supporters there are professors, fellow doctoral classmates, academic staff, friends, and of course, my family. To this special group,
I would like to give a heartfelt, special thanks to all professors of the Business Economics department of the Universitat Autã noma de Barcelona.
being a Ph d. student. Special thanks to Yanina, Matias, Veronica, Any, Pedro, Felipe Moraes, Renan, Laura, Gabriel, Jeroen, Yoly, Clemens and Carlos. I extend my thanks
of organizational scholarship, including leadership knowledge utilization, innovation, profit maximization entrepreneurship, and so on. †Borgatti and
S&e graduates grew by 51%from 2 430 000 in 2000 to 3 679 000 in 2010.
and engineering graduates, the largest increase of the world share has been among the BRIS countries and in other
1) Tertiary graduates in science and engineering ii) Other Developed Asian Economies does not include SG and TW
World share of S&e graduates, researchers, GERD, high-impact publications and patent applications, 2000 and latest year
Science and technology graduates from tertiary education (ISCED 5 and 6)( 1 Participation in global R&d â€%shares
while 1, 200 graduates leave higher education per year. In comparison, the closely related sector of IT and software employs 14,000 people with 2, 200
graduates annually (Innova, 2008 The micro-and nanoelectronic field as one activity in the Grenoble cluster is also related to a
to 2, 400 researchers, 1, 200 students, and 600 technology transfer. Minatec campus staff (9
Each year some 6, 000 students and 400 academics and researchers from abroad study or work in Grenoble-Isã re.
institutions helping to ensure the production of well-trained graduates (OCRI, 2006 Short history of micro-and nanoelectronics in the Ontario region
third of all Masters and Ph d. graduates in electrical engineering and computer science from Canadian universities. This concentration is even more visible in the telecommunications
researchers and students through general programmes (not technology specific No significant role of collaborative ties
research students in universities and research institutes in the UK. Cambridge university receives quite a large share of this budget (160 grants with a sum of £55 million in 2008) for
graduates and ex-employees of large companies that start their own company Capabilities World leading scientists on biotechnology
140,000 students. In addition, the region houses more than 70 publicly funded research institutes from one of the four main non-university research organisations (Max Planck
entrepreneurship of returning students, young Phds and post-docs, with more than 100 SMES created by around 250 young talents), the Hunan Xinjinrong Technical Incubator and the Oak
Interactions between well trained graduates, returning graduates (from abroad), academic entrepreneurs, firm employees, government representatives and strategic investors have
Taijia New Material Science and Technology Co. Funded by returning graduates from abroad it is now a Sino-China joint venture specialised in the manufacturing of composite materials
At the same time, additional places for students need to be provided in these subject areas Third, AMT are characterised by the emergence of several new platform technologies that are
over the last decades, leading to a lower number of graduates and researchers in some fields
A main challenge is to train students in cross-disciplinary fields which are particularly important for research in KETS.
opportunities of cross-disciplinary studies are unclear to many students (e g. because commercial applications and thus job opportunities in KETS have yet to evolve),
low perceived attractiveness of such studies and a low number of students European Competitiveness in KETS ZEW and TNO
 graduates  emerging  from  a  degree  course  that  has
 professors  Agreements  are  reached  on  how  the  IP
 students  from  University  of  Zagreb  facilitated  by  David
 graduates  and  skilled  employees  •Networking/partnering  organisations  â€
 graduates  from  engineering  to  film  special  effects  and
 graduates  choosing  to  stay  local  and  create  their
 graduates  In  addition  to  the  dominant  local  financial
This also applies to the recruitment of graduates by ï rms, which is probably one of the main mechanisms for making money from fundamental research 54.
retirees, graduate students, professional workers in various disciplines, ordinary citizens, and research-based and proï t-seeking
why some are slow learners, Res. Policy 31 (2)( 2002) 291†302 14 Y. Wang, N. Roijakkers, W. Vanhaverbeke, Linking open innovation to national systems of innovation:
He received his Masters degree from Dalian University of Technology (People's republic of china. From 2005 to 2007 he was a lecturer at China University of Mining and Technology.
Wim Vanhaverbeke is professor of strategy and innovation at the University of Hasselt (Belgium. He is also visiting professor at ESADE (Spain) and the Vlerick
and 24%even an MBA, compared with 14%of IT-intensive industry CIOS. Similarly, a higher proportion of them (35%)hold a degree in
a business degree or MBA is required strongly for the CIO role compared with 37%of IT-intensive industry CIOS
Whether it is an MBA or an MSC in engineering, economics or physics, there is typically a dimension beyond IT to their studies.
later adding an MBA to her qualifications. Similarly, the CIO of a leading Chinese bank holds degrees in electrical
along with an MBA. In the telecommunications sector, one in five of these leading CIOS hold a Phd on top of other qualifications
MBA in International Finance & IT, University of the Witwatersrand 1983 †1986 B Com (honours
Post graduate Management, Otto -Friedrich-University Bamberg 2002 †2006 Consultant, Centrum fã r betriebliche
Others do MBAS to widen their educational backgrounds. All these help to develop a more powerful
MBA Master's degree in management or business administration Bachelor's degree in management or business administration 48 %3
%12 %15 %30%Science and engineering Phd in science and engineering Master's degree in science and engineering
Bachelor's degree in science and engineering 1 %1 %7%Other Other university degree Other non-university degree
Other 4 %1%No answer 43 %18 %24 %1 %IT Phd in IT Master's degree in IT
Bachelor's degree in IT Worldwide number of employees 7%Up to 249 2%250†499 2%500†999
4%1, 000†1, 999 4%1, 500†1, 999 22%2, 000†4, 999
17%5, 000†9, 999 22%10, 000†49,999 50,000 and more 19 %23 %Software, hardware and computer services
-at a national level, launch a new Innovation Graduate Placement Programme to ramp up the number of innovation projects within companies.
to Junior and Leaving certificate mirror the national average (Appendix 3 These improvements are linked most likely to the decline in the economy, with many students
seeing an increased emphasis on school completion in 2009/2010 compared to those that may
Waterford City has a relatively low retention rate to Leaving certificate compared to the national average,
Retention of Graduates: The retention rate of graduates within counties (i e. the percentage of graduates from a given county that have employment within that county) is an
indicator of the availability of relevant employment for graduates Graduates originating from County Dublin generally find employment in this county (94
percent); ) Cork also demonstrates high rates of retention of employed graduates at 67 percent as does Galway with 57 percent.
As these counties contain major urban centres this would be expected. In general, graduates who originate from other counties do not commonly
find employment in their home county The average retention rate for each county is 34 percent (outside of Dublin,
the average is 32 percent). ) Waterford and Wexford have retention rates of 39 percent and 38 percent
respectively, slightly above the national average. Carlow, Kilkenny and Tipperary have low retention rates by comparison.
In summary, most graduates from the South East counties, as with most other counties, find employment outside of their county of origin, with the main
urban areas of Dublin, Cork, Galway and Limerick retaining the majority of graduates from those counties
development to ensure a steady supply of appropriately skilled graduates The region has built also a strong cohort of relatively large contact centre operations
retention of graduates with such skills and perhaps reduced interest in acquiring language skills. A focus on innovative ways to promote language training
Ensuring the region is attractive to overseas students and immigrants is also important International financial services activities in the South East are predominantly back office in
 The HEIS in the region are preparing graduates for careers in digital media and games
 Bachelor of science (Level 8) in Applied Computing †5 Places  Bachelor of Engineering (Level 8) in Electronic Engineering †11 Places
 Bachelor of science (Level 8) Pharmaceutical Science †2 Places  Bachelor of arts (Level 8) in Finance and Investment †9 Places
 Bachelor of science (Level 7) Information technology †17 Places 42 Refer to Appendix X for data tables
46 Table 5. 1 Education Providers in the South East participating in the 2010 Labour market
Waterford Iot Bachelor of arts in Financial services Level 7 60 2 Waterford Iot BENG (Honours) in Sustainable Civil engineering Level 8 120 3
 Bachelor of arts in Financial services (Level 7) †30 Places  Bachelor of science Applied Biology with Quality Management Biopharma Pharmachem
Level 8) †5 Places  Bachelor of Engineering in Sustainable Civil engineering Medical Devices (Level 8) †15
the development and revision of course curricula to ensure that students have the most relevant skills upon entering the labour market
opportunities within enterprise are hugely valuable in improving the success of students and job†seekers.
companies transition into higher order activities, the ability to attract graduates and to offer career progression opportunities will become an even greater challenge62
learning and research within an inclusive student-centred environment to foster graduates of distinction who are ready to take a leadership role in
business, the professions, industry, public service and society. The Institute will manage its hinterland as a Learning Region and is committed to the educational development of the
WIT Student Numbers, 2007-2010 Summary Student Statistics 2007-08 2008-09 2009-10 Full time undergrad 5660 5758 5861
Full time Phd 37 47 49 Full Time Masters Taught 219 278 319 Full Time Masters Research 124 126 91
In terms of output by discipline, in 2010, there were 700 SET graduates with ordinary and honours degrees (levels 7&8), 120 SET Masters graduates and 5 SET Phd graduates from WIT
In HSS disciplines WIT, had 234 Masters graduates and 896 ordinary/honours degree graduates in 2010.
Preliminary figures for the 2010/2011 academic year are of a total of 4, 128 enrolments for honours degrees (Level 8),
estimated 65 percent of all WIT part-time students are funded company. For example, the Department of Chemical and Lifesciences delivers a Higher Certificate and a Bachelor of
In collaboration with Teagasc, WIT has developed a Postgraduate Diploma in Farm Financial Management that is delivered over 2 years in block sessions, both on campus and in a number
IT Carlow has a student body of almost 4, 700 (comprising 3, 100 full-time and c. 1, 600 part
-time students. It offers a broad range of courses in the areas of  Business & Humanities (Business Communications, Management, Humanities, Sport
Peter†s College), with a full-time and part-time enrolment of approximately 900 students The Wexford Campus offers courses to degree level in Business, Humanities, Art and
and the US for students pursuing the four year BSC (Hons) in Software Development at IT
The Institute has about 710 students between the two locations. It offers a broad range of full and part-time courses in the areas of Business education, Computing &
Carlow College currently has a student population of about 700 (full and part-time. The college offers courses to Degree level in Social Studies and Humanities.
traditional student base and the HEA will continue to work with the relevant institutions on
-at a national level, launch a new Innovation Graduate Placement Programme to ramp up the number of innovation projects within companies.
Leaving certificate Retention 2004 cohort State 95.1 84.5 South East 95.3 85.0 Carlow 97.1 85.7 Kilkenny 96.5 84.6
The unadjusted Leaving certificate retention rate nationally for the 2004 cohort was 84.5 percent, i e. out of the 57,000 pupils that enrolled in 2004,48, 100 sat the leaving certificate
by 2010.73 The table below shows the available data on the South East counties compared to
73 The Department of education produce a final adjusted rate of 87. 7percent to take account of students
Table A12 Retention of graduates within the region, class of 2008 (county of origin and
HEA (2010) What do graduates do? Class of 2008 90 Table A13 Distribution of Employment in the South East Region and State by Occupational
ï§Given that much research indicates that companies consider graduates would benefit from increased industry placements during their graduate programme, the current
HEIS to consider work placement where students would take up opportunities in a flexible and cost effective way42
42 The IBEC coordinated Export Orientation Programme (EOP) Graduate Placement Programme indicates the potential in collaborative approaches between industry and the enterprise agencies in this area
second academic year, the programme targets second and third level students and aims to foster the entrepreneurs of tomorrow
The programme has seen over 300 students submit business plans which are shortlisted to allow 15 finalists to pitch their business plans to the judging panel.
Educational attainment to leaving certificate and third level has increased but the region continues to exhibit a relatively high level of early school leaving (below leaving cert) and
development to ensure a steady supply of appropriately skilled graduates The region has built also a strong cohort of relatively large contact centre operations
graduates with such skills and perhaps reduced interest in acquiring language skills. A focus on innovative ways to promote language training
attractive to overseas students and immigrants is also important IFS activities in the Southeast are predominantly back office in nature.
Ireland and the US for students pursuing the BSC (Hons) in Software Development at the Institute
With 160 active staff and students, the TSSG is a significant pool of specialist expertise within
Low levels of educational attainment, both at leaving certificate and graduate level compared to other regions
and in adjacent regions) in producing graduates with enterprise focused skills, oriented towards sectors which are growing
Alongside the need to produce industry oriented graduates will be the requirement to retrain workers whose skill sets are less in demand.
financially strapped doctoral student, it was free (Wikipedia, 2013a). Adventure had no graphics just words on an amber screen.
wide range of creative digital learning tools such computer algorithms for analyzing student writing and providing instantaneous user feedback in online media simulations.
relationships between and among students, teachers and educational institutions. Early digital developments had an evolutionary influence on one, two or three of these areas, but paradigm
media technology, great teachers mentored their pupils using primarily oral communication The second paradigm of education emerged with the advent of analog media technology
lectures to a group of students assembled in a classroom. Students read printed materials typically outside of class time and complete assignments to facilitate
and test their comprehension of course materials. This model is generally less effective than direct mentorship because it
interconnectedness among students and teachers and features many-to-many communication and multidirectional mentorship (see Figure 1). The professor is no longer in the role of the grand
master of knowledge. Instead, she or he is a mentor and guide, and students engage in a shared
process of knowledge exploration and discovery. This paradigm represents the decline of hierarchy in learning.
exploration and discovery between and among students and the person formerly known as the instructor, adapting Jay Rosen†s apt description of the rise of the citizen journalist in the digital age
and customize student engagement and learning in real time (Fournier, 2011. Interactive, on-demand multimedia resources such as the Khan
Academy enable students to learn the basics of any discipline asynchronously (Khan academy 2013). ) But they are limited severely in terms of giving the individual student direct, interactive
access to the human course instructor. As A j. Jacobs, editor at large for Esquire magazine, noted
The professor is in most cases, out of students†reach, only slightly more accessible than the pope or Thomas
Several of my Coursera courses begin by warning students not to e-mail the professor We are told not to †friend†the professor on Facebook†(2013
Though extremely efficient, MOOCS are still largely an extension of the second educational paradigm, bringing the idea of one-to-many education to an extreme.
and expert systems to provide student feedback and learning customization, the ability of these systems to function effectively is limited largely to
They have limited utility where student learning objectives involve developing new knowledge, solving new problems, and innovation
The emerging third paradigm of education IS about students learning creative problem solving innovation and generating new knowledge.
and interaction with graduate students. Outside of formal team projects collaboration among students is frowned sometimes even upon as a form of cheating
The arrival of the third educational paradigm does not spell the end of the previous paradigms
taught in the late 1990s, students working outside of formal class time could efficiently communicate and collaboratively learn via their electronic group (e-group.
Importantly, the e-groups included not just students currently enrolled but many who had taken previously the class
These course graduates, so to speak, were still active participants in the class as mentors to current students.
Appropriately enough, the students introduced the instructor to the particular e-groups software tool they used for online collaboration
In this context, course management tools such as Blackboard and ecollege, at least as implemented at most colleges, have a fundamental flaw:
each semester students are locked out at the end of the term. Instead, minimizing the potential to achieve maximum cross-generational
education, these alumni are blocked as possible mentors to current students. Because these commercial course management systems are linked to the official university registrar, students
who sign up for a class are enrolled automatically in the online section, which is a useful efficiency
that innovative educational environments designed for this third paradigm can overcome many traditional learning constraints, including cost and choice (2013.
environment that puts increasing control in the hands of the learner. But it means educators must
the interconnected student can become an active collaborator in a continuous learning process (2013. Mobile technology, including
School has long been bounded by space and time and the physical qualities of student and teacher.
Emerging technologies allow student and teacher to transcend these constraints. It†s 118 worth noting that more than half (56 percent) of adults in the U s as of 2013 use a smartphone
students could play a game of geocaching where the objectives are to find and advance knowledge
Forge to improve computational protein structure modeling. †Students can use mobile devices to access the interactive 3d graphic and explore the protein structure in ways previously inaccessible
locations, allowing students to engage their physical world in entirely new ways. In collaboration with Columbia University computer science Professor Steven Feiner, the author developed in the
late 1990s real-world AR enhancements described as a â€oesituated documentary†(Hà llerer, Feiner & Pavlik, 1999.
Columbia University students used the geo-location capability of AR to tell and explore stories from the University†s past,
including the 1968 student strike, Prof. Edwin Armstrong†s invention of FM radio, and nuclear physicist Enrico Fermi†s early work leading to the
Today, students could use the fusion of digital media and AR to collaboratively study their
Students interested in culture could use this AR fusion to collaboratively report and tell unique local stories to a global audience.
Students of paleontology could use AR to study collaboratively dinosaurs in a real-world environment enhanced by 3d virtual dinosaurs that once roamed that space.
Students in 21st century Canada might gain a new understanding of their environment†s ancient past by encountering 3d animated
In LPP, students engage actively in the real work of a discipline under the mentorship of a faculty member with
expertise in the discipline. Students studying history, for instance, might use a variety of mobile devices to conduct community history.
They might do recorded oral histories and shared digitally shooting photographs and video and analyzing the material collected in the context of historical
but it engages students in a process that both enriches their learning and can contribute, at least peripherally, to the field.
multi-modal learning greatly facilitates student comprehension (Prince, 2004. LPP is just one form of active learning.
Clickers, for instance, enable students to answer questions posed by the instructor during live class. The instructor can instantly gauge student learning and customize
her or his instruction accordingly. Moreover, learning analytics based on such data are increasingly being incorporated across digital learning environments.
to enable the professor to make instant adjustments to optimize learning and further diagnostics of teaching effectiveness as well as learning assessment (ELI, 2011
students do not (Chinn & Malhotra, 2002. This evidence suggests that social engagement, or peer-to-peer learning, brings important implications for learning in the third paradigm
with classroom learning supplemented by a student -moderated discussion board. Students actively engage in social knowledge construction on these
boards, asking each other questions, seeking advice and developing new strategies for completing course assignments Networked, digital and mobile technologies also provide a window to better engage a diverse
student population. In one of the author†s hybrid courses, a speech-impaired student was for first
time able to fully participate as a peer with her classmates through online text-based discussion
New initiatives are demonstrating the value of digital, wearable devices for providing improved access to educational content for persons with disabilities (Markoff, 2013
one of the author†s best students spent the entire semester working and studying at sea.
Another semester, an exceptional student stationed in the military and living halfway around the world, was able to fully participate in the online course.
each of these cases, students in an Industrial Age course would not have been able to contribute
Students studying archeology might not only see a 3d animated version of New york City†s 19th century
professors, Kristian Hammond and Larry Birnbaum, and a technology executive, Stuart Frankel Narrative science â€oetransforms data into stories and insights through its proprietary artificial
summaries based on an AI analysis. In the future each learner could have access to a customized digital teacher via such an intelligent system
their students. In particular, human teachers should focus on three domains that can frame all knowledge: 1) ethics (a moral compass), 2) context (the interpretation of knowledge in historical
digital, networked mobile media to create an ongoing virtual classroom community. Second students can become lifelong learners...
and teachers. The line between teacher and student can blur, much as the line between professional journalist
and citizen reporter has blurred. In the 21st century, teachers will serve as guide and students will be active participants in a continuous
learning process helping to create, discover and share knowledge. This transition is vital because knowledge is advancing at an ever-faster pace
their students Finally, it is critically important, as Evgeny Morozov warns, to avoid falling into the trap of
Yet, the promise of an engaged community of lifelong learners is within sight. To turn this vision into a reality will require the collective effort of a new generation of
John V. Pavlik, Professor, Department of Journalism and Media Studies, School of Communication and Information, Rutgers University, New brunswick, New jersey, United states
Peter S. Davis is professor and chair of the Department of Management in the Belk College
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 available.
and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) to build electronic
or playground installations †are funded by citizens themselves Seed funding is a very early-stage investment,
goal it is to help †students use new technologies to design and make products that can make a difference to
Student placements academic-industry cooperation projects or networks Improved skill technical competence and knowledge base change of behaviours
spirit of their staff and students, provide advice and services to SMES, and participate in schemes promoting the training and placement of high level
graduates in innovative businesses. They can also host incubators for spin-offs in science and technology parks
graduates have the right skills and transversal competences. By having businesses cooperating with the educational side of Universities, talent attraction and
innovative way, fostering graduates with regional relevant competences and with transversal skills including entrepreneurial attitude
services, e-education, e-inclusion, e-skills, entrepreneurship, digital literacy, e -content, creativity, culture, living labs, smart buildings and neighbourhoods
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