Best Practices in Universities Regional Engagement. Towards Smart Specialisation. pdf. txt Brief on SME Innovation Performace. pdf txt É (Building bridges-Social inclusion problems as research and innovation issues. pdf
. pdf. txt Þ The Role of Open Innovation in Eastern European SMES-The Case of Hungary and Romania-Oana-Maria Pop. pdf. txt/ß The Role of Universities
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G#1v 3851 Level of education G#2v 3852 Advanced education 0#3#advanced education Advanced education G#2v 3853 College
G#3v 3854 College 0#4#college College G#3v 3855 Community college 0#4#community college Community college
0#4#community colleges Community college G#2v 3856 Doctoral education 0#3#doctoral education Doctoral education G#2v 3857 Graduate education
0#3#graduate education Graduate education 0#3#graduate studies Graduate education G#2v 3858 Higher education G#3v 3859 Academic education
G#4v 3860 Academic achievement 0#5#academic achievement Academic achievement G#4v 3861 Academic activities 0#5#academic activity Academic activities
G#4v 3862 Academic administrators 0#5#academic administrator Academic administrators G#4v 3863 Academic authority 0#5#academic authority Academic authority
G#4v 3864 Academic career 0#5#academic career Academic career G#4v 3865 Academic community 0#5#academic community Academic community
G#4v 3866 Academic council 0#5#academic council Academic council G#4v 3867 Academic course 0#5#academic course Academic course
G#4v 3868 Academic degree 0#5#academic degree Academic degree 0#5#master Academic degree 0#5#post-doctorate Academic degree
G#4v 3869 Academic department 0#5#academic department Academic department G#4v 3870 Academic education 0#5#academic education Academic education
G#4v 3871 Academic entrepreneurship 0#5#academic entrepreneurship Academic entrepreneurship G#4v 3872 Academic faculty 0#5#academic faculty Academic faculty
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G#4v 3875 Academic partnerships 0#5#academic partnerships Academic partnerships G#4v 3876 Academic profession 0#5#academic profession Academic profession
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0#4#higher education Higher education 0#4#highschool Higher education 0#4#postsecondary education Higher education 0#4#tertiary education Higher education
0#4#university studies Higher education G#2v 3880 Kindergarten 0#3#kindergarten Kindergarten G#2v 3881 Level of education
0#3#level of education Level of education 0#3#levels of education Level of education G#2v 3882 Middle school 0#3#middle school Middle school
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G#3v 3886 Early childhood education 0#4#early childhood education Early childhood education G#3v 3887 Nursery school 0#4#nursery school Nursery school
G#3v 3888 Pre-school education 0#4#pre-school education Pre-school education G#2v 3889 Primary education 0#3#elementary school Primary education
0#3#primary education Primary education G#2v 3890 Secondary education 0#3#secondary education Secondary education 0#3#secondary school Secondary education
G#2v 3891 Undergraduate education 0#3#undergraduate Undergraduate education 0#3#undergraduate education Undergraduate education 0#3#undergraduate study Undergraduate education
G#2v 3892 University G#3v 3893 College and university rankings G#4v 3894 Academic ranking of world universities 0#5#academic ranking of world universities Academic ranking of world universities
0#5#shanghai ranking Academic ranking of world universities G#4v 3895 G factor 0#5#g factor G factor G#4v 3896 Global university ranking
0#5#global university ranking Global university ranking G#4v 3897 Qs world university rankings 0#5#qs world university rankings Qs world university rankings G#4v 3898 U multirank
0#5#u multirank U multirank G#4v 3899 University ranking 0#5#university ranking University ranking G#4v 3900 Webometrics ranking of world universities
0#5#webometrics ranking of world universities Webometrics ranking of world universities G#3v 3901 Higher education institution 0#4#higher education institution Higher education institution G#3v 3902 Open university
0#4#open university Open university G#3v 3903 University G#4v 3904 Faculty 0#5#faculty Faculty
G#4v 3905 University 0#5#university University G#3v 3906 Virtual university 0#4#virtual university Virtual university
G#1v 4149 Massive open online course 0#2#massive open online course Massive open online course 0#2#mooc Massive open online course 0#2#online course Massive open online course
G#1v 4150 Mobile-assisted language learning 0#2#mobile assisted language learning Mobile-assisted language learning G#1v 4151 Open educational resource
0#2#open educational resource Open educational resource G#1v 4152 Opencourseware 0#2#opencourseware Opencourseware G#1v 3907 Organisation of teaching
G#2v 3908 Academic year 0#3#academic year Academic year G#2v 3909 Distribution of schools 0#3#distribution of schools Distribution of schools
G#2v 3910 Education system 0#3#education system Education system 0#3#educational system Education system G#2v 3911 Educational guidance
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0#3#planning of the school year Planning of the school year G#2v 3915 School age 0#3#school age School age G#2v 3916 Teaching curriculum
0#3#educational curriculum Teaching curriculum 0#3#teaching curriculum Teaching curriculum G#2v 3917 Vocational guidance 0#3#vocational guidance Vocational guidance
G#1v 3918 School G#2v 3919 Education course 0#3#education course Education course G#2v 3920 School life
G#3v 3921 Classmate 0#4#classmate Classmate G#3v 3922 Classroom 0#4#classroom Classroom
G#3v 3923 College course 0#4#college course College course G#3v 3924 College student 0#4#college student College student
G#3v 3925 Course content 0#4#course content Course content G#3v 3926 Degree program G#4v 3927 Bachelor s degree
G#5v 3928 Bachelor of arts 0#6#bachelor of arts Bachelor of arts G#5v 3929 Bachelor of science 0#6#bachelor of science Bachelor of science
G#5v 3930 Bachelor s degree 0#6#bachelor s degree Bachelor s degree G#4v 3931 Degree program 0#5#degree program Degree program
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0#5#graduate degree Graduate degree G#4v 3934 Master s degree 0#5#master s degree Master s degree 0#5#masters degree Master s degree
G#4v 3935 Mba program 0#5#mba Mba program 0#5#mba program Mba program G#4v 3936 Undergraduate degree
0#5#undergraduate degree Undergraduate degree G#3v 3937 Diploma G#4v 3938 Baccalaureate 0#5#baccalaureate Baccalaureate
0#5#baccalaureate diploma Baccalaureate G#4v 3939 Certificate of proficiency 0#5#certificate of proficiency Certificate of proficiency G#4v 3940 Diploma
0#5#diploma Diploma G#4v 3941 European baccalaureate 0#5#european baccalaureate European baccalaureate G#4v 3942 Leaving certificate
0#5#leaving certificate Leaving certificate G#3v 3943 Education grant 0#4#education allowance Education grant 0#4#education grant Education grant
0#4#education subsidy Education grant G#3v 3944 Educational administration 0#4#educational administration Educational administration G#3v 3945 Educational environment
G#4v 3946 Classroom environment 0#5#classroom environment Classroom environment G#4v 3947 Educational environment 0#5#educational environment Educational environment
G#3v 3948 Faculty members G#4v 3949 Associate dean 0#5#associate dean Associate dean G#4v 3950 Dean
0#5#dean Dean G#4v 3951 Faculty member 0#5#faculty member Faculty member G#4v 3952 Professor
0#5#professor Professor G#3v 3953 Graduation 0#4#graduate Graduation 0#4#graduation Graduation
G#3v 3954 Learner 0#4#learner Learner G#3v 3955 Literacy 0#4#literacy Literacy
G#3v 3956 Playground 0#4#playground Playground G#3v 3957 Pupil 0#4#pupil Pupil
G#3v 3958 Scholarship 0#4#scholarship Scholarship G#3v 3959 School attendance 0#4#absence from school School attendance
0#4#attendance at school School attendance 0#4#class attendance School attendance 0#4#school attendance School attendance G#3v 3960 School canteen
0#4#school canteen School canteen G#3v 3961 School discipline 0#4#school discipline School discipline G#3v 3962 School environment
0#4#school environment School environment G#3v 3963 School fees 0#4#school fees School fees G#3v 3964 School inspection
0#4#school inspection School inspection G#3v 3965 School life 0#4#school life School life G#3v 3966 School transport
0#4#school bus School transport 0#4#school transport School transport 0#4#student transport School transport G#3v 3967 School-industry relations
0#4#education-industry relations School-industry relations 0#4#school-industry relations School-industry relations G#3v 3968 School-working life relations 0#4#education-working life relations School-working life relations
0#4#school-working life relations School-working life relations G#3v 3969 Student G#4v 3970 Doctoral student 0#5#doctoral student Doctoral student
G#4v 3971 Foreign student 0#5#foreign student Foreign student 0#5#foreigns students Foreign student G#4v 3972 Grad student
0#5#grad student Grad student 0#5#graduate student Grad student G#4v 3973 Student 0#5#student Student
G#4v 3974 Undergraduate student 0#5#undergraduate student Undergraduate student G#4v 3975 University student 0#5#university student University student
G#3v 3976 Student mobility 0#4#student mobility Student mobility G#3v 3977 Student residence 0#4#student residence Student residence
G#3v 3978 University campus 0#4#university campus University campus G#2v 3979 Schoolwork G#3v 3980 Academic assessment
G#4v 3981 Academic assessment G#5v 3982 Academic assessment 0#6#academic assessment Academic assessment G#5v 3983 Learning assessment
0#6#collegiate learning assessment Learning assessment 0#6#learning assessment Learning assessment G#4v 3984 Academic evaluation G#5v 3985 Academic evaluation
0#6#academic evaluation Academic evaluation G#5v 3986 Evaluation of doctoral degrees 0#6#evaluation of doctoral degrees Evaluation of doctoral degrees G#5v 3987 Evaluation of foreign qualifications
0#6#evaluation of foreign qualifications Evaluation of foreign qualifications G#5v 3988 Evaluation of higher education 0#6#evaluation of higher education Evaluation of higher education G#5v 3989 Evaluation of postgraduate education
0#6#evaluation of postgraduate education Evaluation of postgraduate education G#5v 3990 Self evaluation 0#6#self evaluation Self evaluation G#4v 3991 Academic qualification
G#5v 3992 Academic qualification 0#6#academic qualification Academic qualification G#5v 3993 European qualifications framework 0#6#european qualifications framework European qualifications framework
G#5v 3994 National qualifications framework 0#6#national qualifications framework National qualifications framework G#5v 3995 Qualifications framework 0#6#qualifications framework Qualifications framework
G#5v 3996 Vocational qualification 0#6#vocational qualification Vocational qualification G#4v 3997 Academic recognition G#5v 3998 Academic recognition
0#6#academic recognition Academic recognition G#5v 3999 Recognition of academic studies 0#6#recognition of academic studies Recognition of academic studies G#5v 4000 Recognition of degrees
0#6#recognition of degrees Recognition of degrees G#5v 4001 Recognition of foreign degrees 0#6#recognition of foreign degrees Recognition of foreign degrees G#5v 4002 Recognition of foreign qualifications
0#6#recognition of foreign qualifications Recognition of foreign qualifications G#5v 4003 Recognition of qualifications 0#6#recognition of qualifications Recognition of qualifications G#5v 4004 Recognition of staff in higher education
0#6#recognition of staff in higher education Recognition of staff in higher education G#4v 4005 Accreditation G#5v 4006 Accreditation 0#6#accreditation Accreditation
0#6#accreditor Accreditation G#5v 4007 Accreditation agency 0#6#accreditation agency Accreditation agency G#5v 4008 Accreditation body
0#6#accreditation body Accreditation body G#5v 4009 Accreditation of prior learning 0#6#accreditation of prior learning Accreditation of prior learning G#5v 4010 Accreditation procedures
0#6#accreditation procedure Accreditation procedures G#5v 4011 Accreditation standards 0#6#accreditation standard Accreditation standards G#5v 4012 Accreditation status
0#6#accreditation status Accreditation status G#5v 4013 Accreditation survey 0#6#accreditation survey Accreditation survey G#5v 4014 Accreditation system
0#6#accreditation system Accreditation system G#5v 4015 Duration of accreditation 0#6#duration of accreditation Duration of accreditation G#5v 4016 Institutional accreditation
0#6#accreditation of higher education institutions Institutional accreditation 0#6#accreditation of institutions Institutional accreditation 0#6#institutional accreditation Institutional accreditation G#5v 4017 Portfolio for accreditation
0#6#portfolio for accreditation Portfolio for accreditation G#5v 4018 Regional accreditation 0#6#regional accreditation Regional accreditation G#5v 4019 Specialized accreditation
0#6#specialized accreditation Specialized accreditation G#5v 4020 State accreditation 0#6#state accreditation State accreditation G#4v 4021 Certificate at graduation
0#5#certificate at graduation Certificate at graduation G#4v 4022 Code of ethics G#5v 4023 Code of conduct 0#6#code of conduct Code of conduct
G#5v 4024 Code of ethics 0#6#code of ethics Code of ethics 0#6#code of professional ethics Code of ethics G#4v 4025 Code of practice
0#5#code of practice Code of practice 0#5#codes of practice Code of practice G#4v 4026 Dublin descriptor 0#5#dublin descriptor Dublin descriptor
G#4v 4027 Educational effectiveness 0#5#educational effectiveness Educational effectiveness G#4v 4028 Educational efficiency 0#5#educational efficiency Educational efficiency
G#4v 4029 Educational quality G#5v 4030 Educational quality 0#6#educational quality Educational quality 0#6#quality of education Educational quality
0#6#quality of the educational Educational quality G#5v 4031 Quality of higher education 0#6#quality in higher education Quality of higher education 0#6#quality of higher education Quality of higher education
0#6#quality of the higher education Quality of higher education G#5v 4032 Quality of instruction 0#6#quality of instruction Quality of instruction G#5v 4033 Quality of the student
0#6#quality of the student Quality of the student G#5v 4034 Quality of the student learning experience 0#6#quality of the student learning experience Quality of the student learning experience G#5v 4035 Quality of university
0#6#quality of university Quality of university G#5v 4036 Quality review 0#6#quality review Quality review G#4v 4037 Educational standard
0#5#academic standard Educational standard 0#5#educational standard Educational standard G#4v 4038 League tables 0#5#league tables League tables
G#4v 4039 Learning outcomes 0#5#learning outcomes Learning outcomes 0#5#outcomes of learning Learning outcomes 0#5#quality of learning outcomes Learning outcomes
0#5#student learning outcomes Learning outcomes G#4v 4040 Licenciate 0#5#licenciate Licenciate G#4v 4041 Peer review
0#5#external review Peer review 0#5#peer review Peer review G#4v 4042 Personal competencies G#5v 4043 Attitudinal competencies
0#6#attitudinal competencies Attitudinal competencies G#5v 4044 Cognitive competencies 0#6#cognitive competencies Cognitive competencies G#5v 4045 Creative competences
0#6#creative competences Creative competences G#5v 4046 Professional competencies 0#6#professional competencies Professional competencies G#4v 4047 Professional certificate
0#5#professional certificate Professional certificate G#4v 4048 Recognition of prior learning 0#5#recognition of prior learning Recognition of prior learning G#4v 4049 Register of european higher education quality assurance agencies
0#5#register of european higher education quality assurance agencies Register of european higher education quality assurance agencies 0#5#reheqa Register of european higher education quality assurance agencies G#4v 4050 Standards in higher education 0#5#standard in higher education Standards in higher education
0#5#standards in higher education Standards in higher education G#4v 4051 Student evaluation of teachers 0#5#student evaluation of teachers Student evaluation of teachers G#4v 4052 Student survey
0#5#student survey Student survey G#4v 4053 Study credits G#5v 4054 Accumulation of study credits 0#6#accumulation Accumulation of study credits
0#6#accumulation of study credits Accumulation of study credits G#5v 4055 Credits in post-secondar education 0#6#credits in postsecoondar education Credits in post-secondar education
G#5v 4056 European credit transfer and accumulation system 0#6#ects European credit transfer and accumulation system 0#6#european credit transfer and accumulation system European credit transfer and accumulation system 0#6#european credit transfer system European credit transfer and accumulation system
G#4v 4057 Study programme G#5v 4058 Doctoral programme 0#6#doctoral program Doctoral programme 0#6#doctoral programme Doctoral programme
G#5v 4059 Full-time study 0#6#full-time study Full-time study G#5v 4060 Graduate programmes 0#6#graduate program Graduate programmes
0#6#graduate programme Graduate programmes 0#6#graduate school Graduate programmes G#5v 4061 Interdisciplinary study 0#6#interdisciplinary study Interdisciplinary study
G#5v 4062 Postgraduate programme 0#6#postgraduate programme Postgraduate programme G#5v 4063 Programmes in institutional strategies 0#6#programmes in institutional strategies Programmes in institutional strategies
G#5v 4064 Programmes in the bologna process 0#6#programmes in the bologna process Programmes in the bologna process G#5v 4065 Programmes with doctoral candidates 0#6#programmes with doctoral candidates Programmes with doctoral candidates
G#5v 4066 Study programme 0#6#program of study Study programme 0#6#programme of study Study programme 0#6#programmes of study Study programme
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0#6#vocational program Vocational programme 0#6#vocational programme Vocational programme G#3v 4068 Adjustment to school 0#4#adjustment to school Adjustment to school
G#3v 4069 Backwardness at school 0#4#backwardness at school Backwardness at school G#3v 4070 Educational goal 0#4#educational goal Educational goal
G#3v 4071 Homework 0#4#homework Homework G#3v 4072 Learning 0#4#learning Learning
Evaluation and establishment of non-university scientific institutes First start-up companies Decision to move the Humboldt Universityâ's Natural science
11 non-university scientific institutes (1, 760 employees 6 Humboldt University institutes (1, 056 employees;
8, 034 students 445 technology oriented companies (5, 286 employees Media City 146 companies (1, 763 employees
Non-University Research Institutes Leibniz Association •FBH †Ferdinand Braun Institute for High frequency Technology
Non-University Research Institutes General •BAM †Federal Institute for Materials Research and Testing
•BTU †Brandenburg Technical University Cottbus, workgroup Air Chemistry •PTB †National Institute of Natural and Engineering sciences Berlin
University, Berlin Non-university research institutes Growth Cycle 31 Generation/Seed University Research Institutes Companies
Incubation IGZ/OWZ Expansion Productive Environment Growth Technology Centres Some success criteria 32 Success Criterion:
Strong policy support 33 Entwicklungsplan 1994 35â WISTA-MANAGEMENT GMBH Success Criterion 3-ple helix structure
Non-university scientific institutes Park Management and Development WISTA -MANAGEMENT GMBH 36 Long term development strategy
University IGZ/OWZ Technology Centres Productive Research Institutes Environment Companies Advisory service Coaching Infrastructure Project development
â€oeconstantin Brã¢ncoveanu†University of Piteå ti, Romania cpantelica@yahoo. co. uk Abstract The aim of this paper is to highlight universities†contribution to the success of innovation systems in
partnerships and involve frequent interactions between universities, businesses, policy-makers and innovation intermediaries. With a view to the future, universities are expected to bring their contribution to
regional smart specialisation and act as intermediary bodies for the implementation of several delivery instruments, thus drawing from the best practice cases presented within this paper
According to the EU Agenda for the modernization of Europe†s higher education institutions, linking universities, research and business for excellence and regional
development is a key issue for Member States and higher education institutions. In this respect, as centres of knowledge, expertise and learning,
universities are expected to drive economic development in the territories where they are located: they should bring
talented people into the region, harness regional strengths on a global scale and foster an
At the same time, universities should act as the centre of a knowledge network or cluster serving the local economy and
and thus facilitate university †industry interactions Third, universities, business and governments should meet together within regional
bodies and foster the dialogue with regional governance institutions, such as regional agencies, regional development organizations, city and municipal development offices
framework consistent between the domains of higher education and territorial development, which facilitates conjoint actions at the sub-national level
mainly from direct purchasing of supplies by the university, the jobs emerging from the staff salary and student living expenditure in the region and universities†economic
considered to have a RIS in place when its knowledge generation subsystem-universities research institutes, research associations, industry associations, training agencies
Universities are assumed to accomplish a number of different functions in a regional innovation system and their contribution has been studied with respect to their roles as
at the regional level, universities can serve as †antennas†for adopting external knowledge and mediator for local knowledge circulation, source of highly skilled labour, knowledge
providers in university †industry linkages and incubators for academic spin-offs, a relatively new route for commercialisation of academic inventions.
innovation systems provide a means for universities to engage with their local environments on activities which benefit both regional partners whilst strengthening
including universities: the percent of innovative enterprises collaborating with others for innovation measures the flow of knowledge between public research institutions and
the success in regional cooperation was due to the Danish University Act that has designated a third task for universities (OECD 2007),
but also to the new Government†s 2007 reform-â€oea structural reform of local and regional governanceâ€-that adopted the
universities from both sides of the border, regional authorities and business. The ambition behind this initiative was to make à resund a leading world science region building on its
platforms providing a coordinating link between the universities and the community, e g à resund Food Network, Medicon Valley Academy, à resund Environment Academy
region†s universities (Regional Innovation Monitor: Sweden, 2012. Finally, the Knowledge Navigator programme in Stockholm (2008 †2011/2012) involves different
universities and regional institutions to create a working model for knowledge transfer between academia and business, with a focus on SMES
The Universities of Applied sciences focus on applied research and technology transfer mainly addressing regional companies, playing a straightforward role in driving
whose goal is to promote firms†interaction and cooperation with universities and research institutes, but also with other innovative companies (Erawatch country profile:
Investigators addressing universities and research institutions that want to attract European Journal of Interdisciplinary studies 51 excellent young researchers to Vienna for founding their own research group (Regional
Finally, in The netherlands, there is a legal requirement for higher education institutions to engage regionally. In this respect, the Ministry of Economic Affairs, Agriculture and
Innovation is shaping the regional policy for universities, particularly around research application and innovation (OECD 2007.
SME€ s and Universities of Applied sciences and to inform about new and existing forms of collaboration and activities in the field of knowledge exchange between universities of
applied sciences and SME€ s (Erawatch country profile: The netherlands, 2012. â€oethe Peaks in the Delta†(Pid) is the Dutch strategy aimed at supporting existing regional
strengths and higher education institutions are seen as nodes in the regions. For example in the Pid East (NL22-Gelderland), the †peaks†are formed by innovative clusters
around three universities, while priorities are related to strong research topics such as food, nutrition, health and technology.
health (around University of Maastricht), international law, peace and safety (The hague Academy for local governance), but also IT solutions †given the presence here of Philips
regional actors †including universities, such as the Knowledge Vouchers programme that offers incentives to enterprises to purchase services from knowledge institutes to
universities, but also the high support for cluster-formation, networks and collaborative platforms through different funding programmes such as Regional Growth Forums in
between universities, business and government. For all the countries and regions under review there are, however, some challenges for the future:
evidence that the knowledge diffusion from universities to enterprises isn†t functioning optimally yet (Erawatch country profile:
University engagement and regional innovation. European Centre for Strategic Management of Universities. Available from http://www. highereducationmanagement. eu/images/stories/modern%20conference%20regional
%20innovation-executive%20report. pdf Boucher, G.,Conway, C. and Van der Meer, E. 2003: Tiers of engagement by universities in
their region†s Development. Regional Studies 37 (9: 887†897 Cooke, P. 2001: Regional innovation systems, clusters,
Europe's higher education systems, EC COM 2011/567, Brussels. Available from http://eur-lex. europa. eu/Lexuriserv/Lexuriserv. do?
Connecting Universities to Regional Growth: A Practical Guide A guide to help improve the contribution of universities to regional development, with a view to
strengthening economic, social and territorial cohesion, in a sustainable way, September 2011 http://ec. europa. eu/regional policy/sources/docgener/presenta/universities2011/universities2011
of universities and local context in supporting the creation of academic spin-offs. Research Policy 40 (8): 1113-1127
The engagement of higher education institutions in regional development: an overview of the opportunities and challenges. Higher education Management
and Policy 20 (2): 3-33 Hollanders, H. 2012. Regional Innovation Scoreboard (RIS)( 2012: A report prepared for
Higher education and Regions: Globally Competitive, Locally Engaged. OECD Publishing, Paris ***Regional Innovation Monitor (2011: Annual Report 2012.
The Role of Universities in Innovation Systems and Regional Economies Expert meeting on â€oethe future of academic researchâ€, Vienna University of Economics and
Business Administration, 19-20 october 2006 Vol. 4 â Issue 2 â 2012 54 Appendix 1
MBS, the University of Manchester. UK June 2013 2013 Brief on INNOVATION PERFORMANCE ANNUAL REPORT ON EUROPEAN SMES 2012/2013
*Academic Unit, University Research Council, Universidad de la Repã blica, Montevideo Uruguay†Leticia Mederos *Academic Unit, University Research Council, Universidad de la Repã blica, Montevideo
Uruguay†Judith Sutz *Academic Unit, University Research Council, Universidad de la Repã blica, Montevideo Uruguayâ€
Abstract This article discussed why specific efforts aimed at establishing direct relationships between social inclusion problems and research and innovation projects are needed,
expressing the university social commitment. Another, and by no means less impor -tant, answer is to foster the recognition of SIPS by the researchers†â€oeacademic
become richer and the university integration into society will become stronger The Intervening Actors We take Sá
people from the university, at the extension services and at the chair of occupational medicine, but until recently, they simply understood death as a consequence of â€oeregularâ€
According to the usual dynamic of those meetings, an invitation was extended to university researchers from all areas of knowledge and particularly to those with specific cognitive
Faculty of engineering, and the results were tested successfully at the university hospital Hospital de Clã nicas The passage from prototype to production took a long time.
international funds, the technology was transferred from the university to a national electronics company, under university patent.
The company introduced improvements to the prototype and hired another company specialized in marketing of medical products
university hospital provided a vague spatial position of the location of the epileptic focus The unaffordable alternative was importing a special software
the neurosurgeons from the university hospital. It is no coincidence that the demand was expressed clearly by physicians:
University Research Responds to the Advancement in the Conceptualization of the Problem The way to make operative the conceptualization described so far has been a
Unit of the University Research Council†s perspective. This group is, at the same time, a scholarly academic group and is in charge of the academic management
-sion university program, the Metropolitan Integral Program To achieve this initiative, several meetings were organized by the Academic Unit
and publicly exposed to university researchers, public policy officials, and the general population through an open gathering called the
university research policy recognized itself as an actor in the process and assumed a protagonist role in facilitating encounters between researchers and other actors
consolidating the program as a University Research Council regular program. The new call presents similarities but also
the effort made from the university side to link these two actors, problem bearers or
university researchers, many of whom may want to formulate a project having as a starting point the suspicion of an SIP€ s existence but for which they lack clarity
This modality goes a step further in pushing the university research policy toward a hands-on strategy to link research and societal needs
makes even more valid the premise from which the university program â€oeresearch and Innovation Oriented to Social Inclusion†derives its normative vision:
However, we should not forget that the university by itself will never be able to assure the completeness of such travel.
University Press Arocena, R, . & Sutz, J. 2010). Weak knowledge demand in the South: Learning divides and innovation policies
University 796 Santiago Alzugaray, Leticia Mederos, and Judith Sutz Copyright of Review of Policy Research is the property of Wiley-Blackwell
Young Foundation (United KÃ ngdom), University of Heidelberg Germany), Atlantis (Greece), Universidade Catã lica Portuguesa
as well as links into the wider higher education, innovation and specialist knowledge of the Copenhagen Business school 2. Improved employment supports, e g. training, tools, facilities, etc
cooperatives, exchange and social currency networks, free universities, hacklabs, etc. The interesting aspect here is that the solutions being found are coming from ordinary people in their
-private-civil & university research partnerships, many local volunteers private operation -multiple locations in NL (90%of turnover;
-Local civil funding through subscriptions & from university; civil initiation, support from local mayor, and civil operation
Secondary school attendance is at its highest level in 10 years, and there are now 6 †Green
achieving good secondary school results, assist more than 6, 200 residents into employment, 180 of whom have started their own business,
Cancer Research UK researchers from the Universities of Cambridge, Leeds and Southampton in collaboration with the Citizen Science Alliance, a network of scientists, software developers and educators developing, managing and
Cancer Research UK researchers from the Universities of Cambridge, Leeds and Southampton in collaboration with the Citizen Science Alliance, a network of scientists, software developers and educators developing, managing and
and university not ready for work/higher/further education •Mismatch of skills †especially digital literacy
universities, Massive open online courses (MOOCS) and online learning are affecting the way education is being delivered today and onwards.
scenarios and Higher education was quick to adapt, with leading universities like MIT or the Open university
The academic side is led by the University of Melbourne, involving over 250 international researchers, specialists, developers and practitioners.
Higher education and addressing the societal needs for lifelong education and the upskilling of the labour
universities in the world delivering free online courses including universities such as Stanford, Yale, Princeton, London and Edinburgh University
Personal -ised education & new learning environ -ments Quest to Learn USA) 112 Engaging children in
-Currently around 600 middle school students were involved with the math project -Project budget was estimated at around $1 million at its launch in 2009
-Initiated in New york city (Middle schools in The bronx, Brooklyn and Manhatten), now present in middle schools all over the country
-The costs are borne today primarily by the individual schools -After its launch in 2009, the School of One was named one of TIME magazine's
state exam was higher than the average overall citywide test score for Middle schools and on a par with
evidence-based approach in the development of early childhood education Other Other outcomes were reported, not directly linked to any focus are, as below
development of early childhood education Social innovation processes In the following the social innovation processes and social practices reported by cases are summarised by focus area
magazine dedicated its October 2012 Issue, titled â€oereinventing College, †to an analysis of the role that MOOCS could
play in repairing the higher education system. Traditionally the need for higher education in society has been handled by higher education institutions such as universities offering courses in specific geographical locations with
access only to a limited number of admitted students. MOOCS are drastically changing this institutional setup and
democratising access to higher education as there is open access for students meaning that anyone everywhere in the world can participate in an online course for free.
universities, distance learning and ICT enabled education MOOCS enable new ways of providing Higher education and possible transformation of the organisation of Higher education.
They present a shift in the relationship between student and teacher, open new learning possibilities and shift the learning focus
participation, collaboration and assessment in Higher education At the same there are plenty of social innovation initiatives ranging in scale
In addition, unused capacity also plays a part as high school students which excel at math as well as university students passionate about teaching get a chance to be involved.
credits or give participants opportunities to earn an official certificate from a higher education institution (Yuan 2013).
by changing the way higher education is provided and organised. In order to improve the general access to MOOCS
Whilst there have been based paper concepts for open universities/open education, ICT are considered widely as a game changer for education.
matching society†s needs for education with the learning capabilities of the universities and thus it can be
offering a platform from where higher education institutions and the teachers involved in the different courses can reach a large amount of different students with their courses in a cost effective way.
time and be flexible for a traditional higher education course. Through the use of ICT, Coursera and MOOCS have
7 million users, offering over 600 different courses and partnering with 108 universities. As of December 2013
that it has been able to make strategic collaborations with some of the most renowned universities around the
Furthermore, the marketing value of some of the biggest universities worldwide partnering with Coursera should not be underestimated.
personalised learning experience and on a quite pragmatic note also might cut costs in higher education
Germany has a rather low acceptance of institutional childcare below Kindergarten age(>3). Most cases remain
University Press Chadwick, A. 2009a. Web 2. 0: New Challenges for the Study of E-Democracy in an Era of Informational Exuberance
University, Cambridge, Massachusetts, USA Green, C. H.,(2012) â€oetrust and the Sharing Economy: A New Business model#,White paper
effectâ€, joint workshop between the TEPSIE project and MESHLABS, University of California, Berkeley, 18-19 april
Hotel Industryâ€, Boston University School of management, Research Paper Series No. 2013-16 Reed, M. S.,Dougill, A j,
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