Technical University of Denmark, Bygningstorvet 116b,2800 Kgs Lyngby, Denmark e-mail: hnpsar@transport. dtu. dk V. Recagno ï¿
National Technical University of Athens, Iroon Polytechneiou 9, 15773 Zografou, Greece e-mail: panzac@mail. ntua. gr
University of Applied sciences Technikum Wien ï 2011 ï research leading to these results has received funding from the European
 †17 industrial participants and 8 universities/research institutes  •Funding-/programme mechanismen
research in universities  †Italian Roundtable on Smart Grids: Initiative of Ministry of Economic
 †co-funded by Technology Agency, Ministry of Higher education Science and Technology, European Regional Development Fund
University of Applied sciences Technikum Wien The authors are thankful for all the contributions from Oihana Blanco Mendizabal, Marina Peniã Levada, Jeannette Møller Jørgensen, Aare
The general R&d (research & development) law and laws for universities, research institutions and the Austrian Research Promotion Agencyâ'†s law (à sterreichische
-General R&d framework in the Austrian Law for Universities -R&d Directive -Research Agency's (FFG) Law
University of Denmark-DTU R&d Framework, Programmes & Policy Denmark The Danish Commission on Climate Change Policy, appointed in March 2008 by the
Energy Risã¸at the Technical University of Denmark (DTU) annually publishes an Energy Report. A reprint of the recommendations and conclusions of the current
business, laboratories, universities, training centres, professional associations financial and regional collectives involved in the network of renewable energy
university researchis carried out under the supervision of MIUR (Ministero dell'Istruzione Universitã e Ricerca),
Organisations, from grassroots movements, think-tanks and universities to big charities and public museums are hosting small-scale workshop spaces often with digital tools and
and developed in high schools, with the 25 best Call4school projects invited to participate in the fair
University, based in the United kingdom, and other models of distance learning have made education much more widely available.
which was born out of collaboration between Arduino and designers in the Master of Advanced Studies in Interaction design at SUSPI in Lugano.
A report published by Nesta and University of Cambridge in November 2014 forecasts the growth of alternative finance (including peer-to-peer business lending, peer-to
universities and public research institutes, and could include DSI products and services generated, as well as new types of actors such as Fab Labs and makerspaces
as well as national research institutes and traditional universities. Building on existing schemes, such as innovation partnerships and PPPS with bigger telecommunications corporations, new schemes
for cities, regions, health authorities and universities to pilot large-scale DSI experiments around collaborative economy, direct
University Press D. Watts and S. Strogatz (1998 â€oecollective dynamics of †small-world†networksâ€.
Universities...79 Digital Agenda for Europe...82 Key enabling technologies...88 Cultural and creative industries...
such as in universities or public research institutes. Collaborative projects with local firms can help to reveal information about the future
higher education institutions, public research institutes, independent innovators; whoever is best placed to discover the domains of R&d
higher education and research infrastructure to new areas such as satellites and GPS technologies 14 ï¿Finally, radical foundation of a new domain:
In this case, links between local universities and strong public-private partnerships are the types of strategies that may be essential for smart
Specialisation, Regional Growth and Applications to EU Cohesion Policy',Groningen University 15 existence of industries that are in tune with the relevant socioeconomic conditions and can
account innovation opportunities identified by leading actors (companies, universities intermediaries, etc. Mixing regional experts with international experts helps to give more
Potential actors relevant to the RIS3 process span from public authorities to universities and other knowledge-based institutions, investors and enterprises, civil society actors, and external
authorities, universities and other knowledge-based institutions, investors and enterprises, civil society actors, and international experts who can offer benchmarking
a leading role in connecting their universities to the worlds in and beyond their regions.
University of Tampere, Work Research center, Working Paper No. 85 (Final Report on Quadruple Helix Research for the CLIQ
and its significance for universities businesses and the regional economy, would do much to promote a skill set that is critically
Getting firms, universities, development agencies and regional governments to accept that innovation is a collective social endeavour †where participants freely acknowledge that
bodies, especially universities, development agencies and regional governments. Learning by doing will help these public sector bodies to appreciate the needs of firms, but more formal
Under such a programme, universities, development agencies and regional governments could jointly identify a project to explore the prospects for related variety in the regional economy
alliance between universities, development agencies and regional governments Finally, as the original RIS programme took consensus-building seriously,
universities, the development of the region will not be their primary focus. While regional public authorities do have a territorial responsibility,
In this respect, universities can be critical actors How does regional funding fit into this multilevel system?
foresight and scenario-planning exercises involving the public, private and higher education sectors, the chief aim of which would be to produce a regionally-attuned smart specialisation
companies, universities, transfer institutions, business intermediaries, local and regional authorities, national bodies, the media, etc. have a different understanding and expectations
universities/research centres Increase in research expenditure in firms increase in patents or publications Improved innovation
•Universities-enterprise cooperation •Digital agenda •Key enabling technologies •Cultural and creative industries
Connecting universities Key enabling technologies Research infrastructures Cultural and creative industries Innovation PP CO 2 ne
university. They provide the necessary infrastructure for research, such as advanced ICTS, and are expected also to create proper conditions for informal
Universities Why should universities be part of smart specialisation In the framework of the Education, Research and Innovation triangle, the so
-called knowledge triangle, universities71 have a crucial role to play in creating knowledge and translating it into innovative products and services, in cooperation
universities can have a strong positive effect on the achievement of comprehensive regional strategies Universities dealing with economics, public policy and administration, as well as
those dealing with specific policy areas (such as industry, health, agriculture environment and culture) can provide public authorities and private sectors with
Universities are a critical'asset'of the region, mainly in the less developed regions where private sector may be weak or relatively small, with low
which universities can contribute to regional innovation systems. Universities can, for instance, stimulate the entrepreneurial spirit of their staff and students, provide advice and services to SMES, and
participate in schemes promoting the training and placement of high level graduates in innovative businesses. They can also host incubators for spin-offs in
Furthermore, Universities and Businesses should directly cooperate in curricula design and curricula delivery to ensure that
cooperating with the educational side of Universities, talent attraction and retention would be enhanced in the region.
Universities can also play an important role in the field of vocational training Barriers and challenges
Improving the contribution of universities to regional growth by implementing such mechanisms requires the interconnection of the partners in the innovation
They can be internal to the university and involve the capacity to †reach out†to the wider region (i e. supply side.
instance, universities are focused usually on teaching and research (driven by academic outputs) and are part of national academic systems that are targeted not
71 The term'university'includes all higher education institutions, in line with the Commission's Communication on the modernisation agenda for universities COM (2006) 208
80 to respond to regional needs. As a result, some universities are viewed as being 'in'the region but not'of'the region where they are located
These barriers can also be linked to the capacity and willingness of the public and private sector actors in the region to'reach in'to the university to seek expertise
and knowledge that can contribute to regional growth and development (i e demand side. Successful partnerships involve'boundary spanners'providing
leadership within and across the partners and enabling a mutual understanding of the drivers affecting all the partners.
Universities will appreciate the opportunities that their regions present for their activities as'living laboratories'opened to
Universities and other knowledge institutions should be linked closely to the process of designing national/regional innovation strategies for smart
Cohesion Policy cover these aspects with an emphasis on connecting universities to regional growth and developing stronger partnerships within the knowledge
'Connecting universities to regional growth'that presents processes and delivery mechanisms for building capacity and incentives for universities and their
regional partners to work together. Based on examples, it explores the following issues •establishing a regional higher education partnership to better understand the
regional situation and to overcome the barriers, with a possible technical assistance budget •ensuring mechanisms allowing universities and business in the region to
cooperate in curricula design and in jointly delivering education in an innovative way, fostering graduates with regional relevant competences and
•mapping the regional higher education system in terms of their degree -awarding ability, research activities and possible cooperation with regional
•assessing the connectivity of the universities to the regional public and private sectors to move towards a situation where universities are key
players •selecting, designing and evaluating interventions that strengthen the connectivity of universities in the region to the region, by moving from
simple to complex projects In the future programming period 2014-2020, support under the European Agricultural Fund for Rural Development (EAFRD) could be provided to
Universities in the following areas 81 •Knowledge transfer and information actions for the provision of vocational
forestry sector and among other actors (including Universities) that contribute to achieving the objectives and priorities of rural development
Partnership where universities could also take part References The European commission promotes several support tools at European level
•EU Guide'Connecting universities to regional growth':'Available on the website of the Smart Specialisation Platform, 72
•University Business Forum: A platform to promote cooperation between HEI and businesses at European level, 73
•Marie Curie †Initial Training Networks †Industrial doctorates: A pilot action promoting industrial Phd schemes, 74
Between higher education and businesses in educational issues, 75 •Erasmus for all: The Union Programme for Education, Training, Youth and
universities, research and technology organisations), start-ups, SMES and manufacturers. Consequently, a KET-focused innovation policy allows most
higher education and culture. Successful CCI strategies most often depend on excellent internal and external networks and communication channels
and joint ventures, research institutes, universities, science and technology parks, and research infrastructures (covering suppliers, the infrastructures
This may involve enhancing R&i infrastructures, the modernisation of universities and research organisations as well as developing technology auditing, international partner search and
Universities Digital Agenda for Europe Key enabling technologies Cultural and creative industries Internationalisation Financial engineering instruments
support SMES to contract universities, R&d service providers or private consultants to either conduct small innovation projects or to explore the feasibility of larger ones.
Portendo, Ramem, Bruhn Newtech), the University of Barcelona, and a group of End users The project Lotus has received a â 3. 1 million contribution from the EU 7th Framework programme
-al Technical University of Athens has developed a portable locator for urban search and rescue operations, integrat
National Technical University of Athens Greece Country participants: Greece, Italy, Germany, United Kingdom, Finland, Belgium, Portugal, Spain, Austria, France
 2007 The Fellows of Harvard College Acknowledgements The authors gratefully acknowledge the valuable substantive
University, or the CSR Initiative†s various external collaborators within the Economic Opportunity Program Printed on 100%post-consumer recycled paper
Building Institutional Capacity Strengthening the industry associations, market intermediaries, universities governments, civil society organizations, and grassroots groups who must all
universities, industry associations, government agencies, and NGOS to offer training, mentoring, and incubation services to help individuals
Primary and Secondary education Intel Teach to the Future Initiative Intel Science & Engineering Fairs Microsoft Partners in Learning
Intel Higher education Program Intel Emerging Markets Development Group IBM-IFC SME Toolkit EO ICT GREY:
target local universities and research institutes, industry associations, training and business development service providers, and other institutions vital to the development of healthy local ICT ecosystems.
Working with governments, universities, and industry associations, Microsoft is helping to catalyze the growth of local
universities, industry associations, and others, such as non-governmental organizations with economic development-related missions It is difficult to speak of a â€oetypical†MIC partnership,
In general, universities have little money to contribute, but instead provide physical facilities and pay for electricity, water,
Universities use them to expand and upgrade academic offerings to meet labor market needs and to support research.
expanded, and began to be offered in high schools, community colleges, and a host of other institutions across
fulfillment of the requirements of the Master In public Policy (MPP) degree at Harvard University†s Kennedy School of Government, commissioned by
requirements of the Master In public Policy (MPP) degree at Harvard University†s Kennedy School of Government, commissioned by Dr. Graham
University of Miskolc, Hungary. http://www. uni -miskolc. hu/uni/res/kozlemenyek/2005/pdf/lukacs. doc (accessed
original bookstore/cafã, in Washington, D c. Mr. Kramer is a frequent lecturer at colleges and universities around the world and a seminar leader
Robert holds A b. A. in Political economy from Georgetown University 50 THE ROLE OF THE INFORMATION AND COMMUNICATIONS TECHNOLOGY SECTOR in Expanding Economic Opportunity
Under the direction of John Ruggie (Faculty Chair) and Jane Nelson (Director), the CSR Initiative at Harvard†s Kennedy School of Government is a
b Department of City and Regional Development, University of Economics and Business Administration, Roã auer Laâ nde 23
, universities) is reduced not by the support instruments. Furthermore, they perform insufficiently the function of interfaces
, universities and other research organizations vocational training institutions, technology centres and transfer agencies) and the structure of the regional econ
and technical colleges. The most important institutions in the so-called Upper Austrian Technology Network are
-lished three technical colleges (â€oefachhochschulen†But the network also has weak points. The regional uni -versity, located in Linz,
the major university locations in Austria, Vienna and Graz, and it is specialized not in technology. There are
SMES are rarely interacting with universities contract research organizations, technology centres, and training institutions (see also Cooke et al.
Universities 27.9 7. 9 71.9 37.5 Other research organizations 14.3 5. 7 46.9 21.9 Technology centres 13.6 5. 7 39.1 14.1
Only universities are more important on the national level, because the most important universities are located outside Upper Austria
A too dominant focus on the region limits the scope of available technical information technologies, and accessible markets.
initiated by a department of the University of Linz Research Institute for Symbolic Computation. It soon
centre comprises three types of institutions †university departments, a technical college, and firms. Accordingly
the innovation-related activities cover research, higher education and training, and applied industrial develop -ment.
-ments of the University of Linz which are located partly in Hagenberg, teaching by the technical college (offering
the courses Media Engineering and Media Design and Software engineering), and industrial development pro -jects by the firms.
Higher education receives federal funds, but additional subsidies are rare Currently, there are approximately 100 persons working
The technical college has about 300 students. Net -working between scientific institutes, research labora -tories, firms,
and the technical college is an important organizational principle of the centre The Research and Training Centre for Labour and
technology centre including a technical college. Today the FAZAT hosts one of the four technical college
courses in Upper Austria (Manufacturing and Manage -ment Technique, with about 80 students per year. The
Flexible Automatization of the Technical University of Vienna has a contract research subsidiary in the FAZAT
-lish relations with universities and other research organi -zations, especially interactive relations in joint innovation projects.
Dr. degrees from the Vienna University of Eco -nomics and Business Administration. Since 1996 he was scientific collaborator of the
at the same university. Recently he has changed jobs, working as a researcher at the Austrian
Saxion Hogeschool Ijselland †University of Professional Education, Netherlands: Kjell-Erik Bugge Henk Blokland, Hans Hasselt, Goos Lier
University of Siegen, Germany: Friederike Welter, Susanne Kolb, Daniel Heinemann, Kai Althoff Kerstin Ettl P05:
that strong research at universities does not necessarily imply positive spillover effects to industrial R&d,
-industry-university relations, as being related to the RIS concept 7 deeper insights into some of the elements which could foster the emergence of ag
employed in regional institutions and universities. High quality scientific research institutions in turn will foster regional RTD through knowledge inflows, as these in
2003), well-established universities (e g.,, Lawton-Smith 2003,2005), global technology leadership in some regions (e g.,
In this regard, universities, science parks and the like may influence the level of RTD because they contribute to the stock of regional knowledge
-cludes universities, public and private R&d institutions, a sufficient supply of highly qualified labour and a generally good infrastructure of business support institutions
-gional networks, universities or research institutions triggered regional development with a particular role for R&d.
hub, with close links to university research. Examples are the Finnish telecommunica -tion concern Nokia or the German automobile company VW in Wolfsburg.
, well-established universities), the presence of world leaders in specialised niches, sector-specific localisation economies and general effects of ag
used the regional strengths of North East England and drew on universities in building up their companies,
between universities and firms, programmes for scientific cooperation and measures for commercialisation of scientific results
that the spatial pattern of industrial R&d is sensitive to the location of university R&d, thus
In summarising a number of studies on university technology transfer efforts Phan and Siegel (2006) consider the following lessons to be taken from these studies:
tional infrastructure, such as R&d and higher education institutions. This approach was developed during the 1980s in Western europe, mainly at national and EU level.
which would involve being near to universities and scientific research institutions More recently, in connection with the recent trend on creativity and its relation to re
-ledge-intensive businesses, namely an increase in R&d activities within universities, are not sufficient to create the conditions necessary for new agglomerations to emerge.
universities, which produce specialised knowledge and trained personnel, industry as -sociations offering specialised services or financing institutions such as venture capital
university initiatives. In a way, they resemble the hub -and-spoke model with the university or government agency being the catalyst for locational processes, al
-though other authors have voiced some concern about the possibilities of external agencies in fostering such agglomerations (O†Gorman and Kautonen 2004, Phan
as municipalities or universities; and none of these forms are mutually exclusive. Which 28 factors render a cluster a successful territorial (innovation) model?
university environment, and Boston/Route 128, which has been chosen for its dem -onstrated potential to overcome a crisis
Many local universities and research centres foster knowledge spillovers into industry and close research-industry cooperation
This is supported by the †academic flair†of Bangalore as a university city. Banga -lore†s software cluster owes †its origins
infrastructure with first-class universities (e g.,, Harvard, MIT) are the basis for the highly skilled workforce available in the area.
-tion another example, the ability of the local university to attract research funds is ex
-traordinary compared to other universities. Both indicators seem to hint at wealth and the existence of innovation abilities (see also Table 2 for more data referring to Bre
The University of Bremen is the largest amongst them educating 22,000 students. Furthermore, there are renowned non
-university based research institutes like a Max-Planck-Institute or a Fraunhofer Insti -tute. These scientific establishments are the basis for an excellent workforce potential
The technology park †University of Bremenâ€, founded at the end of the 1980s, con -tains the university, the technology and incubation centre †BITZ€ as well as numerous
companies A main issue in Bremen contributing to the emergence of an innovative milieu are
This is because Montpellier has been a university city since the 13th century with 3 universities and several technical and graduate colleges
Furthermore, Montpellier has no restructuring burdens because of the lacking industrial background and a weaker influence of trade unions compared to traditional industry re
, universities research institutes), existing economic starting-points and future prospects. The pã'les are: †Euromã dicine†for medicine, pharmacy and biotechnology, †Agropolis†for tropical
Denmark, although, Aalborg University is home to 12,500 students and employs more than 1, 700 people (Stoerring and Christensen 2004;
A club (Norcom) was founded in 1997 by 20 firms, the Aalborg University and the uni
Aalborg University, later other actors joined them. The so called †clusterpreneurs†are the key persons in initiating
and fostering the cluster †representatives of university policy, and industry (Stoerring and Christensen 2004.
Aalborg University is of great advantage for North Jutland Established in 1974, today it has 13,000 students and 1, 700 employees (Pedersen and
The university delivering engineers and ba -sic research is seen as a core asset of the region (Stoerring and Dalum 2006.
strong university research capacity is combined with a long tradition and specific char -acter of the cooperation between university and industry. †The principles of project
-based learning, often with the solution of real-life technical problems as part of the stu -dents†project work, have created skills highly demanded in product development inten
sciences at university for Biomedico The regional culture resp. identity shows a local entrepreneurial spirit among re
Dalum 2006), all of which for example is reflected in the strong university-industry co -operations to be seen in the region and in the cluster initiatives
some others with large R&d investments and good collaboration with universities OECD 2001 Oresund is home to one of the worlds†best biotechnology clusters.
6 research parks, 11 university hospitals, 14 cooperating universi -ties (†Oresund Universityâ€) are populated by 140,000 students, 10,000 scientists and
6, 500 Phds providing active cooperation with 800 other universities worldwide. Strong basic academic research and a long tradition for clinical research as well as a good co
area, acts as an intermediate between universities, enterprises, and authorities aiming for promoting the medical sector (Sornn-Friese and Sorensen 2005
with a historic university and a car industry†to a county now having †the fastest rate of
four universities: Amongst them, the most famous is Oxford university, dating back to 54 the 13th century and hosting 17,000 students.
University is home to 18,000 students. All guarantee a constant flow of high qualified people (Oxfordshire County Council 2005,2006.
Moreover, it illustrates the role universities could play in fostering regional RTD 55 4. 2. 8. Prato:
universities on macro level, educational and vocational training institutions on meso level and specific R&d support and education programmes as well as measures fostering re
Technical University Bergakademie Freiberg, Freiberg Amin A. and N. Thrift (1994: Living in the Global.
University Press Asheim, B. 1995: Industrial districts as †learning regionsâ€: A condition for prosperity?
University Freiberg Fromhold-Eisebith, M. 1995: Das †kreative Milieu†als Motor regionalwirtschaftlicher Entwicklung. For
Industry R&d and University R&d †How are related they? Paper to the ERSA Conference 2005. econpapers. repec. org.
ESRC Centre for Business Research working paper 54, University of Cambridge Lawton Smith, H. 2003:
SMEPOL report no. 4. MERIT, Maastricht University, Maastricht Neergaard H. 1998: Networks as Vehicles of Internationalization:
The Effectiveness of University Technology Transfer: Lessons learned from Quantitative and Qualitative Research in the U s. and the U k. Rensselaer Working papers in
University of Maryland and University of Virginia Saxenian, A. 1994: Regional advantage, culture and competition in Silicon valley and Route 128.
Cam -bridge, Mass.:Harvard Univ. Press Saxenian, A. 2002: Bangalore: Silicon valley of Asia? In: A o. Krueger (ed.:
The role of universities in cluster emergence process. Comparative case study of the Cambridge cluster and an emerging Biomedico cluster in North Jutland.
Communication Technologies in Promoting Competitive Advantages of the Firm, University of Beira Interior, Munich Personal Repec Archive
innovation and the share of employees with an university degree. The result leads to the
conclusion that changes in share of employees with a higher university degree positively affect the likelihood of conducting ICT-enabled innovations
a college or university degree. The share is highest (about 20%)among micro-firms (Exhibit 3. 2-2). However
with a college/university degree (by firm size 19 9 11 9 14 0 5 10 15 20 25
Petersen, Meter Revill, Tony Ward and Carsten Wehmeyer (Flensburg University, Germany and York University, UK
66 E-business Watch Survey 2006 E-business in the transport & logistics industry 47 The delivery of e-skills training can benefit from the development of work-based training
with university or college degree Exhibit 3. 2-3) represents a higher value of high-educated employees
%Exhibit 3. 2-3 Employees with university degree (by sectors 18 11 11 14 26
every further and higher education institution makes use of open source software. The promise of open source is better quality, higher reliability, more flexibility, lower cost, and
Networked Enterprise Applications and Software, FP6 508011), coordinated by University Bordeaux 1 with 47 partners and more than 300 researchers
102 Allen et al, University of Westminster, January 2003, Modelling policy measures and company initiatives for sustainable urban distribution †Final Technical Report
workforce educational level (80%of the employees don†t have high school studies ALSA has detected some resistance to the changes
with a college or university degree the use of e-collaboration tools (such as SCM or other applications to share
Firms characterised by a higher share of employees with a university degree are more likely to conduct ICT-enabled innovations, in comparison with their peer
main explanatory variable is the share of employees with a higher university degree. To additionally account for the effect of internal capacity on innovation, a variable controlling
university degree, a probit regression was run. 120 120 Probit regressions are used to estimate the effect of a set of explanatory variables on a
Changes in share of employees with a higher university degree positively affect the likelihood of conducting ICT-enabled innovations.
%of employees with higher university degree (G11) 0. 005**0. 002 IT practitioners (E1) 0. 920***0. 117
employees with a higher university degree, firm size, age and country of origin. To analyse the relationship between ICT-enabled innovation and the use of electronic data
university degree (G11) 0. 003 0. 004 Less than 249 employees (G2)- 0. 312 0. 338
have high school studies. The tools require the feedback from users, and the intermediate managers need a more professional profile to forecast different scenarios
skills which could be provided by vocational and higher education institutions or professional educational programme vendors (private operators The picture that emerges from the survey is that ICT skills are a decisive issue, especially
Allen et al, University of Westminster, January 2003, Modelling policy measures and company initiatives for sustainable urban distribution †Final Technical Report
Tony Ward and Carsten Wehmeyer (Flensburg University, Germany and York University, UK Manuscript ca. 140 pp
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Unpublished Diploma Thesis. Humboldt-University, Berlin Nordhaus, W. D. The Recent Recession, The Current Recovery,
Wharton School Working Paper 97-07, University of Pennsylvania, Philadelphia Reding, V. Speech 06. The role of ICT in innovation and growth, Forum de la Nouvelle Economie
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