accreditations to deal with the risks of cyber threat, fraud and other security threats 6 Part One NHS Prescription Services:
manager and Capita, who hold current ISO 20000 accreditation, a recognised service management standard. The Capita contract is in its third year
upon this experience to sustain service levels rather than more formal training 4. 21 A good level of support is provided to the staff users with a change-controlled
There are no dedicated environments for end-user training but the systems are straightforward and intuitive to use, with most operator knowledge being required for
accreditations to deal with the risks of cyber threat and fraud and other security threats Technology
and undertake training to perform their role. Training covers awareness of developments in the market and
relevant associated technologies. Recruitment, retention and development activities are aligned with the needs of the service and its customers
standards (accreditation) in a cost-effective manner and its security controls ensure the confidentiality, availability and integrity of data.
schooling, and an important role in conjunction with education institutions, business, and individuals in providing the framework to encourage ICT skill formation at higher levels, in vocational training and in
ongoing lifelong learning Intangible investments and assets Firms increasingly rely on intangible investments and assets (skills, organisation, software
Education, general government information and services, and provision of government services to businesses and citizens can all potentially benefit from the use of new high-speed infrastructure and
about the public sector, education and health care. E-government services to enterprises should be used as a tool to improve efficiency of government interactions and operations with SMES
conjunction with education institutions, business and individuals Competition Governments and competition authorities need to be aware of the impacts of e-business networks
consultation services and employee and management training to enhance ICT and managerial skills Policies have shifted over time as firms
inquiries, but also make business processes and knowledge accumulation more efficient. All personnel can share valuable business knowledge and experience, once entered into the office computer, simultaneously
training and organisational changes as well as direct costs of investing in hardware and software solutions While many studies provide evidence of the positive effects of ICT adoption on firm
defence, education, private households employing staff and religious organisations. Canada includes the industrial sector Japan excludes agriculture, forestry, fisheries and mining.
and took training to enable him to update it To increase the number of visits to the site,
The company was started in 1997 to supply local students with inexpensive but professional violins, but this market was saturated soon.
and management education and training Governments have used many policies to encourage the diffusion of e-business and Internet use
Some programmes include a training aspect Source: OECD (2002b), European commission (2002b), the AUSE. NET site (www. ause. net) and ebiz. enable site
management training that allows two to five expert consulting days to develop an e-business action plan
many cases, ICT skills have been addressed in a broader context of education and training, and initiatives
Some governments provide training free of charge, most of which focuses on basic ICT use. Financial support to cover part of training
expenses has also been common. Training is provided increasingly over the Internet and, in some cases, in
conjunction with ICT and e-commerce awareness and business consultation services. This reflects the recognition of the importance for small business managers and employees of ICT applications and required
offers both on-line access to ICT training and off-line consultation with trained staff at local Learndirect
Government training programmes, however, might fail to effectively respond where SMES€ demands for ICT skills are dramatically changing and more specialised.
Commercial training services may be more sensitive to businesses†changing and specific needs and government training programmes need to
cooperate fully with commercially available services. Governments may also need to encourage a favourable business environment for provision of private ICT training services at a reasonable cost
Table 3. Examples of ICT/e-commerce training programmes for SMES Country Programme Description Belgium Forem Forem and the Institute of Continuous Training for Traders and SMES offer training courses on
the Internet. Forem†s Web site provides a meeting place for businesses (e g. job vacancy advertising), a list of training programmes and aids for training
Canada Student Connection Programme It hires and trains university and college students as student business advisors to provide
customised Internet and e-commerce training to SMES. Since its start in 1996, more than 3 000 students have been hired
and more than 64 000 business people have been trained Greece Go Online The project of the Ministry of Development aims to introduce 50 000 SMES to the digital
economy. One focus is to provide training to a large number of SMES during the period
2000-03 Spain A programme is designed for micro-enterprises (fewer than 20 employees) in small towns with
a special emphasis on training in the use of the Internet, e-mail and new management
techniques Turkey KOSGEB KOSGEB, with more than 40 service centres and 25 Internet cafã s across the country
contributes to building computer and Internet literacy in SMES United kingdom Learndirect SMES are a priority group for the on-line service.
and employees to tailor their learning according to their immediate needs. Service users can contact the trained staff in local Learndirect centre for
At a state level, various training services are available. Business Information Centres and Small Business Development Centres provide free or low-cost up-to-date training.
The Service Corps of Retired Executives (SCORE), consisting of retired business people, offers training as well as
free business consultation Source: OECD (2002b), UK Learndirect Web site (www. learndirect-business. co. uk) and US SBA€ s Web site
including health education and government APEC€ s focus areas are similar to those of the OECD, with emphasis on the leading role of the business
awareness raising, information provision and technical assistance, ICT education and training, and general framework policies including access to infrastructure, a seamless legal/regulatory environment, on-line
•Training programmes for SME managers and employees focusing on both technical and managerial skills need to be provided in cooperation with business and sector organisations
training institution and commercial training services •Continue to ensure open, competitive telecommunication markets that offer a range of
Irvine University, www. crito. uci. edu Wong, P.-K. and Y.-P. Ho (2004), â€oee-Commerce in Singapore:
GEC Project, CRITO, Irvine University, www. crito. uci. edu World bank (2003), World Development Indicators Database, August 2003
Project, CRITO, Irvine University, www. crito. uci. edu
EUROPEAN COMMISSION Brussels, 11.1.2012 SEC (2011) 1641 final COMMISSION STAFF WORKING DOCUMENT Online services, including e-commerce, in the Single Market
enhance investigators'skills by training enforcers and developing common investigation standards,(2) develop the exchange of best practices through a common website and (3
http://www. iwf. org. uk/members/funding-council/code of practice-practice 41 •In The netherlands, ISPS, national enforcement authorities and associations of right
-and-takedown code of conduct for all content that is punishable or unlawful; 128 •In December 2009 several French internet platforms and right holders agreed on a
133 The website www. chillingeffects. org, an initiative from several US law faculties and some NGOS, reports on
literacy across the Member States, social groups and generations are also key to the development of online services. 145
Typical trustmark systems consist of an accreditation mechanism with an independent supervisor for an online trader to meet the trustmark's requirements (including
They also contain commitments on user education and the creation of complaints mechanisms 169 See in particular http://europa. eu/rapid/pressreleasesaction. do?
of the Commission by RÃ seau Financement Alternatif (Belgium), the University of Bristol (UK), the
University of Milan (Italy) and the Warsaw School of economics (Poland 241 Directive 2007/64/EC of the European parliament and of the Council of 13 november 2007 on payment
which include universities, are specialized in online dispute resolution. ECODIR is free of charge for consumers and involves a 3-step process of negotiation, mediation and recommendation.
A case study of buy. com, Green Design Institute at Carnegie mellon University, December 2008 available at:
Phd Student Eliza Laura CORAS Bucharest University of Economic Studies, Romania eliza. paicu@yahoo. com
Professor Phd Adrian Dumitru TANTAU Bucharest University of Economic Studies, Romania ad tantau@yahoo. com Abstract
Given the limited amount of research written about the open innovation practices of companies located in
Romania, we consider of high weight the need to stress on the benefits, the barriers and the drawbacks entailed by open
innovate with the aid of customers, suppliers, universities, competitors (Kruse, 2012), public research centres, competitors, groups of product users (Duarte and Sarkar, 2011), development
knowledge but proof of enhancing knowledge raised by universities and research laboratories in the innovation process of business actors is relatively scarce
with other enterprises, universities, public research institutes, suppliers, customers and competitors in the EU-27.
co-operation occurred with universities and research institutions (9%)(Mention, 2011 The most important source of external knowledge comes from the customer,
for organizational learning Figure no. 1 summarizes the main four drivers for companies to start open partnerships:
suppliers, education institutions, consulting agencies leads to intellectual capital development through knowledge sharing. By developing joint collaborations in the market, firms can access a
Knowledge acquisition can also accelerate the organizational learning of a firm as part of their strategic processes to develop internal capabilities
since learning about the other partner†s competitive advantages does entail additional costs. Too much diversity among partners, protecting internal knowledge
While generally scholars have focused their research of risks in open innovation on large companies rather than SMES, there is little knowledge on how the magnitude and impact of
Southwestern Cengage Learning 2. Brunold, J. and Durst, S. 2012)" Intellectual capital risks and job rotation",Journal of
3. Chesbrough, H. 2003) â€oeopen Innovationâ€, Harvard Business school Press, Boston, pp. 43 -62 4. Collins, L. 2006) â€oeopening up the innovation processâ€, Engineering Management Journal
and learning, the conference attendees used the process of Open Innovation 2. 0 itself to create the
and academic institutions and the industry. Rules to share IP have been clear. So, is something new
Aarts Emile Eindhoven University of Technology, Intelligent Lighting Institute e. h. l. aarts@tue. nl
George washington University, Washing -ton DC caraye@gwu. edu Chatterjee Kumardev European Young Innovators Forum kumardev. chatterjee@eyif. eu
Curley Martin Intel Labs Europe & National University of Ireland Maynooth, Innovation Value Institute martin. g. curley@intel. com
den Ouden Elke Eindhoven University of Technology, Intelligent Lighting Institute e d. ouden@tue. nl Golebiowska-Tataj Daria European Institute of Innovation and Technology daria. tataj@eit. europa. eu
Huuskonen Mikko Lappeenranta University of Technology & Ministry of Employment and the Economy, Finland mikko. huuskonen@tem. fi
National Chengchi University Taiwan, Department of business Administration yehyunln@nccu. edu. tw Marom Dan www. danmarom. com me@danmarom. com
Pallot Marc Nottingham University Business school marc. pallot@nottingham. ac. uk Rakhmatullin Ruslan IPTS, DG JRC European commission ruslan. rakhmatullin@ec. europa. eu
Rantakokko Mika University of Oulu Center for Internet Excellence Oulu Innovation Alliance mika. rantakokko@cie. fi
Schaffers Hans Aalto University, Center for Knowledge and innov -ation Research (CKIR hans. schaffers@aalto. fi
Turkama Petra Aalto University, Center for Knowledge and innov -ation Research (CKIR petra. turkama@aalto. fi
Valkenburg Rianne Eindhoven University of Technology Intelligent Lighting Institute a c. valkenburg@tue. nl von Gabain Alexander European Institute of Innovation and Technology alexander. gabain@eit. europa. eu
or universities Industrial research is changing and instead of innovation being driven by a brilliant individual researcher, innovation success will be driven by
You get innovation when great universities leadingâ edge science, worldâ class companies and entrepreneurial startâ ups come together. â€
patently clear when looking at how education, infra -structure, healthcare, energy, and research †all
great universities, leading-edge science, world -class companies, and entrepreneurial start-ups come together. Where they cluster together you
There is a common learning process in here, shared by the Commission introducing new instruments and
David Teece, Professor of Global Business at the University of California, Berkeley, Haas School of
Business, recently said that innovation is changing so rapidly that no study can aim to comprehen
Centers, Stresses Education. Voice of america, May 9 Found at www. voanews. com 6) Obama, B. 2009. A Strategy for American Innovation
Harvard Business school Press 8) Kuhn, T s. 1962. The Structure of Scientific Revolutions. Chicago: University of Chicago Press
9) Rogers, E. M. 1962. Diffusion of Innovations. Glencoe Free Press 10) Shapiro, C. & Varian, H. 1999.
William Mitchell, Professor at the Medialab and School of architecture and City planning at MIT argued that a Living Labs (LL) represents a user
-ledge elements for the experiential learning aspects specifically the â€oecognitive†elements; Social elem -ents for the usage of the Iot system as a persua
In short, it appears that a specific training on how to apply the holistic UX model to different use cases
Students discover by practice the way to drive user co-creation and the impact of dif
Sciences, Lule㥠University of Technology, Lule㥠15) Stã¥hlbrã st, A.,Holst, M. 2012) The Living Lab
The Interdisciplinary studies Journal (ISJ Special issue on Smart Cities, Vol. 3, No. 4, pages 331
Nottingham University Business school marc. pallot@nottingham. ac. uk Use Cases Contacts Logistics Use Case Matthias Kalverkamp
Dr Gohar Sargsyan, MBA Partner, Senior Business Consultant CGI Group Inc gohar. sargsyan@cgi. com
education, research and innovation;(b) sustainable thanks to a decisive move towards a low-carbon
-ers located in universities (academic research groups), industry and government (R & D units or departments in firms and public research
can be found in university, which is a univer -sal knowledge-producing and disseminating institution that encompasses both the arts
-ciplinary research centres, industry-university research consortia, translational research insti -tutes, technology transfer offices in universities
firms and government research labs; business support institutions (science parks, business /technology incubators; financial support insti
university in developing training and research often at the same high level as universities Moreover, a trend towards internal substitu
-tion within spheres was observed (Ranga et al 2008). ) For example, in situations where a local university is involved only marginally in entre
-preneurial activities and links with industry especially small firms, vocational training insti -tutions may take the lead in such interactions
shorter-term oriented education, which is bet -ter suited to meet the knowledge needs of the
of the local university. Similarly, in the absence of R & D-and technology-intensive companies
the nature, dynamics, scale and scope of learning and innovation as significant locally as it is impact
developing the capacity for higher order learning at the macro-,meso-and micro-levels and embed
across government, university and industry sectors and localities per the quote below †Leydesdorff 2012) complemented and enhanced by a bottom
involvement of universities, engagement of (multi -level) authorities in formulating policies, industry and businesses in developing
learning/teaching new skills, and a possible shift of power between different players (European Com
university, industry and the bottom-up angle civil society). ) The inter-sectoral and intra-sectoral as
and more resilient learning, learning-to-learn and learning-to-learn-how-to-learn dynamics (24.
-lars (government, university, industry and civil soci -ety) as well as across sectors and regions would make for more resilient †namely smart,
QH partners (e g. firms, universities, users), the systematic collection and utilisation of user information and the knowledge and capabil
-eral non-university region, can be considered as positioned at the centre of the innovation system
to knowledge production in a university setting i e. academic, investigator-initiated and discipline -based knowledge production.
step, from basic research conducted in universities to the application at firms as experimental develop
important to tie universities and industry, science and technology closer together. The producers and users of knowledge are connected during the whole
A Mode 3 university or higher education sec -tor operates simultaneously in accordance with both the principles of Mode 1 and Mode 2 (30.
-sonnel from universities, or to encourage personnel mobility between firms and universities (Campbell and GÃ ttel. 2005: 168.
Mode 3 also allows for the co-evolution of different knowledge paradigms According to Kuhn (1962), a single paradigm has
In addition to university, industry and govern -ment, Quadruple Helix also adds civil society and a †media-based and culture-based public†as a helix
In 2010 a group of students at Aalto University, just outside Helsinki, embarked on the most
constructive piece of student activism in the history of the genre. They had been converted to the power of entrepreneurialism during a visit to the Massachusetts institute of technology
the university. It offers a wide range of services: working space, coaching for budding entreâ
The Saunaâ masters have an understanding of entrepreneurship in advance of their years. They recognise that there is more to innovation than high tech:
The student revolution was part of a wider reconsideration of the proper relationship between government and business.
the universities (and created Aalto) in an attempt to spur innovation. But it was speeded up
Kajak University offers courses in video games Finns have a comparative advantage in the four things that make for great games †bloodâ
masters talk about IPOS and †massive growth curvesâ€. The company recently moved into new headquarters which, poignantly, used to be Nokia†s R & D centre
promote startâ ups. They are encouraging universities to commercialise their ideas and generâ ate startâ ups. They are telling their schools to sing the praises of entrepreneurship
-tion of university based scientific knowledge following the STI mode of innovation, with industries usually applying practice-based
for entrepreneurial (mode 3) university strategies, where universities take responsi -bility for the Quadruple Helix
•Going Glocal †transnational and higher order learning (L3)( 45) and metrics, measurement management (M3)( 46) for growth?
The S3 †Europe 2020 strategy is intended to enable deeper integration of regional Triple/Quadruple
•Globalisation of universities, industries, and regional policy institutions, i e. all three cor -ners of the Triple Helix, through transnational
•Impacts of transnational learning on the locally based dynamics, structure and pro -cesses inside the Triple helix.
†focuses on the traditional role of university research in an elderly †linear model of innov
of †university-industry-government rela -tions†(56)( see Figure 8 •†Mode 3†(57:
Tampere, University of Tampere, Institute for Social Research, Work Research Centre. further references:(16 18)( 19)( 21
of Technological Learning, CRC Press, Boca raton, FL further references:(24 23) Carayannis, E g.,, Campbell, D. 2006.
of Technological Learning, Published Doctoral (further references:( (45 25) Carayannis, E g.,, Provance, M. 2008. Measuring
of Industry and Higher education, v22 n6 p343†353 December. (further references:(26 25) Carayannis, E g.,
Research, Education and Innovation (FREIE) Ecosystem Building on the Quadruple and Quintuple Helix Innovation Concepts and the †Mode 3†Knowledge Production System
George washington University, WASHINGTON DC caraye@gwu. edu Dr Ruslan Rakhmatullin IPTS, DG JRC, European commission ruslan. rakhmatullin@ec. europa. eu
research, education and innovation itself and cap -tures interactive exchanges and flows between the three areas.
Higher education provides the human resources to conduct basic research, which is translated in turn to applied research leading to
fiancã, Karl Benz, a university-educated civil engin -eer, talented developer of machines, who was how
that learning and smart steps in innovation do not rely on offi -cial university education; that risk taking is a key
step towards innovation; that building networks is instrumental, such as converting a blacksmith and pharmacist to supply chain providers;
There is a high degree of education at all levels, a solid academic and industrial research base, a resource of historical power houses in
-class universities, representatives of well-backed -up private foundations supporting first class sci -ence and innovation and acknowledged academics
The knowledge triangle that is research, education and innovation as well as technology, business, and customers with their needs and aspirations
knowledge triangle that is research, education and innovation as well as technology, business, and cus -tomers with their needs and aspirations, need to be
-ming out of universities (6). Only 0. 0006%of the GDP are placed into VC capital funds in continental
through entrepreneurship, open innovation learning environments, or corporate venturing? What would be the right model for entrepreneurial education for
engineers and scientists? How to shorten the time from labs to markets and society The concept of value creation brought a vivid dis
and education, yet others, referred to the complex challenges at a regional or global scale.
a university professor who also would like to start a company but it will also be different for a publicly
where research, business and higher education come together on topics of societal challenges These ecosystems are not single clusters but net
-ation networks bringing research, higher education and business together †were to become the key operational arms of the EIT.
integrating research, higher education, innov ation and instilling entrepreneurship in this process Their goal is to educate generations of entrepreneur
universities and companies. The entrepreneurial small and early-stage companies try to integrate a fully fledged value chain in this emerging and
of Climate-KIC were related its education offerings and in particular the Contextual Learning Jour -ney, a summer †crash course†in entrepreneurship
Climate-KIC offers EIT-labelled degrees, including Phd level. Interestingly, as the KIC€ s CEO, Mary Rit
if a student drops out of the programme to start a business, this is considered a success. The KIC
students and alumni, who have formed an alumni association that has become an official KIC partner
•Expert professors •Mixed team (technicians+MBA /entrepreneurs •Coaches •Business/Management frameworks
•Entrepreneurs courses •Equity/Management team/Company •Marketing/consulting experts •Access to Finance
• Training •Competence development • Protection of IPR+Patents •Proof of Concepts (Poc
-nificant part of their students are non-Europeans Actually the most important asset of the KICS, their
real value are students. Europe needs young entre -preneurial engineers and scientists, able to collab
-ciplinary universities in its metropolitan area, has become a centre of competence in climate related
-jects across these nodes joining research, education and innovation in both academic and industrial set
The KICS educational programmes are a way of vertically and horizontally integrating the innovation ecosystems of its partners.
Mobility of students and faculty across countries and between academia and business as well as the sharing of infrastructure and
resources lead to the emergence of hotspots such as the Open Innovation space at Aalto University, where
one of the KIC€ s nodes is housed KIC Innoenergy has six co-location centres: in
Business school innovation centre in Sant Cugat These are two physical co-locations but geographic -ally, CLC Iberia partners are spread from Barcelona
universities ranked amongst the best in France. The co-location leverages preexisting large investments to develop national industrial clusters such as Capen
Early Learning, Next Steps & Future Perspectives of the EIT and its KICS As of 2014, the three existing KICS operate as net
-kets and from students to entrepreneurs in the areas of high societal need through the Knowledge
-grating research, companies, and foremost students into the forefront innovation processes of Europe Another issue is that KICS have to understand their
in academia, in particular at technical universities engineering, biomedical universities, causes facul -ties to reflect on how they treat people who are not
streamlined and diverge from the typical scientific path. If professors would like to start companies rather than continue university careers,
should the system punish them, or should they be given a chance to return to academia in 2 to 3 yearsâ€
time. Whether they succeed in business or fail, they bring to students as well as to their research a real
life experience, a critical perspective and personal creativity. Enriching their professional portfolio they create social value.
Commission, DG Education and Culture in particular the EIT Headquarters, and first and foremost to the first three Communities
Business models, Warsaw University of Technology Publishing house 2) Dufour, A.,Carroll, S b. 2013), †Great myths die hardâ€
-ing to the external review ordered by the Euro -pean Commission (13), the main areas for improve
learning capabilities Information-based Based on debates: Increasing emphasis on dialogue Limited to information distribution and formal
Aalto University, School of business petra. turkama@aalto. fi Dr Hans Schaffers Research director Centre of Knowledge and
Aalto University School of business hans. schaffers@aalto. fi 79 Innovative Government Leaves Legacy after the Financial crisis
and 135 000 training opportun -ities for the young unemployed. The rationale behind such design was to assist the low-skilled workers
-moil provide some insights for bench learning in the future. The co-development of intangible national
-antee a training place to all unemployed people aged 25 years and under. The government antici
required to guarantee a training place to all un -employed people aged 25 years and under to en
The required training place for the young unemployed was designed with long -term perspective. Although swiftly decided, Aus
-ate almost 200 000 jobs, thousands of students were and will be benefited from the 9 500 schools
-ity in education, weakness in creating good jobs and weaknesses in the family (8). Therefore, the
training places -Launched its major fiscal stimulus package of US$ 4 billion (2. 8%of its GDP and 14%of
-Granted workers to undertake training out -side their own firms Infrastructure Early December 2008 Large-scale infrastructure projects amounting to
Professor Department of Business Administration National Chengchi University, Taiwan yehyunln@nccu. edu. tw 90 O P E N I N N O V A t I O N y E A r B o O k 2 0 1 4
Youth unemployment & Innovation & Data analysis *Abstract The economic downturn hit young people especially hard, limiting their opportunities to success. High
-tinued growth of students and teachers, integral education and especially in the development of their talent
European young privileged situation has changed due to increased access to education and labour costs emerging countries Access to knowledge it is democratised now.
Ini -tiatives like Massive open online courses (MOOC make courses from prestigious universities around the world available for all.
Therefore access to qual -ity education no longer causes a difference. In other words since training is available to all;
possession of a degree no longer distinguishes the individual Besides, young Europeans cannot compete on labour costs with less developed countries, while at
the same time young from these countries become more and more skilled. All this requires refocus and
reinvent education to return to our young the status of the best prepared for new and aggressive mar
-ket environments. The culture of the †entitlement†should finish and today†s college students should
be imbued of the idea of graduating from university as only the first step in the creation of their future
Education has to emphasise actionlines like innovation, motivation and development of talent Innovation, Motivation and
Talent Development We must focus on the development of personal talent and motivation to make possible an envir
workplace and education. At workplaces requires changes in the top management strategies, which should be oriented more to leadership and consensus
Changes introduced by the leaders require learning and adaptability by employees in order to be executed smoothly inside the organisation.
Changes in classrooms are required also to leave room for innovation. According to Curtis W. Johnson expectations regarding education have changed
and it has become in an industry also achievement -oriented, where those young people who wish have
Clearly the scheme where pupils sit for hours watching a teacher speaks no longer works. Most
students are digital natives and they are accus -tomed to a completely interactive world where
they can access knowledge through means other than a teacher lecturing. †New classes†should be
more students centric, enhancing the development of each student on topics that are of their interest
allowing them to perform real-world projects rather than passing exams, focusing on applied, modern technology, with classes and materials delivered on
demand, encouraging collaboration and with Inter -disciplinary approaches better than knowledge silos We have a clear model of the changing role of edu
-cation in the pioneer Aalto University in Europe, as an example of applying criteria of entrepreneur
Universities can perform training tasks to enhance innovative aspects. Entrepreneurship and imple -mentation of innovation may be less risk if rely on
the Israeli and Spanish universities (and surely this can be extrapolated to the great majority of Euro
-pean universities. It will be difficult to convince Israeli students to work in a company, their prefer
-ence is to work on their own developing own ideas and projects. Surely there is a cultural factor, but
ultimately culture is generated in universities Enterprises Enterprises need closest approaches to innovation and change corporate culture to measure success
We can prepare our students to be the leaders in extracting advantage of data analysis Europe is a knowledge-intensive society but mostly
prepare our students to be the best in data analysis Social benefits of data analysis In addition to the benefits in terms of employment
health education etc. Otherwise the particularities are buried within the global population data The health sector continually strives to reconcile
-fery Stanton, Syracuse University (12) who refers to the Science of Data as an †emerging area of
the role of leadership, learning motivation and productivity. Management Decision 36/5 (1998) 289†301. Available from:
Aalto University †the forerunner of European university reform to increase societal impact 2011. Available from http://files. openinnovation
-platform. eu/yearbook/service innovation yearbook 2010 2011. pdf 6)( 7) Gantz J.,Reinsel D. The Digital Universe in 2020
University Press. Visit www. cocreationparadigm. com to learn more. The author is very grateful to Richard Straub for both his
since training for, measuring, and tracking capacity development tend to be manageable at that level
political leaders, and educators. For example, fully 30 to 40%of the identified programmes in the NCI
-ering that a return on education and infrastructure programmes can take 10 years or more, the strategic
8. Using rapid experiential learning, insights, and knowledge to co-evolve human stakeholder ex -periences of value
Professor Ross School of business www. venkatramaswamy. com venkatr@umich. edu 105 Oulu Innovation Alliance †an Open Innovation Ecosystem
Alliance (OIA) with the University of Oulu, Oulu Uni -versity of Applied sciences, VTT Technical Research
long tradition of cooperation between education and research institutes, companies and the pub -lic sector that established the Oulu region†s high
-ple to teaching/learning and tourism Living Lab Activities in Oulu One part of CIE open innovation and end-user per
-ing of Real People †not just students †who are willing and ready to give their contribution to the
the long tradition of cooperation between education and research institutes, companies, public sector as well as enthusiastic and innovative individuals.
Institute, University of Oulu 7) http://www. cie. fi /8) http://realxtend. org/about /9) http://www. oullabs. fi/en
University of Oulu mika. rantakokko@cie. fi 111 Smart Fabric to Big data: from One Innovation to Two Promising Businesses
Lithu anian Sports University (LTU), Softkinetic Sen -sor (BEL), Actimage (LUX), Santech (FRA), Televic BEL), Institut Mines TÃ lã com (FRA), Traxmeet
-tial Open infrastructure of training, support and embedding in an Open Innovation environment for those selected through such calls,
grantees through training, incubation and post -incubation in actual innovation ecosystems EYIF€ s Openeyifâ¢,is a three-stage integrated
of technology training and technical support entrepreneurial education, workshops, sem -inars, individual mentoring by experts, organ
-ised networking, and support for business plan -ning and development •Full commercialisation support for grantees
•provision of training, mentoring and experts support on necessary technologies, tools business and entrepreneurial skills to build
incubators, with technical training and support Figure 2: The Cross-Stage Communication and Dissemination of the Openeyif
entrepreneurial training, workshops, seminars business networking, and one-on-one mentoring by experts. Grantees who successfully graduate from
the programme with a marketable application will receive support for access to finance (accelerator business angel and venture capital investment) and
University of Technology e d. ouden@tue. nl Dr. ir. Rianne Valkenburg Value Producer Lighthouse & Professor
Knowledge Transfer in Product Innovation at The hague University of Applied sciences Intelligent Lighting Institute@Eindhoven University of Technology
a c. valkenburg@tue. nl Prof. Dr. Emile Aarts Scientific Director Intelligent Lighting Institute@Eindhoven University of Technology
e. h. l. aarts@tue. nl 125 Open for Business †Moving from †Knowing†to †Doingâ€
Introduction The crowd-based asset is the new source of in -novation and economic growth. Organisations that
learning mechanisms (7 Let†s look at a way in which co-creation was uti -lised by a large corporate organisation.
Harvard Business school Press 7) http://en. wikipedia. org/wiki/Co-creation 8) Venkat Ramaswamy, Francis Gouillart, The Power
better now and the universities offer ample amounts of info how the international dealing works.
I am afraid our legal education system is still stuck with our national legal system, national context, that is to some degree harmonised by
my quite recently obtained legal education was not going to work for me in the tasks
University of Technology Counsellor, Ministry of Employment and the Economy, Finland mikko. huuskonen@tem. fi
multiple scholars. Since culture is a resource that is difficult to imitate, it has the potential to provide an
organisations (Harvard Business school Contact Jaspar Roos Founder Chief Humor Officer jaspar@chiefhumorofficer. com Figure 2
Dr Gohar Sargsyan, MBA Partner, Senior Business Consultant CGI Group Inc gohar. sargsyan@cgi. com
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