What are we learning about the impact of digital technologies on Social Innovation? 40 How Digital social innovation happens 45
and †from new models of learning, access to knowledge and education, to new ways of improving the quality of the environment, to mass scale behav
It brings primary sources into every classroom and allows for more open and rapid communication between teachers and students.
For instance, The Open university, based in the United kingdom, and other models of distance learning have made education much more widely availa
These kinds of projects are able to combine open hardware technologies with new learning methods to ex
within the learning environment 27 Table 4 Â Health wellbeing and inclusion Sustainable socio -economic
-ly developed by students at the Interaction Design Institute Ivrea (IDII) in Italy Social enterprises, charities and foundations
is to help †students use new technologies to design and make products that can make a difference to their
capacity-building & constructing informal learning networks •Fab Academy •Institute for network culture
What are we learning about the impact of digital technologies on Social Innovation Analysing network data:
will create learning capabilities, and absorptive capacity, exploiting the creativity of Europe, building digital literacy, skills and inclusion
A network between communities of users and DSI innovators is essential in order to both develop inno
a kind of learning tool to understand what digital social innovation concretely means •Create better visualisation with the current relational data that can be exported (see here an example of
The objective of this work package is to compile the learning of the project by distilling a set of policy rec
started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) build all kinds of electronic contraptions using an
This is an example of how student scientists are using Arduino-based hardware to replicate scientific equip
World series of the Robocup Junior (for high school students. When Arduino cofounder Massimo Banzi was approached to make an educa
artists, and students for various projects †and to great effect. Yet other than Arduino†s broad appeal, its success can be attributed to a number of
Iterative Learning and Prototyping: Importantly, neither the Your Prior -ities nor the Better Reykjavik websites were Citizen Foundation team†s
presenting at conferences, to students and in city halls, bringing together city officials and the (coming) devel
its launch it has gathered a group of students, researchers, professionals and large-scale communities from Spain, Austria, Greece, UK, Germany
DESIS Labs are groups of professors, research -ers and students who orient their design and research activities towards
social innovation, while also attempting to grow and expand potentially useful alliances with other potential partners.
and learning from peers. A Fablab gives access to individuals to use lab facilities to make almost anything (that does not hurt anyone
Society, by Professor Neil Gershenfeld, Director of the Center for Bits & Atoms, MIT. Waag Society is a nonprofit organisation that focuses
asâ a publishing platform, a peer review system, a learning management tool, and a locus for intra-and inter-institutional collaboration
made up by a diverse demographic of students, teachers and professors professionals, makers and hackers
They purport that the peer-learning aspect could be made even strong -er through the addition of design elements in the process and on the
Technological Literacy: While Finland is networked a highly country, not everyone has the same technical capacity.
In addition large numbers of users are students, teachers and professors 161 Open Knowledge Foundation At a glance
Type of Organisation: Social enterprises, charities and foundations Aim: Participation and democracy, other Technology Trends:
-graduates applying to study Computer science. Upton has hypothesised that this drop in skills and interest was related to disappearance of open
a new generation of students to pursue computing science scholarship which would become the Rasperrypi
to positive and measurable outcomes as a learning tool for students in developing countries. However as the case of Bolgatanga in the Upper
Raspberry Pi ICT learning environment was installed at Dachio Primary and JHS Schools, which included 6 Raspberry Pi†s. These have been net
feedback from both teachers and pupils regarding this RACHEL material has been encouraging, and students can now access large amounts of
educational content with having to rely on poor and expensive Internet connectivity Furthermore, the charity†s continued success (financial and otherwise
eager students simply follow instructions to download information onto an SD card, plug it into the tiny computer
Academy†s curriculum of free learning materials. With the Pi, a 64gb SD card to put all the learning materials on (which actually costs about twice
what the Pi you†ll need to run it on does) and a Wi-fi dongle, allowing
corporations †learning web users location or tracking their browsing habits. It offers a technology that bounces Internet users†and websitesâ€
-tion, and high levels of trust built through common graduate academic programmes and preexisting professional networks such as the Interna
What are we learning about the impact of digital technologies on Social Innovation How Digital social innovation happens
Professor, University of Dortmund, Germany Nickolas Hatziargyriou Professor, NTUA, Greece Nick Jenkins Professor, University of Manchester united Kingdom
Tahir Kapetanovic Director Electricity, Energie-Control Gmbh, Austria Urban Keussen Managing director, E. O. N. Netz Gmbh, Germany
Members of the Advisory Council 37 VISION AND STRATEGY I ELECTRICITY NETWORKS OF THE FUTURE
Professor and Head of Centre for Electric Technology, Technical University of Denmark Carlo Sabelli Director Dispatching Activities, TERNA, Italy
Learning Resources Business model Generation•offers a wide range of resources for entre -preneurs and companies on business model innovation
Learning Resources Eco-innovate! A guide to eco-innovation for SMES and business coaches 25
Learning Resources Eco-innovate! A guide to eco-innovation for SMES and business coaches 31
The UN Global Compact†s •Quick Self-Assessment and Learning Tool is an online tool to help companies assess their approach to supply
Learning Resources Eco-innovate production processes Maximising Value: Guidance on implementing materials steward-†¢ship in the minerals
Learning Resources Eco-innovate products and services Eco-innovate! A guide to eco-innovation for SMES and business coaches
Learning Resources Figure 7: Eco-design Strategies Wheel Eco-innovate! A guide to eco-innovation for SMES and business coaches
/Learning Resources Eco-innovate products and services Eco-innovate! A guide to eco-innovation for SMES and business coaches
Director attended a masters degree course in eco -innovative building technologies and processes The company is now winning business based on
Learning Resourcesgood practice Eco-innovate! A guide to eco-innovation for SMES and business coaches
Learning Resources A Directory of crowdfunding platforms †¢www. crowdsourcing. org/directory Choose the category as Crowdfunding and then country.
through Interorganisational Learning. On the Economic Organisation of the Greening of Industryâ€, Copenhagen Business school, Phd
Interfirm Learning †as the Market Begins to Turn Greenâ€, in de Bruijn, T. J. N m. and A. Tukker (eds
relationship between diffusion, learning economies and subsidiesâ€, at http://www. merit. unu. edu 15 Cojanu Valentin (Coord.
professionals, aimed inter alia at improving the digital literacy of young consumers •A dialogue with intermediaries and traders with a view to developing codes of
-learning, e-literacy and e-skills. It is sometimes part of another study, but not a study as such.
There are huge differences in digital literacy and digital administration between Member States. The EU could help close this digital divide
with high-level of digital literacy and digital administrative processes and those with low -levels
Reaping the benefits of ICT Europe†s productivity challenge A report from the Economist Intelligence Unit
of Internet/web literacy. The ICT enablers index takes into account affordability of Internet access, telecoms market
graduates trained in software programming, network design and other technical aptitudes, and these are well represented in IT departments throughout
"Internet literacy "We also construct an index of †ICT enablers†(on a 1 -10 scale), indicators that are likely to be closely
Which of the following countries have the highest levels of ICT literacy as an average across the whole population
Inequalities are expected increasingly to manifest themselves in terms of capacity (literacy, awareness and skills) to reap the benefits of technology.
digital literacy, the implementation often varies across Member States and the policies are need likely to to
be in place for a substantial amount of time to produce visible changes in literacy and skills indicators
challenges to EU education policy and organisation (e g. accreditation of virtual institutions), although there were disagreements about the exact future trajectory of these changes
students return home (Naidoo 2011; Paige et al. 2009. Correspondingly, the global mobility and flow of
students in tertiary education has soared since the 2000s, increasing by 78%between 2000 and 2010 from a total of 2 million to 3. 6 million.
Technology access and the ability of students to understand and use information effectively have gained importance in school curricula and international policy across the globe.
benchmarking information literacy presents methodological challenges (UIS 2012 Innovation regarding the delivery of open educational content has been on the rise in recent years
structures and little focus on the progress of the individual student †their global reach illustrates well the
with better labour market prospects for graduates, some of the literature has forecast a potential effect to
financial crisis has led to increases in the number of students enrolled in higher education institutes as education is seen as an alternative to unemployment.
5 UIS interactive map on global education flows http://www. uis. unesco. org/EDUCATION/Pages/international-student-flow
Number of students enrolled in traditional and online courses/MOOCS educational attainment number of universities offering online courses
Ally, Mohamed, Mobile learning: Transforming the delivery of education and training: Au Press, 2009 Altman, R c. 2009."
††â€,"Share of women among tertiary students Total-science, mathematics and computing -engineering, manufacture and construction(%)code tps00063,"Eurostat website, 2012b.
education and technology,"Journal of computer assisted learning, Vol. 26, No. 1, 2010, pp. 74-93
Adult and Youth Literacy 1995-2015, Montreal: UNESCO Institute for Statistics, 2012 Hurd, M d.,P. Martorell, A. Delavande, K. J. Mullen,
Kop, Rita,"The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course,"The International Review of Research in Open and Distance learning
Design and Delivery of Social Networked Learning, Vol. 12, No. 3, 2011 Kotowska, I.,"Family Change in Europe from the Transition to Adulthood Perspective,"in Knijn, T
How Have Students and Their Families Responded?""How the Great Recession Affected Higher education: University of Chicago
technology in public schools and classrooms,"National Education Association, 2008 National Intelligence Council, Global Trends 2030:
media impact on campaign learning "Norris, P.,"Did the media matter? Agenda-setting, persuasion and mobilization effects in The british
Media Impact on Campaign Learning,"P. Seib (red. Political Communication, Vol. 1, 2008, pp. 72-100
††â€, Closing the gap for immigrant students. Policies, Practice and Performance. OECD reviews of
hysteresis and heterogeneity in the market for college graduates. †NBER Working Paper No 12159
PISA, â€oehow are school systems adapting to increasing numbers of immigrant students? â€, PISA in FOCUS, 2011/11.
PISA, â€oehow do immigrant students fare in disadvantaged schools? â€, PISA IN FOCUS, 2012/11 November). ) As of 21 august 2014
Sala, Xabier Bringue,"Leisure, interpersonal relationships, learning and consumption: the four key dimensions for the study of minors and screens,"Comunicaciã n y sociedad, Vol. 25, No. 1, 2012, pp
Oxford Scholarship, 2008, pp. 117-144 Schummer, Joachim,"From Nano-Convergence to NBIC-Convergence: â€oethe best way to predict the
UIS, UIS Adult and Youth Literacy Fact Sheet, Unesco Institute for Statistics, 2012 UK Ministry of Defence, DCDC Report, Global Strategic Trends-Out to 2040,2010
UNESCO, Global Literacy Rates and Population Numbers for Adults And Youth, 2010, UIS Fact Sheet
World bank Development Indicators,"National adult literacy rates (15+),2012. As of 08/03/2013 http://data. worldbank. org/indicator/SE.
recruitment of university graduates and skilled personnel; awareness of new ideas and technologies; and incentives and institutional frameworks for improving collaborations within networks and clusters, including
â'They need help recruiting university graduates and other skilled personnel â'They need to be made aware of new ideas and technologies
experimentation and learning before they succeed. Also there are no recipes for success that will be valid
Cohen, W. and Levinthal, D.,1989, â€oeinnovation and Learning: The Two Faces of R&dâ€, Economic
trust, collective learning, and smooth exchange of knowledge. Clusters play a particularly important role in compensating for the resource constraints SMES face and
ECTS), are important gateways of critical knowledge and information (Giuliani & Bell, 2005 Thus while ICTS may generate critical location-driven synergies,
ECTS complement them by bringing in diverse, novel knowledge inputs 4 From a resource based view (RBV) the network encompassing ICTS and ECTS of a firm can
be seen as its resource pool, contributing to the firm†s technical know-how, trade contacts, and
This is particularly true for ECTS because assimilating knowledge elements from non-local partners requires distinct capabilities to those
and maintain ECTS, to take chances with these ties, and to proactively uncover new opportunities (Covin & Miles, 1999).
examine their specific roles in generating innovative gains through ICTS and ECTS Proactiveness represents a â€oefirst mover†orientation of the firm,
an indirect effect on innovation through ICTS and ECTS, while risk taking affects innovation directly, as well as by reinforcing the positive innovation effect of a firm†s ties
Such ties (ECTS) not only bring new insights to a firm, but also enable it to think out of the box such that the firm is able to adopt new
firm that makes little investments in its ECTS. While both ICTS and ECTS carry risks, the risks
associated with the latter are likely to be higher due to the relatively higher differences in business practices, norms and such like between the partners.
risk taking may also be higher in respect to ECTS, given the potentially novel and non-redundant
provide an effective platform for learning and innovation (Feldman, 1993; Gilbert, Mcdougall & Audretsch, 2008;
ties (ECTS. We argue that ICTS and ECTS can be the sources of distinct knowledge.
Therefore we see that ICT and ECT development should be treated as an investment that enhances
ECTS are looked upon for advice and up to date knowledge by fellow firms who do not maintain
their knowledge comes from learning from others (Tsui-Auch, 2003. The above arguments suggest that while proximity
with its ICTS with ECTS that bring in information and knowledge that is locally not available Bathelt, 2004;
Interplay of ICTS and ECTS with Entrepreneurial Orientation To be successful, a firm must possess a certain ability to continually build
that emphasize the importance of ICTS and ECTS (Giuliani & Bell, 2005) and the literature on
of proactiveness and risk taking in relation to a firm†s ICTS and ECTS. However, prior literature
influences of proactiveness and risk taking on a firm†s network ties (ICTS and ECTS) in the
The Mediating Roles of ICTS and ECTS We argue that proactiveness contributes to a firm†s innovative performance indirectly through
the firm†s ICTS and ECTS because firms with high levels of proactiveness find opportunities
The resulting ICTS and ECTS therefore represent an important resource for the firm (Eisenhardt & Schoonhoven, 1996), with more such ties providing access to potentially
through its effect on ICTS and ECTS H1a. The effect of a firm†s proactiveness on innovative performance is mediated by its intra
How Does Risk Taking Moderate the Effect ICTS and ECTS on Innovative performance Establishing network ties do not necessarily mean that a firm is fully tapping into the
effective use of firms†ICTS and ECTS. When ICTS and ECTS are supported by an adequate
degree of risk taking though investment of time, money, and effort, the rate of innovation will
The interplay between risk taking on the one hand and ICTS and ECTS on the other can contribute to innovation, right from the discovery of an opportunity or the conception of an idea
and ECTS. Within a cluster there is certain degree of mutual interdependence, implying that 11 firms need to honor their commitments
taking less salient for ICTS compared to for ECTS. We therefore propose the following two
ties (both ICTS and ECTS) on innovative performance H2b. A firm†s risk-taking orientation has a greater moderating effect on the impact of its
ECTS, compared to its ICTS, on innovative performance Hypothesized Research Model Figure 1 shows the conceptual framework that explains the relationships proposed in our
hypotheses, depicting how the interplay between ICTS, ECTS, proactiveness and risk taking affects innovation Figure 1 Innovative performance and the interplay between ICTS, ECTS, Proactiveness and Risk-Taking
METHODS Proactiveness Intra-cluster ties Extra-cluster ties Innovation Risk taking H1a H1b H1a H1b
so ICTS and ECTS constitute key resources for the firms Biggs & Messerschmidt, 2005 Research Design and Data Collection
and ECTS by determining the number of partners with which the producers interact (Giuliani & Bell, 2005.
We constructed ICTS and ECTS variables as the number of a firm†s diverse set of partners, such as suppliers, distributors
while that of ECTS is much smaller at about 5. Correlation coefficients are all within acceptable limits, further
while ECTS may be mediating the effect of proactiveness on innovative performance, ICTS may not be playing such a role.
n s.).This confirms that ECTS fully mediates the effect of proactiveness on innovative performance, in support of our hypothesis 1b.
whether risk taking moderates the effect of ICTS and ECTS on innovative performance, we added to the variables in model 4, the interaction terms ICT x Risk taking and
firm†s ECTS, compared to its ICTS, on innovative performance. Coming to the results on control
Figure 2 The Moderating Effect of Risk-Taking on the Relationship between ECTS and Innovative
effect of ECTS on innovative performance. It shows the predicted innovative performance across a range (from low to high) of ECTS for high-and low-risk taking firms.
The horizontal axis measures the number of ECTS, and the dotted and solid lines respectively represent firms with
high and low risk taking. Both lines have a positive slope indicating the positive effect of ECTS
on innovative performance. However, the slope of the dotted line is much more steep than that of
the other line, underscoring that risk taking substantially moderates the impact of ECTS on innovative performance.
from increasing the number of their ECTS Robustness checks In addition to the tests described earlier, we conducted further tests to conclude that the
importantly, ECTS (Giuliani & Bell, 2005. We argued that the EO traits of risk taking and
proactiveness interact differently with a firm†s ICTS and ECTS. On the one hand, proactiveness is likely to influence innovative performance indirectly through the creation of a firm†s ICTS and
ECTS. Risk taking on the other hand positively moderates the impact of ICTS and ECTS We empirically tested our conjectures on a sample of 120 SMES in a creative-industry
manufacturing cluster in an emerging economy, Indonesia. Our analysis, based on primary data collected through interviews
found that ECTS mediate the proactive orientation of firms. A proactive-oriented firm is particularly adept at seeking resources from outside its cluster, increasing the diversity and
though ECTS We found that risk taking strengthens the relationship between ECTS and innovative performance.
For SMES in particular, external knowledge is a key source of innovation (Jacob & Szirmai, 2007;
their ECTS such that they are able to draw potentially valuable external resources. We however found that risk taking negatively moderates the effect of ICT on innovative performance.
network of ICTS and ECTS, encompassing suppliers, distributors, government agencies, research centers, financial institutions, and universities. In future research we hope to explore the
learning versus collective learning processes. Regional Studies, 33 (4), 353-365 Chen, C.-J, . & Huang, J.-W. 2009).
Strategic human resource practices and innovation performance †The mediating role of knowledge management capacity. doi
a new perspective on learning and innovation. Administrative Science Quarterly, 35 (1), 128-152 Covin, J,
The micro-determinants of meso-level learning and innovation evidence from a Chilean wine cluster. doi:
Network location and learning: the influence of network resources and firm capabilities on alliance formation.
Entrepreneurial Orientation and Organizational Learning: The Impact of Network Range and Network Closure. Entrepreneurship Theory and Practice, 35,1025
A Comparative Study of Two Suppliers in Singapore Management Learning, 34 (2 201-220 Uzzi, B. 1997.
Learning models...46 CHAPTER III: THE CONTRIBUTION OF RESEARCH ORGANISATIONS...55 Introduction...55 Policy issues...
Learning models...74 CHAPTER IV: ENTREPRENEURSHIP AND START-UPS...83 Introduction...83 Policy issues...83 Assessment of the region...
Learning models...98 CHAPTER V: SME DEVELOPMENT IN ANDALUSIA...106 Introduction...106 Policy issues...106
Learning models...115 CONCLUSIONS...127 Human capital and labour market...128 Contribution of research organisations...128
The quality of universities needs to be enhanced The university system †10 public universities with a total of approximately 230 000 students â€
depends on the Regional Ministry of Economy, Innovation and Science, and this has created greater pressure for industry-university collaboration.
which offers young college graduates financial support for their graduate work at top international universities, on the condition that they return to the region
to work for at least four years. By 2009 the program had funded about 500 young Andalusians and
In Andalusia a total of nearly 95 000 students attend vocational training, less than half the number that attend public universities.
last decade in placing students in a job. That has resulted in an increased number of students during
the 1990s and 2000s just as the number of university students in Spain has been decreasing and the
number of dropouts increasing There is a schism between economic development and workforce development Andalusia experiences a chronic schism between economic and workforce development
support university students, faculty and researchers who want to create their own companies especially in the case of spin-offs derived from university research
made by university professors during their period of contract with the university, and which constitute
Professors have the right to share in the benefits that flow to the university from the use of the intellectual property rights derived from their
more focused forms of cooperative education programs ensuring that the students being trained in the universities are familiar with the kinds of technical problems that local firms must overcome.
Both envisage attracting both talent (students researchers, skilled workers, etc. and investment (national and foreign Entrepreneurship
whether their †clustering†has fostered a more collaborative culture of learning and knowledge exchange. While in technology parks there is a relatively high level of collaboration with universities
ii) the work of ICT literacy of SMES; iii) the survey of the innovative needs of local small firms.
ï Establish cooperative education programmes engaging university students in alternating work terms with study terms throughout their undergraduate degrees
ï Stay abreast of recent developments in technology parks and consider moving the Andalusian model towards a format in which research occurs in †clouds†that virtually link together distributed and light
and retention of talented foreign students from local universities in technology parks INTRODUCTION Regional economic development is regarded increasingly as critical to the growth of national
to good practice learning models implemented in other OECD countries ï The current and future role of RETA in the local development framework
or grow absorptive learning capacities to make best use of the factors individually and collectively in networks,
this context is a function of both formal skills development and experiential forms of learning by
industrial innovation through a variety of channels, including learning by researching, learning by interacting and learning by doing,
international'learning model'programmes addressing the policy recommendations A final chapter summarises main conclusions and policy messages on entrepreneurship promotion and
In particular, the share of university graduates has shrunk significantly by 3 percentage points, from 14.7%in 1998 to 11.7%in 2009, whereas vocational
students leaving education with the lowest compulsory degree is also among the highest in the country
With its nine public universities, 17 000 teaching and research staff and 250 000 students, higher
entrepreneurship programmes aimed at specific social groups (e g. women, youth, university graduates disadvantaged people, etc. emerging and strategic industries (e g. technology-based firms, creative industries
international learning models Policy issues A rich literature debates the role of human capital formation and labour market dynamics in
4 year undergraduate degree), Master (1 or 2 year graduate education) and Doctorado (3-4 year post
would allow overcoming the current bureaucratic obstacles to the recognition of degrees and movement of students, researchers, faculty and staff within European universities.
The Bologna Process is linked to the broader Lisbon Strategy, agreed in 2000, that seeks to make Europe the most
%and among those with just a high school diploma, the unemployment rate stood at 56 %Instituto Estadã stico de Andalucã a, 2010.
last decade has seen students increasingly selecting traditional vocational training rather than university education (Junta de Andalucã a, 2009.
lost 46 852 students. Still, there are returns to higher education: college graduates constitute 29%of the employed population in Andalusia,
but just 15%of the unemployed (Laurent, Periã¡Ã ez and Petit de Gabriel, 2010.
students coming to Andalusian universities for undergraduate studies (EU/Erasmus and Moroccan students) and for graduate studies (from Latin america, EU and North africa.
Despite the fact that Andalusian universities might be lagging behind in international rankings, the quality of life of Andalusia seems to be attracting foreign students.
In fact, the share of immigrants from the EU-15 that hold a college degree (42%)is more than double that among Andalusian residents (20%)(Instituto
students. The Universities of Seville and Granada dominate enrolment, with 57 000 and 56 000
students, respectively; the University of Malaga is a distant third, with 33 000 students, and the others
are substantially smaller 2 Decreto del Presidente 11/2004, de 24 de abril, sobre reestructuraciã n de Consejerã as, available at www. juntadeandalucia. es/boja
3 Professor Manuel Castells†s work on the network society was and still is utilized widely as theoretical framework for the new regional development agenda in Andalusia
Traditionally, student mobility was very weak in Spain and geographic proximity rather than reputation was the criteria by
which students chose their university. However, the Bologna process and the new plans of the regional government to increase the specialization of universities is expected
to bring more competition for student recruiting and make Andalusia universities more specialized than generalist.
This is also trying to stop the †brain drain†of Andalusia students going to private university institutions and business schools in Madrid and Barcelona to get their graduate degrees
In general terms, Spanish universities do not rank well in international quality rankings, which are skewed reputedly towards larger and English-speaking universities.
regional government offers young college graduates financial support for their graduate work at top international universities, on the condition that they return to the region to work for four years.
the favourite destination for Erasmus exchange students: 8 out of the top 10 exchange institutions in
Graduate programs also attract an increasing number of foreign students to Andalusia universities: 20%are of foreign origin, with 8%coming from
Latin america, 4%from the EU, 3%from North america, and about 2%from North africa (Instituto Estadã stico de Andalucã a, 2010.
magnet for attracting international students and yet few efforts are made by the regional government to
Erasmus is the EU flagship higher education program enabling 200 000 European students to study in
alternative to the Baccalaureate and university education. Managed by the Regional Ministry of Education, it includes skills training of one-two years for youth unable to graduate high
school, high school graduates, or older students with some college education or a degree ï Vocational training for employment (Formaciã n Profesional para el Empleo or FPE) serves
either dislocated or incumbent workers. Initially conceived as an employment policy, it is now managed by the Regional Ministry of Employment in coordination with the Ministry of
In Andalusia, a total of 94 710 students attend vocational training †less than half the number that
Vocational training has been very successful in the last decade in placing students in a job. That
has resulted in an increased number of students during the 1990s and 2000s just as the number of
university students in Spain has been decreasing and number of dropouts increasing (Laurent, Periã¡Ã ez and Petit de Gabriel, 2010.
For the 2009-10 course, the number of students at technical and vocational schools in Spain increased 9. 3%compared to 3. 2%of Baccalaureate students
7 Opportunities in the landscape This overview of the landscape of education and training in Andalusia suggests several
an initiative of the Regional Ministry of Employment to train more than 1 000 students, workers and
exchange students for the region. RETA and other regional stakeholders might work to encourage potential entrepreneurs among them to stay in the region,
This is an elective course that all university students can take, although only 200 students took and most of them came from the Economics department.
This figure is small compared to the approximately 33 000 UMA students. UMA recognizes the poor participation rates in
these courses and is trying to expand them to other departments such as ICT and applied scientific
of the fees of an MBA PROGRAM Business schools In Spain, the public university system has a better reputation than the private system,
quality education in business and entrepreneurship and even more so at the graduate level. Economics and business administration departments in public universities are disconnected often from the local
but not official degree programmes 8 Technology Transfer Offices (OTRIS Andalusia Technology Transfer Offices (OTRIS) have seen their responsibilities
increasingly paying attention to promote entrepreneurial activity among students as a way to increase the number of companies originated in the university.
but it also targets students (in high school, vocational training schools and universities) and women. ANDALUCIA EMPRENDE has more than 200 business incubators
training programs promote entrepreneurship culture in primary schools, high schools, baccalaureate programs, and vocational training schools, teaching students how to create
and manage cooperative firms. For the highest level of vocational training students, ANDALUCIA EMPRENDE offers a
business plan competition in which the winners spend three days training in the business incubators. In
already engaged in entrepreneurship education, from special workshops to support for MBA PROGRAMS to internship programs at the technology parks.
Ministry of Economy, Innovation and Science, there is only one vocational training diploma in Andalusia included under the Energy and Water professional family.
The diploma, Superior Technical Degree in Energy efficiency and Solar-Thermal Energy, was established only very recently in 2008
improving the innovation system, the enthusiasm of foreign students for the region, and the existing sector-based models which might be built upon
talent seem to be focused in improving sending Andalusian students to top universities abroad (as in
students that are attracted to Andalusian universities every year. The Universities of Granada and Sevilla alone received over 3 000 exchange students in 2007-08, placing Andalucia ahead even of
Barcelona in popularity. As research elsewhere has found, immigrants are disproportionately likely to become entrepreneurs.
for these students, by helping them obtain legal residency and connecting them to entrepreneurship resources (for instance in the technology parks
students with businesses. The regional government seems to be supporting this approach already, not only by trying to link the technology parks with its high-tech sector strategies, but also by fostering
which are supported by the learning models in the final section 10 For instance, it recently started the Andalucã a Lab,
focus on attracting immigrant exchange students (though retaining immigrant entrepreneurs remains out of the region†s purview.
schools in Madrid and Barcelona, they have the benefit of location in a region attractive to students
Learning models East Bay Green Corridor Partnership: Linking workforce and economic development in the regional green economy
graduates of the youth program Though too recent to evaluate systematically, local stakeholders argue that the Partnership has
as well as the concentration of foreign students and immigrant entrepreneurs, there may be potential to expand the offerings at the university level
, the project-based learning model (Rasmussen & Sørheim, 2006. Programs at both the Chalmers School and the School of economics and Commercial law at the University of
A small class of students engage in the entrepreneurship process from idea development, team building,
These programs not only offer degrees, but send students out into the world with their own start-up business
specifically a new learning-by-doing program as has been so successful in Gothenburg, at one of the biggest universities.
students and tourists to the region, the need for internationalization, and the lack of web and IT
Self evaluation Report. Paris: OECD Directorate for Education Programme on Institutional Management in Higher education Madsen, H.,Neergaard, H,
learning models are described which complement the key policy recommendations in the chapter and provide some insight into how they can be implemented
and that students often provide the most effective means for strengthening the linkages in the innovation system.
generation of innovation approaches focuses on the role of shared knowledge and learning processes and the importance of building relationships and social capital between key actors and institutions
through the provision of skilled graduates who become key players in local industry; through the conduct of long-term fundamental research that
-based learning (Jensen, Johnson, Lorenz, et al. 2004). ) Innovation in the STI mode draws substantially upon existing bodies of codified knowledge, both those involved in previous research undertaken by
involves a process of learning-by-interacting and is much more local in nature (closer to the synthetic
industrial sector, depends on their direct access both to researchers and especially to students involved in generating that research.
engage in the DUI mode of innovation †are through faculty consulting and student placements or
and a 28 percent increase in the number of students enrolled and a corresponding increase in the teaching staff of the universities.
however, the recent self evaluation report prepared for the OECD review of higher education in the region notes that the relation between the universities†research
The self evaluation report concludes that †this shows that the universities do not have their
university students, faculty and researchers who want to create their own companies, especially in the case of spin-offs derived from university research.
entrepreneurial activity among students as a way to increase the number of companies originated in the
made by university professors during their period of contract with the university, and which constitute
Professors have the right to share in the benefits that flow to the university from the use of the intellectual property rights derived from their
professors on staff and 40 000 students. The university has 270 active research groups, which is the
programs that provide academic credits to students for working on company research projects. The universities in some respect have much more research and technology capabilities than the local
as providing support services to facilitate work experience for its students in enterprises and the
university is endowed well with professors and administrators, but they also perceive the need for a
Professors cannot leave the university and go to work for a start up company with any assurance that they will be
which has 4 000 researchers and approximately 70 000 students. The OTRI has just twelve people
focused forms of cooperative education programs which could ensure that the students being trained in the universities are familiar with the kinds of technical problems that these firms must overcome.
to identify the faculty members on the various research teams at the individual universities with skill
provide training spaces for university students in private firms. This was made clear in both visits to the universities,
merely placing student trainees with firms for a limited period. A cooperative education program usually involves engaging university students in alternating work study terms throughout the course of
their undergraduate or first degrees. Where these programs have been used extensively, such as at the University of Waterloo in Ontario, there is solid research evidence
students themselves provide a highly effective conduit for transferring research and specialized knowledge into the private firms and also for bringing the †real world†perspective of the firms back
from their work terms into the university classroom. This example is discussed in further detail in one
of the learning models. The introduction of a full-fledged co-op program at several of the regional
students in the small and medium-sized enterprises that RETA services. The principle obstacle to
administrations in locating work placements for their students. In successful coop programs, this is usually accomplished through the provision of several dedicated university personnel to the task of
placements for the university students. It would require RETA to work closely with both the firms
identify the firms that would be interested in providing work placements for students in a cooperative
human capital working in the firms by providing them with technically trained university students; it could provide students with more real life work experience as part of their formal education;
and it could use the students as a conduit for feeding problems and concerns of small and medium-sized
enterprises back into the teaching activities of the university faculty. There is also some evidence from
the North american experience that coop students can create a demand-pull mechanism to pull technical knowledge out of universities to provide assistance to firms (Bramwell and Wolfe, 2008
Learning models This part of the chapter presents evidence from three learning modules, largely from North
America, that provides further support for the policy recommendations set out above The Industrial Research Assistance program/National Research Council
The first learning model explores the relevance of Canada†s Industrial Research Assistance Program (IRAP.
The second learning model provides more details about the University of Waterloo†s cooperative education program and particularly, the crucial role that it plays in the local innovation system.
largest cooperative education program in the world, with over 11 000 students (60 percent of the
student body) and 3 000 employers, 281 of them local, involved in the program each year.
campus alone, 15 per cent of its current employees are Waterloo co-op students, and more than half of
their Waterloo staff consists of former co-op students Rationale for the Intervention The Waterloo Region in Ontario, located about 100 km west of Toronto,
education, especially in the sciences and engineering by giving the students hands-on experience working in firms to complement their classroom time;
and second, to maximize the usage of what was initially a very constrained physical plant by ensuring that classrooms were being used fully through
all three semesters of the year. The rotation of students to industry and back to the classroom helped
solidify tight relations with local industry Reasons for success The reflexive relationship between the university and local industry allows the curriculum to keep
funds the acquisition of technology to enhance classroom learning. As a result Waterloo became one
of the first universities in Canada to enable students to actively explore and make use of innovations in
The exposure that students had to the early days of computer technology laid the foundations for a technological leap that shaped the
between students and local and non-local industry through the Cooperative Education Program Nelles, Bramwell and Wolfe, 2005
because firms know that the students have work experience, and they get an opportunity to
and recent graduates provide †fresh eyesâ€: †new ideas, new minds younger talent in the companyâ€.
Second, co-op students act as an important transfer mechanism for tacit knowledge and know-how; they also act as a critical source of knowledge circulation within the
graduates well trained within the university, they also come with practical experience gained through co-op placements, both in local firms and in firms all over North america.
Waterloo co-op students have an international reputation for being of high quality, and as a result, local firms have to compete
with global ones to attract the best students, though they retain the benefit of location. For instance, in
Most years, we hire more students out of Waterloo than any other university in the world. â€
Co-op students also act as an important conduit between local firms and the teaching faculty at the university.
At the same time, student-driven technology transfer is critical specifically to the commercialization process. One firms reported that
†students come off co-op terms and co-opt entrepreneurial faculty to develop a company...They play a big role in spin-offs and technology transfer. †This awareness of the crucial link between
Program, which enables students to start their own venture in lieu of doing a co-op placement with an
and maintaining the placement positions for the student body. The university invests a considerable amount of its own resources in financing
the high reputation that both the program and the university†s students enjoy, which makes it easier to
find firms willing to take the students on work placement Relevance to Andalusia The key lesson to be drawn from this experience is that the patient investment of resources in a
coop education initiative in finding the work placements for students For further information http://www. cecs. uwaterloo. ca/about
The third learning model corresponds to the third policy recommendation in that it draws upon the evolving trend of science
In this respect, the learning model is more prospective in pointing to work that has recently been carried out on the future evolution of technology parks.
Self evaluation Report. OECD Reviews of Higher education in City and Regional Development. Seville: General Secretariat for Universities, Research and
international †learning models†which are designed to illustrate what is being done in other regions to
Learning models This part of the chapter will provide evidence from three learning models from EU countries that
can provide further illustration and support for the policy recommendations set out above The Entrepreneurship Action Plan for Wales:
Unlike the preceding two examples this learning model is not based on a concrete best practice
New graduate jobs per incubator p. a. 41 jobs 7 to 197 NA Cost per job (gross) â 4, 400 â 124 to â 29,600 â 4, 000 to â 8, 000
support environment for the different types of SME before proposing a number of learning models that
most are recent graduates from an engineering or science background who might have the technical competences
collaborative culture of learning and knowledge exchange. A recent study that explored the type and
There are limitations to how much of a collaborative learning culture can be instilled on SMES from top-down initiatives imposed by regional government agencies
At the same time, regions that have been most successful in inculcating a better collective learning culture tend to be those that have developed sectorally based support organisations that can provide
level of cooperative activities in agri-food sectors) to create †bottom-up†forms of collective learning
SMES and larger firms building more effective collective learning networks both within but also outside the region.
promote collective learning activities, though these are seen often as remote from most SMES because of their overt focus upon higher level forms of knowledge creation.
should be replaced by a flatter and more †negotiated†set of collective learning relationships, where
Learning models The Tuscan Model of Localised Quality in the Agri-Food Sector Description of the approach
Professor Gianluca Brunori, Department of Agronomy and Management of the Agro-ecosystem Group of Agricultural and Environmental Economics, University of Pisa, Via del Borghetto, 80-56124
have produced generations of well-trained graduates to service the life sciences labour market: indeed Scotland produces a proportionately larger number of graduates from its universities than other parts
of the UK. The public health service has also been an important consumer for new and innovative
Consequently the loss of Scottish graduates to other places need not be a problem, and as many return to Scotland later in their careers, can be seen as an important part of
Cumbers, A. Mackinnon, D. Chapman, K. 2003) Innovation, collaboration and learning in regional clusters: a study of SMES in the Aberdeen oil complex.
Lorenzen, M. 1998 Specialisation and Localised Learning: Six Studies on the European Furniture Industry. Copenhagen Business school Press, Copenhagen
Maskell, P. 1997 Learning in the village economy of Denmark. In Braczyk, H. J. Cooke, P. and
Localised Learning and Regional Development: Specialisation and Prosperity in Small Open Economies, London, Routledge Maskell, P. 1998 Successful low-tech industries in a high-cost environments:
nearly 50 000 students over the 1999-2009 decade. The boom of construction and tourism possibly
College graduates make up 29%of the employed population in the region, but only 15%of the unemployed.
among young adults (aged 16-24) with just a high school diploma stood at stunning 56%at the end of
research contracts, collaborative research, training of human resources and supervision of graduates are also important modes of knowledge transfer that OTRIS should consider more than has done so far
transfer offices will be able to reach out to a wider number of both faculty members and enterprises
questionable whether †clustering†has fostered a more collaborative culture of learning and knowledge exchange. Indeed, few firms appear to develop collaborations with other firms co-located in the same
and could indeed be matched with another database collecting the skills of university faculty members so as to ease knowledge transfer between HEIS and firms, including of small size.
Students still tend to go outside of the Andalusian public university system for advanced business-related training,
yet there is only one vocational training diploma in Andalusia included under the Energy and Water professional family.
R&d activity focused on strategic growth areas and problem-solving or learning-oriented activities centred round the need for upgrading existing sectors could be given equal priority.
to regional universities being able to attract talent, both students and faculty, from elsewhere. Such an
e g. collaborative learning and knowledge exchange) may have not been working in the region as well as hoped for.
Together with a diverse student body and the identification of entrepreneurial talent in that community, much could be achieved by way of
ï Establish cooperative education programmes engaging university students in alternating work terms with study terms throughout their undergraduate degrees
ï Stay abreast of recent developments in technology parks and consider moving the Andalusian model towards a format in which research occurs in †clouds†that virtually link together distributed and light
and retention of talented foreign students from local universities in technology parks ï Ensure that best-practice policy principles are applied in local technology parks,
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