Federal University of Rio de janeiro, Business Administration, Brazil alessandramrlima@hotmail. com Gabriella Morgado Ramiro de Lima
Federal University of State of therio de Janeiro, Public Administration, Brazil gabi. ramiro@hotmail. com
Federal University of Rio de janeiro, Business Administration, Brazil cister@facc. ufrj. br ABSTRACT The construction of this paper part of some reflections on the role and the power transformer
Socialâ€, written by the Portuguese professors from Lisbon University-Isabel Andrã and Alexandre Abreu in 2006 and"The Process of Social Innovation",by Geoff Mulgan-Visiting
adepartment of Sociology, Manchester Metropolitan University, Manchester, UK; bthe Centre of Entrprise, Manchester Metropolitan University, Manchester, UK;
cdepartment of Accounting Finance and Economics, Manchester Metropolitan University, Manchester, UK Received 10 april 2013; final version received 28 august 2013
Social innovation discourses see in social challenges opportunities to make societies more sustainable and cohesive through inclusive practices, coproduction and pro
from the MIT, the University of Berkeley and Harvard (https://www. edx. org), but additional avenues of capacity-building targeting excluded population groups remain
University of Minnesota Press Goos, M, . and A. Manning. 2007. â€oelousy and Lovely Jobs: The Rising Polarization of Work in
/ZLW & Ifu †RWTH Aachen University IMF. 2012. World Economic Outlook October 2012; Coping with High Debt and Sluggish Growth
University Press of Kansas Stone, C. N. 2001. â€oethe Atlanta Experience Reexamined: The Link Between Agenda and Regime
University of Missouri †Rolla ABSTRACT Innovation is the process by which knowledge is transformed into products and services which in turn
research institutions/universities/individuals and industries, locating R&d resource, performing skill search recruitment, and training and education.
â€oeintroduction to Social network Methods, †University of California, Riverside Hiltz, H r, . & Wellman, B. 1997) â€oeasynchronous Learning Networks As A Virtual Classroom, †Communications
â€oeunderstanding Digital Cities, †Department of Social Informatics, Kyoto University, in T Ishida and K. Isbister (Eds..
†Insite †Where Parallels Intersectâ€, June, Murdoch University, Perth, Australia Wellman, B. 1997. â€oean electronic group is virtually a social network, †in Kiesler, S. Ed.)Culture of the internet
Bih-Ru Lea is an Assistant professor of Business Administration at the University of Missouri at
Management and Information systems, University of Missouri at Rolla. Dr. Yu received his Phd in Computer science and Engineering from University of Louisville.
His research interests are in the fields of data/text mining, business process simulation, software agent applications, and
business innovations and received his MS degree in Computer sciences from University of Missouri at Rolla
Information systems from the Claremont Graduate University. He holds a Bachelor's degree in Computer engineering from King Mongkut's University of Technology Thonburi, Thailand, a
M. S in Management Information systems, and A m. S. in Computer science from Fairleigh Dickinson University. He has published various articles in academic book chapters, journals, and
conference proceedings. His current research interests focus upon Internet behaviors in the workplace, mobile commerce,
University †Corpus christi. He earned his Phd (Management Information systems) from University of South Florida and his MBA (Finance) and MS (Computer science) from Illinois
State university. His research interests include User Resistance, ERP implementations, IT personnel, and Web Usage. He has published papers in journals such as Communications of the
The Southeast needs to focus on its key strengths in tourism, agribusiness and food production, developing a critical mass of expertise through improved educational attainment, delivery of a Technological University and strong research and development
The establishment of a Technological University in the region and the building of competitive advantage through a strong research and development hub and support for innovation and creativity
Designation of Waterford and Carlow Institutes as a Technological University of the Southeast Ensure a Technological University is embedded in the social, cultural and economic needs of the Southeast
Incorporate Higher education institutions into a regional strategy to ensure a matching of education provision with industry needs,
A Technological University must deliver new engagement models bringing together education at all levels, technology, research,
A future Technological University of the Southeast to have a clear focus on training, up-skilling and meeting the graduate needs of the sector
University of the Southeast The creation of a Technological University of the Southeast is a key requirement for the economic development and enhancement of the human capital capacity of the Southeast.
A Technological University must conduct its activities as part of the global community supporting the flow of people, ideas and business into the Region.
WIT and IT Carlow have affirmed formally their intention to apply jointly as a Technological University in accordance with the process set out by the Higher education Authority and the Minister for Education and Skills. footnoteref:
18 18: The Need for an Open Innovation Model to drive economic development in the Southeast June 2013 presented by Willie Donnelly WIT to the Joint Oireachtas Committee on Jobs, Enterprise and Innovation
On the 30th may 2013 the Minister for Education and Skills Deputy Ruairi Quinn announced the formation of regional clusters between universities
and institutes of technologies and that WIT and IT Carlow are to progress towards technological university status subject to meeting criteria as laid down by the Department
Several delegations in the consultation meetings highlighted the necessity to the region†s economic development of re-designating Waterford and Carlow Institutes of Technology as a multi-campus Technological University of the Southeast
The re-designation of these ITS as a technological university will greatly enhance the attractiveness of the region for inward investment
Government investment in science and technology mostly goes to universities and the resultant high-potential start-ups stay near the universities
Waterford City and County Councils point out that numerous reports published regarding the re-designation of WIT as a university have highlighted that this deficit in infrastructureâ impacts negatively on the region†s economy.
This technological university would have greater scope than exists at present UNDER IT designation to deliver courses
assisted by linkedin university courses and R&d The Telecommunications Software & Systems Development Group (TSSG) at WIT is recognised an internationally centre of excellence for ICT research and innovation.
and Declan Doyle, Head of Development at Carlow IT, all advocated the multi-campus university status solution
however, ITS, unlike universities, have no baseline research funding and have to completely self-finance their research work,
A technological university needs to be focused and grounded in enterprise and embedded in the needs of the community.
A technological university must build on the strengths of the region and support economic development in key target areas such as Health, Life sciences and Medical Devices, Financial and International Trading Services, Tourism, Arts
The Institutes of Technology and a future Technological University need to work more collaboratively with the vocational sector and labour market orientation education.
Designation of Waterford and Carlow Institutes as a Technological University of the Southeast Ensure a Technological University is embedded in the social, cultural and economic needs of the Southeast
Incorporate Higher education institutions into a regional strategy to ensure a matching of education provision with industry needs,
A Technological University must deliver new engagement models bringing together education at all levels, technology, research,
The Friends of the University of the Southeast (FUSE) initiative, a project by entrepreneurs to ignite
A future Technological University of the Southeast to have a clear focus on training, up-skilling and meeting the graduate needs of the sector
Friends of the University of the Southeast GMP Good Manufacturing Practice GVA Gross Value Added
The pledges also come from universities academies and local governments as well as national coalitions which have been
University of Sheffield is to establish a Computer science Ambassador Scheme for 45 secondary school pupils, involving
university KUL stressed in a study recently high-tech education is increasingly becoming key in every single aspect of
But many universities are not ready for this change, †Commissioner Vassiliou†s statement read
universities and other educational institutions. In other words, the project is exactly what the Commission want to see in
everybody, research centres, universities private companies, and citizens...not only the governments, †he concluded
the Future of the ICT Revolution, †University of Oxford Discussion Paper No. 31, September 1999
†University of New south wales, School of economics Discussion Paper No. 27,1997 Federal reserve bank of Dallas, â€oethe Right Stuff:
University, September 1998a Greenan, Nathalie, and Jacques Mairesse, â€oecomputers and Productivity in France: Some Evidence, †Monash
University of Chicago Press, 1990, pp. 19-118 Jorgenson, Dale and Kevin Stiroh,"Computers and Growth,"Economics of Innovation and New Technology 3: 295
Bucharest University of Economic Studies, Romania E-mail: eduard ceptureanu@yahoo. com Abstract Unfortunately, few changes predominantly generate positive effects involving major effort and
at Heidelberg University, Atlantis Consulting the Catholic University of Portugal, and Wroclaw Research Centre EIT+.
+The project explores the barriers to innovation, as well as the structures and resources that are required to support social innovation at the European
universities) since 2008 simply to survive. 1 These solutions are coming from ordinary people in
 University programmes ffoorr ssocial entrepreneurs  Subbssiidised secondments   MMOBILITY schemes NONFINANCIAL RESOURCES
 University programmes ffoorr ssocial entrepreneurs  Subbssiidised secondments   MMOBILITY schemes NONFINANCIAL RESOURCES
University, Atlantis Consulting, the Catholic University of Portugal, and Wroclaw Research Centre EIT+.+The TEPSIE programme runs from
2012 †2015 To find out more see tepsie. eu Useful links •Social Innovation Exchange †the global network
Social Innovation Generation, University of Waterloo 2008. Available at: http://sig. uwaterloo. ca/research -publications
Social Innovation Generation, University of Waterloo 2008, viewed on 14 may 2012, http://sig. uwaterloo. ca
University, 2010 93. Harris M, Albury D. 2009. The Innovation Imperative, NESTA, London, 2009 94.
Social Innovation Generation, University of Waterloo viewed on 14 may 2012, http://sig. uwaterloo. ca /research-publications
by professional consultants, university researchers and technology centers (Le Blanc et al. 1997; Hoffman et al 1998;
cooperation with universities or research institutes. Re -garding the industry†science collaboration, it is not clear
industry†university links in transition countries are quite weak (Koschatzky, 2002; Radas, 2004; Radas and Veho
Links with universities or research institutes 1 if the and re developed in a relatively short period of time (Ali, 1994
had any cooperation agreement on innovation activities with universities ch institutes, 0 otherwise minant market is national, 0 otherwise
mployees with university degree divided by total number of employees†we ratio for 2001 and 2003 and then take the average number
Links with universities or research institutes 1. 72 1. 19 National market 0. 73 ***0. 19
of Business, Washington University in St louis for helpful ation 29 (2009) 438†450 remarks, and to two anonymous reviewers for their
organizations, various national governments, multinational corporations, and universities worldwide, have underscored its importance. Major documents, such as the European Union†s
government, universities, and the private sector Innovation is primarily an economic concept Key goals pursued through innovation within the private sector are new ideas, new alliances, and
such as the Nigerian Virtual Library for Universities and Institutions of Higher Learning and the development of a multidisciplinary UNESCO portal with several sub-portals
Lancaster University, UK Takeo Kanade Carnegie mellon University, Pittsburgh, PA, USA Josef Kittler University of Surrey, Guildford, UK
Jon M. Kleinberg Cornell University, Ithaca, NY, USA Alfred Kobsa University of California, Irvine, CA, USA
Friedemann Mattern ETH Zurich, Switzerland John C. Mitchell Stanford university, CA, USA Moni Naor Weizmann Institute of Science, Rehovot, Israel
Oscar Nierstrasz University of Bern, Switzerland C. Pandu Rangan Indian Institute of technology, Madras, India Bernhard Steffen
TU Dortmund University, Germany Madhu Sudan Microsoft Research, Cambridge, MA, USA Demetri Terzopoulos University of California, Los angeles, CA, USA
Doug Tygar University of California, Berkeley, CA, USA Gerhard Weikum Max Planck Institute for Informatics, Saarbruecken, Germany
John Domingue Alex Galis Anastasius Gavras Theodore Zahariadis Dave Lambert Frances Cleary Petros Daras Srdjan Krco
Henning MÃ ller Man-Sze Li Hans Schaffers Volkmar Lotz Federico Alvarez Burkhard Stiller Stamatis Karnouskos Susanna Avessta
Michael Nilsson (Eds The Future Internet Future Internet Assembly 2011 Achievements and Technological Promises 13
Business Information systems, University of Applied sciences Western Switzerland Sierre, Switzerland henning. mueller@hevs. ch VI List of Editors
ESOCE Net, Dialogic, Aalto University School of economics (CKIR), Aalto, Finland hschaffers@esoce. net Volkmar Lotz SAP Research, Sophia Antipolis, France
University of ZÃ rich, Switzerland stiller@ifi. uzh. ch Stamatis Karnouskos SAP Research, Karlsruhe, Germany
Centre for Distance-Spanning Technology, Lule㥠University of Technology, Sweden michael. nilsson@cdt. ltu. se
6. Athens University of Economics and Business, Greece gstamoul@aueb. gr 7 Digital Enterprise Research Institute, Ireland
3 University of Passau, Germany {andreas. fischer, hermann. demeer}@ uni-passau. de 4 CINVESTAV Tamaulipas, Mexico, jrubio@tamps. cinvestav. mx
Budapest University of Technology and Economics department of Telecommunications Mobile Communication and Computing Laboratory †Mobile Innovation Centre
1 University of Surrey, UK 2 National University of Galway, Ireland 3 Ericsson, Serbia 4 FZI, Germany
5 NEC, Germany 6 Aalborg University, Denmark 7 SAP, Switzerland 8 Universidad Politã cnica de Madrid, Spain
Abstract. Numerous projects in the area of Real-world Internet (RWI), Internet of Things (Iot), and Internet Connected Objects have proposed architectures
Electronics and Telecommunications Department, University of Florence, Via Santa marta, 3 50139 Florence, Italy {mariachiara. pettenati, lucia. ciofi, franco. pirri
1 University of Rome â€oela Sapienzaâ€, Computer and System Sciences Department Via Ariosto 25,00185 Rome, Italy
University (2009), http://www. datacenterknowledge. com/archives/2009/10 /12/vint-cerf-on-the-future-of-the-internet
1 University of Sao paulo, Brazil joaohs@usp. br, flavio@pad. lsi. usp. br, kofuji@pad. lsi. usp. br
3 Federal University of Uberlandia, Brazil pedro@facom. ufu. br Abstract. The currently Internet foundation is characterized on the in
1 Athens University of Economics and Business, Athens, Greece 2 AGH University of Science and Technology, Krakow, Poland
3julius-Maximilian Universitã¤t Wà rzburg, Wà rzburg, Germany 4technische Universitã¤t Darmstadt, Germany 5 University of Zà rich, Zà rich, Switzerland
Abstract. Overlay applications generate huge amounts of traffic in the Internet which determines a problem for Internet service providers,
2 Athens University of Economics and Business, Greece {kanakakis, alexkosto}@ aueb. gr 3 Aalto University, School of Electrical engineering, Finland
{tapio. leva, henna. warma@aalto. fi 4 Roke Manor Research, UK ken. richardson@roke. co. uk
1 Athens University of Economics and Business, Greece ckalog@aueb. gr, courcou@aueb. gr, gstamoul@aueb. gr
2 University of Southampton IT Innovation, United kingdom mjb@it-innovation. soton. ac. uk 3 Oxford Internet Institute, University of Oxford, United kingdom
eric. meyer@oii. ox. ac. uk 4 University of ZÃ rich, Switzerland waldburger@ifi. uzh. ch, stiller@ifi. uzh. ch
5 Atos Origin, Spain daniel. field@atosresearch. eu Abstract. With the evolution of the Internet from a controlled research network
/Aalto University School of Science and Technology, Espoo, Finland {Kari. Visala, Dmitrij. Lagutin}@ hiit. fi
2 Department of computer science, University of Helsinki, Helsinki, Finland Sasu. Tarkoma@cs. helsinki. fi Abstract. Several new architectures have been proposed recently to replace the
Helsinki University of Technology, Tech. Rep (2008), http://www. tcs. hut. fi /Software/PLA/new/doc/PLA HW FINAL REPORT. pdf
-ment of Computer science and Engineering, Aalto University, School of Science and Technology (2010 Engineering Secure Future Internet Services
2 University of Malaga jlm@lcc. uma. es 3 National Research Council of Italy Fabio.
4 University of Trento massacci@dit. unitn. it Abstract. In this paper we analyze the need and the opportunity for
1 Maastricht University, The netherlands glott. ruediger@gmail. com 2 IBM Research †Zuâ rich, Ruâ schlikon, Switzerland
Electrical and Computer engineering department, University of Patras Rio, Patras 26500, Greece tranoris@ece. upatras. gr, yrz@anche. no, sdena@upatras. gr
2 University of Wuerzburg, Institute of Computer science, Wuerzburg, Germany thomas. zinner christian. schwartz phuoc. trangia@informatik. uni-wuerzburg. de
3 University of Vienna, Professur †Future Communication†(endowed by Telekom Austria), Austria kurt. tutschku albert. rafetseder@univie. ac. at
4 Tel aviv University, School of Electrical engineering, Tel aviv, Israel shavitt@eng. tau. ac. il 5 Technical University Berlin, Chair for Next Generation Networks, Berlin, Germany
c. henke@tu-berlin. de Abstract. The Internet today consist of many heterogeneous infras -tructures, owned and maintained by separate and potentially competing
1 University of Athens Athens, Greece scan. di. uoa. gr {akousar, katsikas, nancy}@ di. uoa. gr
3 Lecturer, National and Kapodistrian University of Athens Dept. of Informatics and Communications, 15784, Panepistimiopolis, Ilissia, Athens, Greece
University of Piraeus, Department of Digital Systems 80, Karaoli and Dimitriou Street, 18534 Piraeus, Greece
University of Technology, Networking Laboratory (2007), http://www. netlab. tkk fi/tutkimus/dtn/theone /16.
10 University of Essex 11 Universiteit van Amsterdam 12 Interoute 13 ADVA 14 Alcatel-lucent 15 Telefoâ'nica I+D
1 Federal University of Uberlaë ndia, Brazil eduardo@mestrado. ufu. br, fabfernandes@comp. ufu. br, lclaudio@feelt. ufu. br
2 University of Saëoeo Paulo, Brazil joaohs@usp. br, kofuji@pad. lsi. usp. br Abstract.
thesis, University of Saëoeo Paulo-USP (2009 18 Vissers, C a.,Logrippo, L.:The Importance of the Service Concept in the Design
3 Semantic Technology Institute, University of Innsbruck, 6020 Innsbruck, Austria reto. krummenacher@sti2. at Abstract.
Phd Thesis, University of California (2000 8. Mcilraith, S. A.,Son, T. C.,Zeng, H.:
1 CNRS Labri laboratory, University of Bordeaux, France koumaras@ieee. org, daniel. negru@labri. fr
2 Telecommunication Dept.,University Politehnica of Bucharest (UPB), Romania eugen. borcoci@elcom. pub. ro 3 Institute of Informatics and Telecommunications, NCSR Demokritos, Greece
4 Multimedia Communication, Klagenfurt University, Austria christian. timmerer@itec. uni-klu. ac. at 5 PCN, Greece
School of Electronic Engineering and Computer science, Queen Mary University of London Mile end, London E1 4ns, United kingdom
Queen Mary University of London, UK {qianni. zhang, ebroul. izquierdo}@ elec. qmul. ac. uk Abstract.
-search, University of Northumbria at Newcastle (1999), http://www. jisc. ac. uk /uploaded documents/jtap-039. doc
1 Ecole de Technologie Superieure, University of Quebec, Canada kim. nguyen@synchromedia. ca, Mohamed. Cheriet@etsmtl. ca
2 Urenio, Aristotle University of Thessaloniki komninos@urenio. org 3 INRIA Sophia Antipolis marc. pallot@inria. fr, brigitte. trousse@inria. fr
4 CDT Lule㥠University of Technology michael. nilsson@cdt. ltu. se 5alfamicro Lda alvaro. oliveira@alfamicro. pt
VU University Amsterdam, Faculty of economics, Business Administration and Econometrics (2009 3. Eurocities: Strategic Policy Paper on Broadband in Cities (2010
2 University of Cantabria, Santander, Spain {luis, jgalache}@ tlmat. unican. es 3 Alexandra Institute, Aahrus, Denmark
†Assistant professor of Marketing at the Olin Business school, Washington University in St louis 1 1 Introduction
Oncioiu Ionica, Titu Maiorescu University Bucharest ionicaoncoiu@yahoo. ro, Romania Small firms are big business in the aid of economic development.
the research institutes, the research departments of universities, and research departments of the companies Literature review and theoretical background
Washburn University, 1700 SW College ave, Topeka, KS 66621, USA Increasingly, innovation in new products/services and the implementation of key pro
University of Chicago Press Kish, L. 1994. Multipopulation survey designs. International Statistical Review, 62, 167†186
Quality of Government (Qog) index developed by the Quality of Government Institute of the University of
and universities in joint projects exploring prospects for related variety in the regional economy. Collaborative leadership is developed by inducing participants to share their
and networks with various sorts of partners, e g. universities and research institutes suppliers, complementary partners, competitors, peers, clients, and individual inventors
students at the University of Arts as well as independent artists) and a management team that is in charge of commercialization, e g. taking photos of the artwork, uploading the
complementors, such as the universities but also on effectively retaining talent: â€oethe University of Arts is simply a facilitator in this situation (helping
me expand this project overlooking the young artists†education and supplying further talent. The goal is to find
with universities for new product/service development as well how the owner/manager†s motivation acts as a binding element between the different parties involved
i e. universities and research institutes, suppliers, complementary partners, competitors, peers, clients, and individual inventors. From this figure we can infer that the preferred OI partners (in terms of
clients and universities when it came to feeding their internal innovation processes with new information.
Hasselt University Lasagni, A. 2012. How can external relationships enhance innovation in SMES? New evidence for Europe
The role of universities in Smart Specialisation Strategies E u A p U B L I C a T I O N s 2 0 1 4
Copyright 2014 Â by the European University Association All rights reserved. This information may be used freely and copied for noncommercial
purposes, provided that the source is acknowledged ( European University Association European University Association asbl Avenue de l†Yser 24
1040 Brussels, Belgium Tel:++32-2 230 55 44 Fax:++32-2 230 57 51
The role of universities in Smart Specialisation Strategies E u A p U B L I C a T I O N s 2 0 1 4
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Contents 4 Foreword 5 Preface: European Policy Context 6
3. University responses to the questions set in advance of the workshop †main points 12
cooperation in research and innovation activities offered by invited university participants 22 Contents 5 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Maria Helena Nazarã EUA President Fostering the engagement of Europe†s universities in Smart Specialisation
Strategies for research and innovation activities and skills development in European union regional policy is a major priority activity for our Association
We need to fully mobilise the capacities of Europe†s universities to contribute to regional economic and
makers and university leaders to discuss the role of universities and the best practices in place across
ground-breaking expert meeting held in Seville involving leaders from universities and regional bodies who made a set of recommendations drawing upon existing best practices in collaborative activities
recognition to the critical role that Europe†s universities must play and the challenge involved in doing so
For Europe†s universities, most importantly, their education and training capacities should be crucially linked to research and innovation activities,
with universities mobilising these capacities to provide input to the development of Smart Specialisation Strategies at the design stage together with the regional
including universities and national and regional authorities, to be held in Brussels in 2014, to present and debate new â€oeguidelines†for regional
-university cooperation in Smart Specialisation Strategies with the objective to inform future implementation of EU Structural/Regional Funds
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Máire Geoghegan-Quinn European Commissioner for Research
Universities are increasingly called upon to adjust their work, both in terms of research activities and human capital development,
If universities take active steps in this direction the knowledge and talents they generate will be of even greater value
relationship with universities in the EU. Universities, represented by the European University Association EUA), play a pivotal role as a bridge between the EC and the European academic community
In February 2013 the S3 Platform and EUA organised a joint workshop on the role of universities in Smart
Specialisation, bringing together regional policy makers and senior university managers. The event highlighted that collaboration between academics, business and policy makers, particularly at regional
Universities have a critical role in innovation. The role of universities in stimulating innovation is
indisputable. Excellence must be promoted throughout Europe to create and sustain industrial leadership and to address today†s challenges across disciplines
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES policies is therefore crucial. To best exploit the scientific potential of the EU requires a strategic vision and
One of the key messages underscored in the pursuit of RIS3 is untapped the often potential of universities
the general operational costs of universities †the main source of financing for universities will continue
Universities can be crucial â€oesmart†players and the collaboration between the JRC, DG REGIO and EUA is a critical step to exploit their
provides an opportunity for universities to be engaged constructively, together with other stakeholders including the private sector, in identifying areas of potential specialisation in regions and Member States
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Maria da Graã§a Carvalho Member of the European parliament
Universities and higher education institutions have a central role to play in furthering Smart Specialisation Strategies and, in the process, building bridges between Horizon 2020
about how best to involve universities and institutions of higher education in the process of furthering Smart Specialisation and building the two-way bridges of which I have spoken above
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES There was an agreement that universities and regional authorities have a unique opportunity to form close
partnerships that, together with industry and other stakeholders, can maximise the use of EU Structural
universities, it is vital that there is more clarity on how they can benefit from the Structural Funds and how to
•recognition of the role of universities as a key partner in taking forward successful Smart Specialisation
which should include the unique contribution of universities •active promotion and publication of Research and Innovation Strategies for Smart Specialisation (RIS3
•creation of opportunities for the alignment of university research portfolios to RIS3 priorities, including
universities •better alignment of timelines for the different stakeholders (universities, regional authorities and other
external actors •development of appropriate instruments for synergy opportunities in competitive/structural funding with respect to:
maximising use of generated knowledge through university-business dialogue and deployment of knowledge in both technological and social innovation
local firms and universities to work collaboratively; and •ensuring the sustainability of Smart Specialisation Strategies beyond the structural funding timeframe
Universities should be recognised as a vital partner for regions in the design and implementation of successful
Universities can benefit from Structural Funds for research and innovation (R&i) activities if they reach
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES On 21 and 22 february 2013 at the premises of the European commission Joint Research Centre, the
universities with experience of cooperation in research and innovation debated the potential roles that universities could play to enhance their contribution in developing
and implementing national/regional â€oesmart Specialisation Strategies†(RIS3. This in turn would help to maximise the use of EU regional funds
member states plus Norway, including university rectors and vice-rectors, and high-level representatives from regional bodies responsible for developing and implementing R&i strategies.
EUA nominated university experts through consultations with its â€oecollective†members, the national rectors†conferences, who selected experts with experience of
encouraging the development, in a cost-efficient way, of research cooperation with universities (†twinningâ€
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES The specific objectives of the workshop were
partnerships in research and innovation with universities in the future programming period of EU European Regional Development Funds (ERDF), the European Social Fund (ESF) and Horizon 2020
•to gauge the level of knowledge and preparation among universities on the potential use of EU
•to prepare for a conference to disseminate the results of the workshop among university leaders
To universities 1) How important are EU Structural and Social Funds in your university†s overall research and innovation
1) How have worked you with local universities to exploit their knowledge for regional development goals
4) Have local universities been involved in planning for the future programming period of EU Structural
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES ERDF and ESF funds are significant and important for many universities in less-developed regions.
But their investment is aimed often at short-term rather than long-term goals. Physical buildings and infrastructure
This might be enhanced by greater dialogue at the outset with universities Often the local managing authorities of the Structural Funds (both ERDF and ESF) do not see themselves as
For universities to access Structural Funds, they are confronted with a demanding and burdensome framework of administrative processes and rules that are difficult to navigate and meet.
hand, legal and administrative competencies in universities need further support and strengthening both through the universities†own initiatives and as a recognised eligible use of the Structural Funds
by universities of interregional research and innovation activities (both within one country and for cross
Measures for the further enhancement of mutual understanding between universities and regional authorities and agencies of their respective roles, contributions, opportunities and constraints are required
University culture of merit, assessment and evaluation needs to recognise more the value of collaborative
for universities to provide the required match funds (â€oeco-fundingâ€) at the appropriate size. This reflects
the reality that universities have limited â€oeown funds†for R&i activities and have to raise the substantial
3 University responses to the questions set in advance of the workshop †main points 1 3
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES There is often a problem of matching regional policy goals/needs with the present skills and training
capacities in local universities (leading to regional authorities going elsewhere to meet these needs Hence consultancies, think tanks and other intermediate bodies, both private and public/private, are a
Universities have vested interests in their research and innovation activities that are often independent of their regional contexts †the challenge therefore is to marry the â€oecuriosity-driven†research interests of
universities with the â€oedemand-driven†R&i interests of regional authorities The fostering of â€oetriple helix†R&i collaborations is initiated
and undertaken by all actors †universities governments (national and regional) and external partners (industry small and large, intermediate
development strategies with university research expertise and interests. In this context, several regions participating such as Lubelskie (PL), Ostrobothnia (FI), Västerbotten and Värmland (SE) have worked with
their local universities to design the regional RIS3 4 Regional actors†responses to the questions set in advance
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES The debate demonstrated clearly how the experiences of the use of Structural Funds for R&i activities varied
and that the different profiles, structures and missions of both the universities and the regional authorities determined this,
dialogue between the regional authorities and universities/HEIS in the region was crucial in reaching both
universities tend to speak of â€oeresearch†and regional authorities of â€oeinnovation and developmentâ€. In general also, innovation is seen too often in solely technology-driven terms with less focus on the importance of
University participants felt that the future challenge for ERDF and ESF funds lies in achieving the transition
from basic research to RTD impact which requires time and the building of trust between university and
In the German region of North Rhine-Westphalia, the University of Siegen had invested years of effort
Other universities, such as University of Warsaw, concurred with this view that there was a shortage of funding for building such cooperation
dialogue between the authorities and universities leading to medium-to long-term strategic cooperation (e g Värmland, Sweden, creation of university chairs;
Puglia, Italy, funding of â€oeinnovation Alliances†and vouchers for university â€oespin-off†companies. But these were probably â€oeexceptions to the ruleâ€, so to speak, when looking
across European regions as a whole. Hence there was consensus that future â€oecommon guidelines†for RIS3 policy could be built valuably on such good practices for wider dissemination and â€oetake-upâ€
activities between universities and regional authorities. There were many examples of such agencies operating across European countries in previous programming periods of the Structural Funds.
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES very important to retain direct contact and dialogue between regional authorities and universities (at the
level of both individual university leaders and regional associations of universities The principal â€oetake-home†message of the debate was that there was clearly no â€oeone-size-fits-all†approach
as Europe†s regions needed different types of cooperation reflecting their specific contexts. But â€oecommon
cooperation between universities and regional authorities; coordination achieved between national policy and regional policy and funding instruments;
a) Universities need to be considered and understood in a holistic way Universities should be seen in a holistic way,
including their three main missions: teaching and education research and creation of knowledge, regional and social development.
Universities are also important to build networks, connections etc. and are anchor institutions in their regions
Universities are not only about teaching and research but about knowledge in general, in any field However, it is important to highlight the enormous differences between disciplines,
important when considering the contribution of universities to regional development. For example, the connection between universities and regions has traditionally been more natural for applied sciences
Universities need to define their research portfolio and needs and map their research capacities accordingly
It is important to note that not all skills are meant to contribute to regional development.
Several reflections were offered about how universities can deal with the three missions. One option could
However, universities can contribute to regional goals in many different ways, including •research and innovation:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES There are many different resources within universities that can be mobilised to help achieve these
objectives, some of which are better known than others. The relationship between the university and its region should be of mutual gain
if it is to work. Universities can benefit not only from the receipt of EU Structural Funds,
but on a more strategic level through market-driven education, commercially relevant research and connectedness with enterprises and local authorities, all of which raise the profile of the
university, increase student numbers as well as provide alternative forms of revenue in an increasingly challenging financial climate
The potentially large contribution of universities to the non-technological needs of the region was also
and universities should recognise this effort and include it in their assessment exercises and in promotion criteria
c) Smart Specialisation as a new opportunity for collaboration between universities and regions The new emphasis on innovation strategies for Smart Specialisation in the EU provides a great opportunity
for many universities to engage with regional development issues that, for a number of institutional
Many regions as well as the universities participating in the workshop clearly signalled their recognition of the need and their willingness to embrace the involvement of universities in regional development
initiatives The opportunities for regional cooperation vary across the countries, depending on specific national contexts, but also geographic and institutional factors.
For example, universities located in less-developed regions have a particularly crucial role to play because of the low levels of institutional capacity that are
The point is that all universities can contribute to Smart Specialisation partnerships but some to a greater extent than others with regard to the different regional objectives
universities can play a role in analysing the regional needs and opportunities from an independent
Finally, universities are under pressure to specialise as well in terms of teaching and research, and the Smart Specialisation Strategy
formation process provides a window of opportunity to better align university and regional priorities In this context, the main challenges for universities are
•rationalisation of the course portfolio and research capabilities of universities to match with industry
demands and regional priorities •universities have to find their place in the European/national innovation ecosystem †to provide the
expertise at a given stage of innovation where they have strength and capability d) Obstacles to universities†involvement in regional partnerships
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES •Higher education policies are defined usually without regional/local concerns (i e. at national level
partnerships with universities may be seen as risky due to unclear benefits of the outcomes and/or due to the long-term nature of the investment that the
strategies may make dialogue difficult between universities and regional authorities •University culture and self-perception:
regional engagement may be seen as compromising academic excellence •University governance structure, autonomy and capabilities: universities need to have the freedom to
pursue regional goals as well as the financial, managerial and administrative means •Universities need to be, at the same time,
competitive at the global scale (as shown, for instance, by the relevance of the Shanghai and other international rankings) and engage in regional development
Coupling with global, regional and local dimensions simultaneously is still a challenge for many universities and their academics
•Evaluation/monitoring/assessment processes of universities usually do not distinguish between disciplines. However, the evaluation of projects should be different for applied sciences and for pure
sciences. It is still an open issue to define new indicators to evaluate projects from different disciplines
dialogue, trust and alignment of university portfolio and regional strategies Dialogue/communication between universities and regions is crucial:
the general perception of participants was that the workshop was an excellent way to put together universities and regional authorities
particularly to define the Smart Specialisation Strategy and to discuss the best use of EU Structural Funds
Hence, the dialogue between universities and regions encouraged by the EC in the context of Smart Specialisation Strategies is appreciated highly by universities
However, many universities still have the perception that working with EU Research Framework Programmes e g.
FP7 and the future Horizon 2020) is much easier than with Structural Funds. This is partially due to the
fact that universities (and EUA as the European stakeholder for Europe†s universities) have focused upon
On the other hand, universities have been largely absent from the debate on EU Cohesion Policy New and innovative ways to foster dialogue and more direct links and connections between universities
and regions (and society in general) should be encouraged. Some suggestions included: innovation fairs nonconventional lessons to promote entrepreneurial spirit, mutual-learning workshops, and internships
universities through institutional dialogue •Scotland (UK) using Structural Funds to support networks of higher education organisations, joint
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES •Cornwall (UK: strong partnership of higher education institutions supported by the local authority
For example, universities can provide research and skills and link up with the private sector but it is the companies themselves who possess the knowledge for business implementation
The degree of alignment of university-based R&d portfolios with regional/national innovation strategies will be also a crucial success factor.
region†s needs, it could be the case that universities do not align completely with the regional priorities
Thus, universities are recommended not to be just a partner on individual and ad hoc activities included in Smart Specialisation Strategies (e g. as beneficiaries of calls for proposals)
Structural Funds should be used to build capabilities of universities, not just in teaching and research
but also in all the necessary skills and competences required for universities to be successful. Thus for
University professional financial management has to be involved and strengthened and indeed compensated appropriately in a
exploitation by regions and universities of the synergies between the two policies. But rationalisation and
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES involved in this workshop because it was important as a first step to build clear and mutual understanding
between university and regional representatives in taking forward the new RIS3 There was a general consensus about the importance to include all relevant stakeholders in the definition
The main agents of the triple helix †government, universities and industry †should sit down together.
Universities had varied substantial and experience in working with industry and business partners both at the level of technological development, new skills development
dissemination and communication of these experiences of promoting entrepreneurial spirit in universities will be a crucial requirement to fulfil their engagement in contributing to regional development in the
It is important to note that in the less-developed regions universities have fewer opportunities to engage
In these cases universities may provide knowledge that is used elsewhere. Each university needs to assess its local and European/global
contributions on a case-by-case basis The JRC-IPTS together with EUA decided to follow up the Seville workshop in two steps
ii) Convening a major event at the highest level, including universities and national and regional authorities
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES U n i v E R S i T i e S A n D S m A r T s P E C i a L I s AT I O N
in cooperation with the European University Association 21-22 february 2013 Joint Research Centre, Seville †Spain
Rector of the University of Eastern Finland Gilbert Casamatta France Midi -Pyrã nã es Former President of the Institut National
Antã nio Cunha Portugal Norte Rector of University of Minho Stanislav Kmet Slovakia Slovakia (MS) Vice-Rector for R&d of Technical University of
Koå¡ice Jose Carlos Gomez Sal Spain Cantabria Rector of the University of Cantabria Marcin Jakub Paå ys Poland Mazowieckie Rector of the University of Warsaw
Peter Haring-Bolivar Germany North Rhine -Westphalia Vice-president for Research at University of Siegen Madeleine Atkins UK West
Midlands Vice-chancellor of Coventry University Anton Anton Romania Bucharest Senate President, Technical University of Civil
Engineering Ray O†Neil Ireland County Kildare/Mid -East Region Vice-president for Research of National
University of Ireland Maynooth B. R E g I O N s Anna Ososiå ska Poland Lubelski Chief Specialist, Regional Development
Strategy Márta Và lgyinã Nadabã¡n Hungary Eszak-Alfold Deputy Director David Santos Portugal Algarve President of the Regional Development
Commission of Algarve Antonio Ramos Portugal Algarve Head of Unit, Regional Development Commission of Algarve
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Jurgita Petrauskienä Lithuania National government Director, Research and Higher education
Louise Kempton UK North East Author of Universities Guide Artur Rosa Pires Portugal Centro Former Vice-Rector and Vice-president of
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES University of Graz, Austria The University of Graz indicated that use of EU Structural Funds for research
and innovation activities was lower than that for national and European (FP7) competitive funds. Synergy effects can be seen in the
investment in research infrastructures that are required for successful research collaboration. Since 2007 the University of Graz has run 26 projects with the EU Structural Funds;
most of the research and innovation projects are targeted at natural sciences and regional sciences as well as research infrastructures with
The University of Graz cooperates in many ways with other universities, companies and institutions in the
between universities, to gain efficiency and to create thematic priorities. Besides specific bilateral cooperation with companies, the involvement in clusters,
of the strategic interest of the university. The advantages of close cooperation in the region are synergies
of the EU Structural Funds on the development of the research and innovation capacities in the university
the Czech Government and the EU which place Prague universities and research institutes outside of the
Universities in Brno, Olomouc, Liberec and Plzen regions receive substantial EU Structural Funds for research infrastructure facilities and project development,
But Prague-based universities and research institutions require also the necessary support to ensure that cooperation
and collaborative research can be built with those universities to maximise this investment within the country as a whole (at least 50%of the Czech Republic†s education
offered by invited university participants 2 3 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Aarhus University, Denmark Aarhus University is a member of the Regional Growth Forum in Region Central Denmark represented
by Aarhus University†s Pro-Rector. The Growth Forum is an excellent platform for regional cooperation
making it possible for the university to create partnerships with municipalities and companies The university participates in various regional development projects financed by EU Structural Funds, by
Region Central Denmark Growth Forum and Aarhus University itself Two examples â€oethe Entrepreneurial University†at the university†s Centre for Entrepreneurship and Innovation (CEI:
this project is funded by the European Social Fund, the Danish Growth Council and Aarhus University.
It has a total budget of â 6 million for the period from 1 april 2011 to 31 august 2014.
The project offers courses and extracurricular activities to students at Aarhus University. These activities aim to develop studentsâ€
entrepreneurial and innovative skills, providing them with beneficiary competences for both current studies and future jobs
collaboration between SMES and researchers from both Danish and foreign universities. Aarhus University†s CEI manages the project
University of Tartu, Estonia At the University of Tartu (UT) EU Structural Funds (e g. ESF and ERDF) account for circa 20%of its funding
Moreover, EU Structural Funds constitute up to 32%of UT€ s research income. The EU Structural Funds
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES •Enhancing R&d cooperation between R&d institutions and enterprises (programmes supporting
of teaching staff at university, e-education (e-courses, study aids etc University of Tartu R&d expenditure has grown with the strong support of EU Structural Funds.
The main challenge with using Structural Funds is to cope with the high administrative burden †the rules of Structural
university side, overcoming natural competitiveness and reaching mutual agreements on division of fields of specialisation is also a challenging goal
University of Eastern Finland, Finland The University of Eastern Finland (UEF) has made important use of the EU€ s Structural and Social Funds for
the university†s overall research and innovation activities In the period 2007-2013, the UEF has coordinated 126 Structural Funds projects, mainly from the ESF (65
As a university located at the EU€ s outer border the UEF has received ENPI funding for five projects
in this case the total costs include also some self-financing of the university There has been a rather good synergy between the Structural Funds and other funding sources, particularly
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES ii) Establishment of the VERA Centre for Russian and Border Studies at the University of Eastern Finland
â 868 000 Development and coordination of the areas of expertise in research which bring together the expertise
findings between the university and other expert organisations in the region Institut National Polytechnique de Toulouse, France
Universities are obliged commonly to merge different competitive funding sources and since 2011 French universities as a whole have been involved fully in implementing the new national programme, Programme
d†Investissements d†Avenir (PIA Example INP Toulouse has used European Regional Development Funds (ERDF) in two projects GRIDMIP and
Computation Centre involving all universities in the region) but the targeted level of involvement of SMES
support to universities to strengthen these capacities within their own management structures INP Toulouse is situated in the Midi-Pyrã nã es region where coherent and strategic approaches have
Implementation of University Clusters (PRES and mergers), Competitive Clusters and the Excellence Initiatives. For example, this has led to universities joining forces in the region to focus on research and
innovation in three major fields: aerospace and embedded systems, health (ageing, cancer and use of ITCS
University of Siegen, Germany The University of Siegen has participated in many projects with industry, as the region where the university
is located (North Rhine-Westphalia) uses Structural Funds to co-finance their own R&d programmes. The
university participated in the local regional board for the investment of approximately â 200 million where
10%of funding was allocated to research-and innovation-related activities. However, synergy with other European and national research programme funding at the university is very difficult, as structural funding
rules are extremely different in comparison to other programmes Example The ACS Automotive Centre is a platform for development work
automotive manufacturers, suppliers and universities with the aim of promoting weight reduction in the automotive industry.
In conjunction with the University of Siegen and the University of South Westphalia mainly small and medium-sized companies jointly carry out projects
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES It was pointed out that, in general, the way universities are involved actively in the current research and
innovation activities under the EU Structural Funds in Germany was varied extremely, for example, in the region of Niedersachen (Lower saxony) with many examples of strong innovation orientation in use of EU
universities are involved not at all in the definition of an agenda and activities The National University of Ireland, Maynooth, Ireland
EU Structural Funds have been exceptionally important in building research and development and innovation (RDI) capacity in Irish universities with approximately â 1. 2 billion in total invested through co
-financed programmes since 1998. Over that period it would have amounted to approximately 25%(rough estimate) of public investment in university RDI.
The main investment areas have been •research buildings, laboratories and equipment •human capacity building through structured Phd programmes and postdoctoral programmes
•incubation centres and technology transfer teams (all Irish universities have incubation centres on campus
administered at one step removed from the universities ESF funding has largely been directed to subsidies for development and delivery of undergraduate and
The National University of Ireland, Maynooth, had much experience of use of EU Structural and Social
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES programmes are relatively small and many universities have decided not to participate because the
managing authorities construct financial and reporting rules that are aligned not with other ERDF or Framework Programme standards;
The university receives enhanced funding, while students are attracted by and benefit from reduced course fees
University of Warsaw, Poland At the University of Warsaw the EU Structural Funds form an important part of the annual budget (28%of an
annual budget of â 240 million. Synergy effects between EU Structural Funds and EU (FP7) national funds
•â€oecentre of Biological and Chemical Sciences††a new university institute for applied biological and
•â€oecentre for Preclinical Research and Technology††a consortium comprised of the University of Warsaw
lie in the strengthening of collaboration with universities and research institutions located in the region leading to new partnerships in teaching, research and common use of infrastructure and accumulation
and trust-building across universities business and non-government agencies. Also local governments have a tendency to predefine areas of
the situation that universities are considered not by regional authorities as key partners that can bring their
Minho University, Portugal Minho University pointed out that the EU Structural and Social Funds have been managed largely centrally
at the national level by the Portuguese Science and Technology Foundation. Therefore, these funds are
Also, funding for basic research activities in university laboratories through key research staff and equipment investments can be gained through the ON2 programme †Consolidation of the Research
The Technical University of Koå¡ice, Slovakia The Technical University of Koå¡ice (TUKE) in its recent education, research and development programmes
has been supported significantly by the EU Structural Funds 2 8 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP:
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES 47 projects are currently active at the university, supported by a total amount of â 95.7 million.
The amount of the financial contribution from the Structural Funds exceeds â 65.9 million and the Technical University
of Koå¡ice co-finances these projects with a contribution of â 3. 6 million.
supported from the national research grants (TUKE is the third most successful university in Slovakia in
ice and with other universities in the region Two examples in the field of renewable energy research
The Technical University of Koå¡ice conducts this integrated project with a mission that focuses on the
University of Cantabria, Spain The University of Cantabria indicated that EU Structural Funds had been very important for research and
innovation activities at the university and, in general, at all universities in Spain. Social Funds have less
importance for the funding of university projects. In present times the scenario has changed, depending upon the situation in each region.
National research calls have been financed co by ERDF but in the last years the situation has become unpredictable (some projects are financed co and others not, and this also
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES Example The experience of Cantabria Campus International where all the institutions and major companies of the
University of Coventry, United kingdom The University of Coventry indicated that the EU Structural Funds have been of significant benefit to the
university in supporting the establishment of research and innovation projects, which represent new priorities for the institution.
Its use of the Structural Funds at a regional level is entirely based on the European Regional Development Fund.
The university has accessed not European Social Fund grants in this current programming period. Within the 2007-2013 Structural Funds programme, ESF was managed
Universities for the most part were excluded from the ESF programme as a result of its concentrating funding on training only up to level 3
THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES enhanced productivity, enhanced revenue generation and increased competitiveness.
European University Association asbl  Avenue de l†Yser 24  1040 Brussels, Belgium Tel:+
The European University Association (EUA) is the representative organisation of universities and national rectors†conferences in 47 European countries
EUA plays a crucial role in the Bologna process and in influencing EU policies on higher education, research and innovation.
independent voice of European universities is heard wherever decisions are being taken that will impact on their activities
universities. The results of EUA€ s work are made available to members and stakeholders through conferences, seminars, website and public ations
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