Higher education, Undersecretaries of the Ministry of Development and the Ministry of Economy, Undersecretary of Treasury, Chairman of the Turkish Atomic energy Authority, President of TÃOEBÄ°TAK and a Vice president, General
Turkey, and a member to be appointed by a university to be designated by the Council of Higher education.
higher education and research institutions in the region. These include the CSIRO Clayton laboratories Monash University, the Cooperative Research Centre for Polymers, the Melbourne Centre for
whether there is enough tertiary education in Wieselburg Ambitions, strategic plans and catalysts in the innovation ecosystem
basic research and tertiary education only by itself, but is of use and benefits from the surrounding
higher education and technology networks exist in strategic sectors. The current strategic framework comprises the â€oeregional Competitiveness Upper Austria 2007-2013 Program†and the â€oeinnovative Upper
In 2011 all tertiary education and research institutes owned by Upper Austria as well as all R&d, and
the level of tertiary education. Origins of the South Moravian innovation policy date back to 2001-2002
important area-specific development plans are â€oeestonian Higher education Strategy 2006†2015†â€oeestonian Enterprise Policy 2007†2013â€, â€oedevelopment Plan for Estonian Adult education 2009-2013â€
measures in favour of R&d and higher education in the framework of the EU co-financed Structural Funds
The capital region†s higher education and science landscape is multifaceted and unique. A close dialogue between science and industry promotes the dynamics of innovation
Marcin Kardas, Policy Advisor, Ministry of Science and Higher education and Krzysztof Mieszkowski Policy Advisor, Ministry of Science and Higher education
Regional, national and international policies that have been decisive for prioritisation of domains Priority setting in the governance system
i) Education (Higher education Expenditure to GDP %ii) R&d (R & D expenditure to GDP(%;%Private expenditure on R&d as a share of GDP;
Leading HEI Leading domestic†Leading foreign-†Business associations Chambers of commerce Labour unions Countries
as they deem fit †not just in HEIS •Commercial vehicle to drive Innovation
but this is caused by a higher education level and a more relevant previous position Table 11:
medium/large firms were most likely to collaborate with Higher education Institutes HEIS) in Ireland ï§Foreign owned firms were more likely than Irish firms to collaborate with research
partners, with 44 per cent and 32 per cent respectively engaged. Foreign owned firms were most likely to collaborate with other firms outside Ireland,
HEIS in Ireland ï§The most likely collaboration partner for all firms was HEIS in Ireland, rather than HEIS
outside of Ireland or collaborations with other firms either within or outside Ireland FORFÃ S BERD 2011/2012 ANALYSIS
Businesses mostly partnered with higher education institutes in Ireland 57 %36 %42 %35%35 %0 %10
with 17 per cent of small firms collaborating with HEIS and almost a quarter of medium/large
was with HEIS in Ireland. Foreign firms were more likely to collaborate with firms outside of
increasing tertiary education attainment Policy-makers and educational stakeholders recognise the contribution of ICT to achieving these
IT providers), research (e g. research centres), higher education (e g. teachers trainers cultural bodies (e g. museums), educational practice (e g. school leaders, teachers, teacher unions
The Strategy also addresses the need for Higher education Institutes and business support agencies to improve engagement and collaboration with each other, with industry and with civil
innovation in our Higher education Institutes, incubation centres, government agencies and authorities, in our communities and in the industries which form the bedrock of this region.
State agencies, Higher education Institutes and business support organisations operating in the Region. This Strategy forms an evidence-based context for the Midwest Region†s R&i priorities
The Higher education Institutes in the Region have an extensive research and innovation remit and are continually progressing
this approach a company/innovator/Higher education Institute will work with external partners on new ideas to generate new business opportunities.
Higher education Institutes, Innovate Limerick Ltd. Limerick Economic Forum, the existing business support agencies, local authorities, Local Enterprise Offi ces and Chambers of Commerce all have
have completed tertiary education 49.4%60 %Table 2. 1 Europe 2020 Headline Targets & Targets set out in the National Reform Programme
Higher education Authority <12 10-49 50-249 250 +%Breakdown of Enterprises & Employees 0 %20
vouchers utilised in HEIS in the Region 3. 4 Educational Attainment The Midwest Region has a high level of educational attainment.
%Furthermore, figures from the Higher education Authority indicate that there is a high level of post -graduate research being undertaken in the Region
The number of graduates from Higher education Institutes in the Midwest who secure employment in the Region is an indicator of academic and business performance.
Higher education Institutes, public research bodies) and small businesses. Innovation Vouchers are available to assist a company to explore a business
companies and research teams within Higher education Institutes 25 Research & Innovation Strategy for the Midwest Region of Ireland 2014-2018
4. 1 Higher education Institutes 4. 1. 1 University of Limerick †Research Strengths The University of Limerick (UL) recognises the mutual benefit
Education Institutes (HEI) and numerous national and international businesses and industries, many of whom have a
4. 2 Higher education Collaborations 4. 2. 1 Higher education Authority†s Proposed Regional Clusters The Higher education Authority†s (HEA) Report to the Minister for Education and Skills on System
Reconfiguration, Inter-institutional Collaboration and System Governance in Irish Higher education provides for a major programme of structural reform including institutional mergers and much
greater levels of institutional collaboration, with the creation of a series of regional clusters of institutions.
The vision for regional clusters is that they will function to create dynamic and innovative †regions of knowledge†capable of increasing regional capacity, capability and global
For the Midwest HEIS, clustering with the West HEIS from Galway-Sligo-Letterkenny will bring significant critical mass and competitive advantage in terms of research capacity
transform the Higher education landscape in the Region with each partner contributing according to its distinctive, yet complementary, strengths.
to the research expertise in Higher education Institutes in order to generate innovate technologies which in turn will lead to job creation.
Collaboration between Industry and Higher education Institutes The Croom Community Enterprise Centre opened in May 2013
d) The research strengths of the Higher education Institutes in the Region The above sectors have been identifi ed in this report as most likely to benefi t from smart
•Higher education Institutes †provide training, research and development •Organisations †industry organisations, organisations promoting collaboration etc
from Higher education, funding agencies and business owners/entrepreneurs to encourage interaction and communications between the relevant parties
among companies of options for improving business performance such as collaboration with HEIS on innovation projects.
•To work with the Higher education Institutes in the Region to maintain and enhance their
•Higher education Institutes •Business Support Agencies •Chambers of Commerce Regional Level •Local authorities
HEIS Figure 6. 1 Bodies/Agencies with a Role in Implementation Regional Planning Guidelines (RPG) Implementation Steering
•Higher education Institutes •Business Support Agencies •Chambers of Commerce Regional Level •Local authorities
HEIS In addition to the working group of the RPG Implementation Steering Committee, there are a number of other agencies and organisations in
Higher education Institutes University of Limerick and Limerick Institute of technology have a key role to play. It is recommend
with other HEIS, private industry business support agencies and Innovate Limerick Ltd. to ensure that opportunities for research
HEIS in the Region who have both experience and expertise in this area to ensure that the work
of the LEO complements the existing role of the HEIS in accessing EU funding under a variety of
Number of companies engaged in research with HEIS via Innovation Partnerships Number of companies involved in Enterprise Ireland/IDA
an LDC, also features relatively high school connectivity, at 43 per cent, much higher than other LDCS such as Bangladesh (5 per cent
school or higher education studies) in Oman are offered one free computer per student Furthermore, Omantel provides discounted
higher education said â€oethe organization has a long 70 years) history of success...the need to change is
Tertiary education in%26.7%22.8%(2013 Reduction of population at risk of poverty or social exclusion in
High school 1. Prior opting for desired high schools 2. Automatic allocation in high schools, based on the means of the
and developed in high schools, with the 25 best Call4school projects invited to participate in the fair
mobile technologies in higher education. The project investigated the educational potential of two ubiquitous mobile devices: Palm smart phones and ipod digital audio players (mp3
areas in higher education. This paper describes the project aims, design and implementation in four phases, together with a description of the project management and communication
design-based research, higher education Introduction Personal mobile devices such as ipods and mobile phones are now ubiquitous amongst student
the learning experience of students in higher education Aims and scope of the project The project investigated the educational potential of mobile devices, specifically, †smartphonesâ€
combined mobile phones and PDAS) and ipods, in tertiary education. Originally, the project was focused on three devices commonly used by university students:
2. What are appropriate strategies for the professional development of higher education teachers in the pedagogical use of m-learning devices
environments in higher education 4. What pedagogical principles facilitate the use of m-learning devices in authentic learning
environments in higher education The project used a design-based research approach (e g.,, Reeves, 2000; Reeves, Herrington & Oliver
and learning in higher education. This phase was conducted over the first six months of the project.
higher education m-learning principles What pedagogical principles can guide the use of m-learning devices in authentic
higher education Phase 1 Phase 2 Phase 3 Phase 4 Year 1 Year 2 Yr 2 & beyond
What are appropriate strategies for the professional development of higher education teachers in the pedagogical use of m-learning devices?
strategies facilitate the use of m-learning devices in authentic learning environments in higher education One class set (25) of each device was used in this phase to ensure specific affordances were available to
higher education? In terms of chronology, parts of this process were conducted concurrently with Phase 3 especially for those projects that were implemented earlier in the phase,
freely accessible and customisable manner to teachers in higher education. The principal vehicles for this was the conference,
The proliferation of mobile devices has proceeded throughout society at such a rate that higher education can no longer avoid exploring the educational potential of these tools.
for Learning and Teaching in Higher education References Brown, J. S.,Collins, A, . & Duguid, P. 1989).
Authentic learning environments in higher education (pp. 1-13. Hershey, PA ISP Herrington, J, . & Oliver, R. 2000).
of project innovations in higher education. Sydney: UTS Naismith, L.,Lonsdale, P.,Vavoula, G, . & Sharples, M. 2004).
e-teaching in higher education. Perth, WA: CRITC Olney, I. Herrington, J. & Verenikina, I. 2008.
instructional technology research in higher education. Journal of Computing in Higher education 16 (2), 97-116 Reimann, P,
. & Goodyear, P. 2004). ICT and Pedagogy stimulus paper. Retrieved October 5, 2005 from http://lrnlab. edfac. usyd. edu. au/Members/preimann/ICTINTPED/ICT-Pedagogies-v33. pdf
Higher education and Development, 12 (1), 45-58 Author contact: Assoc Prof Jan Herrington. Email: janh@uow. edu. au
A Mode 3 university or higher education sec -tor operates simultaneously in accordance with both the principles of Mode 1 and Mode 2 (30.
of Industry and Higher education, v22 n6 p343†353 December. (further references:(26 25) Carayannis, E g.,
Higher education provides the human resources to conduct basic research, which is translated in turn to applied research leading to
where research, business and higher education come together on topics of societal challenges These ecosystems are not single clusters but net
-ation networks bringing research, higher education and business together †were to become the key operational arms of the EIT.
integrating research, higher education, innov ation and instilling entrepreneurship in this process Their goal is to educate generations of entrepreneur
and empirical analysis of higher education. He has recently coordinated a large project for the publication of microdata
Again, the European higher education systems are less equipped to deal with this kind of cognitive complementarity.
Implications for higher education policy The interesting question is now whether this search regime has been compatible with the institutional
features of European higher education in the relevant historical period, and why. The answer is negative A search regime characterized by a turbulent rate of
put pressure on European higher education systems in the near future Implications for innovation policy In the relevant historical period most European
HEI Higher education Institute HGV Heavy Goods Vehicle HLC Historic Landscape Characterisation HPSU High Potential Start-up Businesses
The Higher education, Research and development and the Training and Skills sectors are key drivers of the regional economy and a range of policies is included to support their development.
and building upon the existing network of higher education establishments at Waterford Carlow, Kilkenny, Wexford and Clonmel.
objectives of Adult and Further Education Programmes to provide additional access routes to higher education The development of a University of the Southeast will continue to be a priority objective of the Regional Authority
•Providing for world class higher education, research and development and links to the knowledge economy •Tackling inequality, educational disadvantage and social deprivation by providing improved public services and
Establishment of a University in the Southeast Region and further development of Higher education Institutes Improved links between HEIS and industry, particularly research and development
Incubation centres Improved public transport within and between hubs and county towns and other settlements Improved water services infrastructure in compliance with all environmental legislation and the River basin
4. 6 Higher education, Research and development and Training 4. 6. 1 Higher and Further Education Building the knowledge economy is a long-term investment.
the National Strategy for Higher education Review Group 3. For the successful integration of Tipperary Institute and Limerick Institute of technology as per
The higher education institutes in the region have adopted also a proactive approach with industry in terms of applied research;
higher education sector (HERD)( under 2%in 2006. This underlines the importance of establishing linkages and
networks with relevant HEIS and research institutes beyond the region. Significant developments such as the awarding of an SFI Strategic Research Cluster to WIT (the first of the ITS to establish such a cluster) represent a
HEIS, research institutes etc. become critical As regards the Southeast, core competencies in engineering, food production,
associations and the HEIS. Action at a regional level 3. Promote interaction between indigenous SMES
Consider how best to enable companies to access technologies and research from HEIS, for example
HEIS and research institutes to provide information on their websites from the perspective of the
Development Plan Implications (Higher education and R&d Development Plans should include policies to ensure that adequate land is available for the provision of
level research and development through the HEIS C. Developing Strategic Employment Locations within the region to act as ready†togo economic gateway
-To bring the world of business and entrepreneurship to secondary and tertiary education in order to encourage entrepreneurial vocations amongst young people
-To bring the world of business and entrepreneurship to secondary and tertiary education in order to encourage entrepreneurial vocations amongst young people
â Higher education area ï By taking effective advantage of opportunities ï By responding innovatively to challenges
higher education and research infrastructure to new areas such as satellites and GPS technologies 14 •Finally, radical foundation of a new domain:
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
•Attracting national investments in vocational and tertiary education •Promoting national training, lifelong learning schemes for companies and
•establishing a regional higher education partnership to better understand the regional situation and to overcome the barriers, with a possible technical assistance budget
•mapping the regional higher education system in terms of their degree-awarding ability research activities and possible cooperation with regional partners
A platform to promote cooperation between HEI and businesses at European level, 73 •Marie Curie †Initial Training Networks †Industrial doctorates:
Between higher education and businesses in educational issues, 75 •Erasmus for all: The Union Programme for Education, Training, Youth and Sport for the
policies such as economic development, employment, higher education and culture Successful CCI strategies most often depend on excellent internal and external networks
2. 5 Higher education System The Department of education and Skills is responsible for, inter alia, core funding and overarching policy development,
including research policy, for the higher education sector The Higher education Authority (HEA) and The irish Research Council (IRC) come under the
aegis of the Department of education and Skills. The Higher education Authority is the statutory funding authority for the universities, institutes of technology and a number of other
designated institutions and is the advisory body to the Minister for Education and Skills in
relation to the higher education sector. The IRC focuses on the cultivation of skills and research expertise to address broad societal needs and thus it funds across all disciplines and
The National Strategy for Higher education to 2030, adopted in 2012, establishes a new performance framework for public Irish Higher education institutions within which publicly
Strategic Dialogue process now in place between the HEA and the higher education institutions. This is the central means through
The Higher education Authority is formally encouraging institutions to consolidate, where it makes sense, and to form regional clusters with a view to building critical mass and increasing
A number of reforms are in train around governance and configuration of the higher education system (see Section 2. 5) to move to a smaller number of larger autonomous institutions with
Among the defining characteristics of the higher education system over the last decade and a half has been the effectiveness of structured forms of inter-institutional collaboration.
endeavour in Higher education institutions (HEIS), Government agencies, and industry. Ireland is now in the top 20 countries ranked by citations per thousand population and Ireland†s
Group invited the main enterprise and higher education representative bodies to provide formal written inputs to the stakeholder engagement documents compiled by each TWG
Government investment in research less the research component of the â€oeblock grant†to HEIS and the funding administered by the enterprise development agencies for in-company
commercial expertise in the HEI sector •investment in research infrastructure •focused international collaboration
Structured Phd/Emergent Technology programmes across Ireland†s HEIS Key objectives of the PRTLI programme are to develop critical mass in key research areas and
•funding for R&d programmes in the higher education sector administered by Science Foundation Ireland (SFI) and others and core funding via the Department of education and
Skills and the Higher education Authority (HEA •funding for business sector R&d, administered via State agencies including IDA Ireland
environment for R&d investment as well as supports for higher education R&d, industry linkages with higher education researchers, commercialisation of research results, in-company
R&d and start-up companies. Accordingly, the circumstances expected post 2015 will enable a resumption of progress towards the Europe 2020 R&d target of 2. 5%GNP by 2020 to take
•Measures underway by the Higher education Authority to reform the higher education system including issues such as strategic dialogue and performance based funding
2. 5 Higher education System The Department of education and Skills is responsible for, inter alia, core funding and overarching policy development,
including research policy, for the higher education sector The Higher education Authority (HEA) and The irish Research Council (IRC) come under the
aegis of the Department of education and Skills. The Higher education Authority is the statutory funding authority for the universities, institutes of technology and a number of other
designated institutions and is the advisory body to the Minister for Education and Skills in
relation to the higher education sector. The IRC focuses on the cultivation of skills and research expertise to address broad societal needs and thus it funds across all disciplines and
The National Strategy for Higher education to 2030, adopted in 2012, establishes a new performance framework for public Irish Higher education institutions within which publicly
Strategic Dialogue process now in place between the HEA and the higher education institutions. This is the central means through
The Higher education Authority is formally encouraging institutions to consolidate, where it makes sense, and to form regional clusters with a view to building critical mass and increasing
A number of reforms are in train around governance and configuration of the higher education system (see Section 2. 5) to move to a smaller number of larger autonomous institutions with
Among the defining characteristics of the higher education system over the last decade and a half has been the effectiveness of structured forms of inter-institutional collaboration.
endeavour in Higher education institutions (HEIS), Government agencies, and industry. Ireland is now in the top 20 countries ranked by citations per thousand population and Ireland†s
Group invited the main enterprise and higher education representative bodies to provide formal written inputs to the stakeholder engagement documents compiled by each TWG
Government investment in research less the research component of the â€oeblock grant†to HEIS and the funding administered by the enterprise development agencies for in-company
commercial expertise in the HEI sector •investment in research infrastructure •focused international collaboration
Structured Phd/Emergent Technology programmes across Ireland†s HEIS Key objectives of the PRTLI programme are to develop critical mass in key research areas and
•funding for R&d programmes in the higher education sector administered by Science Foundation Ireland (SFI) and others and core funding via the Department of education and
Skills and the Higher education Authority (HEA •funding for business sector R&d, administered via State agencies including IDA Ireland
environment for R&d investment as well as supports for higher education R&d, industry linkages with higher education researchers, commercialisation of research results, in-company
R&d and start-up companies. Accordingly, the circumstances expected post 2015 will enable a resumption of progress towards the Europe 2020 R&d target of 2. 5%GNP by 2020 to take
•Measures underway by the Higher education Authority to reform the higher education system including issues such as strategic dialogue and performance based funding
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011)..21
Figure 26-Number of students enrolled in agricultural high schools (2008 †2011)..34 Figure 27-Percentage of Exports by Ownership Type and Region...
Tertiary education Infrastructure as of 2010.22 Table 4: GDP Per capita in Counties of West Region (Euro, at purchasing power standard...
region†s workforce is skilled, owing to a tertiary education system that is relatively strong in natural sciences, mathematics, computer science, food science, agriculture,
stronger higher education structures and R&d bodies take the necessary measures to surpass the national targets, at least those related to employment, R&d,
Persons aged 25-64 with tertiary education attainment(%;%Source: Eurostat 7 Europe 2020 Flagship Initiative Innovation Union COM (2010) 546
Focusing school, vocational and higher education curricula on transversal competences like creativity, entrepreneurship and initiative will help
centers and higher education, in particular product and service development, technology transfer, social innovation and public service applications, and demand stimulation;
population with a tertiary education than any other region outside of Bucharest, although it still trails far
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011 Source:
upper secondary or tertiary education attainment, by sex and NUTS 2 regions (from 2000 onwards -%22
fairly large population of students in the first stages of tertiary education, the West does not stand out
by far the main center of tertiary education in the country. Where the West†s performance drops
considerably is advanced at the stages of tertiary education, where the relative level of its research student population is only half that of that of North West and one quarter that of Bucharest.
Tertiary education Infrastructure as of 2010 Tertiary institutions Faculties High skills students level 5 A Advanced research
defined as â€oefirst stage of tertiary education, programmes that are based theoretically/research preparatory or giving access to
comparative advantage in highly skilled workers (proxied those with a tertiary education. Like much of Romania, however, the West faces a problem both with older workers retrenched due to restructuring
While the West Region has clear strength in tertiary education in the Romanian context, its advantage in upper secondary and post-secondary (non-tertiary education is far from apparent
Enrollment rates in secondary education are only moderately ahead of the national average. Of more concern, is the relative performance of its students in upper secondary education.
technical high schools of all the regions in Romania (34,441), and in 2010 was the fourth region number
agricultural high schools has remained constant and was in 2011 the lowest of all the regions in Romania
Figure 26-Number of students enrolled in agricultural high schools (2008 †2011 Source: Institute of National Statistics
•Skills (1) The link between tertiary education and the workforce and lifelong learning 89. Despite education and skills often being perceived as a source of comparative advantage for
The link between tertiary education and the workforce must be reinforced. The region must do a better job of leveraging its significant tertiary education infrastructure, especially to the insertion of
university graduates into the labor force, avoiding common problems of mismatch between educational supply and labor demand and overeducation.
higher education institutes to develop new technologies and processes that will lead to job creation and increased exports
strength in tertiary education programs for natural sciences mathematics, computer science food engineering, agriculture, as well as medical and veterinary
tertiary education and the workforce and lifelong learning improving the vocational school system for industry-relevant training; and supporting
government sector, higher education sector, and private nonprofit sector) over GDP amounted to 0. 22%.%Assuming that this level was kept constant in 2011 and 2012,
and higher education for the development of products and services technology transfer, and networking. The specific objectives of this investment priority are to:(
i) increasing the share of population with tertiary education; and (ii encouraging the access to professional development,
development and implementation of measures to enhance the relevance of higher education programs including through an increased focus on problem solving, creativity and development of entrepreneurial
higher education in particular products and service development technology transfer and networking Contribute to EU 2020 strategy by
tertiary education Encouraging the access to professional development, including lifelong learning programs National local, and EU financing
higher education in particular products and service development, technology transfer and networking Enhancement of the local technology parks
and higher education in particular products and service development, technology transfer and networking Launch the call for projects by end of
improving the link between tertiary education and the workforce and lifelong learning improve the vocational school system for industry-relevant training;
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