Peer learning of innovation agencies...17 INNOSUP 6 †2015: Capitalising the full potential of online-collaboration for SME innovation
peer-learning and uptake of new approaches. In addition several actions will focus on the identification, further
All intellectual property rights pertinent to the materials, trainings, website and other actions developed by the helpdesk will be owned by the Commission
from trainings and from cooperating business services organisations Depending on the demand of the target group the activities may be provided in the most
of participation of third parties to the joint events, trainings, etc. or service contracts The activities should include the communication
and trainings on the business use of the European level rights (Unitary Patent, European Trade mark, Community design), the
and trainings for the target group will be provided by the national IP offices to be implemented either by the NIPOS themselves or by the business support
Horizon 2020 participate actively in the learning and capacity building activities of the project either as beneficiaries in consortium or as beneficiaries of a financial support
and trainings for the target groups according to the needs of SMES. At least 1 action should be undertaken per year in each country
-directly benefitting from the upgraded or new services and trainings ï Existing IP, like the common website (innovaccess),
support SMES to contract universities, R&d service providers or private consultants to either conduct small innovation projects or to explore the feasibility of larger ones.
Peer learning of innovation agencies Specific challenge: Innovation support agencies, i e. the regional and national agencies that
significant contributions to formulating the requirements for a permanent learning mechanism for SME innovation support agencies
learning activities have to be based on clear methodologies and they have to be driven demand, launched at the moment agencies
Furthermore peer learning activities need to benefit from a secretariat or an animation structure that assures horizontal
'twinning+'methodology that combines elements of traditional peer reviews and twinning in small learning groups of interested agencies
It is the objective of this action to make available to national and regional innovation agencies
these two methodologies as elements of a permanent peer learning environment and to give incentives to the agencies to engage more frequently in peer learning activities
Scope: The proposed activities will provide incentives in the form of small lump sum grants
to national and regional innovation agencies for engaging in peer learning on all topics relevant for design and delivery of innovation support programmes for SMES.
joint learning activities shall be available at any time when need and opportunity for policy
learning in agencies arises. While peer learning is open for all relevant topics only the
ï The number of innovation agencies engaged in peer learning activities significantly increases. The results of the peer learning are taken up by national and regional
investigated and developed by peer learning activities of national and regional 17 See for example â€oemaking public support for innovation in the EU more effectiveâ€, Commission staff
and accelerates the learning process Type of action: Coordination and support actions, lump sums for participating agencies (EUR
The nature of the topic †online collaboration †suggests that the training modules are
community and complementing the cases with training modules highlighting specific open innovation aspects Type of action:
ï The platform will facilitate peer-to-peer learning among the coaching community and will ensure the international dimension for coaching,
to make a high-quality assessment tool and trainings available to business consultants, and to develop the market for innovation management consulting by
beneficiaries of the SME instrument, training and capacity building for the innovation advisors in EEN-projects that chose to work with the IMPÂ rove toolbox
design-based training and mentoring programmes for SMES, and of design-led innovation incubators. Making such support services available more widely will improve businessâ€
ï Workshops, training, peer-learning and other actions to improve the capabilities for design-driven innovation among business development organisations, incubators and
business associations, for their work with the SMES as well as training material for SMES HORIZON 2020 †WORK PROGRAMME 2014-2015
innovative practices and trends in Europe as well as enhance learning across the EU Associated Countries and between the relevant stakeholders (National authorities and support
) Awareness and training material shall be produced based on cases studies for agencies in charge of designing and/or delivering innovation support programs for (i) training
their staff working with SME;(ii) for the work with SME and (iii) during the design of new
Lot 2-Production of awareness and training materials Type of action: public procurement Timeframe: Second quarter of 2015 (duration 3 years
towards healthy and sustainable diets, via consumer education and innovations in the food industry •Addressing the pressures on natural resources such as the
young people are not in education, employment or training, are crucial challenges for the future of Europe.
A rapidly changing world, characterised by the emergence of new economic powers and of new poles of power, also calls constantly for renewed
major trends in society (social innovation, education, third sector), Europe in the world (Mediterranean area, transatlantic
Europe (job insecurity, youth mobility, adult education, social political engagement of young people •Reflective societies (transmission of European cultural heritage
learning and inclusion This societal challenge will continue to be supported under the future research and innovation programme Horizon 2020
Portendo, Ramem, Bruhn Newtech), the University of Barcelona, and a group of End users The project Lotus has received a â 3. 1 million contribution from the EU 7th Framework programme
-al Technical University of Athens has developed a portable locator for urban search and rescue operations, integrat
National Technical University of Athens Greece Country participants: Greece, Italy, Germany, United Kingdom, Finland, Belgium, Portugal, Spain, Austria, France
 2007 The Fellows of Harvard College Acknowledgements The authors gratefully acknowledge the valuable substantive
University, or the CSR Initiative†s various external collaborators within the Economic Opportunity Program Printed on 100%post-consumer recycled paper
Developing Human Capital Improving the health education, experience, and skills of employees, business partners, and members of the community
Building Institutional Capacity Strengthening the industry associations, market intermediaries, universities governments, civil society organizations, and grassroots groups who must all
Experimentation and learning are happening fast. As a result, the series must be considered a work-in-progress,
robust, accessible and affordable connectivity network, technical literacy, skilled users and support systems functional markets, and supportive regulatory and policy frameworks
includes a dedicated range of phone numbers, affordable rate structure, entrepreneurship training and exhibition opportunities, and business toolkit on CD.
owner-operators training, software, and connectivity to the e-procurement portal, which increases their willingness to invest in PCS,
universities, industry associations, government agencies, and NGOS to offer training, mentoring, and incubation services to help individuals
and entrepreneurs establish careers and businesses in the software industry †at the same time laying critical foundations for its own future growth
product references, specialized training and financing, and business incubation. As Erkki Liikanen, EU Commissioner for Enterprise and Information Society put it,
technical literacy, effective rule-setting and industry oversight, functioning markets, and more. In addition relevant content, applications,
computers and other devices in one place, provide a bit of preliminary training, and wait for demand to
public sector authorities on business conditions such as legal frameworks, trade barriers, and education and training, found new business models that have succeeded.
and others have created robust education initiatives designed to contribute to a steady pipeline of potential employees and business partners
major firms have implemented technical literacy programs. Helping to grow the number of technology users †regardless of which technologies they are using †lays the groundwork for firms†own individual future
Primary and Secondary education Intel Teach to the Future Initiative Intel Science & Engineering Fairs Microsoft Partners in Learning
Microsoft Math and Science Education Technology Training and Entrepreneurship Support Cisco Networking Academies Microsoft Innovation Centers
Intel Higher education Program Intel Emerging Markets Development Group IBM-IFC SME Toolkit EO ICT GREY:
Layout 1 14/3/08 15:13 Page 19 train community members in Kwa-Dukuza. 75%of the program†s graduates go on to further education or
employment, mostly with Sappi. 56 3. 3 Building Institutional Capacity ICTS fundamentally create institutional capabilities.
Within companies, government agencies, and civil society organizations alike, they help â€oereorganize and speed up administrative procedures,
target local universities and research institutes, industry associations, training and business development service providers, and other institutions vital to the development of healthy local ICT ecosystems.
can also be used to strengthen public health and education systems. Most multinational ICT firms have e -government business lines and sometimes offer product donations and pro bono services as well
equipment or software donations and training or support services in the form of pro bono time.
Examples include free product references, specialized training and financing and business incubation 3 Leveraging collaborative capabilities.
training through 50 trainers who visit agents in person. Customers†money is held by the Commercial bank of Africa
Working with governments, universities, and industry associations, Microsoft is helping to catalyze the growth of local
Partner Group provides established partners with continuing education, marketing, and other forms of support. Its Local Software Economy Group supports the development of new partners by fostering the growth of healthy
universities, industry associations, and others, such as non-governmental organizations with economic development-related missions It is difficult to speak of a â€oetypical†MIC partnership,
In general, universities have little money to contribute, but instead provide physical facilities and pay for electricity, water,
runs their activities, usually in partnership with business or computer science professors who can ensure pipelines of students.
Government partners usually have money but no programs of their own; they will contribute funds or matching funds and,
student interns or other employees †which Microsoft can co-fund †responsible for administrative support
Universities use them to expand and upgrade academic offerings to meet labor market needs and to support research.
wages or first year salaries for graduates that obtain jobs. Programs like this are common in mature markets as
Other MIC offerings include basic business training; â€oesoft skills†training in presenting, teamwork, and other
subjects; instructor certification; and interoperability labs. The MICS reflect a â€oerising tide lifts all boats†philosophy
Microsoft†s Innovation Centers target university students, technical partners, and aspiring entrepreneurs †those with the potential, at the present time, to start
basic computer literacy training to individuals and communities as part of a longer-term strategy to broaden
in areas such as education, private sector development, and public health. These governments have the potential to transform the way they address these demands using technology †using egovernment solutions that
software, hardware, training, government services and technology support. In addition to Microsoft itself â€oetypical†partners include government agencies, financial institutions, independent software vendors, hardware
Microsoft invests in computer literacy and training, which are provided through an 33the ROLE OF THE INFORMATION AND COMMUNICATIONS TECHNOLOGY SECTOR in Expanding Economic Opportunity
entrepreneurs and small business owner-operators training, software, and connectivity to the e-procurement portal, which increases their willingness to invest in PCS,
All partners must expect considerable learning and adjustment to take place. Companies in different industries, government agencies, non-governmental organizations,
with access to information, training, capital, and markets, as well as the opportunity to collaborate with peers
•Online and offline training, including CDS and classroom courses delivered by partner organizations •Market, trade, customs,
and other information on the 64 biggest importing countries •A calculator to determine readiness for financing
employment and entrepreneurship in a high-skill, high-value industry sector for more than 50,000 students. In the process
They decided to train students to do this, and found that it worked. Not only were students able to maintain their
schools†computer networks, they were also able to leverage those skills in the job market after graduation
With the strong support of Chairman John Morgridge, the network administration training was formalized and expanded, and began to be offered in high schools, community colleges,
and a host of other institutions across the country and abroad Cisco†s Networking Academy curriculum consists of Web-based instructor-led training;
hands-on laboratory exercises; online assessments; and performance tracking. The 8-course, 560-hour program runs from basic to
and even prisons †provide classroom space, computers and other equipment, instructors, and students, often in partnership with other organizations, including funders
By 2000, the Networking Academy program had expanded enormously, but had been unable to penetrate into the least-developed countries (LDCS.
believes that education and the Internet are great equalizers, opening up possibilities for both individual and
as once graduates go out into the working world, they are likely to purchase the Cisco systems
Sustainability Roadshow to provide training on Academy sustainability as well as the Africa Quality Initiative for quality instructor training
In addition to building the reach, quality, and sustainability of the Networking Academy network, the LDC Initiative
offering scholarships and dedicated classes. For instance, USAID has provided $300, 000 in scholarships for women in Algeria, Morocco, Tunisia, Bangladesh, Nepal, Mongolia,
and Sri lanka to attend their local Networking Academies. With UNIFEM, USAID has developed gender programs in the middle East which have achieved 50
tracking student success, revising the curriculum accordingly, and providing annual professional development sessions for instructors, enabling them to keep up with technological advances
Typical contributions have included funding for instructor training, equipment, and on-the-ground expertise and support in the form of staff time or volunteers.
UNV, Cisco Learning Institute, and Cisco Corporate Philanthropy to help LDC-based Networking Academies do
than 50,000 students have passed now through the program. 94 Approximately 40,000 of these have been in
Africa, where more than 10,000 students have obtained CCNA certification For students, the Networking Academies†greatest impact has been to expand economic opportunity in the form
of jobs and small business opportunities. In a recent impact assessment of Academies in Africa, a research firm
economies frequently forced graduates to relocate to find work. Fifty-nine percent, almost all of those that
networking solutions for healthcare and education, and so on, but we can make sure you also have the capacity to maintain those systems.
Cisco†s Networking Academies now train more than 500,000 students per year in Factors more than 10,000 Academies in 165 countries †more than twice the number of countries in which it has
Over two million students have been trained since the program began in 1997.98 Given its philanthropic nature,
and they in turn provide training and other support to the other academies in their regions.
SAP also plans to support high tech education in the pilot countries as a way of enabling non-extractive industries to get a toehold
education, health, entrepreneurship, and governance Activities In its first year, GAID consolidated a governance structure,
The Secretariat†s primary functions are outreach and education, with an eye to influencing international, regional
Learning from Experience. Background paper for the infodev Annual Symposium, Geneva, Switzerland, December 9-10 WASHINGTON DC:
Learning Institute, the International Telecommunications Union, United Nations Development Programme, and US Agency for International
http://www. cisco. com/web/learning/netacad/digital divide/ldc/Initiative. htm l (accessed September 21, 2007
fulfillment of the requirements of the Master In public Policy (MPP) degree at Harvard University†s Kennedy School of Government, commissioned by
Learning Institute, the International Telecommunications Union, United Nations Development Programme, and US Agency for International
requirements of the Master In public Policy (MPP) degree at Harvard University†s Kennedy School of Government, commissioned by Dr. Graham
University of Miskolc, Hungary. http://www. uni -miskolc. hu/uni/res/kozlemenyek/2005/pdf/lukacs. doc (accessed
Learning from Experience. Background paper for the infodev Annual Symposium, Geneva, Switzerland, December 9-10 WASHINGTON DC:
an executive education and training company founded in 2007. From 2001 to mid-2007, he worked with World Resources Institute in a variety of posts,
including Director Education and Training for the Markets & Enterprise Program, Deputy Director of the Development through Enterprise project,
original bookstore/cafã, in Washington, D c. Mr. Kramer is a frequent lecturer at colleges and universities around the world and a seminar leader
for executive education on business engagement with low-income communities. As an international development consultant, Mr. Kramer has
She is a graduate of Yale university and Harvard†s Kennedy School of Government Robert S. Katz is a Research Analyst with the Markets and Enterprise Program of the World Resources Institute.
Robert holds A b. A. in Political economy from Georgetown University 50 THE ROLE OF THE INFORMATION AND COMMUNICATIONS TECHNOLOGY SECTOR in Expanding Economic Opportunity
Under the direction of John Ruggie (Faculty Chair) and Jane Nelson (Director), the CSR Initiative at Harvard†s Kennedy School of Government is a
The Initiative undertakes research, education, and outreach activities that aim to bridge theory and practice, build leadership
b Department of City and Regional Development, University of Economics and Business Administration, Roã auer Laâ nde 23
, universities) is reduced not by the support instruments. Furthermore, they perform insufficiently the function of interfaces
and graduates from schools, both very important mech -anisms of knowledge transfer to firms. While these are
, universities and other research organizations vocational training institutions, technology centres and transfer agencies) and the structure of the regional econ
and technical colleges. The most important institutions in the so-called Upper Austrian Technology Network are
-lished three technical colleges (â€oefachhochschulen†But the network also has weak points. The regional uni -versity, located in Linz,
the major university locations in Austria, Vienna and Graz, and it is specialized not in technology. There are
SMES are rarely interacting with universities contract research organizations, technology centres, and training institutions (see also Cooke et al.
Universities 27.9 7. 9 71.9 37.5 Other research organizations 14.3 5. 7 46.9 21.9 Technology centres 13.6 5. 7 39.1 14.1
Training institutions 15.7 5. 0 35.9 12.5 a Source: SMEPOL-survey Upper Austria products or services, without being able to substitute for
Only universities are more important on the national level, because the most important universities are located outside Upper Austria
A too dominant focus on the region limits the scope of available technical information technologies, and accessible markets.
in particular when he/she lacks formal training or quali -fications (Smallbone et al. 2000). ) Strategic deficiencies
SWP) and Research and Training Centre for Labour and Technology Steyr (FAZAT. The other four †Incu
initiated by a department of the University of Linz Research Institute for Symbolic Computation. It soon
centre comprises three types of institutions †university departments, a technical college, and firms. Accordingly
the innovation-related activities cover research, higher education and training, and applied industrial develop -ment.
Research is done primarily by the three depart -ments of the University of Linz which are located partly
in Hagenberg, teaching by the technical college (offering the courses Media Engineering and Media Design and
Software engineering), and industrial development pro -jects by the firms. The 27 companies in the park are
Higher education receives federal funds, but additional subsidies are rare Currently, there are approximately 100 persons working
The technical college has about 300 students. Net -working between scientific institutes, research labora -tories, firms,
and the technical college is an important organizational principle of the centre The Research and Training Centre for Labour and
Technology (FAZAT) is located in one of the old indus -trial areas of Austria †in Steyr.
technology centre including a technical college. Today the FAZAT hosts one of the four technical college
courses in Upper Austria (Manufacturing and Manage -ment Technique, with about 80 students per year. The
incubation centre, however, is rather small with only six firms, mainly active in automation and telematics
Flexible Automatization of the Technical University of Vienna has a contract research subsidiary in the FAZAT
-lish relations with universities and other research organi -zations, especially interactive relations in joint innovation projects.
Theory of Innovation and Interactive Learning. Pinter, London Lundvall, B.,Borraâ's, S.,1998. The Globalising Learning Economy
Implications for Innovation Policy. Report to the DG XII, TSER Brussels Maillat, D.,1991. The innovation process and the role of the milieu.
Dr. degrees from the Vienna University of Eco -nomics and Business Administration. Since 1996 he was scientific collaborator of the
at the same university. Recently he has changed jobs, working as a researcher at the Austrian
Franz Toâ dtling is Professor at the Department of City and Regional Development, Vienna Uni
Saxion Hogeschool Ijselland †University of Professional Education, Netherlands: Kjell-Erik Bugge Henk Blokland, Hans Hasselt, Goos Lier
University of Siegen, Germany: Friederike Welter, Susanne Kolb, Daniel Heinemann, Kai Althoff Kerstin Ettl P05:
2. 2. 1. Knowledge and Learning...9 2. 2. 2. Networks...11 2. 2. 3. Regional Actors...
that strong research at universities does not necessarily imply positive spillover effects to industrial R&d,
public research institutions and transfer organisations, the educational system, the legal and institutional framework and public policy (Fritsch and Lukas 1999.
the direction of technological learning...in a countryâ€, thus incorporating the †soft†factors which also are said to constitute an innovative milieu, an industrial district or a cluster (cf
-industry-university relations, as being related to the RIS concept 7 deeper insights into some of the elements which could foster the emergence of ag
employed in regional institutions and universities. High quality scientific research institutions in turn will foster regional RTD through knowledge inflows, as these in
an element which has been recognised by proponents of collective learning as an important ingredient for regional development (e g, Camagni 1991, Lawson 1997
informal, collective learning and milieu effects, although the author points out that networks are not a sufficient condition in making regions innovative
2003), well-established universities (e g.,, Lawton-Smith 2003,2005), global technology leadership in some regions (e g.,
namely knowledge and processes of learning (cf. chapter 2. 2. 1), the role of networks
2. 2. 1. Knowledge and Learning In a R&d context, knowledge refers to scientific knowledge, but also to those capabilities
while learning refers to the process underlying the transfer of tacit and non-codified knowledge into explicit and codified
In this regard, universities, science parks and the like may influence the level of RTD because they contribute to the stock of regional knowledge
namely learning, which research frequently highlights as playing an important role for re -gions to be (come) RTD-oriented, innovative and entrepreneurial:
-gests that the technological vitality of regions revolves around their learning efficiency†Oinas and Malecki 1999: 14.
cesses, once the †intrinsic learning nature of technological change†(Camagni 1991: 124 became clear and it was understood that technology development
Learning processes need triggers and thresholds, as organisations and individuals tend to stick to routines and known behaviour
environment conducive for learning processes. Recent research picked up this topic in discussing collective learning which is understood as the learning process between differ
-ent agents (enterprises, public research institutions, etc. rather than organisational or in -dividual learning. Collective learning includes the regional accumulation of knowledge
which is shared freely and transferred among the participants through social interactions Capello 1999. In this regard, Mothe and Paquet (1998) indicate the importance of
communities of practices, defined as elements of proximity, trust, solidaristic values, as one antecedent for learning and innovation, identifying as threshold for learning pro
-cesses the degree of dissonance at a regional level Collective learning is said to be linked closely to proximity, as it is based on conversa
-tions and interactions among stakeholders within a particular context, which has lead some authors to introduce the concept of the †learning region†as a region where external
knowledge flows are disseminated effectively and integrated into a region†s internal sys -tems of information diffusion (e g.,
However, there is an ongoing debate regarding the existence of †learning regions†Some research also suggests that the spatial dimension of learning processes is not con
-firmed (Stam and Wever 1999. Oinas and Malecki (1999: 14) summarise the problem with the learning region concept in the following way:
†The collective aspect of learning sometimes comes up somewhat naively in the enthusiast usage of the †learning regionâ€
metaphor: as (â€) if †learning regions†were happy collectively learning communities 11 where no sign of friction nor domination is to be found †too heavenly to be descriptions
from the earth. †They instead suggest applying the concept of †regional learning†The mainstream academic debate of today recognises that collective learning empha
-sises joint problem solving, without necessarily implying that regions as such can learn Therefore, the discussion on learning regions started to focus more and more on how
learning in regions can occur. Research has identified three key mechanisms of such re -gional learning:
labour mobility, the creation of spin-offs and dense networks, for example between firms, customers and suppliers (e g.,
, Camagni 1991, Florida 1995, Harrison 1994, Malmberg et al. 1996 •Labour mobility can enhance technology development through diffusion of informa
-cludes universities, public and private R&d institutions, a sufficient supply of highly qualified labour and a generally good infrastructure of business support institutions
-gional networks, universities or research institutions triggered regional development with a particular role for R&d.
hub, with close links to university research. Examples are the Finnish telecommunica -tion concern Nokia or the German automobile company VW in Wolfsburg.
This in turn sets off learning processes, as it fosters technology transfer into firms, consequently influencing development on firm and regional level
, well-established universities), the presence of world leaders in specialised niches, sector-specific localisation economies and general effects of ag
-glomeration, public support for training and technical initiatives, but he also points to cumulative causation and path-dependent effects
used the regional strengths of North East England and drew on universities in building up their companies,
knowledge, learning and RTD: †(â€) geographical proximity is important to the innova -tion process because of the nature of the knowledge in question.
Science policy is concerned with the development of science and the training of scien -tists, while technology policy refers to the use of scientific knowledge in the develop
between universities and firms, programmes for scientific cooperation and measures for commercialisation of scientific results
that the spatial pattern of industrial R&d is sensitive to the location of university R&d, thus
In summarising a number of studies on university technology transfer efforts Phan and Siegel (2006) consider the following lessons to be taken from these studies:
tional infrastructure, such as R&d and higher education institutions. This approach was developed during the 1980s in Western europe, mainly at national and EU level.
timely exchange of information and accumulation of knowledge†(Feldmann 1994: 27 also partly explains regional clusters of innovative firms.
which would involve being near to universities and scientific research institutions More recently, in connection with the recent trend on creativity and its relation to re
-ledge-intensive businesses, namely an increase in R&d activities within universities, are not sufficient to create the conditions necessary for new agglomerations to emerge.
-cusing on those elements and processes as introduced in chapter 2, namely knowledge and learning
universities, which produce specialised knowledge and trained personnel, industry as -sociations offering specialised services or financing institutions such as venture capital
university initiatives. In a way, they resemble the hub -and-spoke model with the university or government agency being the catalyst for locational processes, al
-though other authors have voiced some concern about the possibilities of external agencies in fostering such agglomerations (O†Gorman and Kautonen 2004, Phan
as municipalities or universities; and none of these forms are mutually exclusive. Which 28 factors render a cluster a successful territorial (innovation) model?
-calised learning The institutional dimension is concerned with elements of †reproductivity and local buzz†(Bathelt 2004: 153) and it is of particular interest regarding RTD,
but learning is neglected (Oinas and Malecki 1999). ) Technopoles put more emphasis on linkages between science, technology and in
of collective learning and act as an uncertainty-reducing mechanism in the innovation process†(Camagni 1995: 320), in short:
and brings learning to the forefront of regional RTD. The milieu is seen as an incubator for innovations and the creativity
namely learning and interaction (Maillat 1995), with interactions triggering and producing collective learning processes. This collective and †socialised†process allows for cost re
-ductions within firms, thus enhancing their (technological) efficiency (Camagni 1991 Overall, milieus reduce uncertainty for firms by †tacitly
-ter of these linkages inducing learning processes and innovations and a common im -age and sense of belonging to this particular region or this particular group of actors
processes of localised learning needed to set off innovation processes 33 While there appears to be no model
university environment, and Boston/Route 128, which has been chosen for its dem -onstrated potential to overcome a crisis
†since they encourage continuing learning processes of the resident companies in an evolutionary, self-sustaining way, combining
250,000 students as well as a num -ber of public research institutes cov -ering various areas such as IT, artifi
) These education and science establishments have promoted †a re -search and learning culture in the
Many local universities and research centres foster knowledge spillovers into industry and close research-industry cooperation
-nial British heritage that, for example, influenced legal norms, constitution, education system and media and provides stability
This is supported by the †academic flair†of Bangalore as a university city. Banga -lore†s software cluster owes †its origins
infrastructure with first-class universities (e g.,, Harvard, MIT) are the basis for the highly skilled workforce available in the area.
-tion another example, the ability of the local university to attract research funds is ex
-traordinary compared to other universities. Both indicators seem to hint at wealth and the existence of innovation abilities (see also Table 2 for more data referring to Bre
education institutes with about 35,000 students. The University of Bremen is the largest amongst them educating 22,000 students.
Furthermore, there are renowned non -university based research institutes like a Max-Planck-Institute or a Fraunhofer Insti
-tute. These scientific establishments are the basis for an excellent workforce potential The technology park †University of Bremenâ€, founded at the end of the 1980s,
con -tains the university, the technology and incubation centre †BITZ€ as well as numerous companies A main issue in Bremen contributing to the emergence of an innovative milieu are
policies and governance. 21 Extensive (financial support was given to facilitate the structural change. A lot of the money came out of external sources like EU funding or
the so called federal financial compensation mechanism22 within Germany. The public influence can be measured: The region†s R&d expenditures reached 2. 13%of GDP
This is because Montpellier has been a university city since the 13th century with 3 universities and several technical and graduate colleges
Furthermore, Montpellier has no restructuring burdens because of the lacking industrial background and a weaker influence of trade unions compared to traditional industry re
Apart from that, the increase of students and high qualified working population (†cadresâ€) made a shift from a traditional conservative
, universities research institutes), existing economic starting-points and future prospects. The pã'les are: †Euromã dicine†for medicine, pharmacy and biotechnology, †Agropolis†for tropical
Denmark, although, Aalborg University is home to 12,500 students and employs more than 1, 700 people (Stoerring and Christensen 2004;
A club (Norcom) was founded in 1997 by 20 firms, the Aalborg University and the uni
Aalborg University, later other actors joined them. The so called †clusterpreneurs†are the key persons in initiating
and fostering the cluster †representatives of university policy, and industry (Stoerring and Christensen 2004.
Aalborg University is of great advantage for North Jutland Established in 1974, today it has 13,000 students and 1, 700 employees (Pedersen and
Dalum 2004. It has a priority area in ICT sector, but has also build up substantial ac
The university delivering engineers and ba -sic research is seen as a core asset of the region (Stoerring and Dalum 2006.
strong university research capacity is combined with a long tradition and specific char -acter of the cooperation between university and industry. †The principles of project
-based learning, often with the solution of real-life technical problems as part of the stu -dents†project work, have created skills highly demanded in product development inten
-sive firms†(Dalum et al. 1999: 184. All this helped in fostering cluster development and it illustrates as a particular strength of the regional development in North Jutland
sciences at university for Biomedico The regional culture resp. identity shows a local entrepreneurial spirit among re
Dalum 2006), all of which for example is reflected in the strong university-industry co -operations to be seen in the region and in the cluster initiatives
some others with large R&d investments and good collaboration with universities OECD 2001 Oresund is home to one of the worlds†best biotechnology clusters.
A main issue for the region is knowledge and learning, which helped making this re
-gion successful in terms of knowledge transfer between research and education institu -tions and industry: 6 research parks, 11 university hospitals, 14 cooperating universi
-ties (†Oresund Universityâ€) are populated by 140,000 students, 10,000 scientists and 6, 500 Phds providing active cooperation with 800 other universities worldwide.
Strong basic academic research and a long tradition for clinical research as well as a good co
-operation climate between research and economy help fostering knowledge spillovers Boston Consulting Group 2002 The engagement of private actors (e g.,
area, acts as an intermediate between universities, enterprises, and authorities aiming for promoting the medical sector (Sornn-Friese and Sorensen 2005
with a historic university and a car industry†to a county now having †the fastest rate of
11%of the workforce) are employed in the education sector. Oxfordshire is home to four universities:
Amongst them, the most famous is Oxford university, dating back to 54 the 13th century and hosting 17,000 students.
The only 10 years old Oxford Brookes University is home to 18,000 students. All guarantee a constant flow of high qualified
people (Oxfordshire County Council 2005,2006. The scientific scene in Oxfordshire is amended by a number of research institutes, national laboratories, hospitals and medi
These academic institutes are not only valuable as education institutes and providers for high qualified employees but also as research establishments with linkages to local
Moreover, it illustrates the role universities could play in fostering regional RTD 55 4. 2. 8. Prato:
Therefore, the regions aims for fostering cluster orientated education further 1, 100change of employment in the 14 lead and growth sectors absolute (2000-2004
For example, the Business school Tuttlingen offers a special MBA programme †Medical Devices & Healthcare Managementâ€, the Vocational training Centre (Berufliches
cluster specific education and knowledge could be a good example for other regions trying to improve their performance in special sectors
-tional training in -stitutions Special R&d sup -port and educa -tion, instruments for research trans
Process Shift from individual and spatially dispersed learning to collective learning Creation of technical culture
universities on macro level, educational and vocational training institutions on meso level and specific R&d support and education programmes as well as measures fostering re
-search transfer on the micro level. Individually, knowledge might be attracted to a region 64 by policies aimed at attracting highly skilled labour.
policies geared at retaining skilled graduates within a region or at educating them as in the
example of Tuttlingen, where the business school offers a specialised MBA programme tailor-made for the surgical instrument cluster
All this helps foster learning processes within the region 5. 2. Challenges in Fostering Regional RTD
firm level can usually be explained by switching costs, costs of not learning as fast as
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