| Education course (5) |  |
| School life (2575) | |
| Schoolwork (2621) | |
| Education course (5) | |
| School life (2575) | |
| Schoolwork (2621) | |
Learning from nature and applying this knowledge to innovation may reduce its impact and risks
Planned obsolescence CAS 13 and manipulation of customers lead to accumulation of waste and waste economy.
The Phd students and unemployed people are encouraged to create their companies while the conditions for success are provided not.
Learning from nature and applying this knowledge to innovation may reduce its impacts and risks,
their interactions and their playgrounds and gives some available elements of their impact. Chapter 2 provides the readers with the main definitions and spectrum of innovation.
Serious games combining immersion and training changed the traditional way of learning. Computers in all forms are everywhere
Pushed by students, on the one hand, and technology providers, on the other hand, education has become an intensive user of ICT.
Daniel Byman (Professor in the Security Studies Program at the Edmund A. Welsh School of Foreign Services at Georgetown University) states that drones offer a comparatively low-risk way of targeting terrorists
Virtual autopsy helps students learning medicine. Technology enables the detection of serious illnesses in the initial stages (X-rays, MRI and ultrasonography.
Professor Henri Joyeux, a French oncologist confirms the existence of a direct link between the quality of food and health JOY 14.
students, Phd and scientific exchange (Marie Curie Actions17. The student and professor exchanges have a positive impact on their social life,
which lets them learn about new culture and a new language, gain knowledge and network to find partners for applying to EC programs or jobs.
Textile and textile techniques are beyond their usual playground, and new 17 http://cordis. europa. eu/fp7/people/home en. html. 42 The Innovation Biosphere textiles are inspired also by ancestral raw material
m-learning (mobile) and e-commerce work is becoming e-work and m-work. The first and second industrial revolution paradigm is no longer valid,
help in transfer capacity to project and small businesses in Africa, inclusion of prisoners via online business management, free services for students, social gardens with free vegetables, innovation
Each subject of â€oecore curricula†is taught by specialized professors (geography history, mathematics, etc. and there is not enough time allocated to collaborative projects (problem-solving),
and allowing learning by acting together. A lot of technology is pushed but the learning methods have changed a little and the content remains the same.
The entrepreneurial spirit is not a part of the curriculum in Europe, but we progress. Traditional Masters†of Business Administration (MBA) courses are introduced late in some engineering schools.
The impact of education on employment/entrepreneurship is evaluated not. A little feedback from companies is possible via internship at the condition of willing to take this point into account.
An organized flow of knowledge with feedback and selected practice will support continuous learning. All activities benefit from the environment
Another condition for fruitful innovation is taking into account the impact on living and planet and learning from the environment.
and knowledge by attracting the best students, young researchers and entrepreneurs. It should also help to increase the efficiency of technology transfer.
It must be focused on graduates and must assert an overall view of its actions according to the results
image, creation of joint ventures to extend the initial market, rate of new products and services per year, environmental impact, participation of stakeholders, real-time learning, collaborative watch and opportunity hunting, financial
low-end and part-time jobs will be impacted. â€oemachine learning, one of the primary techniques used in the development of IBM€ s Watson,
Certainly, this vision could be applied for an IT professor. Such a professor could be replaced by a robot in the nearest future.
The role of IT (including AI) is to teach the synergy between human computers and other intelligent machines and how to combine the best of both capabilities to help humans in their activities and increase their well-being.
New field of Knowledge/Innovation Economics has emerged †learning to measure the intangible value. The recent OECD publication OEC 14a reviews the key trends in science, technology and innovation policies,
monitoring, evaluating, learning and improving. Such an approach rests on close cooperation with private and nongovernmental actors which have better knowledge about the innovation barriers
and networks in learning, experience sharing, integrating feedback for improvement and improving the innovation policy (knowledge flow).
while the other fields are also playgrounds for successful innovation. The emphasis is made on involving the venture capital (VC) industry at the early stage of start-ups lifecycle.
It focuses on â€oewell-designed performance measures†of existing policies, continuous feedback and learning for improvement.
Employing a method based on competitive peer reviews, ANR attaches great importance to providing the scientific community with instruments
In Europe, the United states and other countries, efforts are made to encourage students and Phd scholars to start their companies.
Many events are devoted to pushing people, particularly students and researchers to become entrepreneurs. Innovation contests are blooming.
students must learn real-world problem-solving; we have to connect science and business. There is also the need for a common language facilitating communication between innovation and social/labor experts.
Tokyo and Paris Open Systems science was initiated in 2008 by Professors Mario Tokoro and Luc Steels at Sony CSL Tokyo and Paris. It is probably the best research approach taking into account both the environmental impact and well-being of researchers.
The Sidra tree†s deep roots are seen as a strong anchor, connecting contemporary learning and growth with the country†s culture and heritage.
where natural and cultural heritage feed learning; †Smart City hall: where mobile e-government services are delivered.
The University of Reunion Island Living Lab likes to foster open and sustainable territorial innovation involving researchers, teachers, students and entrepreneurs through teaching and learning.
if it facilitates communication between teachers and learners. The University of Reunion Island Living Lab for Teaching and Learning (UR.
LL. TL) developed a platform to share live interpretations, i e. performances from various types of subjects.
Learning by playing is often based on gesture reproduction by imitating the professor. The teaching methods have to show how to do the right movement
and answering the questions of learners for a better education service. Multimedia annotations help to build the meaning of objects interpreted by subjects, for example,
This process is called sensation (physical sense acquisition) or signification (intellectual sign construction) from the human side of learning.
the service innovation playground is very large and technology may help to enhance services not only in traditional fields such as health, banking, insurance, tourism and other,
and do not care about the accumulation of waste, Environment and Sustainable Success 163 or are concerned not with the long-term impact that may have on living organisms absorbing the nanoparticles in various forms.
In 1999, Professor Thomas C. Hales HAL 01 provided mathematical proof for the advantage of what he called â€oehoneycomb conjectureâ€.
and to promote it in their professional/school environments. To reduce waste generated by bad quality and planned destruction,
attitudes through new teaching and learning †learning how to learn and ask the right questions,
Learning from Experimentation, OECD & The World bank, 2014. DVI 08 DVIR R.,Openfutures †an operating system for future centers, Innovation Ecology, available at http://innovationecology. com/Publications/open-futures. html, 2008.
introducing environmental aspects to design activitiesâ€, Proceedings of the 10th International Conference on Intellectual Capital, Knowledge management and Organisational Learning, pp. 267†272, WASHINGTON DC, 24†25 october 2013.
leadership, 60,79, 86, 102†104,120, 121,176 learning, 7, 9, 62,63, 66,72, 79,96, 97,131, 135,139, 140,183 Living Labs, 65,123, 137,138, 140,141
Learning from nature and applying this knowledge to innovation may reduce its impact and risks,
and will involve a gradual experimental learning process involving technology, systems and management processes. For a Fig. 3 Towards real-time capabilities Table 2 Smart process manufacturing technical transformations (Smart Process Manufacturing Engineering Virtual Organization Steering committee,
researchers and students where they can explore ideas in an unconventional settings. The core function of the MADE Open Factory is the ability to experiment with new business processes enabled by advanced process technology.
including an approach where students are engaged as a resource into the ecosystem of an enterprise.
and will involve a gradual experimental learning process involving technology, systems and management processes •For a company it will be key to ensure that the value of existing manufacturing systems is preserved •At the same time,
management Recruitment Budget control Facilities management Organizational learning Returns & depot repair Build to order Financial planning Payroll processing Returns management Call center service Financial
Proceedings of the Management, Knowledge and Learning International Conference 2013.72 P. Trkman and M. Klun vom Brocke, J.,Schmiedel, T.,Recker, J.,Trkman, P.,Mertens, W,
Where exploration can be defined as the investigation and learning phase and exploitation as the full commercial utilization of the innovation.
For example, do not remove a student from the database after he dropped out since this may lead to misleading analysis results.
For example, it is often not 112 W. M. P. van der Aalst useful to know the name of a student,
Consider for example the study process of students taking a particular course. Rather than creating one process model for all students,
one could create (1) a process model for students that passed and a process model for students that failed,(
2) a process model for male students and a process model for female students, or (3) a process model for Dutch students and a process model for international students.
Note that class ï¿PI ï¿CL does not require a strict partitioning of the process instances, e g.,
, a case may belong to multiple classes. In (Aalst, 2013b), the notion of process cubes was proposed to allow for comparative process mining.
Moreover, dimensions related to process instances (e g. male versus female students), subprocesses (e g. group assignments versus individual assignments), organizational entities (e g. students versus lecturers),
and shifts process innovation thinking from â€oefixing errors†to â€oerewarding and learning from the bestâ€.
Learning from failures: Why it may not happen. Long Range Planning, 38 (3), 281†298. Berry, L. L.,Shankar, V.,Parish, J. T.,Cadwallader, S,
The role of executive professors. Academy of Management Learning & Education, 7 (1), 99†107.142 J. Recker Cooper, L. G.,Baron, P.,Levy, W.,Swisher, M,
. & Gogos, P. 1999). Promocastâ¢:¢A new forecasting method for promotion planning. Marketing Science, 18 (3), 301†316.
Strategies for learning from failure. Harvard Business Review, 89 (4), 48†55. Hyndman, R. J,
In an experiment, 83 master†s students were asked to model a process based on a textual description with varying degree of structure.
Those students provided with well-structured descriptions created more accurate processes, presumably due to their improved understanding of the domain. 3. 4 Represent Decisions as Variants Empirical studies identified that models will be much more comprehensible
Effects on learning. Cognitive science, 12 (2), 257†285. Wand, Y.,&weber, R. 1993. On the ontological expressiveness of information systems analysis and design grammars.
or service afterwards. 2. 4 Learnings Although the presented key domains are interpreted frequently as separate approaches,
(SAP, 2013). 3. 3 Learnings The first key domain in this section still takes a technical perspective on business processes by focusing on process modeling and deployment,
Other examples may involve learning how improvement programs like Lean and Six Sigma should be conducted,
or knowledge sharing databases. 4. 1 Learnings The process capability framework and the underlying maturity models illustrate that BPM can be approached from a technical perspective
Course Technology, Cengage Learning. Schmiedel, T.,vom Brocke, J, . & Recker, J. 2013). Which cultural values matter to business process management?
In 2013, he was appointed as Distinguished University Professor of TU/e. He is also a member of the Royal Netherlands Academy of Arts and Sciences (Koninklijke Nederlandse Akademie van Wetenschappen), Royal Holland Society
, Germany Peyman Ardalani has been doing his academical research as a Ph d. student since 2012 at the Institute for Information systems (IWI) at the German Research Institute for Artificial intelligence (DFKI.
He is Honorary Professor of the National Research University Higher School of economics Moscow. Also, Joâ rg is partner of two university spin-offs on BPM consulting for retail and e-Government. 288 Curricula Vitae Daniel Beimborn Frankfurt School of Finance & Management,
Marlon Dumas University of Tartu, Estonia Marlon Dumas is Professor of Software engineering at University of Tartu, Estonia.
Shengnan Han Stockholm University, Sweden Shengnan Han is a senior lecturer and associated professor at Stockholm University, Sweden.
and technology-enhanced learning. 290 Curricula Vitae Peter Haâ ndel Uppsala University, Sweden Peter Haâ ndel received the Ph d. degree from Uppsala University,
where he is currently a Professor of Signal Processing and Head of the Department of Signal Processing.
He has been a Guest Professor at the Indian Institute of Science (IISC Bangalore, India, and at the University of Gaâ vle, Sweden.
Germany Janina is Graduate Research Assistant at University of Bamberg, Department of Information systems and Services.
He holds a diploma in Business Information systems from the University of Cooperative Education Mannheim Germany, and a Master of business administration from University of Louisville, USA.
Monika Klun University of Ljubljana, Slovenia Monika Klun is a full-time researcher and Ph d. student at the Faculty of economics of the University of Ljubljana, Slovenia.
and is Professor of Information systems at Saarland University. His research activities include business process management
He held positions as professor at Chemnitz University of Technology and at Johannes Gutenberg University Mainz.
He was a postdoc with QUT Brisbane (Australia) and a junior professor at HU Berlin (Germany.
and board member of the Austrian Society for BPM. 296 Curricula Vitae Charles Møller Aalborg University, Denmark Charles Møller (born 1962) is professor in business process
Australia Dr. Michael Rosemann is Professor and Head of the Information systems School at Queensland University of Technology,
She holds a Ph d. in business economics from the University of Liechtenstein and a Diploma in economics from the University of Hohenheim, Stuttgart, Germany,
He is Professor of Information systems, the Hilti Chair of Business Process Management, and Director of the Institute of Information systems.
Curricula Vitae 303 Richard J. Welke Georgia State university, USA Dr. Welke is director of the Center for Process Innovation, professor and previous chair of the CIS department
Process Improvements 2. 2 IT Supports Continuous Process Improvements 2. 3 New Technologies Support Process Change 2. 4 Learnings 3 How Business Processes
Can Support Digital Innovations 3. 1 Business Processes Support IT Development 3. 2 Business Processes Support Digital Innovations 3. 3 Learnings 4
Managing Digital Innovations by Process Capabilities 4. 1 Learnings 5 Conclusion References Driving Process Innovation:
and approaches in SMES as they are seen as part of the organisational learning that is a contributing factor to the increase in company innovative performance (Laforet and Tann, 2006).
there is a felt need to emphasize more on the process of organisational learning. This includes looking for less costly ways to innovate,
While learning from good practices elsewhere and benchmarking ourselves against the best in the world is important,
and Double the number of Phd graduates in science, engineering and technology to nearly one thousand per annum by 2013.
Graduate schools Establish a number of graduate schools to provide high-quality training of researchers, and equip them with generic and transferable professional skills that are relevant to a modern knowledge-based enterprise economy;
and Double the number of Phd graduates in science, engineering and technology to nearly one thousand per annum by 2013.
Graduate schools Establish a number of graduate schools to provide high-quality training of researchers, and equip them with generic and transferable professional skills that are relevant to a modern knowledge-based enterprise economy;
and facilitating partnerships and projects between businesses, higher education institutions and graduates. Innovation in Ireland 2008 9 Innovation in Ireland 2008 10 Initiatives stimulating research by industry We are encouraging the exploitation of research by industry through several other initiatives:
and employers to increase levels of workplace learning and upskilling. Lifelong learning Education and training can no longer be seen as a phase that individuals go through before their career starts;
and, at the same time, provide authoritative accreditation of qualifications in which all stakeholders can have confidence. The National Framework of Qualifications (NFQ) provides a single unified framework with the potential to cover all awards in the State.
and is designed to ensure access, transfer and progression for learners. Over time, as similar developments take hold in other Member States,
the European qualifications framework (EQF) will enable the levels of qualifications within various countries to be aligned within a meta-framework.
Promoting the recognition of prior learning and accreditation for skills acquired outside the formal learning environment; and Targeting of specific groups for skills development, through analysis of sectoral and occupational groupings.
Government funding for upskilling those in employment has increased significantly in recent years, from â 8 million in 2004 to â 70 million in 2007.
and facilitation of learning as a key element in sustaining Ireland†s national competitiveness. Skillnets supports over 150 networks of enterprises in Learning Networks,
which are led and managed by the enterprises themselves. Between them, these two programmes trained approximately 46,500 people in 2006.
This intensive programme is delivered at Stanford Graduate school of Business California. Innovation in Ireland 2008 13 Innovation in Ireland 2008 14 A number of further mechanisms to accelerate implementation of the National Skills Strategy are currently being investigated,
The provision of individual learning accounts funded jointly by the State, employers and employees; Improving arrangements for employee training leave;
the research and learning institutions are becoming more significant economic players at local, regional and national levels,
In addition, Expertise Ireland provides businesses with access to expertise in all the Colleges and learning Institutions in Ireland and Northern ireland.
Maximising return on investment Intellectual Property Protection and Management Innovation in Ireland 2008 Exploitation of research results Two codes of practice have been published relating to the management of intellectual property arising from publicly-funded research
These codes of practice provide certainty, confidence and consistency to all stakeholders and underpin Ireland†s attractiveness as a location for R&d and its subsequent exploitation.
The County and City Enterprise Boards promote programmes such as the enterprise in second-level schools through Student Enterprise Awards.
and interactive learning. Ensuring they reach their full potential requires a new innovation policy approach that facilitates entrepreneurship and SME innovation.
and incremental innovations, participating in interactive learning processes and working in different modes of innovation. The major policy implications are pulled then out.
pervasive and generates an aggregate learning curve effect that increases the productivity of new knowledge investments.
Interactive learning One of the major developments in innovation in recent years is the increasing importance of networks.
This is interactive learning. SMES and start-ups are important participants in interactive learning networks †both exploiting knowledge developed elsewhere
and contributing to knowledge development. Their role is documented by a substantial literature on SMES and inter-firm and university-industry linkages (e g.
The use of the innovation systems approach permits the identification of a range of potential policy problems or system failures affecting interactive learning (Potter, 2005.
The DUI mode, on the other hand, is driven a user approach that relies on experienced-based know-how and informal processes of adaptive learning.
It suggests the need for DUI-mode policy support focused on a wider set of institutions affecting learning and innovation,
Learning Economy: Implications for Innovation Policyâ€, Report to the European commission, Directorate General Science, Research and development, Brussels. Malecki, E. 2008), â€oehigher Education, Knowledge Transfer Mechanisms and the Promotion of SME
Open innovation In his seminal book on open innovation, UC Berkeley Business school Professor Henry Chesbrough highlighted a fundamental divide between firms
mismatch Network Long term Dynamic learning potential Static inefficiencies Source: Tidd et al. 2005) In some literature this boundary has been described as the difference between being open to external ideas,
and through the dispersal of knowledge into the broader economy by educating students who go on to work outside academia.
†publications/reports, informal interaction, public meetings or conferences, contract research, consulting, joint or cooperative research, patents, personnel exchange, licenses, recently hired graduates
Towards a Theory of Innovation and Interactive Learning, London: Pinter, see also Ramstad, Elise (2009) †Expanding innovation system and policy-an organisational perspectiveâ€, Policy Studies, Vol 30, No 5, pp533-53 30 Missing
and recently appointed Professor John Kay to lead a review of the effect of UK equity markets on the competitiveness of UK business. 21 But the impact of these activities-and of any planned changes-on the national innovation system
An important first step will be for the government to implement the recommendations of the Hargreaves Review on Growth and IP. 28 As the Big Innovation Centre†s Director, Professor Birgitte Andersen, recently noted:
A New Perspective on Learning and Innovation, Administrative Science Quarterly, Vol 35, pp128-152 Cosh, A.,Zahng, J.,Bullock, A. and Mllner,
networking, financial supports 110 Over 20,000 students a year now participate in the various CEB supported programmes implemented in the education sector FORFÃ S EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS
and only apply in the case of projects that clearly demonstrate a potential to graduate to Enterprise Ireland
The course content normally includes information on: Company structures; Business planning; Market research and Marketing; Sources of finance, financial Management, taxation and book keeping;
Since 2008, the course content has been broadly standardised across CEBS to address the variations that existed prior to that.
and often arise from the demand from clients of management development programmes who wish to build on previous learning
Student Enterprise Awards-Second Level; Exploring Enterprise-Second Level; Enterprise Encounter-Second Level; FORFÃ S EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS & ENTREPRENEURSHIP 131 Celtic Enterprise-Second Level;
and Third Level Over 20,000 students a year now participate in the various CEB€ supported programmes implemented in the education sector F Other Activities The CEBS are involved in a wide range of other activities in response
Management Development Programmes 30 Mentoring Assignments 110 Networks supported 1-4 Student Enterprises Initiatives 20,000 nationwide (All CEBS) CEB Activities specific
Flanders DC focuses on entrepreneurs, teachers, students, policy-makers and the general public. Among the many options Flanders DC offers are:
or at your event, take part in the De Bedenkers (The Inventors) classroom competition and an online game to discover how you score as an innovative manager.
July 2007, published in English ï How entrepreneurial are our Flemish students, Hans Crijns and Sabine Vermeulen,
At the end of Chapters 2 to 6, we include key learning points. These lists of learning points can be consulted as a checklist
when you are setting up a new business with your innovation partners. These learning points are gathered at the end of each chapter
so you can easily check them whenever you want a quick review of what you have learned 1. 3. Research method To explore the link between open innovation and market success of SMES,
cross-industry learning process led by sleep experts. The QOD case illustrates that developing a successful business model that ultimately changes the industry starts with nothing more than the conviction of a well-informed entrepreneur.
The experience eventually transforms the customer into a restyled person using personalized advice from a professional. 34 Key Learning points ï Analyzing open innovation in SMES in traditional industries starts with conceiving
such as a learning innovation network, design networks, research programs, and so on. Design was the second step.
It is thus too early to evaluate its effects on the company†s bottom line. 53 Key learning points ï Successful SMES do not remain with one business model forever.
and stay focused on the joint value they create. 74 Key Learning Points Open innovation as an integral part of business model innovations In the past,
Case Airfryer 87 88 Key learning points ï In the past, collaboration between large and small firms has been prone to different types of problems.
and how to deal with them. ï Small firms should do their homework before they start collaborating with large companies.
One of the major learning points to emerge from the cases is that open innovation networks are sustainable only when the value that is jointly created is several times larger than
and deepen learning about open innovation among entrepreneurs One way to accelerate the use of open innovation in small firms is to diffuse successful cases using audiovisual tools on the Internet.
Networks of learning in biotechnology, Administrative Science Quarterly, 41,116-145.32 In 2006, Netflix, a major movie rental company, organized a crowdsourcing contest on the Internet.
or prior art searches. •Provide access to specialist people and facilities (from interim CEOS to product testing/accreditation).
Higher education Institutes which includes Public Research Organisations •Provide a source of graduates and postgraduates. •Offer a portal to the global pool of academics and stock of knowledge. •Provide a source of partners for proprietary innovation projects. •Offer a source of IP,
and Peer Learning 3. 1. Peer mentoring 3. 2. One-to-one mentoring 3. 3. Skills development programmes 3. 4. Webinars 4
and commit themselves to learning. These cultural elements cannot be overstated. •Second, focus on people. A truly entrepreneurial Ireland is dependent on strong and self-reliant entrepreneurs,
TRAINING PERMITS Funding TAXATION Access to Finance Access to Talent Vibrant Hotspots of Activity Mentorship & Peer Learning Innovative â€oecan-Do†Culture Executive Summary
A vibrant startup culture maximises peer learning and commercialisation through a diverse range of networking events, mentoring groups,
Pillar 2, Mentorship and Peer Learning The biggest improvement we can make to the entrepreneurial culture in Ireland is to get more of our citizens to share their knowledge and networks.
on commercialisation should be provided to every STEM Bachelors student as part of their degree. Phd and Post Doctorate students should also receive mandatory commercialisation instruction as part of their research programmes.
Pillar 4, Access to Talent Access to talented people is a key enabler for all businesses.
& Peer Learning Innovative â€oecan-Do†Culture We believe that entrepreneurs need to be self reliant and customer-focused,
as well as students, should receive some entrepreneurship education. Research from the EU and other European countries has shown that participation in entrepreneurship programmes
and their likelihood to start their own companies. 4 Much progress has been made in Ireland with initiatives such as the County & City Enterprise Boards †Student Enterprise Awards†5, RTà †s
•Bizworld runs 2-3 day immersion events in primary schools where students are put into teams
and works with educators and teachers to introduce entrepreneurial concepts to students. Bizworld currently partners with schools in Dublin, Kildare, Wicklow, Galway, Cork and Limerick.
Young Enterprise, Copenhagen 5 This acquaints over 16,000 students annually with the concepts behind running their own business. 6 Run in secondary schools and third level institutions across Ireland,
400 students complete a course in entrepreneurship since 2007. www. youngentrepreneur. ie 7 A hackathon is an event at
The goal of such events is to enable students to understand the technology that builds our world
In addition to learning to code, members meet like-minded people to show off what they†ve been working on.
the Forum is aware that many successful entrepreneurs would be willing to engage with local schools to talk to students,
Mentorship and Peer Learning. 1. Develop a National Educational Strategy for Entrepreneurship covering all levels of the education system.
with a focus on learning web development and computer programming. 3. Introduce a National Register for volunteer entrepreneurs who would be willing to visit schools to engage with students at local level. 2. 3 Encouragement for Under-Represented Groups The majority of the actions being taken by Government are helpful
to people who are already in the †system†or who have started already their entrepreneurial journey.
Learning from Billion-Dollar Startupsâ€, Cowboy Ventures, Techcrunch 2 november 2013. http://techcrunch. com/2013/11/02/welcome-to-the-unicorn-club/Sooner or later,
so as to gather strong learning experiences on how to manage a business. The EU Commission's'Erasmus for Young Entrepreneurs'is one such model,
The programme should involve facilitated learning, mentoring, peer learning and coaching. On completion, participants would be referred to the range of financial and soft supports from Enterprise Ireland/LEOS, Microfinance Ireland, Department of Social Protection, Local Development Companies, etc.
Each Microfinance Ireland youth entrepreneur loan would be supported by further dedicated mentoring during and after the duration of the loan.
in order to build high potential startups with export potential based on their graduate research. 17. Local Enterprise Offices should work directly with immigrant organisations,
& Peer Learning To create great companies, we need to train and develop great entrepreneurs.
Many types of peer learning and mentoring opportunities emerge in a successful startup community, but in this chapter we focus specifically on peer mentoring groups. 3. 1 Peer Mentoring A central recommendation of this report is to revitalise the entrepreneurial culture of Ireland by developing strong networks of entrepreneurs helping
From networking events to peer mentoring groups to shared electronic learning Ireland needs to leverage the skills of the few for the understanding of the many.
& Peer Learning Coming together is a beginning. Keeping together is progress. Working together is success.-Henry ford A central recommendation of this report is to revitalise the entrepreneurial culture of Ireland by developing strong networks of entrepreneurs helping entrepreneurs.
what university professors have known for centuries: make some regular time available, and the people who really want it will go out of their way to show up
through once-off, expensive executive-MBA-style programmes. These programmes through Stanford, Cambridge, Harvard, etc.
and industry organisations develop a rolling series of webinars that enable learning and information sharing.
-25-recommendations Peer-to-peer learning between entrepreneurs is crucial to developing startup communities. This includes successful mentorship
and everyone gains from this sharing and learning. One such successful Irish Entrepreneur organisation in Ireland is www. eoireland. org Successful mentorship programmes are those where mentees create structured,
and peer to peer learning recommendations-26--27-Vibrant Hotspots of Activity-28-Tech Entrepreneurship in 1980s and 1990s Ireland The 80s and 90s were an exciting time in Ireland for entrepreneurship
telecommunications services and interactive learning that were traditionally the preserve of large multinational companies. During the late 70s and 80s, a significant proportion of the third level graduates from engineering and science courses emigrated to join multinationals in mainland Europe and North america.
Less than a decade later many of these expatriates looked to return home and found a unique confluence of factors in Ireland that promoted innovation.
This stimulated some graduates to set up businesses in these areas. •Skilled Graduate Pool. Companies in the 80s and 90s had a steady stream of high quality technical graduates from engineering
and science disciplines ready and willing to work in exciting new startups. •The irish Trade Board.
(Interactive Learning), Changingworlds (Personalisation), Network365 (Mobile Payments), Datalex (Travel Software), Trintech (Online Payments), Baltimore Technologies (Security), Glockenspiel (Compilers), Euristix (Network
We have exported many skilled graduates, there has been a significant increase in the uptake of STEM-related courses at third level
Rather than students paying to go to a business school to learn case studies on how companies succeeded or failed,
an accelerator pays the students (through equity investments in their nascent businesses) to develop their idea into a company over a period of typically 3-6 months.
Most accelerators place their developing companies into big †open plan†work spaces for optimal cross-learning and co-operation (in this way,
http://birch. co/post/60844253074/startup-accelerators-are-the-new-mba 22 http://siliconrepublic. com/startups/item/22304-ireland-home-to-three-of-eu recommendations
Co-working spaces are effective creation engines for startups as they lower barriers to entry for founders while increasing learning/information sharing.
and ensure a culture of learning from different perspectives. The essential requirements of an international standard co-working space are:
and a funding package secured to transform an old creamery building into a premium food workspace and learning centre.
While universities†primary focus and strength in supporting entrepreneurship is to provide/develop graduates they also have a strong role to play in leveraging their research developments to create new startups.
We encourage the new direction of HEIS that enables companies to engage directly with graduate students without any intellectual property ownership being claimed by the university,
-33-25 http://www. easyaccessip. org. uk/recommendations In 2012, The irish Research Council launched a pilot Employment Based Postgraduate programme (including Phd and Masters) for 30 places.
whereby a postgraduate student can undertake their Phd while spending one-third of their time in a company (the company pays one-third of the scholarship
and IRC pays two-thirds). Each of these programmes have helped industry and academia to work more closely together to build strong working relat ionships and simultaneously increase direct commercialisation of research work.
We recommend that a greater proportion of our funding for Phd students be allocated to working with industry.
which enables students to undertake their Phd research through an active engagement and collaboration with an industry partner. 32.
Introduce a Framework for companies to provide contracts to university graduate students for thesis work without clouding IP ownership. 34.
For example, graduate students who are minded commercially could be given an attractive option to study business studies or an MBA while conducting their thesis research at a small marginal cost to the university as the student is enrolled already.
Academic institutions should c o n s i d e r i n c e n t i v i s i n g researchers to commercialise
Finally, STEM students at the Bachelors level are the most likely to create valuable technology businesses.
These students should have exposure to entrepreneurship or commercialisation before they graduate. 37. Formal recognition should be given to researcher time spent on collaboration with industry in the academic promotion criteria of their institution. 38.
Universities should offer their Phd students a Masters course in business at half price, while the students are conducting their thesis. 39.
Training on commercialisation or entrepreneurship should be provided to every Phd student and Post Doc via mandatory programmes held every semester by the universities. 40.
Every STEM student (undergraduate and postgraduate) should receive a course on entrepreneurship or product commercialisation as part of their degree.
-34-recommendations recommendations-35-Modern successful entrepreneurs readily acknowledge that an engaged and talented staff is critical to their success. No single person can build thriving international businesses without having a high-quality team
As an example, throughout the general population of all ages, second level graduates have an unemployment rate of 23%and third level graduates have an unemployment rate of 13%29.
Furthermore, graduates seeking work experience are excluded from participating in the Jobbridge Programme if they already have part-time evening or weekend employment.
These have proven to be helpful to graduates, giving them the real work experience that is generally sought by employers.
what he had learned as a student --which largely revolved around networking--to include a broader sense of
These programmes attract a variety of foreign graduate students from outside the EU, who are forced to return to their home country after their Masters, Ph d,
We believe Ireland should encourage these graduates to stay in Ireland and commercialise their research here.
and graduates to have easier access to visas. This campaign endeavors to establish Ireland as the top destination for English-speaking tech talent.
Easier access to holiday visas and encouraging Chinese graduates studying in Ireland, as well as allowing Irish companies greater access to the Chinese economy,
The Central Banks†Code of conduct for SME Lending states that â€oehaving due regard to the nature, liquidity and value of collateral a regulated entity must not impose unreasonable collateral requirements for providing credit facilities,
having regard to the value of the credit being offeredâ€. †The Code goes on to say â€oea regulated entity must not impose unreasonable personal guarantee requirements on borrowers. †This Code of conduct is fine.
which could be incorporated into the existing Code of conduct for SME Lending. An examination of conditions of sanction of other banks in other jurisdictions may be useful in this regard to design some specific protocols around the need,
Banks which continue to ignore the Code of conduct-which would appear to be most of those currently operating in Ireland-would face sanctions
A best practice code of conduct should be devised for the use of personal guarantees which should be incorporated into the existing Code of conduct for SME Lending.
Comparisons should be highlighted between the different SME Lenders to provide more information on terms and conditions likely to be imposed on potential borrowers.
and bank executives who violate the Code of conduct. 57. One or more reputable international banks should be recruited (not subsidised,
A private sector Prompt Payments Voluntary Code of conduct is currently being established by the Business Representative Bodies in Ireland, supported by the Department of Jobs, Enterprise and Innovation.
Indus t r y bod i e s shou ld suppor t the establishment of the Prompt Payments Voluntary Code of conduct and encourage companies to sign up to the code.
with a focus on learning web development and computer programming. 3. Introduce a National Register for volunteer entrepreneurs who would be willing to visit schools to engage with students at local level. 2. 3 Encouragement for Under-Represented Groups 4. As part of an entrepreneurship cultural awareness campaign,
create †entrepreneur heroes†which highlight and celebrate role models inclusive of the under-represented profiles (female/youth/immigrants etc.)
in order to build high potential startups with export potential based on their graduate research. 17. Local Enterprise Offices should work directly with immigrant organisations
-53-Recommendations Recommendations 3. Mentorship and Peer Learning 3. 1 Peer mentoring 3. 1. 1 Office hours 19.
which enables students to undertake their Phd research through an active engagement and collaboration with an industry partner. 32.
Introduce a Framework for companies to provide contracts to university graduate students for thesis work without clouding IP ownership. 34.
Universities should offer their Phd students a Masters course in business at half price, while the students are conducting their thesis. 39.
Training on commercialisation or entrepreneurship should be provided to every Phd student and Post Doc via mandatory programmes held every semester by the universities. 40.
Every STEM student (undergraduate and postgraduate) should receive a course on entrepreneurship or product commercialisation as part of their degree. 5. Access to Talent 5. 1 Share based remuneration to employees 41.
Enable Employee stock ownership without creating taxable events until the time of sale of the stock. 42.
A best practice code of conduct should be devised for the use of personal guarantees, which should be incorporated into the existing Code of conduct for SME Lending.
Comparisons should be highlighted between the different SME Lenders to provide more information on terms and conditions likely to be imposed on potential borrowers.
and bank executives who violate the Code of conduct. 57. One or more reputable international banks should be recruited (not subsidised,
Industry bodies should support the establishment of the Prompt Payment Voluntary Code of conduct Portal and encourage companies to sign up to the code. 7. Public Policy 7. 1 Clear up the government structure for helping businesses 60.
, Tanorganic Thomas Cooney Professor of Entrepreneurship, College of Business, Dublin Institute of technology Tom Hayes Micro Enterprise and Small Business enterprise Ireland Wendy Gray SME Policy
< Back - Next >
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011