so on. 4. ENTREPRENEURSHIP SKILLS SMES, ENTREPRENEURSHIP AND INNOVATION OECD 2010 173 And more experiential learning methods should be developed for example drawing on the entrepreneurship skills created in drama,
working in partnership with key players including the business community, HM Inspectorate of Education, Learning and Teaching Scotland, Careers Scotland and the Scottish Qualifications Authority.
which keep parents informed of how they can support their child's learning. A report by HM Inspectorate of Education (2007) highlighted the four capacities that are being developed through the strategy
appreciate the relevance of what they are learning; can use experiences in enterprise to reflect on other learning
and make connections; are self-motivating and accept setbacks as learning experiences; 4. ENTREPRENEURSHIP SKILLS SMES, ENTREPRENEURSHIP AND INNOVATION OECD 2010 175 Box 4. 3. Scotland's Determined to Succeed entrepreneurship education strategy (cont.
can generate and act upon original ideas; understand transitions throughout life and the importance of making connections between past, present and future experiences.
The result is that employees of small and micro firms can miss out on any type of training beyond day-to-day informal learning on the job.
Such an emphasis on employee-driven learning and trial-and-error behaviour can obviously be detrimental to both the firm and the employee. 4. ENTREPRENEURSHIP SKILLS SMES
KISAS and learning at work Learning at work or learning by doing in SMES can also be stimulated by activities with a high knowledge component,
for example to improve work processes (such as quality control, marketing and product development) with SME employees learning from or together with their co-workers.
Indeed, KISA activities could also be understood as informal learning resulting from activities related to work that are organised not in terms of learning objectives,
learning time or learning support (CEDEFOP, 2008b). Can KISAS be associated with formal or informal training on the job?
Formal learning is intentional from the learner's point of view; it typically leads to validation and certification.
or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner's perspective (CEDEFOP, 2008b.
KISAS can be placed within the informal training category although it includes a greater component of knowledge intensity and interactive skills. 4. ENTREPRENEURSHIP SKILLS SMES,
which is defined as group-taught formal learning, external to the firm, provided for owners and managers of independent enterprises with 250 employees or fewer,
sharing of experiences that provide an opportunity to achieve business insights by learning from others in similar positions;
Local skills ecosystems The competitiveness of firms also depends on the learning infrastructure available in the community where the firm is embedded
This learning infrastructure includes training institutions and organisations in the local community. Small firms must rely on training skills available locally, on the way the ecosystem upgrades these skills,
Encourage learning by doing in contrast to more traditional forms of academic learning. Introduce cross-functional problem-solving approaches that replicate the bundle of activities
Adult learning and links with the labour market. Regional development, including capacity building for Business Support Providers (BSPS) and SME development agency staff.
develop more experiential learning methods. Offer short duration innovation bootcamps for SME owner-managers such as weekend seminars and short online courses.
Increase the use of informal learning sources. Tap into knowledge-intensive service activities (KISA) processes to increase the entrepreneurship skills acquisition of SME workforces.
2005), Policy Instruments to Foster Training of the Employed, Final Report, Lifelong Learning Volume 1, Main Report EIM-SEOR, Rotterdam.
Council Conclusions, Directorate General for Enterprise and Industry, Brussels. Gibb, A. 2002), In Pursuit of a New‘Enterprise'and‘Entrepreneurship'Paradigm for Learning:
Itkonen, K. 2009), Developing Entrepreneurship in Small Enterprises The Succession Process Supported by Apprenticeship Training as a Context for Learning in M.-L. Stenström and P. Tynjälä (eds.
Towards Integration of Work and Learning: Strategies for Connectivity and Transformation, Springer, United kingdom, pp. 153-170.
, ETEPS AISBL, Brussels. Minniti, M. and W. Byrgave (2001), A Dynamic Model of Entrepreneurial Learning, Entrepreneurship Theory and Practice, Vol. 25, No. 3, pp. 5-16.
Stenström, M.-L. and P. Tynjälä (2009), Towards Integration of Work and Learning: Strategies for Connectivity and Transformation, Springer, United kingdom. Stone,
For those seeking further help in finding education and learning opportunities locally and help with career planning and job applications, the project offers information, advice,
and Learning Lab seeks to disseminate what works and what does not work (www. nesta. org. uk). Social innovation
allow fast learning across a community of innovators; and, establish clear pathways for scaling up the most promising models.
Understanding and Learning from the Differences, Voluntas, Vol. 17, No. 3, pp. 247-263. Lasprogata, G. and M. Cotton (2003), Contemplating Enterprise:
Stimulate local knowledge flows by involving SMES in interactive learning networks, promoting the local entrepreneurship engagement aspects of university third missions,
Increase the use of informal learning sources by facilitating collaborations with firms and consultants providing knowledge-intensive services activities,
support learning across a community of innovators and establish clear pathways for scaling up the most promising models.
The engagement of SMES with providers of KISAS supports their learning and innovation processes. This engagement may be through either formal (contractual)
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011