Contents
Editors and Contributors
Abbreviations
Part I: Higher Education and Research Management Paradigms in the Knowledge Triangle
1: Knowledge Triangle Targeted Science, Technology and Innovation Policy
References
Part II: Conceptual Foundations of the Knowledge Triangle
2: Knowledge Triangle: The Right Concept to Align Universities Missions?
2.1 Introduction
2.2 A Critical Overview of the Knowledge Triangle
2.2.1 Early Formulations of the KT
2.2.2 The Extended Triangle of Knowledge
2.2.3 Foundations and Activities of the European Institute of Innovation and Technology
2.3 New Concepts and Formulation of KT
2.3.1 Knowledge-Education
2.3.2 Research-Innovation
2.3.3 Entrepreneurship
2.4 Conclusions: The Universities Missions and the KT
References
3: Knowledge Triangle Between Research, Education, and Innovation: A Conceptual Discussion
3.1 Introduction to the KT Concept
3.2 Main Actors in the Knowledge Triangle
3.2.1 Higher Education Institutions
3.3 The Role of Public Research Institutions (PRIs) in the Knowledge Triangle
3.4 Private Companies and the Role of the Business Sector
3.5 State Authorities
3.6 Governance Models and Policy Tools for the Support of Knowledge Triangle Activities
3.6.1 Funding and Management of Higher Educational Institutions
3.6.2 University Autonomy and Performance-Based Funding
3.7 Institutional Change of Higher Education Systems
3.7.1 Competitive Funding for Higher Education Institutions
3.8 ResearchΒ΄s Ties to Business and Knowledge Transfer
3.9 Analysis of Policy Instruments and Measures Related to the Knowledge Triangle
3.9.1 Place-based Policies and the Knowledge Triangle
3.9.2 The KT as an Integrative Framework?
References
4: Different Approaches to Regional Embeddedness and the Knowledge Triangle in Germany
4.1 Introduction
4.2 The Situation in Germany: Policies, Different Types of HEIs, and Regional Diversity
4.3 Case Studies
4.3.1 Heidelberg University
4.3.1.1 Institutional Policy to Support KT and the Third Mission
4.3.1.2 Location of the HEI and Role of Regional Activities
4.3.1.3 Examples of Programmes, Initiatives, Or Centres That Explicitly Aim to Integrate Research, Education, and Innovation
4.3.1.4 The Role of Policy
4.3.2 University of Applied Sciences Bremen
4.3.2.1 Institutional Policy to Support KT and the Third Mission
4.3.2.2 Location of the HEI and Role of Regional Activities
4.3.2.3 Examples of Programmes, Initiatives, Or Centres That Explicitly Aim to Integrate Research, Education, and Innovation
4.3.2.4 The Role of Policy
4.4 Discussion and Conclusion
References
5: Technology Upgrading and Knowledge Triangle in Brazil
5.1 Introduction
5.2 Technology Upgrading and Knowledge Triangle
5.2.1 Universities as Agents of Technology Upgrading
5.3 Analytical Approach
5.4 Empirical Evidence
5.4.1 Brazilian Universities and the Dimensions of Technology Upgrading
5.4.2 A Social Network Perspective on Academic Patenting in Brazil
5.5 Understanding the Institutional Framework
5.6 Concluding Remarks
References
6: Knowledge Triangles in Dutch Entrepreneurial Ecosystems
6.1 Introduction
6.2 Theoretical Framework
6.3 Case Studies
6.3.1 Brainport Eindhoven
6.3.2 Metropolitan Region Amsterdam (MRA)
6.3.3 Twente
6.4 Conclusions
6.4.1 The Ability to Prepare the Region for the Future
6.4.2 The Coordination of and Emphasis on Industrial Clusters
6.4.3 The Balance Between Top-Down Steering and Bottom-Up Leadership
6.4.4 Relation with Government
References
Part III: Knowledge Triangle in Higher Education Institutes and Public Research Organizations
7: Developing Research Organisations Towards Knowledge Triangle with Project Funding Instruments: An Example from Estonia
7.1 Introduction
7.2 Project Funding as the Interplay of the Goals of Researchers, Universities and the Government
7.3 The Position of the Higher Education (HE) Sector in the Knowledge Triangle
7.4 The Funding of Research and Education
7.5 Stimuli in the Funding Instruments for the KT Activities
7.6 Research Funding and KT Policies and Practices in Selected Universities
7.7 Conclusions and Discussion
References
8: Incorporating Knowledge Triangle in University Management System: The Case of the Higher School of Economics, Russia
8.1 Introduction
8.2 Higher School of Economics: A Brief Portrait
8.3 Educational Policies and Strategies
8.4 University Research and Innovation: Governance and Leadership
8.5 The Third Mission and Innovation
8.6 Discussion and Conclusion
References
9: Open Innovation Platforms Fostering the Co-creation and Value Creation in a Knowledge Triangle: The Case of Tampere, Finland
9.1 Open Innovation Platforms as Policy Tools
9.2 Theory, Approach and Method
9.2.1 KT and OIP Approaches to Frame Innovation
9.2.2 The Key Question, Data and Method
9.3 National and Regional Context of KT-Related Policies and Strategies
9.3.1 National System of HEIs and Innovation Policy
9.3.2 Tampere Region as an Innovation Environment
9.4 Cases: Knowledge Triangle and Orchestrating Interaction through OIPs
9.4.1 Demola: Digitalized Global OIP for Local Innovation Ecosystem
9.4.2 Campus Arena: Physical and Digital OIPs to Renew Local Innovation Ecosystem
9.4.3 Mediapolis: Physical OIP for Local Business Ecosystem
9.5 Discussion and Conclusions: Towards Inclusive Innovation Policy Design
Appendix
References
10: Knowledge Triangle Configurations at Three Swedish Universities
10.1 Introduction
10.2 Analytical Framework and Method
10.2.1 Literature Review
10.2.2 Method
10.3 Knowledge Triangle Configurations at Three Swedish Universities
10.3.1 The Contextual Policy Setting
10.3.2 The Three Cases as Exemplars of the Swedish University Population
10.3.3 Lund University
10.3.3.1 Informal Institutions
10.3.3.2 Formal Institutions
10.3.3.3 Observed Challenges in Realising Knowledge Triangle Links
10.3.4 Chalmers University of Technology
10.3.4.1 Informal Institutions
10.3.4.2 Formal Institutions
10.3.4.3 Observed Challenges in Realising Knowledge Triangle Links
10.3.5 MalmΓΆ University
10.3.5.1 Informal Institutions
10.3.5.2 Formal Institutions
10.3.5.3 Observed Challenges in Realising Knowledge Triangle Links
10.4 Discussion on Findings
10.5 Conclusions and Implications
Appendix: List of Interviewees and their Position
References
11: Knowledge Triangle in the Health Sector: The Case of Three Health Faculties in Norway
11.1 Introduction
11.2 Interaction between Higher Education Institutions and Society
11.3 The Norwegian System and Main Policies for Education, Research and Innovation within the Health Sector
11.3.1 Policies for Research and Innovation
11.4 Case Studies
11.4.1 NTNU Faculty of Medicine
11.4.2 UiT-The Arctic University of Norway-The Faculty of Health Sciences
11.4.3 University of South-Eastern Norway-The Faculty of Health Sciences
11.5 Discussion and Conclusion
References
Part IV: Knowledge Triangle in Light of Science, Technology and Innovation Policy
12: Knowledge Triangle Governance in Science, Technology, and Innovation Policy
12.1 Introduction
12.2 The Russian National Innovation System-Background
12.3 Russian KT Policies as a Response to Systemic Challenges
12.4 Recent Development and Prospects
12.5 Discussion and Conclusion
References
13: The Role of Knowledge Triangle Policies in Development of Science-Industry Links in the New EU Member States: The Case of ...
13.1 Introduction
13.2 Development of RandDandI Policies and Changes in Science-Industry Links after 1989
13.3 Current Policies Supporting Knowledge Triangle Activities
13.4 Funding of Knowledge Triangle Activities
13.5 Knowledge Triangle Policies, Strategies and Activities of Universities
13.5.1 Policies, Strategies and the Governance
13.5.2 Funding and Revenues from Knowledge Triangle Activities
13.5.3 Main Knowledge Triangle Activities
13.6 Conclusions
References
14: Place-based Higher Education Policies in Austria
14.1 Structure of the Case Study
14.2 Structure of the Austrian Tertiary Education System
14.3 Finance Structure of Public Universities in Austria
14.3.1 Legal and Strategic Framework for Financing and Steering Public Universities
14.3.2 Performance Agreements
14.3.3 Finance Structure
14.4 Implementing Place-based Policies in the Performance Agreements: The ``Lead Institutions Initiative´´
14.4.1 The Role of Regions in STI Policy Making in Austria
14.4.2 Regional University Conferences
14.5 Support Mechanisms for Science-Industry Relations
14.5.1 COMET: Competence Centers for Excellent Technologies
14.5.2 Christian Doppler Research Association (CDG)
14.5.3 AplusB: Academia plus Business
14.5.4 Knowledge Transfer Centres and IPR Utilization
References
Part V: Knowledge Triangle Targeted Science, Technology and Innovation Policy
15: Targeted Science, Technology, and Innovation Policies to Enhance Knowledge Triangle
15.1 Introduction
15.2 Smart Specialization Strategies, Open Innovation and Knowledge Triangle
15.3 Emerging Demands for and Key Features of a New STI Policy
References