At the same time new opportunities arise for the knowledge level of universities by the possibility to develop
and intensify university research programs by joining the efforts of researchers in different centers in Romania and intensification of
The regional administration and higher education sectors are spending relatively more on R&d than the companies.
Higher education 0, 17 0, 18 0, 18 0, 17 TOTAL 0, 36 0, 38 0, 42 0, 36
government and higher education) has increased until 2010. However, in 2011 the number of researchers decreased Evolution of the number of researchers (Complet Working day
ISTEI †University of Milan-Bicocca ISSN: 1593-0319 del Castillo Jaime, Paton Jonatan, Barroeta Belen (2015) Smart Specialisation for Economic
*Full professor of Applied Economics, University of Basque Country (infyde@infyde. eu **Phd Researcher, INFYDE (jonatanpaton@infyde. eu
ISTEI †University of Milan-Bicocca ISSN: 1593-0319 31 do chosen the priorities in the RIS3 strategies represent the real territorial
ISTEI †University of Milan-Bicocca ISSN: 1593-0319 32 appropriate measures to support them (Del Castillo et al. 2013a) as well as to
ISTEI †University of Milan-Bicocca ISSN: 1593-0319 33 how to reach consensus and commitments about actions and instruments to
ISTEI †University of Milan-Bicocca ISSN: 1593-0319 34 Second, the latter statement is even more obvious
ISTEI †University of Milan-Bicocca ISSN: 1593-0319 35 3. 1. The Priority Setting in RIS3:
ISTEI †University of Milan-Bicocca ISSN: 1593-0319 36 Experience activities 99,4 98,0 119,5 114,2 115,0 94,8 81,2 94,7 93,5 96,9 108,0 96,8 101,4 117,5 85,1 94,5 87,0
ISTEI †University of Milan-Bicocca ISSN: 1593-0319 37 Figure 1: Regions in Spain by type of technological priority included in the RIS3
ISTEI †University of Milan-Bicocca ISSN: 1593-0319 38 Figure 2: Number of regions in Spain by type of policy area included in the RIS3
ISTEI †University of Milan-Bicocca ISSN: 1593-0319 39 Source: INFYDE 2015 Finally, considering the number of instruments (financial, nonfinancial and legal
ISTEI †University of Milan-Bicocca ISSN: 1593-0319 40 Source: INFYDE 2015 Main conclusions obtained from the analysis pointed out that Spanish RIS3
ISTEI †University of Milan-Bicocca ISSN: 1593-0319 41 Even though entrepreneurial discoveries are in the core of the strategies (they
ISTEI †University of Milan-Bicocca ISSN: 1593-0319 42 Del Castillo, J. Paton, J. & Barroeta, B. 2013a) Territorial Governance in a smart specialisation
Economic geography Working Paper 2011, Faculty of Spatial Sciences University of Groningen OECD (2011) Regions and Innovation Policy OECD Reviews of Regional Innovation, OECD
Publishing Pontikakis, Kyriakou & Van Bavel (2009. The question of R&d Specialisation: perspectives and policy implications.
ISTEI †University of Milan-Bicocca ISSN: 1593-0319 43 Technopolis (2006) Strategic Evaluation on Innovation and the knowledge based economy in
The University of Zaragoza plays a major role in Aragon with its 35000 students (including many Erasmus students
The interface between the University and research is mainly in the hands of strong â€oeuniversity
The University has also set up since 1988 â€oeoficinas de transferencia de resultado de investigacion (OTRI) â€
These centres are limited not to the University, 18 OTRI are registered presently in Aragon A private University:
San Jorge was created in 2005 http://www. usj. es Main research centres and fields Research is organized in Spain both at a national and regional level.
It was created in 1993 with the support of the University http://fcirce. es /The â€oeaitiip Centro Tecnolã gico†also acts as technological center specialized in plastics and
this network belongs to the University. This network is particularly active in Brussels, it contributes
University System Support & promotion structures Parks & scientific & technological poles ENTERPRISE SISTEMA DE INNOVACIÃ N DE ARAGÃ N
tradition, high level of education innovative Zaragoza †But also strong territorial unbalances lack of critical mass in many sectors
participated by representative members of the Public Administration, the University and the civil society. In the future the possible participation of agents of the
information provided by the University, IDATE can identify the existing start-ups from different sectors and institutions.
ï The University has identified consistent contracts with 374 companies as partners of the University. Those companies must be considered as agents in the strategic process
ï There is no evidence yet that the document outline measures to stimulate private R&d&i investments, for instance through public-private partnerships.
to identify some â€oehidden†innovative companies or agents from sources like the University or other agents
j) The University has identified consistent contracts with 374 companies as partners of the University, it has to try to increase its involvement with the private sector specialy in the
priority sectors. RIS3 Strategy can be a great opportunity k) Try to stimulate private R&d&i investments, for instance through public-private partnerships
University of Cantabria, with high research activity ï¿Significant increase in the number of researchers
University ï¿Tecnology Centers ï¿Trade unions What have done we already ï¿We Have identified 18 debate groups
Healy from Cardiff†s University) to supervise the process What debate groups 18 PRODUCTIVES GROUPS HAVE BEEN IDENTIFIED
ï 8 Universities: 4 of them are public (Burgos, Leã n, Salamanca and Valladolid) and the other 4 are private
Catholic University of à vila, Pontifical University of Salamanca, IE University in Segovia and European
University â€oemiguel de Cervantes†ï 5 Institutes from CSIC (Spanish Research Council) and 10 Associated Units, some of them operating in
collaboration with Universities RIS3 in Castilla y Leã n: Background document 4 ï 2 National Research Centres (Singular Scientific Infrastructures:
The NRC on Human Evolution (CENIEH linked to the Atapuerca archaeological site, and the Centre for Ultrashort Ultraintense Pulsed Lasers
T-CUE Network of university interface structures, COCI (Council of the Chambers of Commerce and Industry), etc
Science Parks in the Public Universities (Burgos, Leã n, Salamanca and Valladolid Business Innovation Centres (BIC) of Burgos, Leã n and Valladolid;
Agency of Castilla y Leã n), the Universities Foundation of Castilla y Leã n, the Directorate General of
Universities and Research, the Directorate General of Planning and Innovation (Management of Health Services), and the Agro-Food Technology Institute
which the contribution the higher education sector was the most significant contribution 2001 2011 Enterprises 53,3%Government
universities, research centers and Government •Future vision that makes use of strenghts, competitive advantages and potential
businesses, business associations, universities, research centers, technology transfer instruments and society in general through the Castilla y Leã n Regional Government
•Universities and research centres •Knowledge Transfer Offices •Advanced Materials •Biotechnology •Advanced
higher levels of education than the national average (38.6 %The region†s progress in exports has been positive,
All these efforts have led to a system in which businesses, universities, research centers, and knowledge transfer centers have generated gradual convergence with the
and secondary education public schools had Internet access, with very high broadband connection percentages, a much higher figure than the national average.
as at the national level, in both primary and secondary education Regarding the level of ICT penetration in health care, the integration of the clinical
University-Company relationship persists and positions of the regional universities have fallen behind national university rankings
•The entrepreneurial fabric†s technological level and capacity for absorption of knowledge is limited Reduced scale of companies with
management training requirements •Insufficient preparation of university graduates in the skills and abilities that companies require.
Decapitalization of human resources in research entities and talent and brain drain •Decreased globalization of innovation
region†s university and vocational training systems •The region†s ICT sector has specialisation capacities in the fields of mobility and
University, Vocational training) for the ICT market •Difficulty in globalization of the regional ICT sector
and increasing value of knowledge and connection between higher education and innovation as the base of human capital in a smart specialisation scenario
4. 4 Increase the convergence between higher education and innovation PROGRAMME 5. INNOVATIVE SOCIETY Programme 5 takes into consideration the importance of extending the innovative and
2003 Universities Law (modified in 2010 2007-2013 Regional R&d&i Strategy 2007-2013 2007 Commissioner for Science and Technology
2008-2013 University-Business Strategy 2008-2013 2010-2013 II Framework Agreement for Industrial Competitiveness and Innovation
 University- †Business  Strategy  TCUE  program  the  support
•†Universities  and  research  centres  •†Technology  centres
•†Universities •†Knowledge transfer entities •†Companies SWOT R&d&i SWOT Digital
 university- †business  relationship  University  graduates  not  adapted
 to  companies† needs  •†Universities  are  low  in
 national  (and  international  rankings  •†Small  size  of
 University  and  vocational  training  •†ICT  sector  specialized
 universities  research  &  technology  centres  public  administration  trade
These sample construction rules provided the master list that was employed to collect the data that we used in this study.
University and Research (MIUR. Elena Novelli also gratefully acknowledges the ï nancial support of the Economic and Social
Inventor moral hazard in university licensing: the role of contracts. Res. Policy 40 (1), 94†104
University of Chicago Press Chicago Griliches, Z.,1990. Patent statistics as economic indicators: a survey.
University of Munich and CEPR (London), University of Munich, and OECD Hasan, I.,Kobeissi, N.,Wang, H.,2011.
Selling university technology: patterns from MIT. Manag. Sci. 48 1), 122†138 Shefer, D.,Frenkel, A.,2005.
University vs. corporate patents: a window on the basicness of invention. Econ. Innov. New Technol. 5 (1), 19†50
patent ï ling motives of individual inventors, small companies and universities Technovation 32, 513†522
Chapter 3 on university-industry knowledge transfers SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010 3
competitors, universities, research organisations and others. Their networks help them overcome some of the obstacles to innovation linked to their small size.
Universities are increasingly providing entrepreneurship training, and this book establishes core principles in this area. The efforts of vocational training institutions and
and Technology Studies), University of Bocconi, Italy Professor Jay Mitra, Director of the Centre for Entrepreneurship Research, Essex
Business school, University of Essex, United kingdom and Scientific Advisor on Entrepreneurship to the OECD Centre for Entrepreneurship, SMES and Local Development
Researcher on entrepreneurship and SME financing, at IESE Business school, University of Navarra, Barcelona, Spain Professor Luc Soete, Director of UNU-MERIT (the United nations University †Maastrict
Economic and social Research and training centre on Innovation and Technology Netherlands Karen Wilson, Senior Fellow at Kauffman Foundation and Director GV Partners, France
Rudy Aernoudt, Ghent University and Brussels University, Belgium Erma Aminullah, Indonesian Institute of Science, Indonesia
Maja Bucar, University of Ljubljana, Slovenia Giorgio Calcagnini, University of Urbino, Italy SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010 7
Aruna Deo, University of Western Sydney, Australia Jo Doyle, Ministry of Economic Development, New zealand Michael Eilan, Israel Business Information Services Consulting, Israel
Sirin Elci, Technopolis, Turkey Ilario Favaretto, University of Urbino, Italy ACKNOWLEDGEMENTS Yacov Fisher, Israel Business Information Services Consulting, Israel
Claudia Gonzalez Brambila, Mexican Autonomous Institute of technology, Mexico Ebbe Graversen, University of Aarhus, Denmark Heike Grimm, University of Erfurt, Germany
Berglind Hallgrã msdã ttir, Innovation Centre Iceland, Iceland Jain Alain Heraud, University of Strasbourg, France
Can Huang, UNU-MERIT, Maastricht University, Netherlands Ron Immink, Bookbuzz and Driveforgrowth, Ireland Jurgen Janger, Austria National bank, Austria
Jari Kuusisto, Lappeenranta University of Technology, Finland Leonardo Latelier, University of Chile, Chile Asa Lindholm Dahlstrand, University of Chalmers, Sweden
Katrin Mannik, Technopolis, Estonia Jaan Masso, Tartu University, Estonia Jay Mitra, University of Essex, United kingdom
Alexey Prazdnichnykh, Bauman Innovation, Russia Alisdair Reid, Technopolis, Belgium Stephen Roper, University of Warwick, United kingdom
Juan carlos Scapini, Central University of Chile, Chile Vitor Simã es, Technical University of Lisbon Portugal
Karen Siune, University of Aarhus, Denmark Olav Spilling, NIFUSTEP †Research Institute for Innovation, Research and Education
Norway David Storey, University of Warwick, United kingdom Joonghae Suh, Korean Development Institute, Korea Annamã¡ria Szukics, Ministry for National Development and the Economy, Hungary
Lena Tsipouri, University of Athens, Greece Arnold Verbeek, Ideaconsult, Belgium Charles Wessner, National Academy of Science, Technology, Entrepreneurship and
Innovation, USA David Wolfe, University of Toronto, Canada Lee Woolgar, National Graduate Institute for Policy Studies, Japan
Martin Wà rter, Swiss Economic Institute †Federal Institute of technology (KOF-ETHZ Useful comments and contributions were received from Emma Clarence, Chiara
Criscuolo, Andrea Hofer, Kiira Karkkainen, and Stephan Vincent-Lancrin of the OECD Secretariat. Jorge Gá
lvez MÃ ndez and Michela Meghnagi (OECD Secretariat) provided research assistance for the publication A number of the ideas and part of the evidence presented in the book were refined at
the international conference on â€oesmes, Entrepreneurship and Innovation†held in Udine on 22-23 october 2009, organised by the OECD Centre for Entrepreneurship, SMES and
SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 20108 ACKNOWLEDGEMENTS Local Development and the Udine Chamber of commerce. The contributions of the
participants are acknowledged gratefully as are the contributions of those who prepared background papers for the conference:
University, Italy; Prof. Andrea Piccaluga, Scuola Superiore Sant†Anna, Pisa, Italy and Prof. Riccardo Pietrabissa, Milan Polytechnic, Italy;
Allan Gibb, University of Durham, United kingdom; Geoff Mulgan and Julie Caulier-Grice, The Young Foundation, United kingdom;
University of Lund, Sweden, and Prof. Helen Lawton-Smith, Birkbeck, University of London, United kingdom The analysis and recommendations presented in this publication have been reviewed
and accepted by the delegates to the OECD€ s Working Party on SMES and Entrepreneurship
otherwise remain un-commercialised in large firms, universities and research organisations. Small firms on average do not appear to be more innovative after
programme â€oeaplusb†(Academia plus Business) financially supports centres at universities to foster academic spin-offs. In The netherlands the Technopartner programme provides a
-based start-ups (â€oetechnostartersâ€) in and around universities. These programmes can provide inspiration for policy development in other countries
and with universities and research organisations Collaboration is an important element in the strategies of innovative SMES to overcome
basic university research and highly-skilled workers are most important. This is associated with important local knowledge spillovers in these sectors.
Higher education institutions are increasingly providing entrepreneurship education. This works best when entrepreneurship support is embedded within teaching,
together public and private training providers (colleges, universities, etc. employers industry representatives, unions, labour market and training intermediaries (temporary
Programmes should also be developed to promote corporate and university spin -offs with initiatives for proof-of-concept (i e. testing the technical and commercial viability
â Promote partnerships within innovation systems that involve large and small firms, universities and research institutes,
of university research), and intelligence functions aimed at anticipating future needs and opportunities and acting on them through the partnership
Encourage local universities and research institutes to be involved actively in a â€oethird mission†of helping develop the locality in which
such as through university-industry staff exchange programmes â Use the concept of â€oerelated variety†to guide policy.
of students and researchers into higher education institutions; promoting co -operation between industry and universities in training
and hosting researchers; and making diaspora populations aware of local job vacancies Learning processes are at the core of entrepreneurship and SME innovation.
â Build up entrepreneurship education in universities and higher education institutions by smartly scaling-up, shifting the emphasis from business management to growth-oriented
integrated training strategies combining training located in higher education, vocational education and training, and formal and informal training in SMES
in school and university curricula â Introduce social clauses in public procurement procedures to encourage involvement of social
universities, research organisations, customer, supplier and competitor firms and consumers, with costs and roles shared,
in large firms and universities, but the capacity of entrepreneurs to commercialise this type of invention through spin-off enterprises and knowledge transfers is critical.
knowledge transfer networks with universities, large firms and other players Not all firms and sectors are involved heavily in open innovation and some activities
universities and other firms or business angels, from labour mobility among firms and organisations and from informal social capital contacts.
collaborate internationally with other SMES, multinationals, universities and research organisations, requiring both innovation competencies and international connections
and inputs to ideas generation that are exploited by large firms, universities/research organisations and other small firms
otherwise remain un-commercialised in large corporations, universities and research organisations. This type of knowledge spillover process is at the heart of the logic of
Knowledge built up in universities, large firms and research organisations does not spill over automatically, however.
This largely occurs as individuals leave universities, research organisations and large corporations to start enterprises based on knowledge they developed there in the
patent and licensing routes and the publishing and teaching activities of universities. In the USA, for example, the Bayh-Dole Act of 1980 increased incentives to universities to
invest in the commercial exploitation of their knowledge by giving them control of the intellectual property arising from the federal government funded research they undertake
In Canada, the University of British columbia has a venture fund, the University of Guelph has raised money for commercialisation by listing its intellectual property portfolio on the
which seems to have one of the highest rates of university spin-offs only two spin-offs were created per research institution per year.
Neither are university spin -SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 201034 1. INTRODUCTION offs high-growth firms on average,
University of Wisconsin, Madison, in the USA, and the University of Waterloo in Canada are
key drivers of entrepreneurship in their areas through spin-offs (84 spin-offs in Madison 64 spin-offs and 50 â€oefounder affiliates†in Oxfordshire;
spin-offs from universities. They also appear to be increasing in frequency over time and tend
stimulating knowledge transfers from universities and other sources to a broader group of firms. There is cross-country empirical evidence from 20 OECD countries of a link, with
Their role is documented by a substantial literature on SMES and inter-firm and university -industry linkages (e g.
interactions among sets of organisations including firms, universities, venture capitalists and public agencies mediated by institutions that set the rules of the game, such as
universities and firms. Within any innovation system, a close articulation is needed SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 201036
between what is known as the knowledge exploration subsystem, in which universities and research organisations are the central players,
e g. universities and science parks; lack of adaptability of firms, individuals, institutions and policies to change (e g. to move into new technologies
knowledge exploration and exploitation sub-systems (e g. lack of fit between university research and teaching specialisms and the specialisms of firms
essentially a â€oescience-push†approach in which R&d in universities and large firms is critical and exploitation through knowledge-based spin-offs and high-technology
collaborations between firms and universities and research institutes has an important role to play. The result is innovation that in principle could be applied in other firms and
that could be focused on encouraging basic research in universities and R&d spending in large firms, innovation policy in the entrepreneurial economy must expand to include new
universities and research organisations are not the most effective way to generate innovation in an environment where knowledge flows globally, where collaborations
innovative, often exploiting new science developed in universities and research laboratories. They make up an important component of the high-employment-growth
universities and industry, and facilitating knowledge exploitation through licenses patents and university and corporate spin-offs,
and shared foresight and strategy development activities (OECD, 2004; OECD, 2009; OECD, 2008 â Workforce skills in SMES.
imparted through school education, universities and vocational training colleges. Training in SMES is also very dependent on relationships with the public sector because while large
University of Cambridge ESRC Centre for Business Research, Working Paper 75, ESRC Centre for Business Research, Cambridge
University Press, Oxford Audretsch D. and R. Thurik (2001), â€oelinking Entrepreneurship to Growthâ€, OECD Science, Technology and
Babson College, Massachusetts Baum, J.,T. Calabrese and B. Silverman (2000), â€oedon†t Go It Alone:
New Evidence from Micro Data, Ch. 1, pp. 15-82, University of Chicago Press, Chicago
University-Industry Linkages in Japan and the United states, MIT Press, Cambridge, MA Callan, B. 2001), â€oegenerating Spin-offs:
Entrepreneurshipâ€, Jena Economic Research Papers 2008-19, Friedrich Schiller University and the Max Planck Institute of Economics, Jena
†â€oemode 2†to a Triple Helix of University-Industry-Government Relation, Research Policy, Vol. 29
Kirzner, I. 1973), Competition and Entrepreneurship, The University of Chicago Press, Chicago, Illinois Kirzner, I. 1997), â€oeentrepreneurial Discovery and the Competitive Market Processâ€, Journal of Economic
Knight, F. 1921), Risk, Uncertainty and Profit, Chicago University Press, Chicago Jensen, M.,B. Johnson, E. Lorenz and B. Lundvall (2007), â€oeforms of Knowledge and Modes of
in J. Potter (ed.),Entrepreneurship and Higher education, Ch. 10, pp. 235-254, OECD, Paris Lundvall, B. and S. Borrã s (1997), â€oethe Globalising Learning Economy:
Innovationâ€, in J. Potter (ed.),Entrepreneurship and Higher education, OECD, Paris Ch. 9, pp. 213-234
Mcnaughton, R. 2008), â€oetechnology Commercialisation and Universities in Canadaâ€, in J. Potter (ed Entrepreneurship and Higher education, Ch. 11, pp. 255-234-269, OECD, Paris
NESTA (2009), The Vital 6 Per cent. How High-Growth Innovative Businesses Generate Prosperity and Jobs
Potter, J. ed.)(2008), Entrepreneurship and Higher education, OECD, Paris Potter, J. and G. Miranda (eds.
An International Comparison, Ann arbor, University of Michigan Press, pp. 24-38 Schumpeter, J. 1934), The Theory of Economic Development:
Shane, S. 2004), Academic entrepreneurship. University Spinoffs and Wealth Creation, Edward Elgar Cheltenham, UK Stangler, D. and R. Litan (2009), â€oewhere Will the Jobs Come From?
â€, Kauffman Foundation Research Series: Firm Formation and Economic growth Paper No. 1, Ewing Marion Kauffman Foundation
University Press, Cambridge, pp. 219-249 Williamson, O. 1975), Markets and Hierarchies: Analysis and Antitrust Implications, Free Press, New york
placement of university researchers within SMES under the â€oeresearchers in Business†initiative. Finally Enterprise Connect also runs both the Workshops,
universities to foster academic spin-offs. The objective is to increase the number of innovative start-ups
liability companies that must be owned partly by the corresponding university; other companies and venture capital funds can be co-owners.
confirm good performance, even in international comparisons with university incubators. The programme is administered by the agency FFG (Austrian Research Promotion Agency
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Government or public research
250 industrial technology advisors located in universities, community colleges and other technology transfer organisations across the country. Each year, qualified SMES from all industrial sectors access a
Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
the Ministry of Higher education and Research, has the responsibility of providing assistance and financial support to SMES in crucial stages of their development:
Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
designed to improve the entrepreneurial environment at universities and research institutes and to increase the number of technology and knowledge-based company formations.
entrepreneurship among university employees and students. Projects at universities and non-university research institutes can apply for financial support in the form of a non-repayable grant over a three-year
period. In all three application rounds, 120 applications were submitted, of which 48 projects at 64 higher
projects at universities and research establishments. It helps scientists, university graduates and students to develop their business ideas into business plans
and to advance their ideas for products and services. The entrepreneurs receive a subsistence grant from EUR 800 to EUR 2 500 per month for a maximum period of
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
research-based technology parks and business incubators), Poles of Innovation (industry-university co -operative research), PRAXE (research spin-offs) and the Zone of Innovation framework programme.
whole, these programmes have provided incentives to both university and the private sector to work together, whilst cushioning the financial risk for people willing to invest in technology-based start-ups
which also include universities. SMES have to identify a problem that requires know-how or expertise supplied by the innovation agent.
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
universities and research institutes. It also promotes the establishment of up-to-date research infrastructure and patent right procedures in certain high-priority areas.
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Medium Large Small Consultants commercial labs or private institutes Government or public research institutes 0
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Consultants commercial labs or private institutes Government or public research institutes 0 0. 5
improve the knowledge flow between higher education and the enterprise sector. The aim is to ensure
to collaborate with any of the 22 higher education institutes, to obtain an innovation solution to an
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
The projects will favour partnerships and synergies among universities, research centres, private companies, private investment equity, and local governments.
universities, public and private research units, and final users such as public entities, associations and so on (the latter participating on voluntary basis,
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
Most network initiatives focus on interaction between universities and industry, or between different firms with similar competences;
aims to encourage spin-offs from universities and research institutes. In 2007, this programme was able to
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
Technology Packages, to support higher education institutions and public research centres in the integration of technology packages that are feasible to license or commercialise;
the creation of such offices in higher education institutions and public research centres; Business schools to advance the entrepreneurship culture of the country through formal education;
inside and outside universities. It is a generic and flexible programme, designed with the intention of
universities, incubators, innovation intermediaries, banks, companies and other actors The Technopartner programme includes several action lines:
universities SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 201084 2. THE NETHERLANDS The netherlands A. Structural indicators on enterprise population, 2007
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
The main target group of the programme is researchers working in universities, university colleges research institutes and university hospitals.
However, rather than addressing the researchers directly, the main approach of the programme is to work through the local technology transfer offices.
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
The demand side includes universities, incubators, development agencies and other regional partners, while the supply side comprises venture capital companies.
institutions (namely R&td, higher education and vocational training institutions) who are involved in the development of the sector and region
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
actors such as higher education institutions. For research projects the SME is supposed to contribute an equal sum itself.
collaboration with higher education institutes and research institutes); new employees have been recruited in 76%of the projects (of these,
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Large Medium Small
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
It has been run together with universities since 1998. During a 66-hour course, students are assisted with developing their business ideas and business plans
universities and industrial chambers. As of 2009, there are 20 TEKMERS and 14 DTIS throughout the
improving university-industry co-operation. Approximately 37%of the tenants of KOSGEB TEKMERS are new companies.
University (METU) in Ankara are new companies and 69%of these companies are university spin-offs
This TEKMER hosted 161 enterprises between 1992 and 2009, and its success rate has been 82
and R&d capacity of Turkish Industry, strengthen university -industry collaboration, commercialise academic knowledge, and develop the R&d and technological
519 project proposals from 65 universities SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010102 2. TURKEY
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
which for the first time brought responsibility for UK universities and economic development into the same department. At a more operational level both enterprise and innovation policy
range of measures to support increased commercialisation of university research. The measures include the longstanding Knowledge Transfer Programme,
years as part of a university-industry collaborative R&d programme. Evaluation evidence over many years stresses the value of this programme to firms
%Universities or HEI Firms within the group Suppliers Clients or customers Competitors Small Medium Large
NIST) was established in 2007 to assist U s. businesses and institutions of higher education †or other
Under the Technology Innovation Programme, universities now can lead a joint venture when teamed up with at least one small or medium-sized for-profit company,
Universities may also participate as a contractor within any TIP award. Funding is available for single company projects of up to USD 3 million over a
partnership between universities or technological institutes and enterprises; technology-based entrepreneurship; incubators and technological parks;
supports universities and research centres in developing pro-innovation research at an early stage. It
high-technology development zones, university science parks, incubators and software parks across China. At the national level alone, by 2008 53 high-technology development zones, 62 university science
parks, about 200 business incubators and 35 software parks had been developed through governmental support. In the period 1992-2005, the revenue, industrial value added
companies through its administrative arm and the university science parks and incubators. From 1991 to
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0 5 10 15 20 25 30
i e. universities and research institutions, IPR centres, and businesses. These intermediary institutions provide integrated services in the areas of technology, human resource capacity building, business
Russian universities and research institutions; or to carry out innovative projects realised with the support of Russian universities.
The Foundation has invited about 4 000 Russian scientists in various spheres to work as experts.
The Ministry of Higher education, Science and Technology (MHEST) and the Ministry of the Economy ME) have been supporting R&d and innovation activities in SMES through co-financing R&d projects
coordinated and carried out by TIA, the Ministry of Higher education, Science and Technology, Ministry of
%Universities or HEI Suppliers Clients or customers Competitors Firms within the group Small Medium Large
Small Medium Large Consultants commercial labs or private institutes Government or public research institutes 0
on the academic staff of South african higher education institutions. The programme aims to enable local industry to respond to technology needs,
and to foster collaboration among industry, HEIS and science, engineering and technology institutions. Graduates from the programme often end up employed in the industry they
funding is released to HEIS and science, engineering and technology institutions. During 2007/08, 265 MSMES participated in projects as industry partners (66.8%of
Company and university spin-offs are prominent examples of the role of knowledge in the entrepreneurial process.
On the other hand, university spin-offs are synonymous with knowledge-based organisations, although they may lack the market knowledge to
smartness and the family†s level of education. With regard to innovation potential Cantner, Goethner and Meder (2007) find that pre-entry technical knowledge
organisations, including enterprises (e g. suppliers and customers), universities, research organisations, etc. They may also need to interact
-supplier relations, industry-university collaborative research, technology networks linking university faculty to exploitation partners, etc
6. Creation and change of institutions that influence innovation actors and processes by providing incentives or obstacles to innovation (e g.
university-based technology centres assessing commercialisation opportunities, etc Source: Based on Edquist, 2005 SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010 135
capita, with students in higher education and with employment in high-tech industries The following section provides evidence about the geographical concentration of
share of university R&d funded by local private sources. That goes beyond the scope of this
alia, to indicators of knowledge flows such as the level of external funding for university research, the presence of intermediary technology organisations, and the correspondence
in the form of leading universities and research organisations, strong concentrations of skilled human resources in the key cluster industries and strong networks (Potter and
intensity, basic university research and highly-skilled workers are most important. For example, in the United states, knowledge-driven industries such as semiconductors
University-industry knowledge transfers In knowledge-and technology-intensive sectors, relationships with universities and other public research organisations take on growing importance for innovation in SMES
This has led to the emergence and growth of university-based knowledge transfer offices KTOS), which take responsibility for the whole process of identification, protection
valorisation and transfer to industry of university innovations Despite the increasing importance of university-industry knowledge transfers and of
public schemes that try to bolster such transfers, it is difficult to produce reliable and
comparable data on this phenomenon. Patents and numbers of spin-off companies are relatively easy to count,
biased towards universities and public research organisations that are part of the network but also attempts to cover nonmembers.
of University Technology Managers (AUTM) has undertaken similar surveys since the early 1990s Data show that KTOS have a much longer tradition in the United states than in Europe
universities (102.7 per university) than in Europe (20.2) and so are priority patent applications (61.1 vs. 10.7) 4 and the number of patents granted (18.8 vs. 4. 0). However, the
European universities are more reluctant to apply for patents for which they do not perceive a concrete licensing opportunity.
university spin-offs in the two different contexts diverge much more slightly, with nearly 2 spin-offs per KTO a year in Europe and nearly 3 in the United states
University-industry knowledge transfers are also of increasing importance in Asia Box 3. 2 provides a snapshot of recent trends in China, Japan, and Korea
Knowledge transfers concern not only industry and universities but also government organisations, financial bodies and intermediary institutions that play a supporting
Box 3. 2. University-industry knowledge transfer in Asia In China, university-industry knowledge transfer is a recent topic,
but it has captured increasing attention. In 2002, a law along the lines of the US Bayh-Dole Act was enacted
that enables universities to manage their own IPR, have equity investments in new firms and commercialise R&d results.
with universities being given considerable freedom in the way they can run these centres Data, however, show that knowledge transfer is still incipient in China.
Universities have a great number of patents (126 per KTO), but only 1. 6 of them are international.
In Japan, a large proportion of university inventions are passed directly to companies through joint research agreements.
which universities may choose to own IPRS and are asked to set up KTOS, while researchers have to be compensated up to 50%of
Finance Fund industry and university research; support university entrepreneurship Participate in transfer activities identify criteria for risk sharing
support investments in R&d New financial services for R&d investments in technology-based start-ups; appropriate evaluation
and university spin-offs, rely on market and technological knowledge acquired in their source organisations for their success
characterises the relationship between the knowledge exploration (universities, research organisations, etc. and knowledge exploitation (large and small enterprises) parts of an
universities and research organisations to transfer knowledge to other national or local actors and strengthen the mechanisms available to them to do so, such as by encouraging
technology brokers and binding parts of the funding of universities and research organisations to the undertaking of local knowledge transfer functions.
universities and research organisations with the specialisms of firms. The message of related variety, however, is that knowledge transfers across complementary sectors are
â Promote corporate and university spin-offs as high-potential knowledge-intensive businesses â Spin-offs, both corporate and university-based, are an important target for promotion
efforts because the internal technology and market competencies they carry from their sources in universities and other firms make them more likely to grow faster
than the average start-up. Programmes for corporate spin-offs should aim to diversify the customer base of these firms,
As to university spin-offs the gap between technological invention and commercial innovation should be bridged through â€oeproof-of-concept†support for testing the technical and commercial
programme, which supports university centres with the mission of launching academic spin-offs. The programme raises awareness about business creation among
students and faculty; provides coaching about business planning to those interested in the start-up process;
zones, 62 university science parks, about 200 business incubators and 35 software parks (see China†s Country Note.
â Universities need to be involved actively in the innovation system â Local universities and research institutes need to be involved actively in knowledge
flows and so be given the opportunity to unfold their â€oethird mission†to contribute to the development of their region (OECD, 2007c;
Universities and SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010 153 3. KNOWLEDGE FLOWS other research institutes can foster entrepreneurship by generating and diffusing
and higher education institutions can play an important supporting function through the transfer of knowledge. Collaborative research programmes that focus on pre-competitive research and put together
university and company researchers are an option. Technology-bridging institutions can also be useful, as they help shape the direction of research
transfer by strengthening the industry-university link. In Australia, for instance Enterprise Connect is a programme that runs six manufacturing network centres and
SMES often proves to be the most important barrier to industry-university collaboration Skills development or innovation purchasing initiatives can fit this purpose,
University-industry staff exchange programmes should also be considered, although rigid university employment practices and the very
university incentive structure (e g. the pressure to publish on peer review journals) can render this specific type of labour mobility difficult
â Promote cross-fertilising technologies with multiple industrial applications â Considering that every technology implies several possible entrepreneurial
strong knowledge base at the university level. Related variety should also be taken into consideration in attempting to diversify into new growth areas based on new
University Press, Oxford Audretsch, D. and M. Feldman (1996), â€oer&d Spillovers and the Geography of Innovation and
Kneller, R. 2007), â€oejapan†s New Technology Transfer System and the Preemption of University Discoveries
by Sponsored Research and Co-inventorshipâ€, Industry and Higher education, Vol. 21, No. 3 Florida, R. 2002), The Rise of the Creative Class, Basic books, New york
OECD (2007c), Higher education and Regions: Globally Competitive, Locally Engaged, OECD, Paris OECD (2008a), Enhancing the Role of SMES in Global Value Chains, OECD, Paris
Potter, J. ed.)(2008), Entrepreneurship and Higher education, OECD, Paris Potter, J. H. Marchese and A. Hofer (forthcoming 2010), Local Strategies for Entrepreneurship and Small
Piccaluga, A. and R. Pietrabissa (2009), International Dynamics of University-Industry Knowledge Transfer paper presented at the OECD Conference â€oesmes, Entrepreneurship and Innovationâ€, Udine, Italy
University Press, Boston Shane, S. and S. Venkataraman (2000), â€oethe Promise of Entrepreneurship as a Field of Researchâ€
training can be provided at different levels, from primary and secondary schools, to vocational colleges and tertiary and university education.
The focus and objectives may of course vary. Entrepreneurship education in schools tends to be about embedding an
Entrepreneurship teaching in higher education also seeks to do this, but may in addition seek to impart more technical-related skills such as in management and business
Universities and higher education institutions Entrepreneurship teaching OECD work shows that third-level (higher education) entrepreneurship teaching activities are increasing (Potter, 2008.
Until recently, entrepreneurship education was very rarely provided. Now, however, it is a rapidly evolving field with emerging new approaches
universities, faculties and students are becoming involved and the variety of content and pedagogies is increasing.
universities leading the way in introducing and refining approaches Survey work reported in Solomon (2008) examined the types of entrepreneurship
colleges and universities having an entrepreneurship centre, and one-third having an entrepreneurship professor or chair.
be housed in existing academic departments (41%)or business schools (31%;%although entrepreneurship centres or departments of small business and entrepreneurship were
Research comparing entrepreneurship education across universities from the United States, Canada and Denmark suggests that entrepreneurship education provision in US
universities is advanced relatively (Hoffman et al. 2008). ) Entrepreneurship education was compared among selected universities in the three countries, on five important
dimensions of teaching activities: educational scope (the breadth of programmes offered how courses are spread across undergraduate and postgraduate levels, etc.;
educational setup (the extent to which guest lecturers, practical experiences, private businesses, and experimental teaching activities are involved, etc.;
between faculties, prioritisation of entrepreneurship, allocation of funding, incentives to students and teachers, etc.;outreach (scope of university networks †co-operation with
incubators, alumni networks, access to experienced practitioners, access to venture capital) and evaluation (degree of monitoring and assessment of entrepreneurship
the US universities were strongest on these five dimensions, although Canada performed equally well in terms of educational scope and
The Danish universities were weaker on all dimensions. For example, at Stanford University and Cornell University in the United states, student participation in
entrepreneurship programmes was 15%and 20%respectively. In comparison, the participation rate at the Canadian universities was between 5%and 7,
%while none of the Danish universities reported participation rates above 2. 5 %Despite the rapid growth in entrepreneurship teaching in higher education, there are
a number of issues that need to be addressed in adapting universities to the needs of a
more entrepreneurial economy (Potter, 2008. Two major issues are scaling up provision in order to offer courses to a larger number of students,
and shifting towards more interactive and experiential teaching methods in the entrepreneurship domain In terms of provision, while many universities now offer entrepreneurship teaching, the
numbers of students participating remains a small share. This is associated with two barriers. Firstly, entrepreneurship teaching is confined often to certain departments and
centres, in particular business and engineering schools and new university centres of entrepreneurship, whereas potential entrepreneurs come from a wide variety of disciplines
networking among universities and faculties. Inappropriate constraints to the participation of entrepreneurs in entrepreneurship teaching programmes are another challenge
A recent OECD study in eastern Germany revealed that higher education institutions in the six eastern German regions (lã¤nder) are engaged actively in supporting
The eastern German universities either use government schemes, private sector funding or a combination of both to sustain
In addition, the majority of the universities provide direct support to start-up: mentoring, grants, incubation facilities. A clear strength to build on is the
and university staff †with a clear interest in entrepreneurship support. All of these developments demonstrate the importance given to
the creation of new growth potential ventures out of universities The study identified the important role of public policy in initiating and enhancing
entrepreneurship support in universities across the following six areas â Strategy: There is clear role for public policy in â€oeopening up†universities towards their
â€oethird missionâ€, which ideally should be part of their key missions †research and teaching Clear incentives and rewards are needed for professors, researchers and students to
support†to the list of performance criteria on which universities are assessed â Resources: Public kickoff funding for entrepreneurship support infrastructure is common to
Universities will need to find their place in existing start-up and entrepreneurship support systems. Networking and incentives for clear referral systems
Universities need to have a genuine interest in such exchange, but public policy can facilitate the creation of platforms, publications
A key success factor for university entrepreneurship support lies in private sector collaboration. Universities can create a protected environment for nascent
entrepreneurship. This can be an important stimulus for students and researchers to make a first step towards the creation of a venture.
Public policy organisations and universities will need to work â€oehand in hand†in developing a monitoring and evaluation system
-economic impact of university entrepreneurship support and reveals needs for changes The work has developed also a criteria list of good practice across the six dimensions from
an assessment of existing literature and case studies of university entrepreneurship support. Policy makers and university management can use these criteria to self-assess
and reorient their current approaches (Box 4. 2 Box 4. 2. Entrepreneurship support in universities:
Criteria for good practice Strategy 1. A broad understanding of entrepreneurship is a strategic objective of the university, and
there is top-down support for it 2. Objectives of entrepreneurship education and start-up support include generating
2. Self-sufficiency of university internal entrepreneurship support is a goal 3. Human resource development for entrepreneurship educators and staff involved in
1. An entrepreneurship-dedicated structure within the university (chair, department support centre) is in place, which closely collaborates, coordinates
and integrates faculty -internal entrepreneurship support and ensures viable cross-faculty collaboration 2. Facilities for business incubation either exist on the campus
or assistance is offered to gain access to external facilities 3. There is close co-operation and referral between university-internal and external
business start-up and entrepreneurship support organisations; roles are defined clearly Entrepreneurship education 1. Entrepreneurship education is integrated progressively in curricula and the use of
entrepreneurial pedagogies is advocated across faculties 2. The entrepreneurship education offer is communicated widely, and measures are
needs of undergraduate, graduate and postgraduate students SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010170 4. ENTREPRENEURSHIP SKILLS
Vocational training colleges have had traditionally a craft focus. Many of the craft occupations are pursued in practice by the self-employed
Box 4. 2. Entrepreneurship support in universities: Criteria for good practice cont 4. The suite of courses has differentiated a offer that covers the pre-start-up phase, the start
2. Team building is facilitated actively by university staff 3. Access to private financing is facilitated through networking and dedicated events
5. Entrepreneurship support in universities is integrated closely into external business support partnerships and networks, and maintains close relationships with firms and
traditionally exercised by vocational training colleges †a teaching de-contextualised from developing the individual †and management development,
Higher education Institutes to Entrepreneurâ€. The Ministry of Education also appointed an Entrepreneurship Steering Group to ensure that the agreed programme of action was properly
has been included as a key competence in national curricula for secondary education in various European countries in line with the Oslo Agenda for Entrepreneurship Education in
development, for instance through smart infrastructure such as HEI networked business incubators, can make a difference in training take-up rates
bring together public and private training providers (including colleges and universities employers, industry representatives, unions, labour market and training intermediaries
â Build up entrepreneurship education in universities and higher education institutions â Scale up, smartly. Increase the number of entrepreneurship courses and participating
â Create integrated training strategies combining training located in higher education vocational education and training, knowledge-intensive activities performed by the
Technology Services in Australia, University of Western Sydney, Sydney Martinez-Fernandez, C. and L. Martinez-Solano,(eds.
Responses to Globalisation, University of Western Sydney and Liverpool City council, UWS Sydney Martinez-Fernandez, C. and S. Sharpe (2007), Ways to Grow in South West Sydney, University of Western
Sydney and Liverpool City council, UWS, Sydney Martinez-Fernandez, C.,C. Soosay, V. V. Krishna, T. Turpin, M. Bjorkli and K. Doloswala (2005a
Knowledge Intensive Service Activities (KISA) in Innovation of the Tourism Industry in Australia, University of Western Sydney, Sydney
Activities (KISA) in Innovation of the Software Industry in Australia, University of Western Sydney Sydney
Martinez-Fernandez, C. and S. Sharpe (2007), Ways to Grow in South West Sydney, University of Western
Potter, J. ed.)(2008), Entrepreneurship and Higher education, OECD, Paris Smilor, R. 1997), â€oeentrepreneurship: Reflections on a Subversive Activityâ€, Journal of Business Venturing
the United states and abroad, biotechnology industries, companies, universities and organisations, drug research is brought from the lab into the clinic and on to regulatory
school and university curricula â Social entrepreneurs might need special training to help them hone
businesses and to include social entrepreneurship in school and university curricula â Support market development for social enterprise and provide training for public officials and
Teaching resources Handbook for Faculty Engaged in Teaching and Research in Social Entrepreneurship Ashoka†s Global Academy for Social Entrepreneurship, Ashoka, Arlington
Carleton University, Ottawa Caulier-Grice, J. and G. Mulgan (2009), â€oeexploring the Links between Social Enterprises, Social
Formedâ€, Working Paper No. 521, September, IESE Business school, University of Navarra (Spain Mair, J. and I. Marti (2004), â€oesocial Entrepreneurship:
Future Researchâ€, Working Paper No. 546, IESE Business school, University of Navarra (Spain Mair, J. and I. Marti (2006), â€oesocial Entrepreneurship Research:
University Press, Oxford Noya, A. ed.)(2009), The Changing Boundaries of Social Enterprises, OECD, Paris
Entrepreneurshipâ€, University of Aukland Business Review, Vol. 11, No. 1, pp. 45-51 Santos, F. 2009), â€oea Positive Theory of Social Entrepreneurshipâ€, Faculty and Research Working Paper
Social Innovation Centre, INSEAD, 2009/23/EFE, http://knowledge. insead. edu/abstract. cfm? ct=25999 #Seelos, C. and J. Mair (2005), â€oesocial Entrepreneurship:
Contributions and Ethical Dilemmasâ€, University of Minnesota Conference on Ethics and Entrepreneurship Zhara, S.,E. Gedajlovic, D. Neubaum and J. Shulman (2008), â€oetypology of Entrepreneurs:
with strong technological knowledge and developing programmes for corporate and university spin-o including proof-of-concept,
entrepreneurship engagement aspects of university â€oethird missionsâ€, developing technology bridg institutions, strengthening the innovation absorption capacity of SMES
â Build up entrepreneurship education in universities and higher education institutions by smartly scali up, shifting the teaching emphasis from business management to growth-oriented entrepreneursh
university curricula â Introduce social clauses in public procurement procedures to encourage involvement of social enterpri
and learn from universities research organisations and technologically-advanced companies. This is key to receiving external knowledge and avoiding technology lock ins in innovation systems
They include firms, universities, finance suppliers and public sector agencies bound together by common sets of norms and routines
universities, colleges, employment agencies, unions and training organisations /associations, and are supported by integrated policy approaches to skills development
or by researchers, teachers or students of a university (i e. university spin-off. Corporate spin-offs are established often to outsource stages of production previously carried out in
University spin-offs often exploit technologies generated within the university Systemic failures Systemic failures are problems in innovation systems that prevent the generation
circulation and exploitation of knowledge. Examples include technology lock ins, learning failures and poor connections among the actors of an innovation system
University-industry knowledge transfers Table 3. 5. KTOS at a glance in Europe and the United states
Box 3. 2. University-industry knowledge transfer in Asia Table 3. 6. Activities, responsibilities and expected results of knowledge-transfer actors
Universities and higher education institutions Box 4. 2. Entrepreneurship support in universities: Criteria for good practice Vocational education and training
Schools Box 4. 3. Scotland†s â€oedetermined to Succeed†entrepreneurship education strategy Training in SMES
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