Synopsis: Education:

She is professor and director of research at the TÃ lã-universitã of the Universitã du Quã bec.

employment and types of employment, job training, innovation in the workplace and work organization, as well as the articulation between work and family life.

societies evolve through the daily accumulation of inventions--â€oeinnovationsâ€--which gradually alter the lot of human behaviour.

Bas, 1995)( translation), a process of problem solving, a learning process which brings into Innovation and Society

comparable production processes and the goal of the established collective learning processes is to solve common difficulties.

large enterprises, SMES, institutions of higher learning (universities, research institutes local authorities (municipalities, local organizations) and government institutions

1944) and by Katz (1955), to mention only these two scholars, highlight the fact that information exchange does not occur without social screening.

Montrã al & Kingston, Mcgill-Queen†s University Press Hollingsworth, G r and R. Boyer (1996) Contemporary Capitalism, the Embeddedness of

Mcgill-Queen†s University Press and School of Policy Studies, Queen†s University. Pp 165-194

Innovation and Society Broadening the Analysis of the Territorial Effects of Innovation 14 Veblen, T. 1899.

Wolfe, D. 2002) Social Capital and Clusters Development in Learning Regions. In Holbrook A. and D. Wolfe (ed.).Knowledge, Clusters and Regional Innovation.

Mcgill-Queens University Press; pp: 11-38

October 2014 INTERREG IVC analysis report Innovation capacity of SMES Credits Experts for thematic capitalisation on the innovation capacity of SMES

Engineering from the University of Porto (1989) and a Master†s in Marketing by IEP/ESADE (1999

He is a graduate from the National Institute of Polytechnics in Grenoble with a Master†s degree

across Europe have been learning from each other through cooperative policy learning in 204 interregional projects supported by the INTERREG IVC territorial cooperation programme

for 2014-2020, INTERREG EUROPE, is developing †Policy Learning Platforms†which will stimulate a

process of continuous policy learning among all interested regional policy stakeholders around Europe Michel Lamblin Erwin Siweris

the present report also points out that implementing effective learning processes in this (relatively) new area, where there are still very few certain recipes for success,

external review schemes, and in general the adoption of an †evaluation culture†for innovation support; this has been done in several of the INTERREG IVC projects that are

for shortened policy learning cycles †which can be achieved through the combination of strengthening regional practices and implementing external practices within the life span of a single project

What is their learning effect on the still running INTERREG IVC projects? Are there possible

and create mutual learning 8 8. Based on the findings of the analysis, can specific recommendations be provided to individual

organisational changes, training, testing, marketing and design. The latest (third, from 2005) edition of the Oslo Manual defines innovation as the implementation of a new or

as health or education. However, for the current thematic analysis, the focus is solely on

†Public Procurement for Innovation (PPI) as Mission-oriented Innovation Policyâ€, Charles Edquist, Professor CIRCLE (Centre for

Innovation, Research and Competence in the Learning Economy), Lund University, Sweden, 2012 6 †Community Framework for State Aid for Research and development and Innovation†published in the Official Journal of the

projects with universities and technology Centres, and innovation financing •Weaknesses in networking •Lack of internal research capabilities

schemes, HR management incl. training models and an innovation friendly environment incl. CSR •Weaknesses in networking

University City Regions Enhancing the cooperation between businesses and universities Innovation Systems IPP http://www. i-p-p. eu

/Interregional Partnership Platform Supporting innovation intermediaries Innovation Systems KNOW-MAN http://www. know -man. eu

•Education and culture •Finance •Regulatory environment and procurement •Infrastructure •Support and technical assistance

enterprises (notably SMES) and external knowledge/research providers (universities, R&d service providers or private consultants), in a small-scale approach targeted to the needs of individual

consulting services (training, advice on intellectual property rights, market research technology transfer services, and technological assistance, etc

Coaching and Training The large majority (28) of the GPS considered by the projects are related to coaching and training

because this is relatively easy to implement and can produce quick results, making it suitable for transfer

GPS addressing the shortages of innovation skills via training or coaching GPS focused on coaching GPS focused on training

•INNOHUBS38 o Innovation Stockholm •INNOHUBS38 o Innovation Race o KREO •INNOMOT39 o Organisation Innovation

Examples of GPS in training and coaching •Mindshake (Navarra, Spain) in the INNOMOT project:

a mix of training and consultancy addresses their particular challenge in a practical way introducing non-technological innovations along the way.

proposes to professionalise the management of SMES by organising learning networks by and for entrepreneurs.

This is achieved through the organisation of training sessions on the level of day-to-day business operating.

In addition to practical training, events offer networking opportunities The Parenthood project approach is based on the following principles

and students together and forge new influences on companies via students studying different disciplines. Until 2010, the programme had been conducted in more

than 130 municipalities in Sweden, supporting approximately 800 companies An office runs for seven weeks in the summer.

discussions concerning location, financing, companies, and students. After the summer, there are follow-up and reporting activities.

The students are selected annually via a database of at least 350 students from all over the world (mostly Swedes.

The selection of students depends on the type of company. If the company continues to use the design,

they have the option to employ the student or contact other consultancy firms. Each local design project costs â 75 000 for the

cost of the office, material, phones, cars, documentation, including salaries for Project manager Supervisor, and eight students for seven weeks

This GP has a lot in common with †Summer Entrepreneur†(also a GP from MINI -EUROPE), but is aimed at overcoming SME weaknesses in terms of design skills:

the INNOHUBS and the SMART+projects promoted GPS offering, among other services, training courses and consultancy in innovative tools for SMES

and implemented a training programme, which provides assistance to companies new to external markets, through seminars and workshops

companies and university •DISTRICT+46 o Net of Competence: Universities and enterprises network to increase technology

transfer •MINI-EUROPE47 o Genomnanotech: Setting up of a technology transfer office and innovation

of innovation oriented R&d at universities is very important. The commercialisation of these R&d results is essential as well.

and universities can cooperate and develop products/services/technologies together. This increases the regional and national competitiveness of the country.

University of Debrecen, one of the most rapidly developing knowledge centres of the Eastern -Central-European region.

system at the University of Debrecen o Setting up a Knowledge and Technology Transfer Office at the University of

Debrecen, which became a significant player of the innovation system in Hungary o Enhancing R&d intensive investments in the à szak-Alfã ld region in cooperation

It also facilitates a link between universities and businesses converting scientific knowledge into economic activity, and leading to the creation of a

itinerary for the consolidation of a spin off, with Universities and Research Centres. Other key features are the complete and professional assessment of the projects and the joint monitoring

collaborating entities composed of the universities of Andalusia, CSIC (Spanish Council for Scientific research), CTAP, FIBA, ISAPA and FSP

o Bioenergy for the region, to build cooperation between Phd students and companies o Innovation assistant, to support newly graduated employment

Unlocking Cornish Potential-Graduates for Cornwall†s businesses. Similarly to Innovation assistant, it aims at promoting the employment of recently graduated staff in SMES with no or little

o Mandatory training of the innovation assistant by a specially designed post -graduate training programme established at the Donau University Krems

o Grant for the project and innovation assistant-related consultancy o Accompanied monitoring/evaluation of project by an external consultant

This has been achieved in particular through interactive policy learning between policymakers the sub-project partners 53 GPS described below or in the MINI-EUROPE Good Practices Catalogue:

including those related to learning and managing knowledge assets •Cluster Support Environment Model (NW England) in the MINI-EUROPE project

processes and internationalization such as economic development agencies, universities investors and aspiring entrepreneurs. Its purpose is to â€oedevelop and prioritise new policies that

Innovation Management ERIK-ACTION Parenthood project Professionalise SMES management by organising learning networks by and for entrepreneurs (§3. 2. 2

Promotion of cooperation between design students and SMES §3. 2. 2 Very high ICT ERIK-ACTION PRAI/VINCI Support for the setting up of Virtual Enterprises based on ICT

projects agree on the fact that transferring a GP is a mutual learning experience, requiring face-to-face

suggest a need for shorter learning cycles, with the combination of both the strengthening of regional

This proposal is similar to the H2020 call †Peer learning of innovation agencies†57

mutual learning and benchmarking 3. 4. 1 Synergies with other INTERREG IVC PROJECTS The INTERREG IVC Capitalisation exercise focused on 12 different themes, two of them directly related

research, education companies, citizens, NGO, etc The overarching objective of the Commission is to have 20%of the financing allotted to SMES (in FP7

Learning from others and learning from one†s own success and failures is undisputedly a key element

are still very few †sure recipes†for success. Implementing effective learning processes involves however

or other external review schemes, and overall the adoption of an †evaluation culture†for innovation support;

support in Europe through the structured interregional learning process that enables regions to share practices.

training workshops, such as in Innovation Race and KREO (INNOHUBS), Innovation Circles and Parenthood (ERIK ACTION), coaching activities through external experts, such as in

students, and in New Products By design (PERIA), or ICT, as addressed in the PRAI/VINCI

instruments, from workshops and training actions, to co-funding programmes (such as Participation in Foreign Trade Fairs or Fabrica Ethica that support part of the costs of SMES with participation in fairs

which focused on the hiring of Phd students by SMES, PERIA with the Creation of R&d units

tools, dedicated staff and training. Today, most national tax incentive schemes encourage strictly R&d investments and activities and rarely cover aspects of non-technological innovation.

business application which brings together people from businesses, universities, research, and finance & technology organisations to stimulate innovation through knowledge transfer.

Regional and local development agencies, Public universities etc Indicators-as of end 2013 Outputs Results

•SME innovation projects with universities and Technology Centres (lack of research capabilities •Innovation financing

research output from universities directly to SMES, through the support to the employment of young

professionals and recent university graduates as innovation assistants in companies, with responsibilities for the development of innovation processes.

the School in Business Economics and Law at the University of Gothenburg allows master students in

entrepreneurial students with SMES showing potential growth or experiencing a form of growth barrier For a year, the students practice to lead, manage

and develop a company, 2-3 days per week while acquiring theory in class. The companies obtain knowledge to deal with challenges in various growth

phases and the students prepare to start or lead and drive growth companies The Tuscany Region has selected this good practice to potentially contribute to its 2014-2020 regional

11 Greece University of West Macedonia, Research Committee, KOZANI 67 The project addressed the general issue of EU businesses†limited competitiveness and innovation

Employment of young graduates in innovation projects within SMES Innovation Systems awareness raising, tutoring and consultancy for SMES;

ERIK ACTION represents a step further in the policy learning and sharing process initiated in previous

Trainings 68 the PRAI/VINCI is given particularly relevant its focus on Virtual Enterprises which stands-out from the

Practices in innovation support (Promoting Mindset †Training-Start-up †Operation †Growth †Collaboration).

The first three stages (Promoting Mindset, Training, Start-up) were oriented clearly entrepreneurship focused on university students, and therefore lie outside the scope of the present analysis. The other

three (Operation, Growth, Collaboration) were related to the innovation capacity of SMES in general and †on the basis of the information provided by the different partners-focused on addressing

Regular training sessions also take place in the centre and market research/business intelligence services are available.

trainings/seminar costs and pay full commercial price for the business venue facilities that can be rented

development agencies, universities, investors and aspiring entrepreneurs. Its purpose is to â€oedevelop and prioritise new policies that promote

knowledge transfer from more experienced regions (in terms of innovation systems) to learning ones, resulting in the improvement of local policies and support to business support

/Phd students INGENIUM II public VC Technical Commercial Service (coaching Managers School Training Individualized Analysis (Coaching

training programme, which provides assistance to companies new to external markets, through seminars and workshops, cooperation sessions and business missions to the multilateral organisationsâ€

Once the company enters the programme a mix of training and consultancy addresses their particular challenge in a practical way introducing non-technological innovations along

INTERREG IVC principles of policy learning and sharing, this development around existing policy measures offers an easier and faster option to address service/non-technological

and students together and forge new influences on companies via students studying different disciplines. Up to 2010 the programme had

been conducted in more than 130 municipalities in Sweden, supporting approximately 800 companies An office runs for 7 weeks in the summer.

location, financing, companies, and students. After the summer there are activities for follow up and reporting. The target is to raise awareness of design as a means for SMES to develop their business

The students are selected annually via a database of at least 350 students from all over the world (mostly

) The selection of students depends on the type of company. If the company continues to use

the design they have the option to employ the student or contact other consultancy firms.

and 8 students for 7 weeks This GP, which has a lot in common with †Summer Entrepreneurâ€,

oriented R&d at universities is very important. The commercialisation of these R&d results is essential

ny Pà ter Programmeâ€, the industry and universities can cooperate and develop products, services & technologies together.

researchers of the University of Debrecen, one of the most rapidly developing knowledge centres of the

University of Debrecen -Setting up a Knowledge and Technology Transfer Office at the University of Debrecen, which

became a significant player of the innovation system in Hungary -Enhancing R&d intensive investments in the à szak-Alfã ld region in cooperation with Innova

•Technology transfer services and other SMES/Universities joint R&d collaborative programmes or business cooperation

000 for consulting services (training, advice on intellectual property rights, market research, technology transfer services, and technological assistance, etc

supported SMES by providing training in resource management planning, developing innovative products and territorial marketing,

financing sector in particular through training programme for practitioners/intermediaries Clusters and networks as successful drivers †guiding regions to competitiveness and

regional seminars on cluster activities as well as the training of network management teams The Role of Innovative Services in the Tourism Market to Support Regional Development (Smart

Pilot activities were focused on training SMES Go Global networks (SMESGONET: SMEGONET targeted SMES and HE & Research staff in

within local and international networks, through a web-based training programme and a service website

Macedonia, Greece and by learning from input from the members and from the GPS transferred by the

•Development of programmes that will enable universities, R&d and SMES to apply together for

including those related to learning and managing knowledge assets Main conclusions and recommendations •A sub-project such as †IART Territories†highlights the potential role of regional intermediaries

Peer learning of innovation agencies. Call in the Innovation in Small and Medium-sized Enterprises work programme. 2014.

were seen to spread public investments in knowledge and innovation †research, education, public support to business R&d, etc †thinly across technology research fields such as biotechnology, ICTS, and

public (e g. education, public research) and private, not on particular industries. This more upstream approach gives more of a margin for the market to determine

To allay some of the concerns about â€oesmart specialisation†scholars and policy advocates point out that it is oriented a vertically policy framework for priority setting at the regional level that combines

labour market policy and education and skills) and horizontal innovation policies (e g. R&d tax credits. A smart specialisation strategy means that government efforts

industry, education etc. An important issue is then how to select the relevant areas where government will

tended to spread â€oeknowledge investment†(e g. high education and vocational training, public and private R&d) too thinly, not making much of an impact in any one area.

In this learning process, entrepreneurial actors have to play the leading role in discovering promising areas of future specialisation,

with education and training policies in order to build capacity Multi-governance and interregional policy co-ordination:

Structural change, not just the accumulation of capital, is a driver of economic growth. As such smart specialisation aims to accelerate structural change by encouraging the

learning processes. But the smart specialisation approach goes further, it suggests the need to consider incentives (e g.

generally also requires alignment with education and training policies in order to build capacity •Diagnostic and indicator based tools and infrastructure.

public policies that spread public investments in knowledge and innovation †research, education, public support to business R&d, etc. thinly across technology research fields such as biotechnology, ICTS, and

and committing to a process of policy learning and deployment Both diagnostic tools and indicators should

but also universities and research centres should be engaged. Engaging them will not only allow policy makers to develop a deeper insight

the attendant discovery and learning processes Source: ECOOM-Centre for Research & development Monitoring at Leuven University

Here, the role of government intervention is important but it is subsidiary. Policy intervention is

demonstration projects, training Another characteristic of the smart specialisation approach is that it aims to deal with one of the

opportunities related to education, tourism, performance, guitar building, museum, recording, research or publishing This citizen and business driven initiative is the consequence of the severe impact of the crisis in Spain

Manuel Desantes from the University of Alicante Articulation between smart specialisation and cluster policy Clusters are important building blocks of a smart specialisation strategy. 3 Indeed,

networking activities and training, is an increase in knowledge spillovers among actors in clusters and thus

and efforts to preserve investments in knowledge based assets such as education and innovation especially in areas from where new drivers of growth may arise such as in green technologies and health

training institutions Support to technologies which have scale or agglomeration economies Cluster policies Technology banks

Broad policies such as investment in education and infrastructure, social policies and regulations in labour and product markets can play a role in shaping specialisation patterns by affecting comparative

by the changes of the profiles of regional universities. In the case of advanced regions with a very strong

together, the lower the cost of production, the greater the learning and network effects The OECD carried out a survey among regions7

In many EU countries, policies related to knowledge investments †from education research and innovation and industrial/sectoral policies are spread across many fields of intervention with a

firms, public research institutions and universities (OECD, 2011 In the main, the smart specialisation approach suggests regions, especially those regions

government, universities and firms) collaborative initiatives and public-private partnerships to strengthen the region†s economic and innovation base

learning process. Thus, the entrepreneurs discover emerging activities of future specialisation and other stakeholders contribute to identify existing capabilities (e g. research capabilities) but also barriers (e g

which plays a leading role in cluster and education development. Estonian ICT Cluster, supported by the national cluster programme,

The universities dealing with economics, public policy and administration, and specific policy areas e g. industry, health, agriculture, environment and culture) can play a crucial role during the process of

collaboration between Universities and Business in curricula design and curricula deliver may ensure that graduates have the right skills

and transversal competences required by the market (EC-IPTS (2011)).For example, in Estonia, the rapid growth of RDI requires a higher number of skilled human resources than

Changing the role of regional universities: In the region of Malopolska, the emergence of fast-growing

pharmaceuticals has been supported by the changes of the profiles of regional universities. Regional universities are also engaged in many initiatives aimed at addressing the main challenges in traditional areas of regional specialisation

e g. mining and clean coal technologies Abandonment of failure programmes: In Lower Austria, two cluster initiatives which initially enjoyed public support

Successful mobilisation of the resources of the universities may also have a strong positive effect on the achievement of comprehensive regional strategies (EC-IPTS (2011

universities and institutions of research, innovation and creativity complement the market know-how of business entrepreneurs with sound expertise for the skills, scientific and technology frontiers

performance-contracts, to mobilise universities and research institutions to deal with their regional habitat in a strategic

ECOOM-Centre for Research & development Monitoring at Leuven University In order to help policy makers to have a broader picture on national or regional specialisations

ECOOM-Centre for Research & development Monitoring at Leuven University Additional limitations to data analyses arise when considering that regional internationally

e g. industrial, innovation, education, energy, transport and entrepreneurship •Growing STI governance at regional level:

healthcare, Global education services, Green financing, Contents and software and Meetings, Incentives Conventions and Events and tourism industry

initiatives, strategic investment, venture capital, education and training. Nevertheless, in many countries and regions, there is no clear articulation of priorities (e g. stated in policy documents) and policy

industrial, education and training Lack of means and tools to assess the relevance of certain actions to contribute to the priorities

•Educational programmes: updating the skills required by the increasingly cross-sectoral and cross-technology activities (e g. university level training in mechatronics in Upper Austria as a

reaction of a new specialisation evolving from machine building Policy intelligence The role of strategic policy intelligence as a tool for governance of smart specialisation is important

•Developing mutual learning practices to provide policy makers opportunities to learn from good practice examples but also failures carried out by other governments

policy development & policy learning. The emphasis on policy learning is one of the key elements

9 For example, Universities can provide private and public authorities both with strategic advice and experts to work

The role of Universities as a critical'asset'of the region may be even higher in the less developed regions, where private sector may be weak or relatively small, with low levels of research

Among the mechanisms by which universities can contribute to regional innovation systems are: i) stimulating the entrepreneurial spirit of its staff and students;

ii) providing advice and services to SMES; iii participating in schemes promoting the training and placement of high level graduates in innovative businesses;

iv hosting incubators for spin-offs in science and technology parks and; v) providing input to innovative clusters and

See also EC-IPTS (2011) †Connecting Universities to Regional Growth: A Practical Guide†http://ipts. jrc. ec. europa. eu/activities/research-and-innovation/documents/connecting universities2011 en. pdf

EC-IPTS (2011) †Connecting Universities to Regional Growth: A Practical Guide†A guide to help

improve the contribution of universities to regional development, with a view to strengthening economic social and territorial cohesion, in a sustainable way:

University Press Hansen, M. T. andj. Birkinshaw, J. 2007), †The Innovation Value Chainâ€. Harvard Business Review June

www. econ. cam. ac. uk/faculty/chang/pubs/DPRLIN -Changdebate. pdf OECD (2009), †Regions Matter:

University Press Mccann, P. and R. Ortega-Argilã s (forthcoming 2013),"Smart Specialisation, Regional Growth and

Education, Australia Definition of the ecosystem and its boundaries In Australia Rural Research and development Corporations (RDCS) are major funders of research and

the interest of growers in its projects by providing education for growers on relevant sciences so

internationally recognized top-research teams active in the 5 universities of the region. Furthermore, one of Europe†s largest University Hospitals is located in Leuven

Gasthuisberg), with a strong expertise in complementary fields within the other three University hospitals in the region.

The clinical infrastructure in the region is a third outstanding trump card. Finally, Flanders has a relatively strong position in terms of biotech and pharmaceutical companies,

research centre, during the course of the OECD-TIP exercises, a wider set of stakeholders †universities

research community (imec, VIB and the Catholic University of Leuven), a dedicated centre for bringing

institutes and universities that work in this field. Most notable are the University of Gent with a strong

group in the biotech sector, as well as the strategic research centre VITO, that conducts sustainable technology research of many kinds.

universities and research institutes is probably not yet high enough to meet the needs of the envisaged

Education not favourable for a blooming chemical sector Connectivity Prime mover: essenscia Systemic view (value chains

academic research there are some small pockets of mostly basic research at various universities but no

TTR ELAT is populated a densely high-tech knowledge region with more than 10 universities and an annual R&d expenditure of EUR 4 bn

the value network includes a number of renowned universities (Eindhoven, Tilburg, Maastricht and Leuven) and research institutes of which Holst Centre, Leuven-based IMEC, TNO and the Dutch

The central government is responsible for education and science policy as well as the design, implementation and funding of most other policy domains.

complementary from a specialisation point of view, with a strong public R&d and university cluster. With the launch of the 2010 joint action programme, ELAT is set up as a regional initiative carried out by

supported by research institutes and universities and in broader interaction with civil society •Future challenges:

introduction of peer reviews and a more deliberate use of foresight and scenario planning, not least since high-tech regions like Brainport are operating in highly dynamic and unpredictable

and attract universities, research institutes and service agencies. Four local universities or their affiliated campuses, nine research institutes/local branches of government research

institutes and seven public service agencies are the driving forces to induce and promote local photonics industrial cluster.

education and human resource development, business incubation and promotion. Many companies now in the cluster migrated from other parts of the country to take advantage of policies, funding and proximity to

infrastructure and regional institutions and provided support to local actors including universities, research institutes and firms.

and accreditation testing infrastructure. The latest stage prioritized the enhancement of local industry technology capabilities to help commercialize fusion and convergence photonics

and accreditation services locally. The foundation of future development of local clusters, the regional network of industry, universities and research institutes emerged through project implementation.

At the regional, national and international levels, issues were found for cluster promotion such as intensifying

General Secretary of Universities, Andalusian Ministry of Economy, Innovation, Science and Employment Definition of the ecosystem and its boundaries

from the Universities of Seville, Pablo de Olavide, Cádiz and Cà rdoba. There are nonetheless several other

AICIA (Association of the Seville University School of Engineers), Andalusian Institute of technology (IAT, regarded as a centre for knowledge management

Technology (IAT) and the Andalusian Universities of Seville and Cádiz, are among the most proactive

individual or group) at the Technological Centres, Parks, Universities. IDEA Agency also manages a Financial Engineering Andalusian Funds, regionally funded, with a wide range of financial tools.

•University and industry linkages: There is a clear need for promoting university research and university researchers within the entrepreneurial activities of the technological Parks and Centres

Importance to incorporate Phds at the entrepreneurial and industrial level •Better industry-public strategy support alignment:

There has been no formal agreement between the Regional Administration and the aerospace cluster on common strategies.

research institutions such as, Istanbul Technical University, Uludaä University, Gebze Institute of Technology, TÃOEBÄ°TAK Marmara Research Centre and Automotive technology R&d Centre etc.

the main theme of which was â€oethe role of education and human resources to reach national targets for the year 2023â€

Accordingly, policy learning and an interactive point of view should be embedded within the whole cycle of policy making

Industry and Technology, National Defense, Finance, National Education, Health food, Agriculture and Livestock Forestry and Water Affairs, Customs and Trade as well as Energy and Natural resources), Chairman of the Council of

Higher education, Undersecretaries of the Ministry of Development and the Ministry of Economy, Undersecretary of Treasury, Chairman of the Turkish Atomic energy Authority, President of TÃOEBÄ°TAK and a Vice president, General

Turkey, and a member to be appointed by a university to be designated by the Council of Higher education.

strongly influential in vehicle styling, with many British designers and graduates from British institutions directly employed by vehicle manufacturers around the globe.

Innovation, University and Skills †whose responsibilities now fall under BIS€ s remit) will be referred to as being part

Education Regional, national and international policies that have been decisive for prioritisation of domains The wider Melbourne South East (MSE) region constitutes the Southern and Eastern suburbs of

contains Monash University, a Commonwealth Science and Industrial Research Organisation (CSIRO laboratory complex and a strong private sector presence specialising in advanced manufacturing

the region through lifestyle benefits such as quality education, healthcare and recreational facilities •The South East Melbourne Innovation Precinct (SEMIP) region has a strong focus on innovation

•Monash University has initiated also a cluster type initiative on its Clayton campus, the Monash Science Technology Research and Innovation Precinct (STRIP.

Monash University has launched also the John Monash Institute which aims to assist industry in the MSE region by connecting businesses

higher education and research institutions in the region. These include the CSIRO Clayton laboratories Monash University, the Cooperative Research Centre for Polymers, the Melbourne Centre for

Nanofabrication, the Australian Synchrotron and the Small Technologies Cluster. Swinburne University of Technology is located also on the regions periphery

Ambitions, strategic plans and tools and catalysts in the innovation ecosystem Strategic priorities identified by the SEMIP to support the specialisation and innovation in the region

i) Education: It is important to maintain and improve the quality of education within the region from early childhood, to ensure that the region can sustain its skilled workforce;

ii) Migration Policy: The MSE is a destination for many recent arrivals to Australia. Migrants contribute to regional growth and

to encourage SMES to employ recent university graduates in order to strengthen their technological and innovation capacities.

These are †intrapreneurs†with a university background managing innovation projects tailored to the specific needs of the SME (Priedl 2011c

whether there is enough tertiary education in Wieselburg Ambitions, strategic plans and catalysts in the innovation ecosystem

basic research and tertiary education only by itself, but is of use and benefits from the surrounding

Lower Austria made positive learning experiences with the establishment of these tools among others, and will in the future continue to support them, in the

higher education and technology networks exist in strategic sectors. The current strategic framework comprises the â€oeregional Competitiveness Upper Austria 2007-2013 Program†and the â€oeinnovative Upper

Participative policy making in Upper Austria means continuous reflection and learning at various levels and in intercommunion with different actors.

In order to take advantage of the exchanges, new learning culture needs to be established, in particular inter-organizational one, comprising representatives from

economic affairs) and â€oeeducation and society†(department Research and development and Education The TMG acts as the project manager of the strategic program Upper Austria 2010plus.

In 2011 all tertiary education and research institutes owned by Upper Austria as well as all R&d, and

-education science and business; to avoid duplicate work within the companies of the Upper Austrian Innovation Holding and to identify

University a publicly funded academic university is located in the region of Upper Austria. In Upper

The share of the (JKU) university is relatively small since the JKU does only get 5%from the total Austrian university budget, whereas Upper Austria

produces more than 25%of Austriaâ's technology exports Regional Upper Austrian R&d intensive important industry sectors are â€oeautomotive†(with leading

underfunded university sector compared to the economic and industrial strength of Upper Austria; 34 ii) underdeveloped (public) research sector, however growing;

a Triple Helix of university-industry-government relations. Research Policy 29: 109 123 EURADA-NEWS Nr 339 †8. 12.11, European Association of Development Agencies, Association

Vienna University of Economics and Business, Institute for Regional Development and Environment INNOVATION-DRIVEN GROWTH IN REGIONS:

Charles University, Dept. of Social Geography and Reg. Development, Prague Regional, national and international policies that have been decisive for prioritization of domains

the level of tertiary education. Origins of the South Moravian innovation policy date back to 2001-2002

the new RIS SM, representatives of the Regional Government, the city of Brno, universities and

i) the creation of a joint technology transfer centre for all universities and other research organizations in the region;

ii) pre-incubation program focused on people (not only students or graduates) who have the ambition to start their own business;

and iii) cluster development services †most important the building up (incl. soft facilitation of cooperation) of the Centre of

for supporting most talented Phd students in science and engineering; and iii) several special schemes focused on raising secondary level students†motivations concerning research and

technology including Science Learning Centre (Centre for popularisation of science •Internationalization: i) consultancy focused on drawing FP7 funds;

iii) International Secondary school Future development for smart specialisation The first two generations of RIS were mainly about the development of incubators and services for

reforms (e g. reforms of education system) and instability in several key issues (e g. financing of public research), together with proliferating corruption and very low level of people†s trust in

incl. the quality and relevance at all level of education, institutional setting etc. If several major changes at national level is adopted RIS SM4 will get significant impetus for delivering value for

Marge Seppo and Urmas Varblane, University of Tartu, Estonia and Karin Jaanson, Ministry of Education and Research, Estonia

Regional, national and international policies that have been decisive for prioritisation of domains Priority setting in the governance system

important area-specific development plans are â€oeestonian Higher education Strategy 2006†2015†â€oeestonian Enterprise Policy 2007†2013â€, â€oedevelopment Plan for Estonian Adult education 2009-2013â€

and the â€oeestonian Information Society Development Plan until 2013†Estonian RDI Strategy contributes to achievement of the goals of Estonia†s long-term development

responsibilities of sector ministries, in particular the Ministry of Education and Research (MER) and Ministry of Economic Affairs and Communications (MEAC.

responsible for research and education policies, the financing and evaluation of research institutes and higher education institutions also coordination of international cooperation in research;

the latter oversees support for and funding of industrial R&d, as well as planning, coordination and implementation of

measures in favour of R&d and higher education in the framework of the EU co-financed Structural Funds

has been commissioned by the Estonian Ministry of Education and Research. The programme provides high quality research competencies for policymaking and strategic development of Estonian research

MEAC, Estonian Development Fund, University of Tartu (TIPS programme) are the initiators of the analysis, but also other ministries, industry representatives,

Education and Research and Economic Affairs and Communications. In practice the main responsibility of strategy making, implementation and evaluation lies on the two ministries (MER and MEAC), while the

might be as little as two new Phd graduates per year. As a small country, it is unlikely that Estonia solves

where all relevant research, education and technology institutions in a certain technology area or a certain

representatives from universities, polytechnics and also private companies. Altogether almost 300 regional decision-makers participated in the workshops.

cluster strategy and not having a university of its own. These characteristics have been reflected in weaker

competitiveness and a lower level of education compared with the national level. On the other hand, they have provided, for example the opportunity to create an entirely new way of implementing university

policy through networklike operating models which focus specifically on research transfer, a key factor to

Tailored university expertise focuses specifically on the needs of its own region without fragmenting the university sector,

and it can be tailored precisely to the needs of current business life without requiring the entire university sector to change

In the Päijã¤t-Häme case, the combination of inefficiency caused by the isolating nature of the cluster

Lappeenranta University of Technology Lahti School of Innovation hosts a research team which is the leader in Finland in innovation environment research.

Institute of Design, Lahti university of Applied science Practice-based innovation activities †key organizational playerâ€

Finally, Lahti needs to link vocational education to the development of the innovation environment and increase international education and research cooperation

Lessons earned and conclusions for policy The lessons learned can be grouped as follows •Abandonment of the strategic cluster emphasis:

founding, financing, advanced training, business development and internationalisation as well as the initiation and realisation of joint R&d projects.

The capital region†s higher education and science landscape is multifaceted and unique. A close dialogue between science and industry promotes the dynamics of innovation

The capital region hosts many internationally renowned universities as well as research institutes such as Fraunhofer and Max Planck institutes.

academic institutions and enterprises gives the opportunity for sustainable growth. It seems to be useful for the development of the region to put special emphasizes on smaller but more numerous

Marcin Kardas, Policy Advisor, Ministry of Science and Higher education and Krzysztof Mieszkowski Policy Advisor, Ministry of Science and Higher education

Regional, national and international policies that have been decisive for prioritisation of domains Priority setting in the governance system

which aims to improve access to education and development of information society. The funding is directed to investments in education

infrastructure, lifelong education infrastructure as well as investments in infrastructure and technology with a view to developing information society.

The majority of the R&d projects financed under the Priority are in three fields: ICT, chemicals and medicine

and iv) Labour market and Education Observatory of Maå opolska which focuses on gathering information and improving knowledge of the regional labour

market and education At the same time, the system of monitoring and evaluation of Regional Innovation Strategy of the

a) support for entrepreneurship of higher-education students and academics; b common innovation bonds (new instrument encouraging to test ideas at early stage;

University of Science and Technology in Krakã w. The partners of the project are from the

business, business support, R&d, education healthcare and government. The Lifescience Cluster in Krakã w was established in October 2006

including the Jagiellonian University, the University of Agriculture in Krakã w and the first technology park dedicated to life science in Central and

-regional network of collaboration created at the initiative of the Nowy SÄ cz Business school â€

National Louis University and medium-sized enterprises predominantly from the regions of Maå opolska, Silesia and Mazovia.

universities e g. the Jagiellonian University, the AGH University of Science and Technology, and the Cracow University of Technology.

Besides, onet. pl, and interia. pl have their headquarters in the Maå opolska Region (onet. pl is the biggest Polish webportal;

especially scientists, students and entrepreneurs in the process of preparing and implementing RIS 2013 -2020. The Marshal Office of the Maå opolska Region delivers analytical and organisational support

•The role of universities in supporting transformation of regional economy: The example shows that important role in transformation of regional economy has been played by regional

universities, especially in the fields such as: ICT, multimedia and life sciences. Regional universities are engaged also in many initiatives aimed at addressing the main challenges in

traditional areas of regional specialisation i e. mining (clean coal technologies) or chemistry foundry and steel industries (new materials, ICT

competences education, reinforced recently by the transfer to the Basque government of competencies in R&d.

Furthermore, almost all public university activities are covered by a single entity: the University of the Basque Country, EHU, with a high degree of autonomy.

This means that in the field of public governance, the clear leadership of the Basque government should also consider the need to

coordinate research and innovation strategies with the Provincial Councils and the University of the Basque Country

ii) University strategies (University Plan 2011-2014; iii) Crosscutting strategies; and iv) General strategies, mainly the Business Competitiveness Plan 2010-2013, the 2015

iii) Public funding of R&d provided by the University of the Basque Country; and iv) public funding of

Although the Basque government has a high capacity to influence the management of the education sector (basic public education, public colleges and universities), there is a limited capacity in the regulation

of research activity, as a result of the regulatory power remaining in the Spanish state and of the high level

of autonomy of the University of the Basque Country. From the point of view of management, these

Basque public bodies, including universities. On the other hand, different entities and agencies of the Science, Technology and Innovation Basque are configured structurally to perform relevant functions for

ii) The University of the Basque Country, for coordination between scientific activities and Government; iii) Mondragon University, for the purposes of coordination

between businesses and university activities; and iv) The vocational training centres for the purpose interaction between business and technology development

Measuring the effects and impacts The financial goal established by the Basque government aimed to reach 3. 00%GDP in R&d

in three areas of education, R&d and innovation: i) Education (Higher education Expenditure to GDP %ii) R&d (R & D expenditure to GDP(%;

%Private expenditure on R&d as a share of GDP; Public expenditure on R&d as a share of GDP;

Expenditure on R&d performed by universities as a share of GDP number of people employed in R&d;

budgets is leveraged by structural reforms in the areas of education and research, including universities and

research centres, allowing a better use of public resources. This probably requires a redefinition of public

Patries Boekholt, Technopolis, Philip Mccann and Raquel Ortega-Argilã s, University of Groningen and Alessandro Rosiello and Michele Mastroeni, University of Edinburgh

This chapter presents the synthesis of the 17 case studies on smart specialisation strategies in 12

Other obvious assets are the research and technology competences in companies, universities and research organisations.

chapter points to the need of engaging all entrepreneurial actors including firms, but also universities and

and bring together, in an interactive and iterative process of entrepreneurial action and policy learning, the

including universities or research centres. Rigidity will require strong methods of measurement and ex ante evaluation of potentials, based on

iterative process, requiring analysis, experimentation and learning, supporting interaction and fine-tuning amongst relevant actors and lead institutions

such as the number of students enrolled in different educational programs could be of relevance. However, this data should be rather detailed in order

to provide insights in potential future specialisations or strengths. For example, it does not seem enough to

know the number of engineering students in a country or region without knowing their specific field of

universities and research centres should be engaged. Engaging them will not only allow policy makers to develop a thorough insight in the matches

the critical processes of entrepreneurial discovery and policy learning. They are valuable aids to assess

of Science, and Google Scholar: Strengths and weaknessesâ€, The FASEB Journal, Vol. 22, No. 2

Global education services Green financing Contents and software Meetings, Incentives, Conventions and Events and tourism industry

Leading HEI Leading domestic†Leading foreign-†Business associations Chambers of commerce Labour unions Countries

but this country sees a growing use of peer reviews as a complementary assessment method It is not possible through this enquiry to assess the quality

%Foresight Peer reviews Expert assessments SWOT analyses International benchmarking Regions'use of assessment methods not at all seldom regularly

%Foresight Peer reviews Expert assessments SWOT analyses International benchmarking Countries'use of assessment methods not at all seldom regularly

used to support the identified domains span across a whole range of policy domains (R&d, education

•Dedicated education and training •Regulations adapted to the goals •Specific research and innovation programmes

•Dedicated education and training •Regulations adapted to the goals (e g. green building The two main instruments to support the prioritised areas in Lower Austria are clusters and

education and training programmes. A number of programmes set the membership of regional cluster as a

dedicated education and training programme and also strategic investment support as a major tool from the economic policy domain.

policies (research, technology, innovation, industrial policy, environment policy, education and training etc.).) This will help to broaden the traditional, linear-oriented innovation policies with demand-side

•Mutual learning and expert support to improve the stakeholders involvement process and the interlinkages between quantitative and qualitative inputs into strategy formation process

enterprise, research, education, finance, etc •Regional lead institutions: Representatives of the regional science, knowledge and creative

sector (e g. universities, research and technology organisations or innovation and design centres concentrate expertise on a region†s specific knowledge profile.

regional universities or from international R&d partners •Do local universities supply regional enterprises with ample graduatesâ€

or do regional employers need to look abroad for qualified personnel •How do you assess the climate for entrepreneurship in your region?

Are people (incl. young people, university graduates, etc. keen to start up their own business or do they rather prefer jobs in established enterprises or public

in joint ventures with universities and technology centres of the region Assessment of the status and potential of the science/knowledge and creative industries sectors

•Which lead institutions in the science/knowledge and creative sector (i e. universities, research and technology organisations, innovation & design centres) are situated in your region?

graduates/engineers/professors moving easily between universities and firms and back? Do universities train scholars and graduates to become entrepreneurs

•Does current academic education fit to the needs of the regional economy †do regional

employers absorb graduates or are forced graduates to look elsewhere INNOVATION-DRIVEN GROWTH IN REGIONS: THE ROLE OF SMART SPECIALISATION

 OECD 2013 197 •How many permanent/temporary international research fellows, professors, and students do work

in your region? What is the share of international staff in scientific/creative positions? How many

co-operations with other international lead institutions does your region have Assessment of the government sector

universities, joint research infrastructures, and/or pro-active technology transfers, contract research, living labs, student placement schemes, brokerage and technology demonstration

events, share of regional business representatives in university management boards? Which sectors are most active in this respect

and where do you have potential for improvement •How do the government sector, the science/knowledge & creative sector, and the economic

other relevant policies such as for instance education, employment and rural development policies)? ) Does it assess/take into account the existing level of policy co-ordination within the

Universities, research and technology organisations, innovation & design centres that are shaping the regional knowledge base

Educational institutions of higher learning (colleges and universities) primarily represent academia in this paradigm. However, educational institutions at other

levels are precluded not from contributing to, and participating in, triple helix innovation processes Government may be represented by any of the three levels of government and their owned

corporations: National (federal), regional (state), and local (municipal. There are no restrictions on the types of industry (firm) involvement in triple helix innovation processes:

Patries Boekholt, Technopolis, Philip Mccann and Raquel Ortega-Argilã s, University of Groningen and Alessandro Rosiello and Michele Mastroeni, University of Edinburgh

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