FORFÃ S EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS & ENTREPRENEURSHIP 1 EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS AND ENTREPRENEURSHIP 2 Table of contents Executive Summary 3 1 Background
nclude an inc d the numbe nd is also cha t up projects eder program of high pote rt a new com hort training rm (EPP) was Department
but a g sessions, to s a one year of Education t and funded of circa â 3m overhead costs tives that focu ng, for examp e Patent Fund 1,
me from. reland from aden the ed as a es. They ng and ich was advisory HEI gy agen
In su ant programm year training CORD grants mployed, is including ind at responded s. programme t ntrepreneurs ness plans suc t market and roach.
ES1 involves weekend programmes that provide training and business advice to potential entrepreneurs. ES2 is delivered via the Business Innovation Centres (BICS)
innovators and researchers in the higher education sector †bringing together research capability and business acumen-with the aim of generating new ideas with commercialisation potential.
The Start Your Own Business (SYOB) supports include Financial Assistance and SYOB Training as well as mentoring and management training.
A survey of CEBS revealed that 44 per cent of management training (excluding SYOB courses) and 58 per cent of mentoring services are directed to start-up businesses.
In terms of SYOB training, there were almost 18,900 participants over the period 28 The Department of Jobs,
if resources for SYOB training supports were to become more limited or there were to be unmet demand for these courses,
Increase efficiencies of CEB training programmes by further collaboration on design and delivery; and Collect and collate data required for programme evaluation,
Start-up entrepreneurs may fail to understand the benefits of training or the fact that new knowledge and skills may spill over to other firms;
Underinvestment in knowledge acquisition may require increased training and advisory supports. Financial market imperfections may be addressed by grant aid. 36 Action Plan †the European Agenda for Entrepreneurship, European commission, COM (2004) 37 Understanding Economic growth, OECD,(2005
This sum covered supports to clients in the form of equity investments, feasibility studies, training, R&d, management development, consultancy and others.
(formerly R&d) 7. 0 15.0 20.8 Trade Fair for SMES 0. 0 0. 5 0. 5 Training 0. 0 0. 2 0
Other areas, including training and management development, market research, consultancy, together account for less than 10 per cent of expenditure.
For education and training supports, companies pay a matching 30 per cent on sign up to the programme being funded.
) 73 54.1%â 16,192, 797 57.8%Metals and Engineering 28 20.7%â 6, 033,163 21.5%Mining, Quarrying and Indigenous Services (Health and Education Services;
through the Competitive Start programme and through spin outs from higher education institutes. An improved focus of the HPSU feeder programmes should also assist this target.
Enterprise Ireland is charged also with increasing the number of investments in Inward Entrepreneurial Start up Projects by 50 per cent. 54 The RD&I suite of programmes include a number of initiatives that focus on commercialisation of HEI research
a one year entrepreneurship training and start-up incubation programme run by the Institutes of Technology and funded by Department of education and Science.
or are unemployed currently are encouraged to engage in education and training with a view to establishing a HPSU.
The CORD support toward a salary stipend addresses the immediate barrier for these individuals in considering setting up their own business.
as well as using education as a means to achieve that objective; these were emphasised some time after the programme†s introduction.
The Enterprisestart Programme delivers training and business advice to potential entrepreneurs to assist them in developing their business idea into a tangible business plan.
which this programme was established was set by an increasing emphasis on participation in education and training as a means to enhancing entrepreneurial ability and awareness58.
Added to this was Enterprise Ireland†s revised strategy between 2008 and 2010, under which innovation-led regional
The Enterprisestart programme aims to increase awareness of and participation in Enterprise Ireland programmes in all regions, by making information and training more easily accessible.
organisation of the events, providing training and advice to clients. Average salary of all enterprise Ireland employees involved was calculated
The Enterprisestart programme aims to increase awareness of and participation in Enterprise Ireland programmes in all regions, by making information and training more easily accessible.
this programme was established in the context of an increasing emphasis on participation in education as a means to enhancing entrepreneurial ability and awareness and,
By delivering targeted training modules in fixed locations, the programme facilitated a filtering of potential entrepreneurs
capabilities and expertise that exist within the 3rd level sector to strengthen industry/college linkages.
Objectives and Target Beneficiaries Propel provides training and business development supports to start ups and entrepreneurs with ideas for export based businesses
capabilities and expertise that exist within the 3rd level sector to strengthen industry/college linkages.
and know-how being generated in higher education institutes. In more recent times, as Ireland faces very challenging economic conditions, the Government†s Building the Smart Economy,
Workshops including residential training One to one mentoring Incubation/dedicated desk facilities Networking Financial support 63 NOTE:
25 successful candidates receive intensive training through a series of workshops in financial management, product and service marketing and international business planning.
For Phase II, 10 of the candidates are selected for the training process, which lasts eight months.
During Phase II, participants receive regular training in a range of business functions these include;
However, there was the view that CORD payments should be linked to performance such that non-attendance at training
In addition to the training, participants can avail of a range of other supports to enable them to develop their business including mentoring
e number ets and ved 24 the end who 72 Phase II of the programme involved participants attending training and workshops, getting incubation space, qualifying for financial support
I was reduced to 21 participants attending two full days of training with 11 being selected for Phase II.
The training now takes place on a residential basis to allow for greater networking to take place.
This enabled the training and mentoring to be tailored to the specific needs of these sectors.
In particular, Enterprise Start 2 and the EPP in terms of aspects of the training delivered and access to supports such as incubation space.
and involves significantly more one to one and tailored training specifically to high technology start up needs.
Furthermore, Propel does not directly substitute for any education/training programmes offered by the private sector.
Partner HEI contribution. Outputs Number of participants †industry and academic, Sectors and technology areas covered †aligned to enterprise and research base,
and involves focused three hour networking and information sessions between entrepreneurs, innovators and researchers in the higher education sector.
and higher education institutes (on a regional scale) in order to develop innovative products and services. The pilot for Ideagen was launched in the South East region in 2009
significant investments were being made to commercialise research outputs from the higher education sector and there was an increasing amount of research being generated that had commercial potential.
and innovations from the higher education sector to promote economic growth, it states that â€oewe will promote
for instance utilising space in the HEIS to host the events. These figures cover all direct input costs such as advertising, venue hire, catering,
They arrange the speakers and facilitators for each of the events and work with the Higher education Institutes
What did ger term out ty one particip sity Hospital G LUATION OF ded all three d to gain a b e ideas. m the partici HEIS in 2012,
. me is designe nd HEIS to co and network and enterprise d d networking most about de:
an increasing amount of research with commercial potential is emerging from the higher education sector and a number of Irish entrepreneurs are looking for next generation business opportunities.
Approximately 75 per cent of Irish university spin outs go on to raise venture capital and 66 per cent of the SMES collaborating within the Science Foundation Ireland Funded Centres for Science,
and know-how being generated in higher education institutes, and to forge new partnerships between these institutions and enterprise.
Fund II â 138. 7m 17 40 Yes 4th Level Ventures University Seed Fund â 17. 2m 13 79 Yes Total Funds
and a number of other agency programmes particularly those focused on early stage business development such as feasibility, training and mentoring and High Potential Start-up Supports.
by the Department of Jobs, Enterprise and Innovation Private Sector Funding Participant fees for training programmes Outputs Number of participants in receipt of supports each year Activities CEBS provide several supports
Training Management Development Finance Mentoring Enterprise Education Enterprise Promotion Outcomes & Impacts Increased number of Start-ups Increased number of entrepreneurs Increased employment Higher
1) Support new enterprises via training, advice and support, mentoring, financial support;(2) Foster a spirit of enterprise:
networking, financial supports 110 Over 20,000 students a year now participate in the various CEB supported programmes implemented in the education sector FORFÃ S EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS
Measure Two Grants †which covers other costs including the provision of entrepreneurial and capability development through education, training, mentoring, awareness raising and promotion.
Management Development, Training, Mentoring, Enterprise Education and Promotion. These supports are directed at both new and existing businesses
Analysis of Measure Two Spending 2008-2009 2008 2009 (â)( â) Management Development 1, 640,129 1, 686,443 Training 3, 775,691 3
, 689,632 Mentoring 1, 479,388 1, 580,737 Enterprise Education 1, 155,270 978,163 Enterprise Promotion 2, 468,936 2, 512,064 Other 2, 026,008
and SYOB training which provides business information & advice and training. Since 2008, the SYOB training course content has been broadly standardised across CEBS,
Trainers develop and deliver the training to a specification established by the CEB. The course is delivered normally over a period of up to ten weeks on a part time participation basis. Participants are charged a fee for attendance
Start-up entrepreneurs or owners of small firms may fail to understand the benefits of training,
education and training initiatives be focused on the needs in the labour market. The concept of developing entrepreneurs through education and training was echoed again in Towards Developing an Entrepreneurship Policy for Ireland, 2007.
The Department of Jobs, Enterprise and Innovation: Statement of Strategy (2008 †2010) highlighted the development of â€oeculture surrounding entrepreneurship through educational and society supports
focused as it is on stimulating and supporting entrepreneurship and start ups through a range of financial supports, mentoring advice and training.
A. Information and Advice B. Financial supports C. Training & Management Development D. Networking E. Developing an Enterprise Culture;
and only apply in the case of projects that clearly demonstrate a potential to graduate to Enterprise Ireland
Grants include assistance with innovation including consultancy requirements, hiring of expertise from third level colleges, private specialists, design costs, patent costs and prototype development costs.
500 per employee and a maximum of ten employee C Training & Management Development The CEBS provide Start Your Own Business, Management Development Training and Mentoring services.
Start Your Own Business Training This training is aimed specifically at those seeking to or in the course of starting up a new business.
The course content normally includes information on: Company structures; Business planning; Market research and Marketing; Sources of finance, financial Management, taxation and book keeping;
Since 2008, the course content has been broadly standardised across CEBS to address the variations that existed prior to that.
Trainers develop and deliver the training to a specification established by the CEB. The course is delivered normally over a period of up to ten weeks on a part time participation basis. Participants are charged a fee for attendance,
Management Development Training The CEBS offer a wide range of management development programmes. Typical management development programmes include all aspects relating to the running of a business,
and often arise from the demand from clients of management development programmes who wish to build on previous learning
Student Enterprise Awards-Second Level; Exploring Enterprise-Second Level; Enterprise Encounter-Second Level; FORFÃ S EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS & ENTREPRENEURSHIP 131 Celtic Enterprise-Second Level;
and Third Level Over 20,000 students a year now participate in the various CEB€ supported programmes implemented in the education sector F Other Activities The CEBS are involved in a wide range of other activities in response
Management Development Programmes 30 Mentoring Assignments 110 Networks supported 1-4 Student Enterprises Initiatives 20,000 nationwide (All CEBS) CEB Activities specific
and 132 For practical reasons, services, such as management training, may be delivered most effectively jointly to new and existing entrepreneurs.
The survey of the CEBS established indicated that with regard to management training, 44 per cent of activity is directed towards start-up enterprises.
and Advice Financial Priming Grants Business Expansion Grants Feasibility Grants Training SYOB Training Management training Mentoring Networking Measure 1:
and meet regularly, participants at networks make up the vast majority of non-training participants. Table 9. 12 Number of Participants in Measure 2 Activities Year Number of Participants Annual Growth rate(%)2004 12
Derived from CCU Data Start Your Own Business Training A total of 18,899 individuals participated in SYOB soft support courses from 2005-2010 (data is unavailable for 2004.
while 44 per cent of management training (excluding SYOB Programmes), and 58 per cent of mentoring services are directed to start-up businesses. 9. 9 Impacts and Outcomes Financial supports:
The scale of impacts and benefits are set out below in relation to CEB financial supports for start-ups and the SYOB training programme.
direct financial costs 60%1. 86 years 0. 93 years 40%1. 24 years 0. 62 years SYOB Training:
Impacts and Outcomes This section sets out the outcomes of SYOB training supports in terms of: Progression to start-up businesses;
which may limit the contribution that the SYOB training supports makes to innovation based productivity improvements. 144 Table 9. 23:
A key element of the CEBS support for new start-ups is the provision of â€oestart Your Own Business†training.
At the time of the evaluation, FÃ S, the national training authority, provided similar training in certain parts of the country.
and location of the Start Your Own Business Courses that they offer to reflect the availability of training from FÃ S. In the case of at least one CEB in an urban area,
FÃ S does not offer this type of training in their area and refers people to the CEB for this type of training.
Finally, our workshop with course participants indicated that the CEB courses reach an audience at least part of which would not consider taking the equivalent FÃ S start your own business courses.
FORFÃ S EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS & ENTREPRENEURSHIP 147 Effectiveness SYOB Training Supports The research found the SYOB training supports had been very effective in the period evaluated.
With regard to SYOB training supports †it would be advisable to target supports toward those involved in manufacturing
Increase efficiencies of CEB training programmes by further collaboration on design and delivery; and Collect and collate data required for programme evaluation,
participants, guest speakers and programme managers during the course of the training workshop held for Propel Phase Two participants An online survey was designed to get feedback from the participants.
and provide training and funding as well as mentoring from industry experts, through a multistage workshop process.
and draws on the expertise of local universities and industry experts The High Growth Start-up Programme targets start-ups in high technology sectors and provides coaching
mentoring, coaching, training and workshops for entrepreneurs for SMES and entrepreneurs. Livewire is funded by the state and Royal dutch shell as part of its corporate social responsibility programme.
which is based in the University of Linkã ping, and SMIL a local business association whose membership is composed of small technology-based firms in the region. 154 Appendix III:
s December 2013 Survey of Research and development in the Higher education Sector 2010/2011 Forfã¡s December 2013 NCC Submission to the Action Plan for Jobs 2013 NCC November 2013 Addressing Future Demand for High-level ICT Skills Forfã¡
s July 2013 Monitoring Ireland†s Skills Supply †Trends in Education and Training Outputs 2013 EGFSN July 2013 National Skills Bulletin
Flanders DC focuses on entrepreneurs, teachers, students, policy-makers and the general public. Among the many options Flanders DC offers are:
a free online training in creative thinking, a creativity test, a brainstorm kit, invite an entrepreneur to speak in your class
or at your event, take part in the De Bedenkers (The Inventors) classroom competition and an online game to discover how you score as an innovative manager.
July 2007, published in English ï How entrepreneurial are our Flemish students, Hans Crijns and Sabine Vermeulen,
In addition to these research projects, the Flanders DC Knowledge Centre has developed also the following tools and training sessions:
ï Ondernemen. meerdan. ondernemen, an online learning platform ï Creativity Class for young high-potentials ï Flanders DC Fellows, inspiring role models in business creativity
which has received significant attention among strategy scholars, is beyond the scope of this report. Business model innovations based on an open innovation imply that there are cost-increasing effects of technology sourcing
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,
including the Glostrup Hospital of the University of Copenhagen. These contacts introduced the founders to the science of sleep and the clinical practice of sleep medic ine.
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.
In this case, most technologies are developed co with knowledge partners such as universities, research labs, and lead-customers.
and technologies developed at universities, research labs, or large companies. Finally, small firms must make choices 32 about the way they will profit from their technology.
Dingens wanted to collaborate with the University of Hasselt and knowledge partner Sirris to develop a completely new instrument The new barometer should have the same advantages of the mercury barometer (accurate, legible, durable, and decorative),
therefore, developing technology based business opportunities should no longer be limited to university and corporate spin-offs. Start-ups can use their organizational agility, application know-how,
or market intelligence to commercialize technologies that they license from universities or larger, technology-savvy companies.
The experience eventually transforms the customer into a restyled person using personalized advice from a professional. 34 Key Learning points ï 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.
Examples include newsletters from universities and knowledge centers and publications of Design Vlaanderen among others.
It is thus too early to evaluate its effects on the company†s bottom line. 53 Key learning points ï Successful SMES do not remain with one business model forever.
and a few additional knowledge partners such as universities, research labs, and knowledge intermediaries. This strong reliance on value chain partners is partially due to the fact that most companies are active in low-and medium-tech industries.
Therefore, they visited several renowned sleep institutes located in Danish hospitals such as the Glostrup Hospital of the University of Copenhagen.
where universities would be invited to participate in the product days with their own ideas. They would also have access to factory resources
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,
Universities, research labs, crowds of experts, lead users, and knowledge brokers are just a few examples of potential external sources of kn owledge.
Developing new flavors has traditionally been completed with different universities in Europe, with DSM, and with other innovation partners.
including several European universities, research labs, DSM and other value chain partners. The technology licensed from DSM is a technological plat form that can be used for different applications.
it could build on the reputation of DSM to get access to universities, technology labs, and commercial partners.
established companies are increasingly aware of the growing technological capabilities of universities, research labs, and high-tech start-ups.
Philips relies recurrently on new technologies from universities, specialized research labs, and high-tech start-ups. The electronic giant endeavors to be preferred the partner for small,
Case Airfryer 87 88 Key learning points ï In the past, collaboration between large and small firms has been prone to different types of problems.
and how to deal with them. ï Small firms should do their homework before they start collaborating with large companies.
Partners may be technology partners such as universities, research labs, or other companies, but in most cases these are not the most important partners in the network.
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.
institutional sources (universities and university colleges (v), government and public research organizations (vi)), and other available sources (professional and industrial associations (vii), trade fairs, exhibitions,
universities (v; and public research organizations (vi. Collaborative innovation is captured by calculating the average score of the six questionnaire items registering the firm†s use of coopera tive agreements with innovation partners.
and profiting from technology, Harvard Business school Press, Harvard: Boston: MA and Chesbrough, H. W. 2006), Open business models:
How to thrive in the new innovation landscape, Harvard Business school Press, Harvard: Boston: MA. 4 Van de Vrande, V.,De Jong J. P. J.,Vanhaverbeke, W. and De Rochemont, M. 2009), Open innovation in SMES:
and profiting from technology, Harvard Business school Press, Harvard: Boston: MA and Chesbrough, H. W. 2006), Open business models:
How to thrive in the new innovation landscape, Harvard Business school Press, Harvard: Boston: MA. 7 Chesbrough, H. W. 2007), Why companies should have open business models, MIT Sloan Management Review, 48 (2),
Osterwalder, A. 2004), The business model ontology †a proposition in a design science approach, Ph d. Thesis University Lausanne, Ecole des Hautes Etudes Commerciales HEC. 173 p;
and profiting from technology, Harvard Business school Press, Harvard: Boston; and Chesbrough, H. W. and Rosenbloom, R. S. 2002), The role of the business model in capturing value from innovation:
C. 2005), The 10 rules for strategic innovation, Harvard Business school Press, Harvard: MA; Christensen, C. M. 1997), The innovator†s dilemma:
When new technologies cause great firms to fail, Harvard Business school Press, Harvard: MA. Christensen, C. M. 1997), The innovator†s solution:
Creating and sustaining successful growth, Harvard Business school Press, Harvard: MA. 19 This is exactly what Mcgrath and Macmillan call discovery driven growth.
Authenticity, Harvard Business school Press, Boston: MA. 97 21 These conditions have been analysed in detail by Gans, J. S and Stern, S. 2003), The product market and the market for â€oeideasâ€:
What the new dynamics of business ecosystems mean for strategy, innovation and sustainability, Harvard Business school Press, Boston, MA. 28 There is a rapidly growing literature stream.
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.
What the new dynamics of business ecosystems mean for strategy, innovation and sustainability, Harvard Business school Press, Boston:
Authenticity, Harvard Business school Press, Boston: MA. Chapter 5 35 Katila, R. Rosenberger, J. D.,Eisenhardt K. M. 2008), Swimming with Sharks:
Harvard Business school Press, Boston, MA.;and Vanhaverbeke, W.,Van de Vrande, V. and Chesbrough, H. 2008.
University college Dublin Ciaran Mcgarrity Department of Enterprise, Trade and Investment Eddie Friel University of Ulster Eoin Magennis Intertradeireland Ian Hughes Forfã¡
s John Smith Enterprise Ireland John Thompson Queen†s University Belfast Kirsty Mcmanus Confederation of British Industry Má
Serial innovators may draw on higher education institutions for intellectual property and talent, on the financial resources of venture capitalists and angel investors and on the capacities and facilities of other companies
and •Occasional joint interventions of public research organisations (through Universities Ireland. 8 10 NESTA, Measuring wider framework conditions for successful innovation (January 2011). 13 Actors Function in innovation ecosystem Businesses •Conceive of radical innovations
or prior art searches. •Provide access to specialist people and facilities (from interim CEOS to product testing/accreditation).
and other training to keep people abreast of wider innovation. Higher education Institutes which includes Public Research Organisations •Provide a source of graduates
and postgraduates. •Offer a portal to the global pool of academics and stock of knowledge. •Provide a source of partners for proprietary innovation projects. •Offer a source of IP,
and support universities and research institutes with their third stream. •Identifying and supporting the development of new technologies and new markets.
from education policy to fiscal rules and tax reliefs to intellectual property. •Define or implement regulations,
Overview of the industrial base in Ireland, Northern ireland and the EU-27 Policy makers/Regulators set Framework Conditions Market Conditions Intermediary Bodies Higher education Institutes Business Services
However, Northern ireland compares better to Ireland in relation to higher education R&d expenditure (HERD. •Most notably, innovative SMES in Ireland and Northern ireland engage in much less collaboration with others
when compared to UK firms (see Figure 4). •In the metrics associated with higher education institutes, such as numbers of international scientific co-publications,
and both were better than the UK in numbers completing tertiary education and in the workforce (see Figures 3 and 4),
and the UK (see Figure 3). Innovation Ecosystem Actors Firms Financial services Orgs Higher education Institutes Innovation Support Agencies Business Services Orgs Intermediary Bodies Policy makers
Expendituresales of new to Firm Innovations Business R&d Expendituresales of new to Market Government R&d Expendituresmes Introducing Marketing/Organisational Innovations Higher education R&d Expendituresmes Introducing Product
or Process Innovations Employment in Knowledge-Intensive Activitiesinnovative SMES Collaborating with others Employment Medium-High tech Manufacturingsmes Innovating In-House Population Completed Tertiary education 160 120 80 40
Innovation support agencies, business services organisations and higher education institutes emerged as the least important partners,
Clients/Customers Suppliers Intermediary Bodies Financial services Organisations Innovation Support Agencies Business Services Organisations Higher education Institutes 0%20 40 60 80
or higher education institutes. •However, the level of internationalisation makes little difference when it comes to the importance of external connections for past innovators.
Manufacturing and agriculture businesses rate innovation support agencies and higher education institutes as being more important innovation partners than do other sectors. •Innovative firms in Northern ireland placed slightly more importance on a number of external partners
Ranking of the effectiveness of external partners by innovative businesses Clients/Customers Suppliers Financial services Organisations Innovation Support Agencies Intermediary Bodies Business Services Organisations Higher education
•Large firms regard higher education institutes and financial services organisations as more effective than small firms. •When it comes to export orientation,
Overall, international partnerships are reported more widely than cross-border ones for links with suppliers, higher education institutes, intermediaries and business services.
A notable aspect of the ecosystem is held the view by firms that higher education institutes are not so important in the working of their ecosystem.
whether firms were considering the role of higher education institutes in relation to a particular contribution to innovation or at a more holistic level.
Nonetheless it should be noted that higher education institutes contribute to innovation in a number of ways:
While higher education institutes are making strides to reach out and engage with business and the wider community, there is clearly a perception issue among firms
which are less than positive about the role performed by higher education institutes in the wider ecosystem.
†quite important†1. 3-2. 3 and †very importantâ€>2. 3. Framework Conditions Market Conditions Intermediary Bodies Higher education Institutes Business
and higher education institutes. However, business services organisations are regarded as less important and less effective while higher education institutes and financial services organisations are reported also as less effective.
Figure 14 on page 21 indicates the firms†view of an innovation ecosystem that operates quite effectively
A notable opportunity for this is to foster a better understanding amongst small firms of how higher education institutes can contribute to supporting innovation.
Rag analysis of innovation ecosystem †large firms Framework Conditions Market Conditions Intermediary Bodies Higher education Institutes Business Services Organisations Financial services Organisations Innovation
Other innovation partners, such as higher education institutes, financial service organisations, innovation support agencies or intermediary bodies, are regarded as less important and effective partners.
Foster better understanding of the role higher education institutes can play in supporting innovation in small companies.
Despite the fact that higher education institutes provide a skilled and talented workforce perform research that government and industry commission
it is interesting to note the view of business that linkages with higher education institutes are not important in their view of the ecosystem.
and higher education institutes. 24 The use of cross-border and international partners is limited. Just under a fifth (19%)of innovative firms are working with cross-border innovation partners and under a quarter (24%)with international partners.
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