education  providers  entrepreneurs  business  owners  and  large  corporates
 universities  and  government  all  working  towards  common  goalsâ€
 university- †based  centres  can  be  legitimately  embraced
 universities  business  schools  government  and  investors  can  assume
 education  interests  personality  and  their  journey  through  life
 university  may  wish  to  provide  enterprise  opportunities  for
 graduates  emerging  from  a  degree  course  that  has
University- †Based  Technology  Enterprise  Centres/Parks/Incubators  Centres  of
 universities  and  other  higher  education  establishments  † have
 come  to  understand  how  their  intellectual  property  can
 University  of  Bournemouth  and  the  Arts  University  of
 Bournemouth  for  example  the  emergence  of  a  film
 university  professors  Agreements  are  reached  on  how  the
 IP  is  to  be  valued  and  realised  the
 university   Within  this  clustering  the  university  and
 business  enterprise  may  be  supplemented  by  an Â
 university  campus  and  on  the  outskirts  of  the
 university  town  or  city  Both  of  the  authorsâ€
 Universities  of  Southampton  and  Reading  have  successful  examples
 students  from  University  of  Zagreb  facilitated  by  David
 Rees, Henley  Business  School, and  CISCO  at  Google  Campus
 University  locations  with  specialist  reputations  linked  to  clusters
 developers/universities  † inter- †disciplinary  talent  demand  for
 graduates  and  skilled  employees  •Networking/partnering  organisations  â€
 learning  they  may  take  from  working  with  a
 universities  there  is  a  need  to  develop  the
 universities  may  consider  how  they  best  respond  to
 education  programmes  to  the  stakeholders  identified  above  and
 training  development  and  business  support  has  to  be
 learning  discussion  forums  presentations  research  and  networks Â
 University  of  Bristol  and  Bristol  City  Council  But
 universities  provide  a  pipeline  of  talented  graduates  from
 engineering  to  film  special  effects  and  drama  The
 University  of  Bristol  and  the  West  of  England
 University  building  with  superb  facilities  to  support  the
 universities  generating  a  pipeline  of  creative  and  technical
 graduates  choosing  to  stay  local  and  create  their
 graduates  In  addition  to  the  dominant  local  financial
 University  of  the  West  of  England    URL
a Hasselt University, Faculty of business Economics, KIZOK/Innovation Management, Campus Diepenbeek, Agoralaan-Building D, 3590 Diepenbeek, Belgium
c ESADE Business school, Avenida Pedralbes 60-62,08034 Barcelona, Spain a r t i c l e i n f o a b s t r a c t
open innovation concept has become widely established among scholars and practitioners However, an overview of its impact on national innovation systems is still lacking.
the case 1, 2. The knowledge landscape is fairly heterogeneous, with a wide variety of players (ï rms of various sizes, universities
First, it encourages OI scholars to conduct their research within a broader economic growth perspective as this paper reveals that OI practices are connected closely to a
and built on by a host of scholars 11,15. A commonly used deï nition of
no single deï nition of NSI, most scholars share the core view that a country's NSI pursues some given goals,
innovative activities and the structures spawned by companies, universities, research institutes, government agencies, public policies, institutions,
education and training; setting up IPR protection; mobilising resources; providing knowledge 20. A combination of several NSI
and education and training 3. 2. Undeveloped technology markets need to be cultivated in NSI OI broadens the range of external technology sourcingmodes by embracing alliances and acquisitions, technologymarkets, and
which still centre on internal R&d 4. Open innovation scholars argue that ï rms use networks to source external knowledge for internal use
demand for knowledge ï ows, NSI scholars have listed IPR protection as one of the key functions within a portfolio and havewidely
greater scientiï c and technological capabilities than most universities. The majority of these central labs were dismantled â€
development and commercialisation of technologies, universities became the sole institutions targeting basic research. In this way
universities face the challenge of stimulating efforts in basic research by providing public funds formost of the †seed corn†research
3. 5. The supply of high-quality labour is linked strongly to education and training One of the crucial elements holding the open innovation system together is its human and social capital.
This also applies to the recruitment of graduates by ï rms, which is probably one of the main mechanisms for making money from fundamental research 54.
education and training in stimulating OI 55. Better education and training will strengthen many of the behavioural aspects of OI
including networking and collaboration skills, corporate entrepreneurship, the ability to license technologies, and carrying out R&d.
and implement high-quality education at all levels. In addition, policy-makers need to address postgraduate training and †lifelong learning†for a society's human capital as
422 Y. Wang et al.//Technological Forecasting & Social Change 79 (2012) 419†428 well 56.
In general, education and training are at the heart of a public policy for fostering OI.
literature on the effectiveness of NSI, we ï nd that scholars typically concentrate on market distortions 57,58 and system failures
OI scholars state that in the OI era, companies should tap into this large external pool of know-how to gain new ideas while at the same time move unused ideas
the focal corporation to the developer community and external partners, such as joint ventures and university research.
As scholars are quick to claim, OI alleviates the AIP, NIH, and holdup problems 49 and so fosters knowledge transfer at low transaction costs,
are ï rms, universities, venture capital organisations, and public agencies chargedwith innovation policy 29. Institutions embrace
scholars and policy-makers alike. In 1988, Lundvall claimed that research should focus on NSI instead of single producer†user
linked to the best universities 92, Etzkowitz et al. 39 coined the term †triple-helix relations†to describe relations between
university, industry, and government. Here, they stressed the role universities play in technical innovation and knowledge-based
economies Such networks are popular in NSI research. However, many scholars have noticed that even when they include other types of
networks, NSI research remains focused on the knowledge exploration phase and on formal players such as ï rms, universities, and
government research entities 93. In general, current research ignores the new forms of innovation networks, such as the growing
be sourced from traditional partners such as universities, users, and suppliers, as well as a range of other institutions and
but NSI scholars have not heeded them enough to date 95 An illustrative case of online social networks is the trend towards open source software 71.
retirees, graduate students, professional workers in various disciplines, ordinary citizens, and research-based and proï t-seeking
different from those covering universities and research-based knowledge-seeking organisations While the insights gained by knowledge exploitation networks have received less attention in the NSI literature,
Scholars have suggested therefore that ï rmsmust set up and lead an entire value network to support their speciï c innovations 80.
attention from both scholars and policy-makers †a notable exception being De Jong et al. 7. Making the connection between OI
Hence, education and training need to be linked closely to innovation policies Second, OI provides several mechanisms to improve the effectiveness of NSI.
the education system; technology and business networks; IPR system industry structure; regulatory system; funding rules for innovation.
and Proï ting from Technology, Harvard Business school Press, Boston, Mass, 2003 4 H. Chesbrough, W. Vanhaverbeke, J. West (Eds.
why some are slow learners, Res. Policy 31 (2)( 2002) 291†302 14 Y. Wang, N. Roijakkers, W. Vanhaverbeke, Linking open innovation to national systems of innovation:
Towards a Theory of Innovation and Interactive Learning, Pinter Publishers, London, New york, 1992 16 B.-Ã. Lundvall, National innovation system-analytical concept and development tool, DRUID Tenth Anniversary Summer Conference, Copenhagen, 2005
33 J. G. March, Exploration and exploitation in organisational learning, Org. Sci. 2 (1)( 1991) 71†87
Learning through Networks? Harvard Business school Press, Boston, 1992 35 I. Nonaka, H. Takeuchi, The Knowledge-creating Company:
How Japanese Companies Create Dynamics of Innovation, Oxford university Press, Oxford, 1995 36 G. von Krogh, S. Spaeth, K. R. Lakhani, Community, joining,
How to Thrive in the New Innovation Landscape, Harvard Business school Press, Boston, Mass, 2006 50 K. Pavitt, Public policies to support basic research:
a new perspective on learning and innovation, Adm. Sci. Q. 35 (1990) 128†152 54 D. Jong, J. P. J. B. Roelofs, Tweemeting Syntens:
57 Z. Griliches, R&d and Productivity, The University of Chicago Press, Chicago, 1998 58 F. J. Arcelus, P. Arocena, Convergence and productive efï ciency in fourteen OECD countries:
an empirical assessment of roles of university and governmental R&d laboratories, Public Adm. Rev. 48 (6)( 1988) 969†978
76 D. A. Levinthal, J. G. March, The myopia of learning, Strategic Management Journal 14 (1993) 95†112
98 H. Katajisto, J. Kimari, Education, Training and Demand for Labour in Finland by 2015, Finnish National Board of education, Helsinki, 2005
102 L. K. Mytelka, K. Smith, Policy learning and innovation theory: an interactive and co-evolving process, Res.
networks of learning in biotechnology, Adm. Sci. Q 41 (1)( 1996) 116†145 Yuandi Wang is a postdoctoral fellow at Technical University of Denmark.
He received his Phd from Hasselt University in Belgium. He received his Masters degree from Dalian University of Technology (People's republic of china.
From 2005 to 2007 he was a lecturer at China University of Mining and Technology.
Since 2008 he has been working for his Phd thesis in the ï eld of open innovation and national systems of innovation
Wim Vanhaverbeke is professor of strategy and innovation at the University of Hasselt (Belgium. He is also visiting professor at ESADE (Spain) and the Vlerick
Leuven Gent Management School. He is published in international journals such as Journal of Management Studies, Organization Science, Organization Studies
Journal of Management Studies, and Journal of Business Venturing. He serves on the editorial board of several international journals.
extending his research on open innovation and open business models by performing joint research with various universities around the globe
Nadine Roijakkers obtained her Phd degree from the United nations University-MERIT (Netherlands) in 2002. For two years she worked as a policy researcher for
From 2004 to 2007 she was an assistant professor of Open Innovation at Eindhoven University of Technology (Netherlands.
3. 5. The supply of high-quality labour is linked strongly to education and training 3. 6. Open innovation improves the effectiveness of NSI
CIOS. Once the masters of their domains, this digital world is challenging them to change
their education, which more commonly involves a background in business, science or engineering, along with IT.
industry CIOS make with regard to their education and job experience, which more often shows a broader background than
approach to their education and work experience Se ct io n 4 It is clear that digital CIOS take a different approach to tackling their
%Degree and training in IT 37 %49%Degree and training in business administration and management
28 %38 %International assignments 33 %48%Experience in another business function 25 %37%Career moves in different
and 24%even an MBA, compared with 14%of IT-intensive industry CIOS. Similarly, a higher proportion of them (35%)hold a degree in
a business degree or MBA is required strongly for the CIO role compared with 37%of IT-intensive industry CIOS
Discipline of education IT-intensive industry CIODIGITAL-ready CIO 41 %38 %IT 44 %49 %Business
Percentage of respondents who obtained a level of education in this discipline 33born to be digital CIO careers in focus
Whether it is an MBA or an MSC in engineering, economics or physics, there is typically a dimension beyond IT to their studies.
later adding an MBA to her qualifications. Similarly, the CIO of a leading Chinese bank holds degrees in electrical
along with an MBA. In the telecommunications sector, one in five of these leading CIOS hold a Phd on top of other qualifications
Business school 2005 †2007 Divisional Director Project & Programme Management, Nedbank 2004 Divisional Director Finance, Risk &
MBA in International Finance & IT, University of the Witwatersrand 1983 †1986 B Com (honours
Finance, Accounting & IT Stellenbosch University Michael Golz SAP 2003 †today Senior vice president & Americas CIO, SAP
America, Inc 2009 †2011 Head of Global Application Services SAP AG 2002 †2003
Business school Oestrich-Winkel Philipp Erler Zalando 2010 †today CIO, Zalando 2008 †2010 Geschã¤ftsfã hrer
Post graduate Management, Otto -Friedrich-University Bamberg 2002 †2006 Consultant, Centrum fã r betriebliche
Informationssysteme 2001 †2002 Product Portfolio Manager, Atraxis Swissair 2000 †2001 Consultant Strategic Product Management
-Friedrich-University Bamberg and Friedrich -Alexander-University Erlangen Celso Guiotoko Renault-Nissan 2009 †today
Managing director IS/IT, Renault-Nissan 2006 †2009 Corporate Vice President Global Information systems Renault-Nissan
Assistant professor for IT, Universidade Estadual de Sao paulo 1985 †1986 Anderson Consulting 1983 †1985
Master of Economics University of Aarhus 1989 MDP program Cranfield University Diego Calegari IBM 2013 †today
Spanish South America CIO Executive, IBM 2010 †2012 Latin america HR Transformation IT Leader, IBM
2006 †2010 Spanish South America Integrated Supply Chain Leader IBM 2002 †2006 Global Logistics
Master in Finance ESC Lille School of Management Darryl West Barclay†s 2013 †today
Deakin University Herman de Prins UCB 2009 †today CIO, UCB 2007 †2009 Vice president
Others do MBAS to widen their educational backgrounds. All these help to develop a more powerful
career paths, education and background of over 100 leading CIOS, representing the top 25 largest companies â€
MBA Master's degree in management or business administration Bachelor's degree in management or business administration 48 %3
%12 %15 %30%Science and engineering Phd in science and engineering Master's degree in science and engineering
Bachelor's degree in science and engineering 1 %1 %7%Other Other university degree Other non-university degree
Other 4 %1%No answer 43 %18 %24 %1 %IT Phd in IT Master's degree in IT
Bachelor's degree in IT Worldwide number of employees 7%Up to 249 2%250†499 2%500†999
4%1, 000†1, 999 4%1, 500†1, 999 22%2, 000†4, 999
17%5, 000†9, 999 22%10, 000†49,999 50,000 and more 19 %23 %Software, hardware and computer services
Banking and ï nancial services 19 %8 %Chemical, bio-and medical technology 14 %Telecommunication operators and services
8%Semiconductors and telecommunications equipment 7 %Transport and logistics Media and televison 4 %10 %Other
Alexandru Ioan Cuza University of Iasi and Academy of Economies Studies from Bucharest Oncioiu Florin Rï¿
University of Agronomic Sciences and Veterinary medicine of Bucharest Romania Innovation is a broad concept and it is not in contradiction with tradition.
According to the statistics of Ministry of Education and Research until 2002, a number of 590
research system that includes the research institutes, the research departments of universities, and research departments of the companies
companies to start their learning process, the first necessary step is to ensure a higher visibility of
Ministry of Education and Research and the Ministry of Communications and Information Technology aim to attract to industrial parks with intention to create such parks in every
Romanian city that has a university center. They estimate that around 50 business incubators have been created,
7. Higher education and Research 63â 8. Local Governance 70â 9. Actions to Maximise Employment Creation 73â
and education supports to improve the employability of those unemployed will be important The key actions that require to be progressed are set out below
strengths including improved education participation, graduate output and recognised research strengths and a growing enterprise base in modern sectors.
focus on entrepreneurship and management training, one stop shop/online knowledge base awareness raising and micro-finance B2.
-at a national level, launch a new Innovation Graduate Placement Programme to ramp up the number of innovation projects within companies.
expertise within the local authorities, the Higher education Institutes (HEIS), and other relevant stakeholders as and when appropriate  Tourism:
National Training Fund to Skillsnet or EI to implement B5. Leveraging regional Higher education strengths There are a number of HEIS serving the South East region,
including institutes of technology Iots) in Carlow, Tipperary and Waterford and NUI Maynooth has an outreach programme in
Kilkenny. WIT is particularly strong among Iots nationally in terms of enterprise relevant skills development, research and linkages.
courses at undergraduate and post graduate level, has direct links with a range of companies
There is scope for greater HEI/enterprise collaboration and to build further on the success to date in research commercialisation to
-identify research partnerships with other HEIS nationally in order to develop critical mass -explore how regional HEIS can individually
and collectively better support early stage start-ups and the marketing of the region for mobile investment
 The Minister for Education and Skills is engaged currently in establishing criteria for a Technological University Designation Process.
Once agreed, it will be for the higher 8 education institutions in the region to work collaboratively towards the achievement
of this status C. Specific Measures relating to developing Contact Centre Management and BPO related activity in the South East
s Training Services will continue to provide appropriate training options in 2012 across a wide range of courses, to assist job seekers with re-entry to the labour market and to
of training for Talk Talk employees, to be delivered through the CCMA Ireland Skillnet and Waterford Chamber Skillnet, which is welcome
region, to ensure the appropriateness and relevance of education and training responses to future enterprise needs and to identify any gaps in provision
announced an investment of â 250,000 for the immediate provision of training for Talk Talk employees, to be delivered through the CCMA Ireland Skillnet and Waterford
for training and other support under the European Globalisation Fund D5. Construction Projects  Accelerate planning for infrastructure projects in the region already prioritised by
Education) and Q (Human Health and Social work)- P&q may contain private sector employees 5 Employment in companies that are clients of the enterprise agencies;
The Sustainable Learning Networks in Ireland and Wales (SLNIW) project is based on the simple concept
of entrepreneurs learning from each other. Six learning networks, of entrepreneurs and owner/managers of SMES and micro-enterprises have been established, three in Ireland and three in
Wales The aim is to increase the skill sets of these entrepreneurs by facilitating knowledge transfer between
between WIT and Aberystwyth University and between leading experts and network participants The project is being undertaken by the Centre for Enterprise Development and Regional Economy
Aberystwyth University, Wales. It is part funded by the European Regional Development Fund (ERDF through the INTERREG 4a Ireland Wales programme 2007-2013
which colleges were eligible to apply for funds. A joint initiative between WIT and Carlow
education in the region (16 percent) compared to the national average (12 percent. This is indicative of a relatively high level of people with craft/PLC and/or traineeship type
education and training programmes Figure 4 Labour force by Highest Level of Educational Attainment-South East, State
Recent Department of education data on education retention at secondary level indicates that regional performance on educational attainment is likely to
education SOUTH EAST EMPLOYMENT ACTION PLAN †FORFà S continue to improve in the South East.
to Junior and Leaving certificate mirror the national average (Appendix 3 These improvements are linked most likely to the decline in the economy, with many students
seeing an increased emphasis on school completion in 2009/2010 compared to those that may
Waterford City has a relatively low retention rate to Leaving certificate compared to the national average,
Retention of Graduates: The retention rate of graduates within counties (i e. the percentage of graduates from a given county that have employment within that county) is an
indicator of the availability of relevant employment for graduates Graduates originating from County Dublin generally find employment in this county (94
percent); ) Cork also demonstrates high rates of retention of employed graduates at 67 percent as does Galway with 57 percent.
As these counties contain major urban centres this would be expected. In general, graduates who originate from other counties do not commonly
find employment in their home county The average retention rate for each county is 34 percent (outside of Dublin,
the average is 32 percent). ) Waterford and Wexford have retention rates of 39 percent and 38 percent
respectively, slightly above the national average. Carlow, Kilkenny and Tipperary have low retention rates by comparison.
In summary, most graduates from the South East counties, as with most other counties, find employment outside of their county of origin, with the main
urban areas of Dublin, Cork, Galway and Limerick retaining the majority of graduates from those counties
by collocating academia and industry on a cluster rather than a functional basis. A Master
Institute and Carlow College. IT Carlow has outreach facilities in Wexford town and also delivers courses off-campus at St Kieran†s College Kilkenny.
NUI Maynooth has outreach facilities also at St Kieran†s in Kilkenny. WIT was the first IT in Ireland to lead an SFI
The higher education institutions in the region provide a ready availability of skills, particularly in ICT, pharma and natural
 While the region has research strengths in the higher education sector, in particular in the ICT sector, given the structure of the region†s current industrial base there are
region†s HEIS 25 Driven by the Southeast Regional Authority and overseen by a multi-disciplinary steering committee
 Improve the alignment and coherence of current †green†education and training provision (approx â 25m †â 30m per annum) towards meeting the skills needs of
HEA, Universities, Institutes of Technology, Fà S, Skillnets, VECS, Enterprise  Rapidly progress policy measures that support financing of SMES (in particular the loan
Lifesciences related research and education and have been proactive in establishing relationships with companies within the region.
strategic interregional linkages-through wider industry networks, HEI-industry research partnerships and through labour market dynamics
The HEIS in the region will have a key role to play in developing and delivering programmes providing for up-skilling relevant
personnel as well as ensuring that mainstream undergraduate programmes evolve to meet the needs of the sector
ilte Ireland supports tourism training and education at the Waterford Institute of Technology (WIT) paying fees of â 440,000 annually
development to ensure a steady supply of appropriately skilled graduates The region has built also a strong cohort of relatively large contact centre operations
Foreign language skills will become increasingly important. However, the limited demand for language skills by the existing cohort of companies in the South East can result in reduced
retention of graduates with such skills and perhaps reduced interest in acquiring language skills. A focus on innovative ways to promote language training
education initiatives within the region may enhance language capabilities in the South East Ensuring the region is attractive to overseas students
and immigrants is also important International financial services activities in the South East are predominantly back office in
collaborative initiatives between industry and the education sector within the region and with partners outside of the region
it changes the way services are delivered e g. remote learning or healthcare and diagnostics simulation (training), virtual reality (architecture and design;
it provides opportunities for new converged products and customised digital content (e g. micro apps, digital gaming);
The two Institutes of Technology in the region have developed strong education and research programmes in software development.
In IT Carlow, undergraduate courses are focused on software development, games development and IT systems management.
WIT also delivers strong undergraduate and postgraduate programmes in software development. Based on its excellent track record in telecommunications software and
in terms of undergraduate and postgraduate course development. The limited scope for SOUTH EAST EMPLOYMENT ACTION PLAN †FORFà S
the HEIS on developing links beyond the region The TSSG€ s deepening expertise in the area of future internet infrastructure and services and
 education (digital libraries, elearning  entertainment (CG animation &sfx, games, e-music, film, TV, digital radio
 The HEIS in the region are preparing graduates for careers in digital media and games
 The HEIS in the region get involved in initiatives such as the proposed game development/digital media †hothouse†initiative,
relationships with companies (and other HEIS) in the digital media space in terms of course development and research activity
A number of education and training providers from the South East were successful in tendering for services under the 2010 Labour market Activation Fund
 Bachelor of science (Level 8) in Applied Computing †5 Places  Bachelor of Engineering (Level 8) in Electronic Engineering †11 Places
 Bachelor of science (Level 8) Pharmaceutical Science †2 Places  Bachelor of arts (Level 8) in Finance and Investment †9 Places
 Bachelor of science (Level 7) Information technology †17 Places 42 Refer to Appendix X for data tables
46 Table 5. 1 Education Providers in the South East participating in the 2010 Labour market
Activation Fund Initiative Provider/Programme Learning Outcome Digital Skills Academy Webactivate Programme, NFQ Level 6
First step Microfinance Regional Training Networks †NFQ Level Tipperary Institute 8 different programmes †NFQ Levels 6-8
Waterford City VEC Starting a small business NFQ Level 5 Waterford Area Partnership Make it Your Business enterprise Programme
Table 5. 2 Education Providers in the South East participating in the Springboard 2011 Provider Programmetitle NFQLEVEL ECTS Years
Iot Carlow Certificate in Computer systems Level 6 60 1 Iot Carlow Certificate in Mechanical engineering Level 6 60 1
Waterford Iot Bachelor of arts in Financial services Level 7 60 2 Waterford Iot BENG (Honours) in Sustainable Civil engineering Level 8 120 3
FAS Training Services will continue to provide a wide variety of courses, including a growing
and improve the training options available to Job seekers to assist with re-entry to the labour market
FAS will continue to provide employment relevant training in the two training centres in the
technologies and has centres of excellence for training related to Motor Mechanics Agricultural Mechanics and Heavy Goods Vehicle Mechanics in the region
participation by South East HEIS. Data on the level of enrolments are not yet available Courses are available across a range of NFQ levels
 Bachelor of arts in Financial services (Level 7) †30 Places  Bachelor of science Applied Biology with Quality Management Biopharma Pharmachem
Level 8) †5 Places  Bachelor of Engineering in Sustainable Civil engineering Medical Devices (Level 8) †15
Skillnets funds and facilitates training through over 50 networks of private sector companies in a range of sectors and regions.
The CCMA completed a Training Needs Analysis with the recruitment member companies and developed a prospectus of education programmes for Talk Talk employees to
review and request a place. Of the 230 Talk Talk employees that completed profile sheets for
the Supplementary call of the JSSP which will allow them to provide for the training needs
Skillnets announced an investment of â 250,000 for the immediate provision of training for Talk Talk employees, to be delivered through the CCMA Ireland Skillnet and Waterford
The focus of education and training supports for those unemployed in the South East should
job search, training, education and employment opportunities  Upskilling †Boosting our human capital by enhancing education
and skills levels in line with the National Skills Strategy and the needs of the †Smart Economyâ€.
Education and training supports should be underpinned by the following principles  There needs to be greater interaction between enterprise bodies, agencies and
education and training providers in addressing skills demands in a systematic and co -ordinated way.
Education and training provision needs to have greater alignment with enterprise skills needs both current and future
 Industry and education and training providers need to work more closely together in the development and revision of course curricula to ensure that students have the most
relevant skills upon entering the labour market  The Springboard initiative should be monitored as a future model for re-skilling people
Learnings from the 2010 Labour market Activation Fund, which is currently being evaluated, should also be taken on board
opportunities within enterprise are hugely valuable in improving the success of students and job†seekers.
KPO typically requires people with higher education, specific skills, and specialised business experience. KPO services include activities such as business
Masters view their shared services as high performance businesses in their own right, and they invest in the practices
three best practices shared by all of the masters. In contrast, less than 50 percent of the non-master
shared service organisations used key performance indicators and less than 40 percent used voice-of -the-customer surveys and benchmarking practices
companies transition into higher order activities, the ability to attract graduates and to offer career progression opportunities will become an even greater challenge62
 Ireland†s strong cohort of SSC Masters should be leveraged, sharing best practice standards and benchmarking to raise the capabilities and quality across the entire
7. Higher education and Research Waterford Institute of technology (WIT Waterford Institute of technology is particularly strong among Iots in terms of enterprise
undergraduate and post graduate level, has direct links with a range of companies nationally and internationally,
learning and research within an inclusive student-centred environment to foster graduates of distinction who are ready to take a leadership role in
business, the professions, industry, public service and society. The Institute will manage its hinterland as a Learning Region and is committed to the educational development of the
region in a way that is reflective of its national and international aspects. The Institute will contribute to the economic, social and cultural development of the South East region and
WIT Student Numbers, 2007-2010 Summary Student Statistics 2007-08 2008-09 2009-10 Full time undergrad 5660 5758 5861
Full time Phd 37 47 49 Full Time Masters Taught 219 278 319 Full Time Masters Research 124 126 91
Certs and Dips Full Time 70 61 56 Occasionals 0 Sub total full time 6110 6270 6376
Part Time Undergrad 1006 1, 173 1037 Part Time Phd 3 4 7 Part Time Masters Taught 244 290 253
Part Time Masters Research 11 11 12 Certs and Dips Part Time 89 124 58
Occasionals 0 Subtotal Part Time 1, 353 1, 602 1367 Grand Total 7, 463 7, 872 7743
The college provides a wide range of courses, with a particular focus in the areas of health
of which 91 percent were at undergraduate level and 9 percent at postgraduate level, which is a significant postgraduate programme.
WIT is also active in providing part-time courses, which accounted for 18 percent of enrolments in 2009-2010, as
WIT accounted for 17 percent of total Masters/Phd enrolments in the Iot sector in 2010
In terms of output by discipline, in 2010, there were 700 SET graduates with ordinary and honours degrees (levels 7&8), 120 SET Masters graduates and 5 SET Phd graduates from WIT
In HSS disciplines WIT, had 234 Masters graduates and 896 ordinary/honours degree graduates in 2010.
Preliminary figures for the 2010/2011 academic year are of a total of 4, 128 enrolments for honours degrees (Level 8),
of which 40 percent were in Science, Engineering and Technology (SET) disciplines and 60 percent in Humanities and Social sciences (HSS
greater than a number of Universities, with a significant share of this funding won by TSSG) 67
infrastructure, establish research training programmes, conduct longer-term underpinning 67 In relation to European Seventh Research Framework Programme, the TSSG has secured 60 projects
Through its Masters in Communication Services the TSSG has delivered up-skilling and training for staff in local companies.
In addition to collaborative research, the Institute engages with firms on training needs. It is estimated 65 percent of all WIT part-time students are funded company.
For example, the Department of Chemical and Lifesciences delivers a Higher Certificate and a Bachelor of
In collaboration with Teagasc, WIT has developed a Postgraduate Diploma in Farm Financial Management that is delivered over 2 years in block sessions, both on campus and in a number
Enterprise Support Unit to deliver a range of further and higher education programmes in Wexford. The Centre Manager, a WIT employee, cooperates with Wexford County Enterprise
Board and County Wexford Partnership to deliver education and training programmes for SME owners and industry in the Wexford area
IT Carlow has a student body of almost 4, 700 (comprising 3, 100 full-time and c. 1, 600 part
-time students. It offers a broad range of courses in the areas of  Business & Humanities (Business Communications, Management, Humanities, Sport
Peter†s College), with a full-time and part-time enrolment of approximately 900 students The Wexford Campus offers courses to degree level in Business, Humanities, Art and
fund accounting modules in the Bachelor of Business studies in conjunction with PNC Global Investment Servicing in Wexford
and the US for students pursuing the four year BSC (Hons) in Software Development at IT
entrepreneurship training activities such as the Enterprise Platform Programme that operate out of the hot-desk space at the incubation centre.
The Institute has about 710 students between the two locations. It offers a broad range of full and part-time courses in the areas of Business education, Computing &
Creative Multimedia, Environmental & Natural resource Management SOUTH EAST EMPLOYMENT ACTION PLAN †FORFà S Carlow College (St. Patrick†s College
Carlow College currently has a student population of about 700 (full and part-time. The college offers courses to Degree level in Social Studies and Humanities.
It also offers a Masters in Therapeutic Child care NUI Maynooth Kilkenny Campus The Kilkenny Campus was set up in St. Kieran†s College under NUI Maynooth†s outreach
programme. The Campus provides a range of part-time courses at undergraduate and postgraduate level Overall, there is a need for continued engagement with the development agencies EI, IDA and
SFI and the CEBS in seeking to further develop the linkages and impact of WIT with
enterprises in the South East region. SFI will continue to work with IDA and EI to provide the
people and ideas to underpin enterprise development in the region, as it is essential that the core research strengths built up to date through the PRTLI,
The higher education sector in the region can play an increasing role in meeting the growing
traditional student base and the HEA will continue to work with the relevant institutions on
The Minister for Education and Skills is engaged currently in establishing criteria for a Technological University Designati on Process.
Once agreed, it will be for the higher education institutions in the region to work collaboratively towards the achievement of
this status 70 8. Local Governance The ability of a region to realise its economic potential hinges very much on the ability of key
Institute and Carlow College; however, competitive pressures have seen a less than cohesive approach to third level provision
 Education and Health care SOUTH EAST EMPLOYMENT ACTION PLAN †FORFà S  Agriculture, Marine and Rural Development
Higher education institutions, Primary and Post-Primary Teaching, Research Organisations Entrepreneurs, Industry Representatives (indigenous and multinational), Local government
a week of intensive advice, inspiration and training to stimulate entrepreneurship and business growth, that includes a variety of events that are
education participation and attainment and a strengthening higher education research base Much progress was made also in addressing a number of key infrastructure gaps in terms of
upskilling and education supports to improve the employability of those unemployed will be important The key actions that require to be progressed are set out below
strengths including improved education participation, graduate output and recognised research strengths and a growing enterprise base in modern sectors.
management training, one stop shop/online knowledge base, awareness raising and micro -finance68 68 See individual submissions to DJEI from CEBS, Kilkenny, Waterford, and Wexford
-at a national level, launch a new Innovation Graduate Placement Programme to ramp up the number of innovation projects within companies.
expertise within the local authorities, the HEIS, and other relevant stakeholders as and when appropriate  Tourism:
National Training Fund to Skillsnet or EI to implement B5. Leveraging regional HEI strengths  A programme of structured engagement between the key research groups among the
Iots within the region and the enterprise agencies sector teams and SFI should be developed and implemented over the coming 12 months to
-identify research partnerships with other HEIS nationally in order to develop critical mass; and -explore how regional HEIS can individually and collectively support early stage
start-ups and the marketing of the region for mobile investment particularly in emerging sectors (including cleantech, biotechnology, digital media (& games
region, to ensure the appropriateness and relevance of education and training responses to future enterprise needs and to identify any gaps in provision
for training and other support under the European Globalisation Fund D5. Construction Projects  Accelerate planning for infrastructure projects in the region already prioritised by
Education, Skills & Occupation Statistics Table A11 Retention rates at Secondary Level, 2004 cohort (2010
Leaving certificate Retention 2004 cohort State 95.1 84.5 South East 95.3 85.0 Carlow 97.1 85.7 Kilkenny 96.5 84.6
The unadjusted Leaving certificate retention rate nationally for the 2004 cohort was 84.5 percent, i e. out of the 57,000 pupils that enrolled in 2004,48, 100 sat the leaving certificate
by 2010.73 The table below shows the available data on the South East counties compared to
73 The Department of education produce a final adjusted rate of 87. 7percent to take account of students
that emigrated or left the State-aided system for non-aided education. Due to adjusted rates not
Table A12 Retention of graduates within the region, class of 2008 (county of origin and
HEA (2010) What do graduates do? Class of 2008 90 Table A13 Distribution of Employment in the South East Region and State by Occupational
 Expansion of Maynooth University Outreach, Kilkenny City  Improvements to waste water and water supply to Kilkenny City
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