Professor RÃ diger Iden, Senior vice president, BASF SE Jan Lamser, Member of Board of directors and Senior Executive Offi cer, CSOB Bank
Professor Maureen Mckelvey, Professor of Industrial Management, School of business, Economics and Law, University of Gothenburg The panel would like to thank all those who participated in the online consultation from July to
August 2009 and those who spent their time and eff ort in discussing ideas with the panel and
policy communities, researchers, educators, public service providers, fi nanciers and NGOS We propose to base EU action around
universities and public research centres to be more open and international The ideas in this report were created co
Andreas Pyka, Professor in Innovation Economics, University of Stuttgart-Hohenheim; President of the Lisbon Civic Forum
education, resources and structures to turn ideas into value through the provision of relevant opportunities
in experimental policy, in creating learning loops about policy at all levels, but above all, in driving forward
morning in a kindergarten to relearn constructive explorative and role play†12 Here we represent some of the key conclusions of our work in the form of sea stars
research, education and training, public services, fi nance and NGOS Public policy should not only stimulate business
strong focus on health and education. Social innovation will require experimentation, engaging citizens as co -creators, and the ability to turn promising ideas and new
1 Prof Henk Volberda, University of Rotterdam, presentation to Netherlands Centre for Social Innovation 2 The Social Economy in the European union:
but also to speed up learning -Able to engage citizens as co-creators 3 http://www. whitehouse. gov/the press office/President
in education, training and projects and networks to support innovation, creative entrepreneurship and research, and provide role
University training must also shift from management of existing organizations to the new styles and structures required for
ways of work, play, learning activity 20 We propose •Every household, business and public building
-long and advanced learning. Assuring access and providing signifi cant investment in digital infrastructures are necessary to realise the vision
of lifelong learning as well as to increase the competitive environment necessary for advanced learning in universities and colleges
Why smart grids Smart grid delivers electricity from suppliers to consumers using digital technology to save
developed by small companies and universities typically remain undervalued and underutilised From innovation unlimited â€oethere is no evidence to suggest
A proper market for IPR will allow universities, public research organisations and small companies to fi nd
It is intended that the Fund will buy patent licences from public universities and research centres, organize patent clusters,
which will begin testing the operation with volunteer universities and research centres The necessary tools to develop exchanges
This is about learning from each other, but also about identifying new problems and new solutions where future products, services and ways of working create
universities, as well as large companies Such openness and collaboration is required in an early stage of ideas, to identify problems and
systems of laboratories, universities, research institutes art schools, corporations, public administrations professions are no longer a viable approach for future
innovation From Innovation unlimited â€oe†Future innovation policy should consider how to facilitate access to
•Stimulate universities and public research centres to be more open and international, reforming incentive
business, research, education and training The Nanosystems Initiative Munich is one of the Clusters of
We urge businesses, researchers, public servants, NGOS, students, retirees, to participate in this process and together to create the future we want
We benefi tted from the university and teaching perspective from our rapporteur, and a wealth of policy knowledge from the Commission and various
Professor RÃ diger Iden Senior vice president, BASF SE Dr Anne Stenros Design Director (Vice president, Design), KONE Corporation
Professor Maureen Mckelvey, Professor of Industrial Management School of business, Economics and Law, University of Gothenburg 30
Mandate of the panel Context DG Enterprise and Industry of the European commission is currently developing ideas for the future
but also include expertise coming from academic institutions and/or business schools and from the public sector and/or politics
This appendix is written by the rapporteur, Professor Maureen Mckelvey. It places the concepts and ideas
-Schumpeterian scholars have developed these ideas into a framework, theories and explanations for the role of technology and industrial
mechanisms and eff ects (Salter and Martin 2001). ) The usual classifi cations from the OECD
education, research, technology policy and industrial modernization, overlapping also with industrial, environmental, labor and social policiesâ€.
policy focus upon knowledge, learning and systemic benefi ts, which moves the focus away from traditional economics arguments of market
provide funding to universities and fi rms to fi nd technological solutions In the last decades,
should be capable of learning and also of adjusting behavior and programs, in response to what has been learnt
•Providing a platform for learning and experimentation •Providing an infrastructure for strategic intelligence •Stimulating demand articulation, strategy and vision development
University Press The Economist (2009. Schumpeter: Taking fl ight. Schumpeter Column September 17th, 2009 Edler, J. and L Georghioiu (2007.
University Press Freeman, C. and C. Perez (1988. †Structural crises of adjustment, Business cycles and Investment
†Analysis of Chain-link Eff ects of Public Policy Eff ects on Research and Industry in Swedish Life sciences within Innovative Food and Medical
Technologyâ€. Report for the Swedish Agency for Innovation Systems. VINNOVA report series available at www. vinnova. se
Andreas Pyka, University of Stuttgart-Hohenheim; President of the Lisbon Civic Forum â€oefor the fi rst time the social dimension of Europe is recognized as a source of innovation,
innovation, climate change and energy, employment, education and reducing poverty The strategy also includes seven flagship initiatives that form the framework in which the
factors such as innovation, technology, design and training 2. The wellbeing of people in such spheres as food, health, leisure and lifestyle, in which
ï§Training and talent Tools Leading sectors Emerging activities Crosscutting enabling technologies Innovation environment Pillar 2 Pillar 3 Pillar 4pillar 1
stakeholders (universities, industry, governments and innovation users) is key to generating new opportunities, creating wealth and employment and providing a
Investing in education, training and vocational training for skills and lifelong learning 11. Enhancing institutional capacity of public authorities and stakeholders and efficient
employment, education and combating poverty Finally, the European Agricultural Fund for Rural Development (EAFRD)) focuses on
To invest in education, skills and lifelong learning 11. To enhance institutional capacity and ensure an efficient
employment and training, social cohesion innovation and knowledge, entrepreneurism, internationalisation and the green economy Within the ECAT 2020 framework and based on a shared vision of the country
fields of universities, research and business In the second half of 2013, this draft version was revised to incorporate the suggestions
technology, design and training 2. The second vector focuses on people†s wellbeing and concerns food, health, leisure
hubs (universities and technology and research centres) which foster innovation For more detailed analysis, see the document â€oeanalysis of Leading Sectors and
training and education amongst the population, the provision of infrastructure organisational and company management capacity and the existence of an institutional
ï§Training and talent Tools Pillar 1 Pillar 2 Pillar 3 Pillar 4 Emerging activities
universities, etc. that are representative of the outstanding science and technology sectors in Catalonia RIS3CAT communities,
organisations, universities, research centres technology centres, foundations and institutions linked to R&d&i, associations and other organisations
associated foundations, university groups and other public or not-for-profit organisations in the science
Support for university groups focuses on marketing their technological services and the results of their research, with the goal of promoting the third and fourth university missions, capitalising on
public investment in the research system and promoting its transfer to the economic system The RIS3CAT framework supports platforms specifically designed to implement the technologies
Universities, research centres, technology centres companies and business associations Government of Catalonia, State, European funds
universities and research centres to be transferred to the business fabric The RIS3CAT strategy provides incentives to encourage business demand to adopt differential
ï§To help adapt university degrees to the needs of the production system ï§To increase the number of researchers of excellence in the R&d&i system
Universities, research centres, Catalan public authorities, the education system, business associations and other organisations Government of Catalonia, European funds and
other public/private sources of finance 3. Tools and Policies 41 T. 6. Technology Valorisation and Transfer
The investment and knowledge of universities and research and technology centres can be capitalized through technology mechanisms such as the establishment of new, technology-based
research and valorisation units and university groups Government of Catalonia, State, European funds and other public/private sources of finance
technology centres, universities and R&d centres) take part in such processes, which often acquire a global dimension.
-Training and professionalisation to enable stakeholders to work in a global environment and on international projects
Catalan public authorities, universities, research centres, technology centres, companies and business associations Government of Catalonia, State, European funds
provided to citizens to be improved (especially in the fields of health education and social wellbeing) whilst also encouraging technology development at companies in the territory,
universities as drivers for development in the territory. Such actions focus on -Identifying a smart specialisation opportunity based on differential assets in the territory
cluster organisations, universities, research centres technology centres and other bodies in the territory European funds and public/private sources of
-Content, in such sectors as tourism, culture, education and games -Marketing (applications for the financial and commercial sectors
directly (such as health education and justice Open government is a new way of understanding the role of citizens who, through the new
P. 2. 1. Culture, training and talent Measures to promote entrepreneurship and attract international entrepreneurial talent.
-To bring the world of business and entrepreneurship to secondary and tertiary education in order to encourage entrepreneurial vocations amongst young people
-To improve the training received by entrepreneurs -To raise awareness about the value of business and entrepreneurship as a source for the
establish †at universities, research and technology centres, etc. †a framework of regulations and
and those on vocational training programmes that include practical training at companies to set up new enterprises
ï§To increase entrepreneurial vocations amongst students and recent graduates ï§To raise social awareness of the entrepreneurial phenomenon
technology parks and the education system Government of Catalonia, State, European funds and other public/private sources of finance
Catalan public authorities, universities, companies business associations, organisations and research and technology centres Government of Catalonia, State, European funds
with universities and business schools 3. Tools and Policies 53 P. 4. 3. Social innovation Social innovation can be defined as a series of cooperation processes aimed at improving or
The processes involved in social innovation result in learning, commitments and transformations that affect the local sphere,
administrations and universities Financing ï§To support strategic change in companies ï§To promote business and public-private cooperation
P. 5. Training and Talent Within the framework of a society based on knowledge and intensive technology use, a good
education system is an essential requirement for economic competitiveness. Professional profiles and training facilities must match the needs of the production system whilst, at the same time, the
education system should also ensure good science-and technology-based training The education system should guarantee everyone the opportunity to develop their personal
capabilities, and should enable young talent to be discovered and trained ready to enter the employment market
Attracting and retaining talent within the research system and incorporating highly-qualified personnel into the production system are also essential requirements for strengthening the
P. 5. 1. Matching the Education system to the Needs of the Production System Training is an essential element for enhancing innovation culture in companies.
present in curriculums for vocational training, university degrees and MA courses related to the production sector, so that future professionals can internalise innovation an habitual process for
coordination with the jobs market) that provides training throughout people†s working lives Company-university and company-vocational training centre cooperation programmes enable
students to develop projects with companies, promote business innovation, build channels for knowledge transfer, foster transversal skills amongst students and improve their prospects of
integration into employment P. 5. 2. English Learning English has become the language of global communication, and is present in all spheres (the
economy, the media, the new technologies, higher studies, etc..For this reason, to improve the
English skills of today†s pupils is to train the workers of the future. Public actions to promote English
learning should be intensified P. 5. 3. Attracting and Retaining Talent Attracting and retaining talent in the R&i system must be a priority.
In order to recruit the most outstanding talent, it is essential to ensure that the environment is favourable for R&i activities and
Further advances should also be made in the process of modernising the universities so that they adapt to the knowledge society,
To this end support for doctoral studies at companies should continue to be provided Financing ï§To introduce integrated vocational training generally
ï§To help adapt university degrees to the needs of the production system ï§To increase the number of researchers of excellence in the R&d&i system
Universities, research centres, Catalan public authorities, the education system, business associations and other organisations Government of Catalonia, European funds and
other public/private sources of finance 4. Governance 4. Governance 57 The implementation of RIS3CAT requires strong,
The Agency for Management of University and Research Grants, which is responsible for distributing funds for research through public and competitive calls for
innovation, climate change and energy, employment, education and reducing poverty The strategy also includes seven flagship initiatives that form the framework in which the
factors such as innovation, technology, design and training 2. The wellbeing of people in such spheres as food, health, leisure and lifestyle, in which
ï§Training and talent Tools Leading sectors Emerging activities Crosscutting enabling technologies Innovation environment Pillar 2 Pillar 3 Pillar 4pillar 1
stakeholders (universities, industry, governments and innovation users) is key to generating new opportunities, creating wealth and employment and providing a
Investing in education, training and vocational training for skills and lifelong learning 11. Enhancing institutional capacity of public authorities and stakeholders and efficient
employment, education and combating poverty Finally, the European Agricultural Fund for Rural Development (EAFRD)) focuses on
To invest in education, skills and lifelong learning 11. To enhance institutional capacity and ensure an efficient
employment and training, social cohesion innovation and knowledge, entrepreneurism, internationalisation and the green economy Within the ECAT 2020 framework and based on a shared vision of the country
fields of universities, research and business In the second half of 2013, this draft version was revised to incorporate the suggestions
technology, design and training 2. The second vector focuses on people†s wellbeing and concerns food, health, leisure
hubs (universities and technology and research centres) which foster innovation For more detailed analysis, see the document â€oeanalysis of Leading Sectors and
training and education amongst the population, the provision of infrastructure organisational and company management capacity and the existence of an institutional
ï§Training and talent Tools Pillar 1 Pillar 2 Pillar 3 Pillar 4 Emerging activities
universities, etc. that are representative of the outstanding science and technology sectors in Catalonia RIS3CAT communities,
organisations, universities, research centres technology centres, foundations and institutions linked to R&d&i, associations and other organisations
associated foundations, university groups and other public or not-for-profit organisations in the science
Support for university groups focuses on marketing their technological services and the results of their research, with the goal of promoting the third and fourth university missions, capitalising on
public investment in the research system and promoting its transfer to the economic system The RIS3CAT framework supports platforms specifically designed to implement the technologies
Universities, research centres, technology centres companies and business associations Government of Catalonia, State, European funds
universities and research centres to be transferred to the business fabric The RIS3CAT strategy provides incentives to encourage business demand to adopt differential
ï§To help adapt university degrees to the needs of the production system ï§To increase the number of researchers of excellence in the R&d&i system
Universities, research centres, Catalan public authorities, the education system, business associations and other organisations Government of Catalonia, European funds and
other public/private sources of finance 3. Tools and Policies 41 T. 6. Technology Valorisation and Transfer
The investment and knowledge of universities and research and technology centres can be capitalized through technology mechanisms such as the establishment of new, technology-based
research and valorisation units and university groups Government of Catalonia, State, European funds and other public/private sources of finance
technology centres, universities and R&d centres) take part in such processes, which often acquire a global dimension.
-Training and professionalisation to enable stakeholders to work in a global environment and on international projects
Catalan public authorities, universities, research centres, technology centres, companies and business associations Government of Catalonia, State, European funds
provided to citizens to be improved (especially in the fields of health education and social wellbeing) whilst also encouraging technology development at companies in the territory,
universities as drivers for development in the territory. Such actions focus on -Identifying a smart specialisation opportunity based on differential assets in the territory
cluster organisations, universities, research centres technology centres and other bodies in the territory European funds and public/private sources of
-Content, in such sectors as tourism, culture, education and games -Marketing (applications for the financial and commercial sectors
directly (such as health education and justice Open government is a new way of understanding the role of citizens who, through the new
P. 2. 1. Culture, training and talent Measures to promote entrepreneurship and attract international entrepreneurial talent.
-To bring the world of business and entrepreneurship to secondary and tertiary education in order to encourage entrepreneurial vocations amongst young people
-To improve the training received by entrepreneurs -To raise awareness about the value of business and entrepreneurship as a source for the
establish †at universities, research and technology centres, etc. †a framework of regulations and
and those on vocational training programmes that include practical training at companies to set up new enterprises
ï§To increase entrepreneurial vocations amongst students and recent graduates ï§To raise social awareness of the entrepreneurial phenomenon
technology parks and the education system Government of Catalonia, State, European funds and other public/private sources of finance
Catalan public authorities, universities, companies business associations, organisations and research and technology centres Government of Catalonia, State, European funds
with universities and business schools 3. Tools and Policies 53 P. 4. 3. Social innovation Social innovation can be defined as a series of cooperation processes aimed at improving or
The processes involved in social innovation result in learning, commitments and transformations that affect the local sphere,
administrations and universities Financing ï§To support strategic change in companies ï§To promote business and public-private cooperation
P. 5. Training and Talent Within the framework of a society based on knowledge and intensive technology use, a good
education system is an essential requirement for economic competitiveness. Professional profiles and training facilities must match the needs of the production system whilst, at the same time, the
education system should also ensure good science-and technology-based training The education system should guarantee everyone the opportunity to develop their personal
capabilities, and should enable young talent to be discovered and trained ready to enter the employment market
Attracting and retaining talent within the research system and incorporating highly-qualified personnel into the production system are also essential requirements for strengthening the
P. 5. 1. Matching the Education system to the Needs of the Production System Training is an essential element for enhancing innovation culture in companies.
present in curriculums for vocational training, university degrees and MA courses related to the production sector, so that future professionals can internalise innovation an habitual process for
coordination with the jobs market) that provides training throughout people†s working lives Company-university and company-vocational training centre cooperation programmes enable
students to develop projects with companies, promote business innovation, build channels for knowledge transfer, foster transversal skills amongst students and improve their prospects of
integration into employment P. 5. 2. English Learning English has become the language of global communication, and is present in all spheres (the
economy, the media, the new technologies, higher studies, etc..For this reason, to improve the
English skills of today†s pupils is to train the workers of the future. Public actions to promote English
learning should be intensified P. 5. 3. Attracting and Retaining Talent Attracting and retaining talent in the R&i system must be a priority.
In order to recruit the most outstanding talent, it is essential to ensure that the environment is favourable for R&i activities and
Further advances should also be made in the process of modernising the universities so that they adapt to the knowledge society,
To this end support for doctoral studies at companies should continue to be provided Financing ï§To introduce integrated vocational training generally
ï§To help adapt university degrees to the needs of the production system ï§To increase the number of researchers of excellence in the R&d&i system
Universities, research centres, Catalan public authorities, the education system, business associations and other organisations Government of Catalonia, European funds and
other public/private sources of finance 4. Governance 4. Governance 57 The implementation of RIS3CAT requires strong,
The Agency for Management of University and Research Grants, which is responsible for distributing funds for research through public and competitive calls for
Moreover, mutual learning and agreed practices are needed to develop Responsible Research and Innovation joint solutions to societal problems and
â€oecreative learning fresh ideas†Our third key is Science Education Europe must not only increase its number
of researchers, it also needs to enhance the current education process to better equip future researchers and other socie
-tal actors with the necessary knowledge and tools to fully participate and take responsibility in the research and innova
education as a means to make change happen â€oeshare results to advance†In order to be responsible, research and
ï Mutual learning â Discussion and validation of our process for generating the RIS3AND specifying its dimensions and scope
•Limited spending on R&d, mainly in universities, both on economic and human capital •Innovation indicators in companies below the national average
â Meetings with experts, universities, research centres, clusters companies, chambers of commerce â Public consultation
social, education, trade union and business representatives â Approval of the Regional Parliament (pending ï By effectively participating in the
â Higher education area ï By taking effective advantage of opportunities ï By responding innovatively to challenges
Two universities European Northern Observatory (IAC), Oceanic Platform (PLOCAN), research centers, new technology parks†â Fiscal regulation (lower taxation
â Mutual learning and collaboration with other regions ï Balearic islands pose many similarities â Coordination with the central Government must be reinforced
â Mutual learning and collaboration with other ORS, very significantly with the Macaronesian area â Participation in many benchmarking EC-funded projects, specially with
1. Education: learning to be entrepreneurial 2. Raising awareness: motivation 3. Training and Advice 4. Funding:
subsidies and loans 5. Creation of the company 6. Business incubators: one-stop-shop for business
â Training of tourism innovation managers â Technological modernization for a sustainable tourism ï Intensive use of ICTS
•Management training programmes for innovation in a wide sense to increase productivity in companies -100 knowledge-based
universities CARACTERIZACIÃ N DE LA PYME CANARIA METODOLOGÃ A COTEC 1. 400 CUESTIONARIOS CÃ MARAS DE COMERCIO
ï Promote interaction among firms and with universities and research centers ï Linked to universities and business clusters
ï Preferential access to funding instruments trough the technology parks program â Fuerteventura: mainly devoted to renewable energies and water
university campus, observatories, etc Excellence+differentiation Marine environment •STRENGTHS: Canarian Oceanic Platform (PLOCAN +Projects of experimentation with renewable
•Cuts in Education/training funds/investment due to the global economic crisis •Emigration of talented and highly qualified personnel
Universities...78 Digital Agenda for Europe...81 Key enabling technologies...86 Cultural and creative industries...
creating a virtuous policy learning cycle13. As the Fifth Cohesion Report states,'the starting point for a result-oriented approach is
such as in universities or public research institutes. Collaborative projects with local firms can help to reveal information about the future
higher education institutions, public research institutes, independent innovators; whoever is best placed to discover the domains of R&d
higher education and research infrastructure to new areas such as satellites and GPS technologies 14 •Finally, radical foundation of a new domain:
In this case, links between local universities and strong public-private partnerships are the types of strategies that may be essential for smart
Specialisation, Regional Growth and Applications to EU Cohesion Policy',Groningen University 15 existence of industries that are in tune with the relevant socioeconomic conditions and can
evaluation component associated with policy learning capabilities, etc This section presents each of the steps as defined above,
common, tripartite governance model based on the involvement of industry, education and research institutions, and government (the so-called Triple Helix model), is no longer enough in
public investment in research/education/innovation in the region (by all levels of government predictability of the innovation policy framework for regional stakeholders;
the relevant policies (R&d, innovation, education, ICT â€; coordination of all the relevant policies within the region;
Education and research: Existence of policies to ensure proper supply and mix of skills; existence and
coverage of training on entrepreneurship and creative problem-solving; autonomy and transparency of education and research organisations;
existence of policies to support the regular and long-term collaboration of education and research organisations with businesses;
explicit consideration of the role of Key Enabling Technologies (KETS Evaluation system: Institutionalisation of ex-post assessment of innovation policy and support measures
stability of public investment in research, education and innovation; proper balance between institutional and competitive funding for innovation;
3.'Cluster'in depth case studies and peer reviews: to move beyond the figures that are available for comparison, more qualitative studies can be carried out on activity domains
account innovation opportunities identified by leading actors (companies, universities intermediaries, etc. Mixing regional experts with international experts helps to give more
Potential actors relevant to the RIS3 process span from public authorities to universities and other knowledge-based institutions, investors and enterprises, civil society actors, and external
Interactive learning with customers and suppliers Experimentation in studios and project teams Strong codified knowledge content
authorities, universities and other knowledge-based institutions, investors and enterprises, civil society actors, and international experts who can offer benchmarking
a leading role in connecting their universities to the worlds in and beyond their regions.
University of Tampere, Work Research center, Working Paper No. 85 (Final Report on Quadruple Helix Research for the CLIQ
professions and they are fashioned invariably in action learning environments where there is a high degree of novelty associated with the activity.
and its significance for universities businesses and the regional economy, would do much to promote a skill set that is critically
of action learning which generated useful information as well as helped to maintain the active engagement of the business community
Getting firms, universities, development agencies and regional governments to accept that innovation is a collective social endeavour †where participants freely acknowledge that
bodies, especially universities, development agencies and regional governments. Learning by doing will help these public sector bodies to appreciate the needs of firms, but more formal
action learning programmes will also be needed. A good example of such a programme is the Place-Based Leadership Development Programme,
which regions may wish to adapt and adopt to help them acquire the iterative skills needed in the RIS3 exercise (see Figure 2
Under such a programme, universities, development agencies and regional governments could jointly identify a project to explore the prospects for related variety in the regional economy
alliance between universities, development agencies and regional governments Finally, as the original RIS programme took consensus-building seriously,
universities, the development of the region will not be their primary focus. While regional public authorities do have a territorial responsibility,
In this respect, universities can be critical actors How does regional funding fit into this multilevel system?
foresight and scenario-planning exercises involving the public, private and higher education sectors, the chief aim of which would be to produce a regionally-attuned smart specialisation
But in most Member States, research and education policies are in the exclusive competence of the nation state.
Education Types of strategies National competitiveness programme Regional programmes 45 Step 3-Elaboration of an overall vision for the future of the region
companies, universities, transfer institutions, business intermediaries, local and regional authorities, national bodies, the media, etc. have a different understanding and expectations
Training and awareness -raising for innovation Public private partnerships for innovation Research networks/poles Innovation voucher
Certifications/accreditations Industrial Phds Support to creativity Innovation benchmarking Emerging instruments Competitiveness poles Competence centres
Proactive tools focusing on learning to innovate Global connections Excellence poles Cross-border technology centres
Innovation coach/innovation management training Techno-economic intelligence schemes Source: OECD 2011, expanding from Asheim et al.
•Co-funding of universities: institutional and competitive •Funding research and technology centres •Public-private partnerships for innovation
•Technology transfer instruments (university technology transfer offices, technology brokers at research centres •Talent attraction (from country and abroad
research grants for young graduates •Cluster policies, linked to S&t infrastructure investments •Competence centres and competitiveness poles
graduates •Support to regional actors in international public-private knowledge partnerships •Support to internationalisation of business
•Support for young graduate recruitment in firms •Concentration of regional action on non-traded sectors
•Education and training activities in firms •Supporting connection to international production networks •Regional fora to identify growth prospects in value
students in SMES •Orient polytechnics centres to new qualifications •Training for low-skilled and
unemployed people •Support to clusters with innovation potential •Supporting inclusion of regions into
•Training and lifelong learning courses (public offer, incentives for firms), students exchange programmes and talent attraction
schemes •Regional incentives for skills upgrading programmes in companies •Incentives for hiring qualified personnel in companies
•Attracting national investments in vocational and tertiary education •Promoting national training, lifelong learning schemes for companies and
individuals •Engaging regional stakeholders in external production networks •Securing national infrastructure investments to enhance connectivity
If such learning mechanisms are introduced properly in pilot projects, they can provide a model for performance-based funding mechanisms,
Training sessions, staff exchanges Improved technical competencies of staff increase effectiveness of in-house R&d
Student placements academic-industry cooperation projects or networks Improved skill, technical competence and knowledge base, change of
universities/research centres Increase in research expenditure in firms increase in patents or publications Improved innovation performance
of policy learning and adaptation Formulating and implementing a national/regional research and innovation strategy for smart
during the implementation of the strategy, pilot projects and others, learning activities (inside and outside the region), new events that have occurred after formal adoption of the RIS3 and by
•Universities-enterprise cooperation •Digital agenda •Key enabling technologies •Cultural and creative industries
Connecting universities Key enabling technologies Research infrastructures Cultural and creative industries Innovation PP CO 2 ne
42 The European Cluster Excellence initiative aims at promoting cluster management excellence through training and benchmarking activities:
•provision of training to potential project managers •provision of mentoring and coaching to EU project partners (from the conception
•support to ERA-Nets51 involving regional partners can be an interesting learning tool for
computing resources, software and data repositories) for research and education; and any other entity of a unique nature essential to achieving or enabling excellence in research.
quality in education. The resulting innovation ecosystem spurs new ideas, solutions and innovations of benefit to the European economy and society, as well as science
besides the location factor, often in close proximity to a university. They provide the necessary
Universities Why should universities be part of smart specialisation In the framework of the Education, Research and Innovation triangle, the so-called knowledge
triangle, universities71 have a crucial role to play in creating knowledge and translating it into
innovative products and services, in cooperation with research centres and businesses. Successful mobilisation of the resources of universities can have a strong positive effect on the achievement
of comprehensive regional strategies Universities dealing with economics, public policy and administration, as well as those dealing
with specific policy areas (such as industry, health, agriculture, environment and culture) can provide public authorities and private sectors with strategic advice,
Universities are a critical'asset'of the region, mainly in the less developed regions where private sector may be weak or relatively small, with low
which universities can contribute to regional innovation systems. Universities can, for instance, stimulate the entrepreneurial spirit of their staff and
students, provide advice and services to SMES, and participate in schemes promoting the training and placement of high level graduates in innovative businesses.
They can also host incubators for spin-offs in science and technology parks and provide valuable input to innovative clusters and
networks. These mechanisms can be delivered as stand-alone projects or within wider strategies The latter is the ideal
and will ensure maximum impact but is difficult to achieve as there are many barriers to overcome
Universities and Businesses should directly cooperate in curricula design and curricula delivery to ensure that graduates have the right skills and transversal competences.
By having businesses cooperating with the educational side of Universities, talent attraction and retention would be
enhanced in the region. Universities can also play an important role in the field of vocational
training Barriers and challenges Improving the contribution of universities to regional growth by implementing such mechanisms
requires the interconnection of the partners in the innovation systems.''Disconnections'may occur between the partners
internal to the university and involve the capacity to †reach out†to the wider region (i e. supply
) For instance, universities are focused usually on teaching and research (driven by academic outputs) and are part of national academic systems that are targeted not to respond to
regional needs. As a result, some universities are viewed as being'in'the region but not'of'the
region where they are located 71 The term'university'includes all higher education institutions, in line with the Commission's Communication on
the modernisation agenda for universities COM (2006) 208 79 These barriers can also be linked to the capacity and willingness of the public and private sector
actors in the region to'reach in'to the university to seek expertise and knowledge that can
contribute to regional growth and development (i e. demand side. Successful partnerships involve'boundary spanners'providing leadership within
Universities will appreciate the opportunities that their regions present for their activities as'living laboratories'opened to
Universities and other knowledge institutions should be linked closely to the process of designing national/regional innovation strategies for smart specialisation.
cover these aspects with an emphasis on connecting universities to regional growth and developing stronger partnerships within the knowledge triangle.
these processes, see the practical guide'Connecting universities to regional growth'that presents processes and delivery mechanisms for building capacity and incentives for universities and their
regional partners to work together. Based on examples, it explores the following issues •establishing a regional higher education partnership to better understand the regional
situation and to overcome the barriers, with a possible technical assistance budget •ensuring mechanisms allowing universities
and business in the region to cooperate in curricula design and in jointly delivering education in an innovative way, fostering
graduates with regional relevant competences and with transversal skills including entrepreneurial attitude •mapping the regional higher education system in terms of their degree-awarding ability
research activities and possible cooperation with regional partners •assessing the connectivity of the universities to the regional public and private sectors to
move towards a situation where universities are key players •selecting, designing and evaluating interventions that strengthen the connectivity of
universities in the region to the region, by moving from simple to complex projects In the future programming period 2014-2020, support under the European Agricultural Fund for
Rural Development (EAFRD) could be provided to Universities in the following areas •Knowledge transfer and information actions for the provision of vocational training and
skills acquisition actions, demonstration activities and information actions. These should be provided for persons engaged in the agriculture, food and forestry sectors, land managers
and other economic actors which are SMES operating in rural areas •Advisory services for the improvement of the economic and environmental performance as
and among other actors (including Universities) that contribute to achieving the objectives and priorities of rural development policies (e g. pilot projects;
universities could also take part References The European commission promotes several support tools at European level. These may serve
•EU Guide'Connecting universities to regional growth':'Available on the website of the Smart Specialisation Platform, 72
•University Business Forum: A platform to promote cooperation between HEI and businesses at European level, 73
•Marie Curie †Initial Training Networks †Industrial doctorates: A pilot action promoting industrial Phd schemes, 74
•Knowledge Alliances: Between higher education and businesses in educational issues, 75 •Erasmus for all:
The Union Programme for Education, Training, Youth and Sport for the programming period 2014-2020.76
72 http://ipts. jrc. ec. europa. eu/activities/research-and-innovation/s3 a. cfm 73 http://ec. europa. eu/education/universitybusinessforum. html
74 http://cordis. europa. eu/fp7/people/initial-training en. html 75 Further information can be found in the UB Forum link above
76 http://ec. europa. eu/education/erasmus-for-all/doc/legal en. pdf 81 Digital Agenda for Europe
social inclusion and education (einclusion, eskills, elearning), a more effective public administration (egovernment Action plan, eprocurement, ejustice) and dialogue between
design, public services, e-education, e-inclusion, e-skills, entrepreneurship, digital literacy, e -content, creativity, culture, living labs, smart buildings and neighbourhoods, smart cities, trust
assistance through a range of training modules, workshops and training events The EBP will also continue to work on the guide on broadband investment models with the
industrial value chains across the EU, including technology developers (universities, research and technology organisations), start-ups, SMES and manufacturers.
research, education and can increase the attractiveness of regions in terms of human resources and investments. These positive impacts
policy makers in a Policy Learning Platform with the aim of raising the general awareness of the
The Alliance and its Policy Learning Platform might prove another useful forum for managers of European Structural Funds and regional and local
policies such as economic development, employment, higher education and culture Successful CCI strategies most often depend on excellent internal and external networks
and accelerate the learning path Strategic and inclusive approach to investments and the use of financial resources
addressing skills and training issues) investment should equally be encouraged 107 Add reference when programme is adopted on 23 november
public-private partnerships and joint ventures, research institutes, universities, science and technology parks, and research infrastructures (covering suppliers, the infrastructures
•To support the capacity-building of procurement departments through training, exchanges of civil servants/procurement officers and exchanges and promotion of good practices
education or social services. The coordination of different policies and different levels of government is always a challenge,
education and information as well as labelling •Taking an exemplary role, for instance in engaging the administration in EMAS
direction of participation, empowerment, co-creation and learning For these reasons social innovations offer a way of tackling societal challenges when the market
and education. It can also play an important role in the modernisation and transformation of the
and is it in synergy with national research/education policies 6. 2 Is the strategy based on interdepartmental/inter-ministerial/interagency coordination and
but also with regard to other relevant policies such as education employment and rural development policies? Does it assess/take into account the existing level
enhancing R&i infrastructures, the modernisation of universities and research organisations as well as developing technology auditing, international partner search and information campaigns to stimulate
process of policy learning and adaptation? How is it to be communicated 7. 1 Does the document identify concrete, achievable goals?
policy learning and adaptation? If not, are actions foreseen to build up capabilities for that 7. 3 How is the strategy to be communicated to stakeholders and the general public?
Universities Digital Agenda for Europe Key enabling technologies Cultural and creative industries Internationalisation Financial engineering instruments
Universities Digital Agenda for Europe Key enabling technologies Cultural and creative industries Internationalisation Financial engineering instruments
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