Lancaster University, School of Computing and Communications, Lancaster, UK 2 University of Szeged, Faculty of Economic Research Centre, Szeged, Hungary
3 Community-based Research for Sustainability Association (CRS), Szeged, Hungary Corresponding author email: m. a. ferrario@lancaster. ac. uk
education to training and knowledge management Examples of applications and infrastructures based on Internet includes: systems for e
challenges involving organization, staff training, and includes outsourcing non-core operations, changes in processes and systems,
ï€'research and education organisations, innovation centers ï€'small and large enterprises with their associations
transfer, interactive training frameworks and integration of business processes and e -governance models The latter step in the adoption of Internet-based technologies for business, where the
Business school Press; ISBN: 1578511933;(May 2000 James Moore, Death of Competition: Leadership and Strategy in the Age of Business Ecosystems
models, training modules, contractual frameworks, laws, †These â€oedigital speciesâ€, like the life species, interact, express an independent behaviour
universities c hambe r s o f commerce Basic e-services Simple services Accounting sys
building a â€oevirtual learning community†with training and competence center, a shared knowledge base, e-learning modules
services, solution, knowledge, training, methods for the local organisations†business All the ecosystems are interrelated and there is a continuous osmosis of â€oedigital
ï€'Sector-specific education and training modules ï€'Knowledge basis; business models; repository of practices, business
universities, consumers and trade associations, NGOS It is crucial to achieve the local consensus and to build an active local community
ï€'The research and innovation centers, the universities ï€'The entrepreneur community and small organizations through their
building virtual learning communities sharing e-learning and e training modules knowledge basis including models and e-business practice, benchmark
For the services and components, specific training and knowledge sharing modules knowledge basis, business modules, is fundamental for the evolution and
ï€'universities, research organizations, innovation centers ï€'enterprises (in particular SMES and enterprise organizations ï€'government and of public administration
education and training could help to develop a local entrepreneurship, which could go beyond the technical support, localization and the development of small local solutions
Edinburgh University Business school, Edinburgh, Lothian EH8 9js, UK c Department of Management, Birkbeck College, University of London, London WC1E 7hx, UK
Email addresses: marina. ranga@stanford. edu; henryetz@stanford. edu Corresponding author: Marina Ranga 210 Panama Street, Cordura Hall, H-STAR Institute, Stanford university, Stanford CA 94305, USA
systematizes the key features of university-industry-government (Triple Helix) interactions into an †innovation system†format defined according to systems theory as a set of
university-industry-government interaction; innovation systems; regional innovation strategies 2 Introduction Recent decades have seen a shift from an earlier focus on innovation sources confined to a
as a novel analytical concept that systematizes the key features of university-industry -government interactions, so far loosely addressed as a †metaphor†or a †frameworkâ€, into an
institutional spheres of University, Industry and Government, with a wide array of actors;(ii relationships between components (collaboration and conflict moderation, collaborative
guidelines for policy-makers, university and business managers can be derived, in order to strengthen the collaboration among Triple Helix actors
The concept of the Triple Helix of University-Industry-Government relationships developed in the 1990s by Etzkowitz (1993) and Etzkowitz and Leydesdorff (1995), encompassing
triadic relationship between university-industry-government in the Knowledge Society Through subsequent development (e g. Etzkowitz and Leydesdorff, 1998,2000;
important part of its activities to stimulating the cooperation between firms, universities research institutes and other Swedish innovation actors-a mission adopted in the early
incentivizes the interaction between firms, public universities and research centres, allows grants to innovative firms, the setup of private firms†incubation facilities in public
universities and the shared use of university infrastructure. University-industry-government cooperation has a central role also in European union (EU) innovation policies, such as the
Innovation Union flagship initiative of the Europe 2020 Strategy, and is perceived as a solution to the â€oeinnovation emergency†that Europe now faces (European commission, 2011
higher education and training institutions to develop educational material, the European Institute of technology, which supports the full integration of the
Knowledge Triangle (education, research and the innovation) through the so-called †Knowledge and Innovation Communitiesâ€
4 A significant body of Triple Helix theoretical and empirical research has been developed over the last two decades or so along two main complementary perspectives:(
which looks at university, industry and government as co-evolving sub-sets of social systems that interact through market selections, innovative dynamics and
university-industry-government interactions The paper is organized as follows: Section 1 introduces the conceptual framework of Triple
Knowledge Society lies in a more prominent role for the university and in the hybridisation
of elements from university, industry and government to generate new institutional and social formats for the production, transfer and application of knowledge.
of university, industry and government, as well as at their intersections The enhanced role of the university in the Knowledge Society arises from several specific
developments. First, the recent addition of the university †third missionâ€-involvement in socioeconomic development, next to the traditional academic missions of teaching and
research, is the most notable, being compared to a â€oesecond academic revolution†(Etzkowitz 2003). ) This is to a large extent the effect of stronger government policies to strengthen the
links between universities and the rest of society, especially business, but also an effect of firms†tendency to use universities†research infrastructure for their R&d objectives, thus
which provides a large part of university funding (Slaughter and Leslie, 1997. Collaborative links with the other Triple Helix actors
have enhanced the central presence of universities in the production of scientific research over time (Godin and Gingras, 2000) disproving former views that increasing diversification
of production loci would diminish the role of universities in the knowledge production process (Gibbons et al. 1994.
students with new ideas, skills and entrepreneurial talent has become a major asset in the Knowledge Society.
Students are not only the new generations of professionals in various scientific disciplines, business, culture etc. but they can also be trained
see, for example Startx, Stanford†s student start-up accelerator, which in less than a year 6 trained 90 founders and 27 companies
of Excellence of JAMK University of Applied sciences in Jyvã¤skylã¤,Finland, where students run their own cooperative businesses based on real-life projects
Universities are also extending their capabilities of educating individuals to educating organizations, through entrepreneurship and incubation programmes and new training modules at venues such as
interdisciplinary centres, science parks, academic spin-offs, incubators (Etzkowitz, 2008 Almeida, Mello and Etzkowitz, 2012. Thirdly, universities†capacity to generate technology
analyses that explore different configurations arising from the positioning of the university industry and government institutional spheres relative to each other and their movement and
university acting mainly as a provider of skilled human capital, and government mainly as a regulator of social and economic
whereby university and other knowledge institutions play an increasing role, acting in partnership with industry and government and even taking the lead in joint initiatives
creative process, the relationships among the institutional spheres of university, industry and government are reshaped continuously in â€oean endless transition†to enhance innovation
which sees the University, Industry and Government as co-evolving sub -sets of social systems. Interaction between them occurs through an overlay of recursive
institutional one, between private and public control at the level of universities, industries and government, which allow various degrees of selective mutual adjustment (Leydesdorff and
offices in universities or strategic alliances among companies, creating new network integration mechanisms (Leydesdorff and Etzkowitz, 1998.
the institutional spheres of University, Industry and Government, each encompassing a wide-ranging set of actors
Much of the Triple Helix literature focuses on the institutional spheres of university, industry and government as holistic, †block†entities, without going deeper to the level of specific
modes of learning and innovation, e g. the Science, Technology and Innovation (STI) mode based on the production and use of codified scientific and technical knowledge, and the
Doing, Using and Interacting (DUI) mode, based on informal processes of learning and experience-based know-how (Jensen et al. 2007
o R&d innovators can be found in each of the University, Industry and Government institutional spheres,
In universities, key R&d performers are the academic research groups and interdisciplinary research centres; in the business sector, the
processes obtained from elsewhere, personnel training and competence-building interaction with users, acquisition of patents and licenses, consultancy services, etc
found in various forms in the Government and University spheres, as well as in the nonprofit sector
single institutional sphere, be it University or Industry or Government (e g. education 7 For example, the members of The Kitchen in New york City†s Soho District invent new forms of conceptual
Antwerp Academy in Belgium encourages students to create and explore innovative forms, original treatments of materials, stimulate experimentation and improvisation, in a way similar to the teaching laboratory.
o â€oemulti-sphere†(hybrid) institutions operate at the intersection of the University Industry and Government institutional spheres and synthesize in their institutional
Technology transfer offices in universities, firms and government research labs industrial liaison offices, business support institutions (science parks, business and
Etzkowitz, 2012) as the single institutional spheres of University, Industry and Government become more laterally diversified
knowledge-based economic development relying heavily on university-originated technologies. In the mid 1990†s New york, the Head of the New york Federal reserve
universities to the city to fill the gap in the region†s innovation environment8. The
towards a vision of work that is defined as a lifelong process of education and cognitive
Similarly, universities, in addition to their teaching and research activities, often engage in technology transfer and firm formation, providing
Industry can also take the role of the university in developing training and research, often at the same high level as universities.
Substitution between spheres can also be observed at a higher level, in countries with no or weak regional
but other actors, such as universities and firms, may come forward to set forth a future achievable objective (playing an Innovation Organizer
vocational training institutions take the lead over universities in engaging into joint initiatives with local firms (especially with low-tech, low/non-R&d small firms) that prefer the more
more complex, long-term programmes of the university (Ranga et al. 2008 d) Networking into formal and informal structures at national, regional and international
University Technology Managers AUTM, the European Technology Platforms and Joint Technology Initiatives, to mention just a few examples
university, as in San diego, where a new branch of University of California was gestated in the 1950s
the University of California San diego campus was replicated by the Merced campus which has recently been established as an â€oeentrepreneurial university†to promote
o Creation of new university resources to support the development of new industries or raise the existing ones to a higher level.
rather than simply training support personnel for existing firms as it might have happened in an undergraduate campus. In Norkopping, Sweden, in the wake of
deindustrialization, a Council representing the city region†s business and political leadership was established, and decided to create a university campus with advanced
academic research groups in order to revive paper industry-one of the local traditional industries (Svensson, Klofsten and Etzkowitz, 2011
o Virtual congregation of geographically dispersed groups from university and industry around common research themes, with government support, such as the Canadian
School of Entrepreneurship as a joint initiative of Stockholm University, Royal Institute of technology (KTH), and more recently also including the Royal Art
College. The Oresund project linking southern Sweden (Skane) and Copenhagen included the creation of Oresund University,
an organisation that encourages collaboration and joint projects between universities on both sides of the strait that
previously divided this cross-border region. Karolinska Institute initiated a university -building strategy of incorporating a series of small schools in the biological sciences
nursing and other loosely related field scattered across Sweden and even across the Norwegian border in order to create a greater â€oecritical mass†of research, training and
commercialization activities o Reorganization of research funding from a linear to an interactive model. Sweden
university, industry and government institutional spheres to work more closely together to promote innovation. In the early 1990's a group of foundations were
which were oriented to the older universities and traditional academic disciplines. The foundations changed a rigid innovation system both by providing alternative sources
potential of hybrid organizations can be strengthened through entrepreneurial training programmes and business plan competitions that are now are implemented increasingly
o Creation of a university in a region without higher education capacity, as a means of
the classic instance of a university founded to raise the technological level of existing clusters.
science-based entrepreneurial university as a strategy for creation of a new science -based industry in a region that was heretofore known as a naval base and retirement
With a charter for a new campus of the University of California, leading scientists were recruited in emerging area of â€oepolyvalent knowledge, †with both
o Building an integrated environment for university technology transfer and entrepreneurship activities. When a university establishes a liaison or technology
transfer office, it soon realizes that a much broader range of services and support structures are required
building an innovation Space is the Flemish Catholic University of Leuven (KUL and its technology transfer office Leuven R&d,
rather than seeing themselves as isolated entities, firms, universities and local government actors begin to see themselves as part of a larger whole,
New england Council representing university, industry and government leadership in the region, which invented the contemporary format for the venture capital firm
sought, in which universities would play a greater role, moving on from the position of R&d labs for industry they had played earlier.
university, industry and government spheres 23 Triple Helix spheres get closer together in a gradual process
This is a simplified representation of the interaction among the university, industry and government institutional spheres, profiling relatively equal contributions of the spheres to the
Harvard and a wide range of other academic institutions, which represented a strong Knowledge Space. They focused on enhancing the start-up phenomenon of firms emanating
where many successful firms had outgrown their university links, or were spinoffs of an early
phenomenon, a cluster of interrelated firms, rather than as part of a broader university -industry-government complex.
to connect or reconnect to academic institutions and local government in order to move the region forward. A new organization, Joint venture Silicon valley, was established for this
In 2002, the IT-university is opened as a joint venture between the Royal Institute of technology KTH and the
University of Stockholm, and new business networks are formed in Kista Science City†s growth areas, especially ICT.
and over 5, 000 ICT students and scientists, a high concentration of expertise, innovation and business opportunities within ICT that is unique in Sweden
stakeholders, such as firms, universities and research institutes, or between small start-up firms and larger (customer) firms (Cooke, 2001),
The Brazilian popular cooperative incubator model was invented bottom-up by a university incubator and a NGO campaign against hunger to teach poor people from the favelas how to organise a cooperative and create
Defence Advanced Research Projects Agency (DARPA) at Stanford and a few other universities provided the context for the development of the Google search algorithm that soon became the basis of a firm formation
institutions and learning processes are of central importance (Freeman, 1987,1988; Freeman and Lundvall 1988. The concept was refined as †national innovation systems†(NIS
delineated by a set of innovation actors (firms, universities, research institutes, financial institutions, government regulatory bodies, etc.
and localised learning (Lundvall, 1992), but became increasingly blurred due to business and technology internationalisation extending technological capabilities beyond national borders
innovation capability and competitiveness through technological learning (Doloreux and Parto, 2005), regional †technology coalitions†arising from geographical
organizational formats associated with the university, industry, government institutional spheres, and the latter, with concepts like the †innovation organizer†and †entrepreneurial
systematizes the key features of university-industry-government (Triple Helix) interactions into an †innovation system†format defined according to systems theory as a set of
entrepreneurship within the larger socioeconomic context, especially research, education labour market and development policies Secondly, we also need to understand more about the growth of the spaces over time
that capture dynamic processes at the intersection of the university, industry and government institutional spheres rather than within single spheres.
-captures the effect of collaboration between the university and industry spheres, while most of the others describe single-sphere effects (e g. the indicators
This indicator is part of the University-Industry Research Collaboration Scoreboard produced by Leiden University, which provides an internationally comparative framework based on co-publications of at least one
university and one private sector organization that are usually business firms in manufacturing and services or
for-profit contract research organizations. See http://www. socialsciences. leiden. edu/cwts/research/uirc -scoreboard-2011. html
average citations received per patent cited (industry-university interface. Also, the design of indicators that characterize the specific dynamics of each space may be a challenging
spin-offs graduated from university incubators could be a relevant indicator for the Innovation space, while the number of projects achieved with the involvement of Triple
mass†of R&d and non-R&d actors, academic research and education resources in a local
actors (public and private research labs, firms, universities, arts and cultural organizations etc.)) and analyzing their evolution
researchers, promoting better policies for employment, education and training, immigration to attract world-class researchers,
property rights (IPR) resulting from publicly-funded research, IPR awareness and training activities, fiscal measures to encourage the creation and growth of R&d-intensive firms and
http://faculty. weatherhead. case. edu/carlsson/documents/Innovationsystemssurveypaper6. pdf 38 Casas, R.,de Gortari, R.,Santos, M. J. 2000.
Futures in Education 1, 20-49 David, P. A.,Foray, D.,Steinmueller, W. E. 1999.
University Press: Cambridge 39 Debackere, K. 2000. Managing academic R&d as a business at K. U. Leuven:
Improving Industry Science Links through University Technology Transfer Units: An Analysis and A Case, Research Policy 34,321-342
The Triple Helix of University-Industry -40 Government Relations. Social science Information 42,293-338 Etzkowitz, H. 2008.
University-Industry-Government Innovation in Action Routledge, London Etzkowitz, H. 2012. Triple Helix Clusters: Boundary Permeability at University-Industry
-Government Interfaces as a Regional Innovation Strategy. Environment & Planning C Government and Policy. In Press
University-Industry-Government Relations: A Laboratory for Knowledge-Based Economic Development. EASST Review 14 14-19
A"triple helix"of university -industry-government relations. Minerva 36,203-208 Etzkowitz, H.,Leydesdorff, L. 2000.
and"Mode 2"to a Triple Helix of university-industry-government relations. Research Policy 29,109-123
Pathways to the Entrepreneurial University: Towards a Global Convergence. Science and Public Policy 35,1-15
The place of universities in the system of knowledge production Research Policy 29,273-278 Hamilton, W. B. 1966.
Etzkowitz, H.,Leydesdorff, L. Eds), Universities and the Global Knowledge Economy: A Triple Helix of University†Industry†Government Relations.
The mutual information of university-industry-government relations An indicator of the Triple Helix dynamics.
Emergence of a Triple Helix of University-Industry -Government Relations. Science and Public Policy 23,279-86
Localized Learning and industrial Competitiveness Cambridge Journal of Economics 23,167-185 Mason, C. and Harrison, R. 1992.
Stanford university Business school and Joint venture Silicon valley Interview with Henry Etzkowitz Morris, M. H. 1998. Entrepreneurial intensity:
an experience-based perspective, Working Paper SACSJP, University of Aveiro Rubin, H. 2009. Collaborative Leadership:
The emerging role of universities in socioeconomic development through knowledge networking. Science and Public Policy 38
Entrepreneurial Universities. Johns hopkins university Press, Baltimore Spittle, A. 2010. †The changing nature of work†(downloaded on 9 april from
University of Eastern Finland (Kuopio Campus), Kuopio, Finland Abstract Purpose †The purpose of this paper is to examine the information sourcing practices of small-to
innovation scholars have been apt to delve into the nature of the process where new information is acquired
is not the monopoly of innovation scholars, however but is quite commonplace in all fields of social sciences.
skilled and technically qualified workforce and also its continuous training. Here alongside with the capability to provide workers with adequate training, also the firm†s
ability to attract highly qualified labor force will become one of its core competencies Bougrain and Haudeville, 2002.
University of Kuopio Savonia University of Applied sciences Organizations of vocational education Research institutes VTT (Technical Research center of Finland
Five-point Likert-scale 1 Â Insignificant to 5 Â Very important REGSUPPA Sum-variable measuring the importance of regional
support organizations for innovation Regional association of entrepreneurs Jobs and Society (local office Local technology center (Teknia ltd
between different actors (firms, universities and other research organizations educational organizations, financial organizations, public support organizations, etc
many scholars have argued that it is primarily the regional (or, more generally sub-national) level which is the most relevant
the background, education and existing knowledge of the entrepreneur, a typical example being scientific publications
sometimes associated with sophisticated skills acquired through formal education technical and vocational qualifications are often more important with this respect
Gray, 2006. Over 58 percent of the entrepreneurs participating in this study had not been educated beyond elementary school.
However, about 57 percent of the entrepreneurs had been educated in vocational school. Only 6 percent of the
personnel initiatives, personnel training, organized and spontaneous communication between units and individuals in the firm, etc.
Antonelli, C. and Queâ'reâ',M. 2002), â€oethe governance of interactive learning within innovation systemsâ€, Urban Studies, Vol. 39 Nos 5-6, pp. 1051-63
a new perspective on learning and innovationâ€, Administrative Science Quarterly, Vol. 35 No. 1, pp. 128-52
University Press, Oxford, pp. 181-208 Fiet, J. O. and Patel, P. C. 2008), â€oeentrepreneurial discovery as constrained, systematic searchâ€
Interactive Learning, Pinter, London Macpherson, A. and Holt, R. 2007), â€oeknowledge, learning and small firm growth:
a systematic review of the evidenceâ€, Research Policy, Vol. 36 No. 2, pp. 172-92
Malmberg, A. and Maskell, P. 2006), â€oelocalized learning revisitedâ€, Growth and Change, Vol. 37 No. 1, pp. 1-18
University Press, Oxford Nelson, R. R. and Winter, S g. 1982), An Evolutionary Theory of Economic Change, Belknap
Harvard Business school Press, Boston, MA, pp. 288-308 Nonaka, I. 1991), â€oethe knowledge-creating companyâ€, Harvard Business Review, Vol. 69 No. 6
Appropriateness of knowledge accumulation across growth studies†Entrepreneurship Theory & Practice, Vol. 33 No. 1, pp. 105-23
Miika Varis, after graduating from the University of Kuopio, acted as a research and teaching
and lecturer in entrepreneurship (2005-2009) at the Department of Business and Management, University of Kuopio, Finland,
and from 2009 as a lecturer in entrepreneurship at the Department of health Policy and Management, University of Kuopio
Finland (1. 1. 2010 Department of health and Social Management, University of Eastern Finland Entrepreneurial SMES 153
D ow nl oa de d by W A TE RF O RD IN ST
IT U TE O F TE CH N O LO G Y A t 0
Hannu Littunen, after graduating from the University of Jyvaâ skylaâ, was a researcher at the
University of Jyvaâ skylaâ, School of business and Economics, Centre for Economic Research Finland, and a professor of entrepreneurship and regional development at the Department of
Business and Management, University of Kuopio, Finland (2003-2009) and from 2009 a professor of entrepreneurship and regional development at the Department of health Policy and
Management, University of Kuopio, Finland (1. 1. 2010 Department of health and Social Management, University of Eastern Finland, Kuopio Campus). He completed his doctoral thesis
in leadership and management entitled â€oethe birth and success of new firms in a changing
environment†in the year 2001. Research conducted by Hannu Littunen has focused mainly on factors relating to new firms†birth and success, entrepreneurship and regional development.
University, he worked in various organizations in both public and private sectors in Finland. He
shapes perceptions about universities and public research organisations. The Journal of Technology Transfer 39,454-471.
Journal of Vocational education & Training 65,256-276. Crossref 18. Murat Atalay, Nilgã n Anafarta, Fulya Sarvan. 2013.
-Strengthening education & skills deployment ï Research, innovation and the digital economy ï Empowering people, promoting SMES and flexicurity
sector invests heavily each year in training programmes to develop employees†skills and competences 4 of 12
More still needs to be done to ensure that further education qualifications produce skills that employers value.
diplomas, necessary measures should be taken to allow initiatives led by employers, to be recognised by Member States as being of equivalent status. This
skills relevant via training We welcome the increasing recognition by EU politicians of the important role of commerce
%ï to reduce school dropout rates to below 10 %and increase the share of young
people with a third-level degree or diploma to at least 40 %ï to ensure at least 20 million fewer people are at risk of poverty or social exclusion
productivity growth †those drivers being a common focus on education, information and communication technologies, the digital agenda and reforms to improve the overall
supports the aim to improve young people†s education and employability, to reduce high youth unemployment and to increase the youth employment rate,
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