Economics, Erasmus University Rotterdam, Netherlands Disclaimer Neither the European commission nor any person acting on behalf of the Commission is responsible for the
-facturers, and university industry collaborations The government†s 2009 New Growth Strategy identifies SMES as an engine for future high eco
other firms, universities and research institutions ï Philipp Koellinger, Assistant professor in Economics at Erasmus University Rotterdam.
He is asso -ciate editor of the Small Business Economics journal and has research interests and a sound publi
universities from society at large Innovation & growth triangle Markets New business regulation Trade conditions Demand conditions
universities from society at large Innovation & growth triangle Markets New business regulation Trade conditions Demand conditions
-ing a company, university and research systems not targeted sufficiently towards transferring innovative ideas to business, difficulties in protecting intellectual property, 36 a lack of international orientation in market
-graduates from Singapore universities with growth-oriented SMES; and the Business leaders Ini -tiative to enhance management capacity in SMES.
ï the venture businessmen†s special lecture programmes on entrepreneurship at universities ï the youth start-up education programme
ï financial support and training for entrepreneurs†clubs at universities ï offering start-up courses for would-be entrepreneurs or starters
ï â€oematching funds†for SMES for developing new products with the help of universities, research insti
insurance firms, universities, and other organisations. The government intends to review the methods of eq -uity investment in the Fund of Funds more than three times a year and to rapidly respond to demand in the
The SMBA supports business incubators which are operated usually by universities and public research in -stitutes.
and Invited Professor of Korea University, on behalf of the INNO-Grips. Sources Interviews ï Dr. Lee, Joon Ho, Senior Research Fellow, International Economic Analysis, KOSBI (Korea Small Business In
leaders by linking talented undergraduates from Singapore†s universities, with growth-oriented SMES. There were 332 trainees matched to 265 companies in 2009
Targeting local university graduates, SPRING will co-fund these SMES to train the graduates to run core and expanding operations of the company.
EIP seeks to expose local university and polytechnic students to the dynamic and rewarding working environment of high-growth SMES
the National University of Singapore through SPRING€ s Advanced Management Programme Applying what he learnt from the course,
ongoing longitudinal study of 800 university spin-off firms, formed up to 1999,167 high growth firm gazelles
study in (a) above showed that the 210 university spin-off firms had 12%gazelles, but if they also had IRAP
Hellmann et al at the University of British columbia undertook an international study of the performance of
clusters, such as university-industry collaborations. Through these overlapping diversification and clustering policy initiatives, the government†s 2009 New Growth Strategy (Basic Policies
This innovation policy summary has been authored by Dennis Tachiki, Tamagawa University, Graduate School of management, Tokyo, Japan. Sources
University Research center for Interfirm Network The preceding overview of major SMES policy activities in Japan does not include the Japanese SBIR pro
This is done by financing university-industry joint research projects, where the re -search is carried out by the academic side,
education at universities, schools and other educational institutions. The European commission could dis -seminate good practices in entrepreneurial education among Member States
-tion of university researchers Indirect National regulation †no specific role for EU except opinion leadership
-ity of university scientists Publish examples of high-growth entrepre -neurs Recognition from society Publish examples of successful EU entre
Manchester Institute of Innovation Research, University of Manchester, July 2008 Dahl Fitjar; Rune; Rodrã guez-Pose, Andrã s (2011:
Helsinki University Print, 2009. Pp. 147-202. Available at http://www. tem. fi/files/24929/Innoevalfi full report 28 oct 2009. pdf
University of Washington (Seattle) und der Ruhr-Universitã¤t Bochum. Kà ln/Lohmar: Eul Deutsche bank Research (2010:
-preneurs, corporations, universities, foundations, and other leaders, joining together to fuel innovative, high -growth U s. startups. â€
Economics, Erasmus University Rotterdam, Netherlands Disclaimer Neither the European commission nor any person acting on behalf of the Commission is responsible for the
-facturers, and university industry collaborations The government†s 2009 New Growth Strategy identifies SMES as an engine for future high eco
other firms, universities and research institutions ï Philipp Koellinger, Assistant professor in Economics at Erasmus University Rotterdam.
He is asso -ciate editor of the Small Business Economics journal and has research interests and a sound publi
universities from society at large Innovation & growth triangle Markets New business regulation Trade conditions Demand conditions
universities from society at large Innovation & growth triangle Markets New business regulation Trade conditions Demand conditions
-ing a company, university and research systems not targeted sufficiently towards transferring innovative ideas to business, difficulties in protecting intellectual property, 36 a lack of international orientation in market
-graduates from Singapore universities with growth-oriented SMES; and the Business leaders Ini -tiative to enhance management capacity in SMES.
ï the venture businessmen†s special lecture programmes on entrepreneurship at universities ï the youth start-up education programme
ï financial support and training for entrepreneurs†clubs at universities ï offering start-up courses for would-be entrepreneurs or starters
ï â€oematching funds†for SMES for developing new products with the help of universities, research insti
insurance firms, universities, and other organisations. The government intends to review the methods of eq -uity investment in the Fund of Funds more than three times a year and to rapidly respond to demand in the
The SMBA supports business incubators which are operated usually by universities and public research in -stitutes.
and Invited Professor of Korea University, on behalf of the INNO-Grips. Sources Interviews ï Dr. Lee, Joon Ho, Senior Research Fellow, International Economic Analysis, KOSBI (Korea Small Business In
leaders by linking talented undergraduates from Singapore†s universities, with growth-oriented SMES. There were 332 trainees matched to 265 companies in 2009
Targeting local university graduates, SPRING will co-fund these SMES to train the graduates to run core and expanding operations of the company.
EIP seeks to expose local university and polytechnic students to the dynamic and rewarding working environment of high-growth SMES
the National University of Singapore through SPRING€ s Advanced Management Programme Applying what he learnt from the course,
ongoing longitudinal study of 800 university spin-off firms, formed up to 1999,167 high growth firm gazelles
study in (a) above showed that the 210 university spin-off firms had 12%gazelles, but if they also had IRAP
Hellmann et al at the University of British columbia undertook an international study of the performance of
clusters, such as university-industry collaborations. Through these overlapping diversification and clustering policy initiatives, the government†s 2009 New Growth Strategy (Basic Policies
This innovation policy summary has been authored by Dennis Tachiki, Tamagawa University, Graduate School of management, Tokyo, Japan. Sources
University Research center for Interfirm Network The preceding overview of major SMES policy activities in Japan does not include the Japanese SBIR pro
This is done by financing university-industry joint research projects, where the re -search is carried out by the academic side,
education at universities, schools and other educational institutions. The European commission could dis -seminate good practices in entrepreneurial education among Member States
-tion of university researchers Indirect National regulation †no specific role for EU except opinion leadership
-ity of university scientists Publish examples of high-growth entrepre -neurs Recognition from society Publish examples of successful EU entre
Manchester Institute of Innovation Research, University of Manchester, July 2008 Dahl Fitjar; Rune; Rodrã guez-Pose, Andrã s (2011:
Helsinki University Print, 2009. Pp. 147-202. Available at http://www. tem. fi/files/24929/Innoevalfi full report 28 oct 2009. pdf
University of Washington (Seattle) und der Ruhr-Universitã¤t Bochum. Kà ln/Lohmar: Eul Deutsche bank Research (2010:
-preneurs, corporations, universities, foundations, and other leaders, joining together to fuel innovative, high -growth U s. startups. â€
(Bocconi'University '30'may'2015'''This'policy'brief'presents'the'findings'of'the'fifth'work'package'(WP5)' of'the'â€oelearning (from
'320090,2013q2016)' and'is comprised'of'researchers'from'12'Universities'in'11'EU'countries.''''Information'and'communication'technologies'(ICTS)' can'facilitate'the'spread'of'social'innovation
(Dr. Victor (Bekkers,'Erasmus'University'Rotterdam,'Department'of'Public'Administration:''Rotterdam,'Netherlands,'bekkers@fsw. eur. nl
-Bocconi'University'(Italy 'Catholic'University'Leuven'(Belgium 'Ecole'Nationale'd†Administration'(France 'Erasmus'University'Rotterdam'(The'netherlands
'ESADE'(Spain 'Hertie'School'of'Governance'(Germany 'Matej'Bel'University'(Slovakia 'National'school'of'Political'Studies'and'Public'Administration'(Romania
'Radboud'University'Nijmegen'(The'netherlands 'Tallinn'University'of'Technology'(Estonia 'The'University'of'Edinburgh'(The'United'kingdom
'University'Roskilde'(Denmark ''Funding-Scheme-LIPSE'is funded'as'a'Small 'or'Mediumqscale'Focused'Research'Project'by'the'European'Union†s'Seventh'Framework'Programme'under'grant'agreement'No.'
'320090,'Socioqeconomic'Sciences'&'Humanities ''Duration-February'2013'â€'June'2014'(42'months ''Budget-EU'contribution:'
'â'2. 5'Million ''Website-www. lipse. org ''For-more-information-about-Workdpackage-5-Prof.'
'Greta'Nasi'(Bocconi'University)' greta. nasi@unibocconi. it
1 HORIZON 2020 The EU Framework Programme for Research and Innovation 3d & Cultural Assets
Albert GAUTHIER DG Connect Unit G2 Luxembourg CONNECT-G2 DIGITAL CULTURE & CREATIVE INDUSTRY The'Creativity'unit covers a range of activities from
funding leading-edge ICT research to innovation and policy support 2 3d & Cultural Assets Painting
HEI Higher education Institute HGV Heavy Goods Vehicle HLC Historic Landscape Characterisation HPSU High Potential Start-up Businesses
•The establishment of a University in the Southeast by utilising and building upon the existing network of third
The Higher education, Research and development and the Training and Skills sectors are key drivers of the regional economy and a range of policies is included to support their development.
development of a University of the Southeast, supported by continued investment in established third and fourth-level
Little progress on establishment of University of South -East. Outreach facilities expanded at Wexford and Kilken
•Expansion of Maynooth University Outreach, Kilkenny City •Improvements to waste water and water supply to Kilkenny City
-low College, Tipperary Institute has a campus at Clonmel and there are third-level outreach centres at Wexford
The absence of a University in the Southeast Region is an issue that has emerged time and again in studies
and building upon the existing network of higher education establishments at Waterford Carlow, Kilkenny, Wexford and Clonmel.
support the establishment of a University of the Southeast. In addition, the Regional Authority will support the
objectives of Adult and Further Education Programmes to provide additional access routes to higher education The development of a University of the Southeast will continue to be a priority objective of the Regional Authority
Primary and Secondary education Planning for primary and secondary education is guided now by Guidelines on school provision issued by the
Doehlg. The Guidelines seek to make schools provision an integral part of the evolution of compact sustainable
urban development and the development of sustainable communities which requires an integrated approach be -tween the planning authorities and the Department of education and Science
University of the Southeast have the potential to significantly increase participation 3. Improved linkages are being developed between
University of the Southeast have the potential to significantly increase participation 3. Improved linkages are being developed between
•Providing for world class higher education, research and development and links to the knowledge economy •Tackling inequality, educational disadvantage and social deprivation by providing improved public services and
A2 It is an objective of the Regional Authority to support the establishment of a University in the Southeast by
establishment of a University in the Southeast by utilising and building upon the existing network of third and
regional or national centres of learning through the establishment of a University of the Southeast and
•Proximity to Waterford Institute of technology and the potential development of a University of the South
The priority in relation to strategic educational infrastructure must be the provision of a University for the South
-ered that a University has greater potential to satisfy the needs of industry 4. 3 Hubs and County towns
Establishment of a University in the Southeast Region and further development of Higher education Institutes Improved links between HEIS and industry, particularly research and development
Incubation centres Improved public transport within and between hubs and county towns and other settlements Improved water services infrastructure in compliance with all environmental legislation and the River basin
offices and the EPA Headquarters at Johnstown Castle, Co. Wexford and Kildalton College in Co. Kilkenny provide
4. 6 Higher education, Research and development and Training 4. 6. 1 Higher and Further Education Building the knowledge economy is a long-term investment.
The delivery of a University within the Southeast remains the critical piece of knowledge infrastructure that is required within the region.
University, JM Consulting, July 2007 Regional Planning Guidelines for the Southeast Region 2010-2022 Section 4:
The third and fourth-level colleges will have a key role to play in human resource development for
•Carlow College •IT Carlow •NUI Maynooth Outreach Centre-st. Kieran†s College, Kilkenny
•Tipperary Institute-Clonmel Campus •Waterford IT •IT Carlow-Wexford Campus PPO 4. 6 The further development of the third and fourth-level sector is critical to the development of
1. For waterford IT to become the University of the Southeast with links to existing third and fourth
2. For IT Carlow to become part of the National Technological University as per the submission to
the National Strategy for Higher education Review Group 3. For the successful integration of Tipperary Institute and Limerick Institute of technology as per
College, Dublin and Carlow College. The Regional Authority will support outreach of third and fourth-level academia to other centres throughout the region
PPO 4. 7 The Regional Authority will work with third and fourth-level colleges, Foreign Direct
centres, and Vocational education Colleges (VECS) can provide the training facili -ties throughout the region that are needed.
-level colleges, by CERT and by the industry itself must develop and empower the workers within the industry to
University standard third and fourth-level educational facilities Hubs and County towns Business and Technology Parks-IDA
The higher education institutes in the region have adopted also a proactive approach with industry in terms of applied research;
IT, Tipperary Institute, Carlow College and NUI Maynooth at St Kieran†s College, Kilkenny. IT Carlow now has
higher education sector (HERD)( under 2%in 2006. This underlines the importance of establishing linkages and
networks with relevant HEIS and research institutes beyond the region. Significant developments such as the awarding of an SFI Strategic Research Cluster to WIT (the first of the ITS to establish such a cluster) represent a
6 The absence of a university within the region has been cited as a key regional deficit and a formal application by WIT for upgrade to university
HEIS, research institutes etc. become critical As regards the Southeast, core competencies in engineering, food production,
associations and the HEIS. Action at a regional level 3. Promote interaction between indigenous SMES
Consider how best to enable companies to access technologies and research from HEIS, for example
HEIS and research institutes to provide information on their websites from the perspective of the
Development Plan Implications (Higher education and R&d Development Plans should include policies to ensure that adequate land is available for the provision of
7. 3 Primary and Secondary education Investment decisions in relation to the Schools Building Programme should be made having regard to the Re
-ry and secondary schools and the capacity of existing schools to absorb additional pupil numbers. Develop
on the level of education and on the population to be served and in accordance with standards set out by the
size of sites to be reserved for new schools will be dependent on the level of education and on the population to be served
A. Developing the innovation potential in the region though development of a University of the Southeast by
level research and development through the HEIS C. Developing Strategic Employment Locations within the region to act as ready†togo economic gateway
C. Investment in primary and post-primary education, community and recreational facilities 5. FULL IMPLEMENTATION OF THE JOINT waste MANAGEMENT PLAN FOR THE SOUTHEAST
-Progressing the development of a University of the Southeast -Development of the potential of the region†s river valleys and navigable waterways in their contribution
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
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
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
1 Prof Henk Volberda, University of Rotterdam, presentation to Netherlands Centre for Social Innovation 2 The Social Economy in the European union:
University training must also shift from management of existing organizations to the new styles and structures required for
learning in universities and colleges Why smart grids Smart grid delivers electricity from suppliers to consumers
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
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
•Stimulate universities and public research centres to be more open and international, reforming incentive
We benefi tted from the university and teaching perspective from our rapporteur, and a wealth of policy knowledge from the Commission and various
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
provide funding to universities and fi rms to fi nd technological solutions In the last decades,
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
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,
stakeholders (universities, industry, governments and innovation users) is key to generating new opportunities, creating wealth and employment and providing a
fields of universities, research and business In the second half of 2013, this draft version was revised to incorporate the suggestions
hubs (universities and technology and research centres) which foster innovation For more detailed analysis, see the document â€oeanalysis of Leading Sectors and
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
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.
Catalan public authorities, universities, research centres, technology centres, companies and business associations Government of Catalonia, State, European funds
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
-To bring the world of business and entrepreneurship to secondary and tertiary education in order to encourage entrepreneurial vocations amongst young people
establish †at universities, research and technology centres, etc. †a framework of regulations and
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
administrations and universities Financing ï§To support strategic change in companies ï§To promote business and public-private cooperation
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
Company-university and company-vocational training centre cooperation programmes enable students to develop projects with companies,
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
The Agency for Management of University and Research Grants, which is responsible for distributing funds for research through public and competitive calls for
stakeholders (universities, industry, governments and innovation users) is key to generating new opportunities, creating wealth and employment and providing a
fields of universities, research and business In the second half of 2013, this draft version was revised to incorporate the suggestions
hubs (universities and technology and research centres) which foster innovation For more detailed analysis, see the document â€oeanalysis of Leading Sectors and
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
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.
Catalan public authorities, universities, research centres, technology centres, companies and business associations Government of Catalonia, State, European funds
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
-To bring the world of business and entrepreneurship to secondary and tertiary education in order to encourage entrepreneurial vocations amongst young people
establish †at universities, research and technology centres, etc. †a framework of regulations and
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
administrations and universities Financing ï§To support strategic change in companies ï§To promote business and public-private cooperation
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
Company-university and company-vocational training centre cooperation programmes enable students to develop projects with companies,
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
The Agency for Management of University and Research Grants, which is responsible for distributing funds for research through public and competitive calls for
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011