Bocconi University Milan Italy ISBN 978-3-319-04306-7 ISBN 978-3-319-04307-4 (ebook
It is a challenge for any scholar to identify the most popular digital business topics in any given year.
Business Innovation to a composite audience of practitioners and scholars Accordingly, each considered topic will be analyzed in its technical and mana
managers and scholars •to be the first of a yearly outlook focused on digital trends emerging from both
capture the interests of top managers as well as graduates students Taking these issues into account, this book is distinctive for its intention to
scientific toolbox for both managers and scholars. Finally, as said above, the book aims to be the first of a yearly outlook focused on digital trends emerging from
Vincenzo Perrone at Bocconi University, Prof. Vallabh Sambamurthy, Eli Broad Professor at Michigan State university, and Prof.
Franco Fontana at LUISS University as main inspiration and mentors Moreover, I acknowledge Prof. Giuseppe Soda, Head of the Department of
Management and Technology at Bocconi University, and all the other colleagues at the Department, in particular Prof.
Arnaldo Camuffo, Prof. Anna Grandori, Prof Severino Salvemini, and Prof. Giuseppe Airoldi, all formerly at the Institute of
Organization and Information systems at Bocconi University, who have created a rich and rigorous research environment where I am proud to work
I acknowledge also some colleagues from other universities with whom I†ve had the pleasure to work,
University of California Irvine, Prof. Saby Mitra at Georgia Institute of technology Prof. Ravi Bapna at University of Minnesota Carlson School of management
George Westerman at MIT Center for Digital Business, Prof. Ritu Agarwal at Robert H. Smith School of business, Prof.
Ludwig Maximilians University, Prof. Marinos Themistocleous at the Department of Digital Systems at University of Piraeus, Prof.
Chiara Francalanci at Politecnico di Milano, Wolfgang KÃ nig at Goethe University, Adriano Solidoro at University of
Milano-Bicocca, Luca Giustiniano at LUISS University, Prof. Zahir Irani at Brunel Business school, Prof. Sinan Aral at NYU Stern School of business, and Ken and
Jane Laudon Furthermore, I want to gratefully acknowledge all the companies that have participated to the research interviews, case studies, and surveys.
In particular, for the financial institutions: Banca Mediolanum, Banco Popolare, Banca popolare dell†Emilia romagna, Banca popolare di Milano, Banca popolare di Sondrio
virtual world of social networks and playground as part of their own everyday life They post everything on Facebook
requiring code of conducts, rules, and right, likewise 3 Generation Z represents the source and the target for what the Economist called
by information quality scholars 9†11, for enterprise systems mostly relying on traditional relational data base management systems
Accordingly, scholars in the research areas of information systems and information quality have identified a set of enabling and
-plete a learning process as coping with IT complexity or in our case with Big data management and use by businesses.
Dean J, Ghemawat S (2008) Mapreduce: simplified data processing on large clusters Commun ACM 51: 1†13. doi:
training and development in order for them to be able to cope with changes associated with the coming IT transformation.
Education training Facility Reliability Specialisation Compatibility Link/Connection Flexible Interaction Customization Setup cost Maintain cost
and department, including the Ministry of Education science and Technology, the Ministry of Public Administration and Security, Korea Customs service, Ministry
the Indian education system to overcome deficiencies, and is discussed in 25. For example, there is no centralized system for the government to check and monitor
project such as the education and communication ministries. Guaranteeing the full support from the concerned parties is very important for the success of this project
Bhatia G, Lala A (2012) Implementation of cloud computing technology in Indian education system. ICCCNT12 26th 28th July 2012, Coimbatore, India
certain attention by scholars as a dimension influencing at a certain degree behavioral intention towards the adoption of mobile solutions and services, Hong
also a set of training activities by the staff. Indeed, the operators have to be able to
opportunities for information systems scholars. Inf Syst Res 17: 327†331 5. Antoniou G, van Harmelen F (2008) A semantic web primer, 2nd edn.
In order to facilitate the automatic learning activity, all the sentences are converted into a numerical representation, which can refer to single words, sen
leader identification in online learning communities. Knowl Based Syst 43: 43†51. doi: http //dx. doi. org/10.1016/j. knosys. 2013.01.005
Natural language Learning (EMNLP-Conll)( pp. 1056†1064. Prague, June 2007 25. Thomas M, Pang B, Lee L (2006) Get out the vote:
find/use tools for their business tasks and continuous learning. Modern organ -isations should try to seize this opportunity in order to increase motivation of
has cooperated with Carnegie mellon University, in a report entitled †Mobility and Security†that addresses the consumerization related problems 12.
-tional theorists, educators, and others who could explain and provide information about group activity. It also became a place for system developers to share
Digital collaboration covers many fields such as learning, design, process management and e-commerce. This capability of digital collaboration is empow
or they had steep learning curves, especially for elderly communities who are uncomfortable with the advanced technologies
such as knowledge management, organizational learning and education. Cop can be used to serve one or more distinct purposes within an organization,
-ipation and can encourage reluctant members/learners to share their points of view and lets the participants to contribute
Finally, these virtual societies encourage self-learners to discuss and solve real-world problems/situations as well as focus on collaborative
project is initiated by computer scientists from Carnegie mellon University, in which people are collaboratively using their humans†thinking, processing and
entering the education field after it proved its effectiveness in the business arena This technology is investigated by 25, in
using webinar in the field of education. In their research, they explained Campus Connect Initiative as a project that was launched in 2004 by Infosys Technologies
This required reaching the academic institutions across many cities and deliver lectures which required about 5 hours of travel.
-ceeded to achieve high satisfaction rates from both the members of the faculties and the students
POINT OF ATTENTION: Despite the benefits that can be gained through utilizing digital communication and collaboration platforms,
Students 17: 22†26. doi: 10.1145/1869086.1869096 23. Scekic O, Truong H-L, Dustdar S (2013) Incentives and rewarding in social computing
Verma A, Singh A (2010) Webinar†education through digital collaboration. J Emerg Technol Web Intell 2:
As a consequence, scholars are actually considering most of the available survey, such as, e g.,, the one presented above as being to be evaluated carefully as
of scientists led by the University of Cambridge, the cost of protection against cybercrime often exceed the cost of the threat itself 10.
in the users and code of conducts, leading to habits suitable to preserve an orga -nization as well as individuals digital identity.
University of Adelaide Press, Adelaide 14. Beynon-Davies P (2011) The enactment of personal identity.
include business/IT participation, strategic dialogue, shared learning and proper communication Furthermore, De Haes and Van Grembergen 10 have proposed a maturity
reinforced training and communication as well as processes developed through a comparison with external best practices. At this level of maturity, enterprise
9. Provide IT governance awareness and training for optimal use of IT 10. Attract, develop and retain competitive IT professionals
For example, the system integration of Ministry of Education with Ministry of Manpower and Public Authority for Social insurance is necessary for e-govern
Harvard Business school Press, Boston 4. Benington J, Moore MH (2011) Public value†theory and practice.
, universities, research centers, industrial companies, but also suppliers, manufacturers of complementary products as well as end users. The ideas and projects developed internally are only
2. Jones GM (1960) Educators, electrons, and business models: a problem in synthesis. Account Rev 35:
Harvard Business school Press, Cambridge 18. Amit R, Zott C (2001) Value creation in E-business. Strateg Manag J 22:
Harvard Business school Press, Boston 29. Afuah A, Tucci C (2003) Internet business models and strategies. Harvard Business school
Press, Boston 30. Johnson MW, Christensen CM, Kagermann H (2008) Reinventing your business model. Harv Bus Rev 86:
University Press, Oxford, pp 161†174 39. Anderson D, Lee HL (2000) The Internet-enabled supply chain:
much learning. The impact is intended as a measure of how much this innovation changes the established processes for the user,
Fast learning Yes User interface Good User experience Good Process impact Low User feedback Good (initial
University Professors in computer science, who were fascinated by the prospect to understand human behavior through the analysis of location data over time.
One of the founders is Alex Pentland, Toshiba Professor at MIT, serial entre -preneur and one of the most cited authors in computer science.
Fast learning Yes User interface Good User experience Good Process Impact Low User feedback Very good
Fast learning Yes User interface Good User experience Very good Process impact Low User feedback Very good
Early financial education in children is considered very important for developing values like work ethics spending awareness, long term planning ability as well as for understanding the
The idea of a financial education tool for children has been developed also by other companies, but with a somewhat lower
Fast learning No User interface Good User experience Very good Process impact Medium User feedback Very good
huge, but it has to do with the education of the children, so it happens to be a very
Fast learning Yes User interface Very good User experience Very good Process impact Low User feedback Good
represented by the Cofounder Professor Alex Pentland in the Management Team with advanced signal processing and computational engineering capabilities, in
Fast learning Yes User interface Good User experience Good Process Impact Average User feedback Very good
Fast learning Yes User interface Good User experience Good Process impact Average User feedback Good  Wowâ effect Middle
Fast learning Yes User interface Good User experience Very good Process impact Low User feedback Very good
Fast learning Yes User interface Good User experience Very good Process impact Low User feedback Good
on current processes and the steepness of the learning curve; the perceived value of Table 10.19 Company
Fast learning Yes User interface Very good User experience Very good Process impact Low User feedback Very good
-vices (Instabank), to ageing and education issues (Truelink, Tykoon), through advanced behavioral analysis (Cogito), and affective computing (Noldus Face
Harvard Business school Press, Boston, MA 2. O†Reilly III CA, Tushman ML (2008) Ambidexterity as a dynamic capability:
Digital Business Innovation to a composite audience of practitioners and scholars In this Chapter conclusive remarks are provided as well as key advices for strategic
innovation to a composite audience of practitioners and scholars. As for the digital trends we have considered the business challenges of Big data as a core com
researchers and students are located co World renowned researchers in Regional Innovation Systems state that in order to build sustainable innovative regions it is necessary to embrace
At the core of the model is the traditional academic focus on internationally peer reviewed scientific research and postgraduate education.
The flow of highly qualified graduates and staff from the research community to indigenous companies is an important means of enhancing innovative capacity within Irish industry.
industry representatives and the Higher education Institutes (HEIS) work together to ensure that the physical and intellectual infrastructure of the South East is aligned to the needs of the needs of the targeted sector
and continuously developing leading edge research centres, improving the quality of tertiary education in the Region beyond international standard levels
The South East Region has a lower than average participation rate in higher education. Only 23%of the population have a higher education qualification against 36%in Dublin and 29%nationally.
It also has a higher rate of unemployment (19%)than the national average (15%)and a higher rate of underemployment amongst under 25s than the national average.
WIT has a strong track record in the support of vocational and labour market oriented education at all levels.
With an increased importance in lifelong learning and up-skilling the delivery of more flexible part-time courses is increasing in importance including new modes of course delivery using on-line learning tools.
In addition to its cohort of more than 7300 full time students, WIT has registered over 1, 400 part-time undergraduate students and 316 (full-time) and 403 (part-time) postgraduate students on masters and Phd level programmes.
A good example of one such programme is the part-time masters in communications networks developed in partnership with Sun Life Financial
The creation of the Technological University of the Southeast is a key requirement for the economic development and enhancement of the human capital capacity of the Southeast.
It must deliver new engagement models bringing together education, technology, research, business and entrepreneurship producing industry ready graduates
and new innovation models that drive the economic development of the Region. The Technological University must conduct its activities (teaching,
research and innovation) as part of the global community supporting the flow of people, ideas and business into the Region.
WIT and IT Carlow have affirmed formally their intention to apply jointly for designation as a Technological University in accordance with the process set out by the Higher education Authority (HEA) and the Minister for Education & Skills
educators and the youth must embrace the concept of job mobility, brain circulation and labour/skills circulation.
Such a strategy requires a greater alignment of the role of stakeholders including government, industry and higher education.
The creation of a Technological University is paramount to the development of the innovative capacity and knowledge base within the South East Region.
WIT is the largest third level education provider in the South East Region with a learner community of 7, 300 full-time and approximately 1, 400 part-time students.
It is worth noting that a significant numbers of entrants come from nonstandard routes including a continuing increase in mature learners.
Over 60%of the Institute†s undergraduate students are registered on bachelor degree courses. In addition the Institute has more than 700 students registered as postgraduate students up to Phd level.
An important feature of the Institute†s courses is the strong links to industry with the majority of technical
Over 400 staff members and students are involved actively in research. The Institute has 150 Principal investigators, Research Fellows and Postdoctoral Researchers supported by sponsored research
The Higher education Authority†s Programme for Research in Third level Institutions (PRTLI) cycles 3, 4 and 5
In the academic year 2010/2011, over two thirds of all competitive funding granted to the Institute was through these European programmes.
continues to be a regional flagship programme providing enterprise education, mentoring and support facilities to regional entrepreneurs each year
Students TSSG has graduated 28 MSC (research) and 5 Phd students to date. The current cohort of 20 Phd students has expected an graduation rate of 5 graduates per year for the next four years.
TSSG, together with WIT has offered, since September 2004, a taught MSC in Computing, specialising in Communications Software, with a thematic research focus on communications management, service development, security and new developments in ubiquitous and pervasive computing.
This programme has graduated since 50 students TSSG Research TSSG research teams comprise some of Ireland†s leading telecommunications and software engineering experts;
this knowledge and expertise has enabled us to work with academic and industry leaders from around the globe.
Basic research (with an emphasis on academic publications in peer-reviewed journals and the production of Phd students and the establishment of international academic linkages
It is working with local industry to customise its postgraduate training programme to meet industry needs.
It is also developing skills based undergraduate training and innovation courses to retrain unemployed professionals as ICT engineers.
Also in Waterford one sees the flow of graduates and researchers into local industry and start-upsâ€
and furnishing state-of-the-art laboratories from the Higher education Authority, Science Foundation Ireland (SFI), the Technological Sector Research Strand III initiative and Enterprise Irelands Capital Equipment Grant for the Institutes of Technology
related industries through its provision of undergraduate and postgraduate education and research training programmes. The Institute has seen a substantial growth of its health care research agenda over the last five years.
Education †The School of health Sciences The School of health Sciences at WIT consists of the Department of Nursing and the Department of health, Sport and Exercise Science.
The School is a significant provider of undergraduate and post graduate education and training to health care professionals and service providers within the South East Region, both in the public and private sector over the past 11 years.
Its provision of nursing registration programmes (General, Psychiatric and Intellectual Disability Nursing) within the Region ensures that hospitals across the Region can attract sufficient numbers of new graduate recruits to support clinical services
and not be deterred from entering the profession because of the extra costs associated with having to move to nurse education centres in Cork and Dublin
Equally its†recognised expertise in innovative educational approaches such as multiple intelligence teaching and learning, work based learning and telehealth, assists local clinical services, both public and private,
Continued investment within the Region in human capital development in the Nursing and Health care professions through education and research will be paramount to ensuring the development and clustering of technology related service industries in the South East
Participation rate in higher education 23 %29 %Percentage of MNES 100 %9 %%of those in employment employed in MNES
New doctorate graduates per 1, 000 population aged 25-34 Percentage population aged 30-34 having completed tertiary education
Percentage of youth aged 20 †24 having attained at least upper secondary level education International scientific co-publication per million population
Scientific publications among the top 10%most cited publications worldwide as%of total scientific publications of the country
Non-EU doctorate students as a%of all doctoral students These are just some of the â€oeenabler†indicators.
if a nurturing culture and environment do not exist to generate commercial output and jobs from the education, scientific research, and publications
The overall aim of CEDRE is to make a contribution to the development of entrepreneurship education and research.
and examining the impact of entrepreneurship education on entrepreneurial activity. Because of the importance, within the EU of regional development, investigations into such thematic research areas have received extensive funding from the EU via FP6 (Regions of Knowledge), FP7 (Regions of Knowledge),
include interventions to tailor education to the needs of entrepreneurial careers, improve access to finance,
across other pillars such as higher education, training and technological readiness Figure 2: Defi ning Competitiveness, Comparison of European Regions, 3 Top 10 Countries in Innovation Globally
education Higher education and training Goods market efficiency Labor market efficiency Financial market development Technological readiness Business sophistication
Innovation Northern europe Southern Europe CEE Scale 1-7 3 4 The set of factors, policies and
Higher education and training Technological readiness Infrastructure Goods market effi ciency Market size Macroeconomic environment Labor market
effi ciency Business sophistication Health and primary education Financial market development Innovation Switzerland Israel 5. 3
Finland 5. 4 5. 8 5. 7 5. 6 5. 2 5. 2 5. 4
academic institutions and individuals. Although some large corporations are strong innovators, small and medium enterprises (SMES) are frequently the source of ideas for
Entrepreneurship schools and universities Possessing the skills to found and operate a business is an important complement to the attitude of risk
Entrepreneurship education is undergoing steady development in Europe, but there remains room for further expansion in primary, secondary and tertiary contexts
entrepreneurship education was one of the most meaningful forms of prior exposure to entrepreneurship for 54%of the
â€oeinvesting in entrepreneurship education is one of the highest return investments Europe can make†Whether
young people who benefit from entrepreneurial learning develop business knowledge and essential skills and attitudes, including creativity, initiative, tenacity, teamwork
Founders4schools reached 2, 500 students in a pilot programme in 2011-2012; the platform connects
entrepreneurs with teachers to inspire talent at school with success stories. 22 Bottom-up networks for entrepreneurs engaging in
with schools and private universities to set up education programmes, student projects or events to inspire talent with success stories
Junior Achievement Young Enterprise Europe is Europe†s largest provider of entrepreneurship education programmes. It reached 3. 1 million students
in 2012.24 IMPÂ rove offers intrapreneurial experiences (that is behaving like anâ entrepreneur while working within a
large organization) in consulting SMES in innovation management based on an extensive European benchmarking database. Over 3, 500 companies in
EFER) has trained 472 professors in entrepreneurship organizes events and publishes regularly on entrepreneurship since its founding in 1987.26
Public Systematic entrepreneurship education throughout the curriculum, tailoring content to market needs Initiatives exist in a dozen countries on cooperation
between education and business, entrepreneurial competitions, certification of entrepreneurship skills the setting-up and running of student training firms
and teacher training and support. 31 Comprehensive entrepreneurship programmes The Entrepreneurship and Innovation Programme under the European Competitiveness and Innovation
Framework Programme (CIP) had a budget of â 2. 17 billion for the period 2007-2013.
include numerous projects with universities and non-governmental organizations to improve entrepreneurship education, and the European SME
Week with 1, 562 events across and beyond Europe in 2012 Start up: Supporting the Establishment and Initial
Academic institutions/Endowments and foundations Sovereign wealth funds 1. 6 1. 7 2011 1. 6 1. 5
universities and research organizations Finland is a leading country in innovation cooperation between companies and the research sector.
tools, training and mentorship to ensure their growth and thus contribute to fuelling the European economy
Learning about new application fields access to new markets and sales network to access the market
policy agenda include steps to tailor education to the needs of entrepreneurial careers, interventions to improve access to
for Universities and Science of the United Kingdom Figure 19: Selected Policy makers Contributing to the Report (in alphabetical order
By 2020 every pupil across Europe should have had an entrepreneurial experience before leaving secondary school Regulatory red tape should be reduced
poor links between universities and the labour market don†t help We should be giving tax incentives to start-ups.
national strategy for entrepreneurship in education and training. A result of this is an increase in entrepreneurship courses
embedded in the education system from 8%in 2009-2010 to 15%in 2012-2013. Impact measurements from the
Valorization and entrepreneurship education will be provided fully at knowledge institutions Entrepreneurship education will focus more on entrepreneurial skills
†Access to The netherlands: High potentials and innovation-driven entrepreneurs are expected to be able to obtain a
innovation-driven company, e g. university professors. The improvement of commercialization activities by academic spinoffs or of the situation for seed and early-stage financing for technology-intensive ventures,
Furthermore, changes in early education are of vital importance in the long-term perspective as there is a
Minister of state for Universities and Science of the United kingdom The role of innovation-driven entrepreneurship in the economy:
universities, business angels, accelerators, incubators venture capitalists and corporate intrapreneurs Currently, it takes significant research to appreciate
between entrepreneurs, universities, large companies and academic institutions within your country %Connect: Importance of setting up and
developing a visible, inclusive network of public and private initiatives designed to support entrepreneurship across Europe
of collaboration between entrepreneurs, universities, large companies and academic institutions (Figure 23 Connecting and partnering to help
entrepreneurs stand up As highlighted above, many Europeans seem to lack the attitude and outlook required to become a serial
tailor the education curricula in schools and universities to focus on the skills that entrepreneurs require. 55%said it is
and universities, celebrate peer-level success stories to create awareness initiate programmes to improve skills
universities. Strengthening this connection has an effect for both the next generation labour force and the education system
Teachers and professors can be trained as entrepreneurship developers to inspire and encourage potential entrepreneurs to take action.
Entrepreneurship can be shown as the ability to navigate increased complexity, overcome career barriers, and more closely leverage
universities and entrepreneurs, this type of intervention could scale up to influence the culture among entire populations
the education curricula in schools and universities to focus on the skills that entrepreneurs require,
Improving access to tools and training on how to partner between large businesses and entrepreneurial ventures
Tailoring the education curricula in schools and universities to focus on the skills that entrepreneurs require
high school/university professors or students to ensure we progress towards decreasing the gap between education
and the marketplace Global Shapers Hub, Hub Madrid Global Shapers should organize match -making events between entrepreneurs
and large corporations Global Shapers Hub, Vilnius We should design a code for entrepreneurial initiatives:
class during their education Global Shapers Hub, Geneva Quotes from Global Shapers on the European Agenda
funds and innovation grants all linked to business mentoring and training of substantial scale and availability for women entrepreneurs who want to take their
We need to rethink education of the next generation of entrepreneurs to encourage market-generating innovation as a basis
Clayton Christensen, Professor of Business Administration, Harvard Graduate school of Business Administration It†s time for a fundamental change of
thinking in Europe. We need to create an entrepreneur-friendly culture that encourages young people to take risks
Gordon brown, UN Special Envoy for Global Education Quotes from thought leaders on the European Agenda
only to their government policies (e g. in education but also to the practical functioning of their electoral
generated through formal and lifelong learning through international exposure, migration and so on And what can (and should) European governments
education systems can be tuned better to global competition, whereas the recent experience of Switzerland indicates that public opinion may be
Mark Esposito, Associate professor of Business and Economics, Grenoble Graduate school of Business France, and Instructor, Harvard university Extension
School, USA Olaf Groth, Professor for Global Strategy, Innovation Management and Economics, HULT International Business school, USA
53fostering Innovation-driven Entrepreneurship in Europe The transition to this scenario has occurred in two phases.
First, between 2014 and 2020, large multinationals have come under increasing pressure to embrace smaller, emerging clusters of innovators
will invest in co-learning/co-creation environments and competency development for project-focused networks and communities.
Global Education Initiative (2011), Educating The next Wave of Entrepreneurs, World Economic Forum 11. Northern europe: Denmark, Finland, Iceland, Norway, Sweden;
Eurydice (2012), Entrepreneurship Education at School in Europe 57fostering Innovation-driven Entrepreneurship in Europe 32. http://ec. europa. eu/cip/eip
opportunities and measures to improve entrepreneurship education. Work on specific regions includes Accelerating Entrepreneurship in the Arab World,
How to Thrive in the New Innovation Landscape, Harvard Business school Press †Cornell University, INSEAD, World Intellectual Property Organization (2013), The Global Innovation Index
†European commission (2012), Entrepreneurship in the EU and Beyond, available at: http://ec. europa. eu/public opinion
†Foundation for Entrepreneurship Young Enterprise Denmark (2013), Impact of Entrepreneurship Education in Denmark â€
Olaf Groth, Professor for Global Strategy, Innovation Management and Economics, HULT International Business School, USA
Mark Esposito, Associate professor of Business and Economics, Grenoble Graduate school of Business, France and Instructor, Harvard university Extension School, USA
Survey partners JA-YE Europe Caroline Jenner, Chief executive officer Elina Konstantinou, Director of Communications Elena Tosheva, President, JA-YE Europe Alumni
Clayton Christensen, Professor of Business Administration Harvard Graduate school of Business Administration, USA Jim O†Connor Jr, Managing director, Chicagoland
Entrepreneurial Center (CEC), USA Carole De Vergnies, Cabinet of the Minister for SME, Belgian Government, Belgium
Ministry of Education and Research of Italy Luis Galveias, Director, Secretariat, EBAN, Belgium Rosa Garcã a, Chief executive officer, Siemens, Spain
Terence Tse, Associate professor, ESCP Europe, United Kingdom Matthias Ummenhofer, Head, Venture capital, European Investment Fund, Luxembourg
David Willetts, Minister of state for Universities and Science of the United kingdom Karen E. Wilson, Senior Fellow, Bruegel and OECD
of Systems science, National University of Singapore Singapore Hongbo Chen, Vice-Dean, Tuspark Research Institute for
Innovation, Tsinghua University, People†s Republic of china Esther Dyson, Chairman, EDVENTURE Holdings Inc.,USA George Foster, Konosuke Matsushita Professor
of Management and Dhirubhai Ambani Fellow in Entrepreneurship, Stanford Graduate school of Business USA Habib Haddad, Chief executive officer, Wamda, United Arab
Emirates Jian Han, Associate professor of Management; Co-Director Centre on China Innovation, China Europe International
Business school (CEIBS), People†s Republic of china Krisztina â€oez†Holly, Adviser, National Advisory Council for Innovation and Entrepreneurship, USA
Daniel Isenberg, Professor of Entrepreneurship Practice Babson Executive Education, Babson College, USA Guriqbal Singh Jaiya, Director-Adviser, Innovation and
Technology Sector, World Intellectual Property Organization WIPO), Geneva Eric Kacou, Cofounder, Entrepreneurial Solutions Partners ESPARTNERS), USA
Harkesh Kumar Mittal, Adviser and Head, National Science and Technology Entrepreneurship Development Board Department of Science and Technology, Government of
India Allon Raiz, Chief executive officer, Raizcorp, South africa Linda Rottenberg, Cofounder and Chief executive officer Endeavor, USA Thom Ruhe, Vice-president, Entrepreneurship, Ewing
Tan Yinglan, Adjunct Professor, INSEAD, Singapore Jonathan Teklu, Cofounder and Managing Partner Springstar Gmbh, Germany
Marc Ventresca, Fellow and University Lecturer, Saã d Business school, University of Oxford, United kingdom Global Agenda Council on Europe
Carl Bildt, Minister of Foreign affairs of Sweden Sir Andrew Cahn, Vice-chairman, Nomura International Plc United kingdom
Ding Chun, Dean, Centre for European Studies, Fudan University, People†s Republic of china M. Willem van Eeghen, Lead Economist, Office of the Chief
Economist for the Europe and Central asia Region, World Bank, WASHINGTON DC Maria Fanjul, Chief executive officer, entradas. com, Spain
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