The document discusses the Knowledge Triangle (KT) model and how it promotes innovation and multidimensional learning through stronger interaction between research, education, and innovation. It uses Laurea University of Applied Sciences as a case study. Key points:
- The KT requires changes to education program design/delivery and new collaboration mechanisms between stakeholders like firms, academia, and regions.
- Laurea implements the KT through its Learning by Developing (LbD) model and living labs network, where students collaborate directly on real-world R&D projects that integrate learning and regional development.
- The LbD model views learning as a tool for developing competence and demonstrates this through new actions. It provides students experience
Helsinki smart region paper for co r educ 25 26 april 2013 v0 85Tuija Hirvikoski
This document provides an overview of the Helsinki Smart Region initiative and its role in pioneering smart regional development in Europe according to the EU 2020 strategy. It summarizes Helsinki's efforts to become a leading innovation ecosystem in Finland through the EKA project and outlines key EU programs like Innovation Union, Digital Agenda for Europe, and Horizon 2020 that provide opportunities for pioneering regions. The document contributes to developing Helsinki's strategy and action plan to strengthen collaboration between regional actors and pioneer urban and regional ecosystems cooperation across Europe.
ISJ Call for papers related to eHealth, Expertise in Nursing and Coping at Ho...Tuija Hirvikoski
The Laurea LivingLabs network is inviting professionals working in service business, nursing, and home care to submit research papers to the Interdisciplinary Studies Journal (ISJ) on topics related to eServices, eHealth, and eWellbeing. The deadline for the edition on "Expertise in Nursing and Coping at Home" is November 31, 2013, and the deadline for the edition on "Service Business" is February 1, 2014. ISJ is an international peer-reviewed journal that explores innovation at the intersection of disciplines without limitations, to advance research implementation in both industry and academia. Submissions on diverse topics related to service, nursing, security, and entrepreneurship that contribute to interdisciplinary thinking and bridge theory
Soete, luc & wubbolts, marcel work-based learning and wider university ...newsroom-euvz
The document discusses work-based learning and university-employer interaction. It describes a joint presentation from Luc Soete from the university side focusing on work-based learning and employability, and Marcel Wubbolts from the employer side on the Brightlands Chemelot Campus. The campus is a public-private partnership that connects university competencies in life sciences and materials sciences with industry to create sustainable solutions through collaboration, expertise, education, and entrepreneurship. It facilitates work-based learning and a strong interaction between universities and employers.
Iohn Ecwards: Smart specialisation and partnership for economic transformatio...Apulian ICT Living Labs
1) The document discusses the concept of smart specialization and its application through regional innovation strategies (RIS3) across Europe.
2) RIS3 aims to promote economic transformation through an entrepreneurial discovery process that identifies regional strengths and supports them through public policy.
3) The process emphasizes stakeholder involvement, outward collaboration, experimentation, and priority setting to determine a limited number of areas for specialization.
The document discusses the economic, social, and geopolitical crises facing Europe in the 21st century and how innovation can help address these challenges. It outlines Europe's policy responses, including strengthening core values, socioeconomic development, and large financial commitments. The document emphasizes activating and reconfiguring regional innovation ecosystems using a Triple Helix approach and smart specialization strategies to identify local competitive advantages. It argues that innovation agents must be stimulated and that knowledge institutions and businesses have untapped potential if properly supported through this process.
1) The document summarizes the main lessons and recommendations from the KIÚT Microcredit Programme, which provided group-based microloans to people in deep poverty in Hungary between 2010-2012.
2) It stresses the importance of carefully selecting entrepreneurial clients and providing ongoing business training. Not all clients have the skills or commitment needed for self-employment.
3) Local presence and social support are also critical to success. An "ideal mentor" requires both business knowledge and an understanding of local challenges. External factors like regulations can also heavily influence small businesses.
4) Local market integration and cooperation across different development programs are also important to achieve sustainable impacts and prevent isolated interventions. Cash alone is
L Spring 2010 Alternative Summit About The Lisbon Strategy In Education And R...spring2010
The document summarizes a call for mobilization against the Lisbon Strategy in higher education and research in Europe. It discusses how the Lisbon Strategy promotes a knowledge-based economy focused on technological innovation and fitting higher education to labor market needs. It also discusses how the Bologna Process became entangled with the Lisbon Strategy and led many countries to implement reforms that restrict academic freedom and prioritize research oriented to business. The call announces mobilization events in several European cities in 2010 to oppose these reforms.
Helsinki smart region paper for co r educ 25 26 april 2013 v0 85Tuija Hirvikoski
This document provides an overview of the Helsinki Smart Region initiative and its role in pioneering smart regional development in Europe according to the EU 2020 strategy. It summarizes Helsinki's efforts to become a leading innovation ecosystem in Finland through the EKA project and outlines key EU programs like Innovation Union, Digital Agenda for Europe, and Horizon 2020 that provide opportunities for pioneering regions. The document contributes to developing Helsinki's strategy and action plan to strengthen collaboration between regional actors and pioneer urban and regional ecosystems cooperation across Europe.
ISJ Call for papers related to eHealth, Expertise in Nursing and Coping at Ho...Tuija Hirvikoski
The Laurea LivingLabs network is inviting professionals working in service business, nursing, and home care to submit research papers to the Interdisciplinary Studies Journal (ISJ) on topics related to eServices, eHealth, and eWellbeing. The deadline for the edition on "Expertise in Nursing and Coping at Home" is November 31, 2013, and the deadline for the edition on "Service Business" is February 1, 2014. ISJ is an international peer-reviewed journal that explores innovation at the intersection of disciplines without limitations, to advance research implementation in both industry and academia. Submissions on diverse topics related to service, nursing, security, and entrepreneurship that contribute to interdisciplinary thinking and bridge theory
Soete, luc & wubbolts, marcel work-based learning and wider university ...newsroom-euvz
The document discusses work-based learning and university-employer interaction. It describes a joint presentation from Luc Soete from the university side focusing on work-based learning and employability, and Marcel Wubbolts from the employer side on the Brightlands Chemelot Campus. The campus is a public-private partnership that connects university competencies in life sciences and materials sciences with industry to create sustainable solutions through collaboration, expertise, education, and entrepreneurship. It facilitates work-based learning and a strong interaction between universities and employers.
Iohn Ecwards: Smart specialisation and partnership for economic transformatio...Apulian ICT Living Labs
1) The document discusses the concept of smart specialization and its application through regional innovation strategies (RIS3) across Europe.
2) RIS3 aims to promote economic transformation through an entrepreneurial discovery process that identifies regional strengths and supports them through public policy.
3) The process emphasizes stakeholder involvement, outward collaboration, experimentation, and priority setting to determine a limited number of areas for specialization.
The document discusses the economic, social, and geopolitical crises facing Europe in the 21st century and how innovation can help address these challenges. It outlines Europe's policy responses, including strengthening core values, socioeconomic development, and large financial commitments. The document emphasizes activating and reconfiguring regional innovation ecosystems using a Triple Helix approach and smart specialization strategies to identify local competitive advantages. It argues that innovation agents must be stimulated and that knowledge institutions and businesses have untapped potential if properly supported through this process.
1) The document summarizes the main lessons and recommendations from the KIÚT Microcredit Programme, which provided group-based microloans to people in deep poverty in Hungary between 2010-2012.
2) It stresses the importance of carefully selecting entrepreneurial clients and providing ongoing business training. Not all clients have the skills or commitment needed for self-employment.
3) Local presence and social support are also critical to success. An "ideal mentor" requires both business knowledge and an understanding of local challenges. External factors like regulations can also heavily influence small businesses.
4) Local market integration and cooperation across different development programs are also important to achieve sustainable impacts and prevent isolated interventions. Cash alone is
L Spring 2010 Alternative Summit About The Lisbon Strategy In Education And R...spring2010
The document summarizes a call for mobilization against the Lisbon Strategy in higher education and research in Europe. It discusses how the Lisbon Strategy promotes a knowledge-based economy focused on technological innovation and fitting higher education to labor market needs. It also discusses how the Bologna Process became entangled with the Lisbon Strategy and led many countries to implement reforms that restrict academic freedom and prioritize research oriented to business. The call announces mobilization events in several European cities in 2010 to oppose these reforms.
The document discusses challenges facing Europe like financial crisis, climate change, and democratic deficit. It proposes place-based innovation and smart specialization to address these issues through a participatory and emergent process focusing on social, technical, and territorial innovation. Social innovation involves responding to social needs through innovations that benefit vulnerable groups in society. Territorial innovation involves articulating regional strengths and macro-regional ecosystems. The creative cities and regions framework shows how innovation can be fostered through diversity, safety, identity, linkages, and organizational capacity. Innovation policy should be a creative and learning process that harnesses community resources and energies.
Los días 13 y 14 de marzo de 2014, la Fundación Ramón Areces organizó con el Instituto de Estudios de la Innovación (IREIN) y el Foro de Empresas Innovadoras una jornada sobre 'Nuevos enfoques sobre políticas de innovación'. Contó con la intervención de destacados expertos internacionales como Luc Soete, rector de la Universidad de Maastricht; Julia Lane, del American Institutes for Research (AIR) de Estados Unidos; Giovanni Dosi, del Institute of Economics de la Scuola Superiore Sant'Anna (Italia); Daniele Archibugi, del CNRS y del Birkbeck College de la University of London; John Cantwell, del Rutgers Business School de Rutgers University (Estados Unidos); Jorge Katz, de la Universidad de Chile; Tom Hockaday, del ISIS Innovation de la Universidad de Oxford (Reino Unido), y Johan Schot, del Science and Technology Policy Research de la University of Sussex (Reino Unido).
Mika Raunio from the University of Tampere presented on open innovation platforms and their role in fostering collaboration between research, education, and industry. Open innovation platforms provide digital co-creation spaces that engage a broader base of actors. Three case studies from Tampere, Finland were examined: New Factory/DEMOLA, an inter-university co-creation space; CAMPUS ARENA, a new building and tools to connect companies and a technology university; and MEDIAPOLIS, a joint media campus. Future challenges include governing platform networks, cultivating an open innovation culture, and integrating platforms into education and research.
This document summarizes research projects at the Faculty of Economic Sciences at the University of Warsaw. It outlines the current funding sources which include European funds, domestic programmes, and bilateral cooperation. It then describes the fields of interest, which include economics, finance, society, and their related subfields. Finally, it provides examples of current projects in each field and subfield, outlining their topics of study such as applied game theory, social behavior, forests, labor markets, and more.
This document provides an annual report for COST in 2014. Some key highlights include:
- COST transitioned to a new legal structure called the COST Association to better serve researchers.
- A 7-year framework agreement was signed with the EU to fund COST through Horizon 2020.
- Several COST Actions are highlighted for their success in bringing together interdisciplinary researchers, publishing papers, and providing training opportunities to early career researchers. Understanding abrupt climate change in the past is important for improving climate models and predictions.
Kiese: National Styles of Cluster PromotionMOC2010
This document discusses national styles of cluster promotion in Europe. It notes that while cluster policies have diffused widely, there remains variety in approaches due to factors like levels of government intervention, federal vs. centralized systems, and liberal vs. coordinated market economies. Germany is used as a case study. The document outlines three major German cluster programs: BioRegio in 1995 to boost biotech; InnoRegio in 1999 focused on economic convergence in eastern states; and leading-edge clusters starting in 2007 to identify internationally competitive clusters.
Europako diru-laguntza deialdiak ulertzeko hiztegi batJosu Waliño
The document provides definitions and explanations of key terms related to applying for and participating in European Union research funding programs. It defines programs such as the European Research Area (ERA), Framework Programs (FP7, Horizon 2020), and Erasmus for All. It also explains funding schemes, work programs and calls for proposals, and important organizations involved in applications like the National Contact Point and Participant Identification Code. The overall document serves as a glossary to help interpret calls for European financial assistance.
Public-Private Partnership in Innovation Policygo.growth
The document discusses strategies for modernizing Europe's innovation policy from 2008-2010 based on public-private partnerships. It covers several key points:
1. Improving regulation, funding, intellectual property use, and public procurement to foster more research and innovation across Europe.
2. Mobilizing both public and private resources for key technologies and ensuring research funds drive innovation.
3. Strengthening university-industry partnerships and providing business support to stimulate research and innovation.
4. The need for coherent innovation policies at both the national and EU level that reduce barriers and better support policy learning across countries.
This document analyzes knowledge-based entrepreneurship (KBE) in Poland by examining case studies of several Polish firms. It finds that the firms studied rely primarily on in-house knowledge resources and innovation, with little evidence of open or distributed innovation. The firms have achieved success with minimal help from the Polish state and have relied mainly on networks of families and friends, including local industrial clusters. In general, the document concludes that Poland appears to be a relatively poor location for knowledge-based entrepreneurship.
Science – one of the “Europes” that Serbia have already joined inMilan Zdravković
Equally known for its hospitality and intolerance, deliciuous and heart breaking (literally) food, beautiful nature and careless urbanism, Serbia is and always was a land of fascinating constrasts. It seems that it is these contrasts that make the Serbs alive and kicking, always ready for argument, eager to bounce the energy of the oponent to its face or the whole world, whatsoever. Surprisingly, such unprecedented passion for conflict, tendency to question anything and everything, combined with numerous economic and social challenges and their personal, very individual reflections, actually build up a real “hero” potential. Today, this potential steadily and silently develops in the small community of people who have chosen to challenge the ideas, rather than personal economic and social issues.
TCI 2016 Incorporating Network Theory and Visualisation into Cluster Analysis...TCI Network
This document summarizes a presentation on incorporating network theory and visualization into cluster analysis of European ICT clusters. It discusses using the V-LINC methodology to analyze clusters in three regions by investigating value chain linkages, knowledge linkages, and economic policy and support. The methodology collects data on individual firms and firm linkages in a cluster. It then generates visualizations and reports on the cluster. Comparing results across regions showed clusters benefit from local suppliers and knowledge linkages but also international linkages. Economic policy must be tailored to each region based on analysis of the cluster.
Learning spaces as accelerators of innovation ecosystem development 2013Kari Mikkelä
This article examines learning spaces as a broad concept, addressing them both as an abstraction and as venues and facilities supporting learning on individual, organisational and regional levels. Our two simultaneous perspectives are top-down (Europe 2020 strategy) and bottom-up (learning and innovativeness of individuals). As an abstract
concept, learning space refers especially to the mental dimension of the space emerging
when individual experts collaborate. It draws from the culture of modernising the Triple
Helix collaboration coloring the learning environment, and the quality of interaction between the classroom and industry agents, either hindering or supporting better synergy between research, education and innovation, as well as different initiatives focusing on creativity and entrepreneurial discovery.
This special printed edition is a collection of five selected articles published during 2007/08 in the digital eLearning Papers. The editorial board has considered these articles of special interest to readers, and wishes to contribute with this initiative to the diffusion of knowledge and good practices in eLearning.
This document describes a research project conducted by La 27e Région, a French public innovation lab, to rethink the future of colleges through participatory approaches. The project included 4 residencies where interdisciplinary teams immersed in different colleges, an experimental design studio producing new visions of colleges, and workshops bringing together stakeholders. The goal was to enable collective action on educational environments and renew how public policies support local sustainable transitions. Key lessons focused on how immersive collaboration can reset relationships and how schools can support social change through project-based learning to influence public policy approaches.
Edwards tams and moreno do systemic collaboration and network governance matterMónica Edwards Schachter
The emergence of Living Labs is increasingly calling the attention of practitioners, researchers and policymakers, springing as collaborative spaces and social innovation experiments around the world. They are usually characterized by the active involvement of users (citizens and communities) as co-creators of knowledge in innovation processes. This paper critically reviews literature on Living Labs and analyzes narratives on users’ and communities participation in a sample of 120 LLs obtained from the European Network of Living Labs (ENoLL) from 2006 to 2012. Our findings show that LL is an ‘umbrella’ concept which includes a diversity of cross-sector societal experiments which favour systemic and boundary-spanning collaboration between private, public, and people partnership. Different discourses on the role of users were identified, covering many approaches to their participation in innovation processes. In most of LLs users are considered as source of information for detecting needs, with much focus on end-customer validation in testing and experimentation and a very limited user’s participation as co-creators in innovation processes. Although the widely accepted discourses on ‘co-creation’ and ‘co-production’ with users and communities in LLs, their contribution as part of a broader social development or social change agenda from the perspective of social innovation remains unclear
This document discusses open educational resources (OERs) and how they are mediated through various processes and institutions. It examines definitions of OERs from organizations like the Hewlett Foundation and OECD. It also explores the discourses around OERs, including institutional discourse around widening access to education and a marketing discourse focused on reputation and markets. Additionally, it analyzes how OERs are mediated within educational institutions and across communities through collaboration, cultural exchange, and networks of improvement.
This document presents the concept of Learner Generated Contexts (LGC) as a potential framework to support more effective use of technology in learning. LGC views context as defined by a learner's interactions across physical and virtual spaces over time, rather than being confined to a single location. It proposes that learners can now take greater agency in creating their own learning contexts through technologies that enable sharing information and collaborating online. The document discusses shortcomings of current educational models and argues that a context-based model organized around learner-generated contexts could offer more participatory and democratic learning experiences.
The document discusses challenges facing Europe like financial crisis, climate change, and democratic deficit. It proposes place-based innovation and smart specialization to address these issues through a participatory and emergent process focusing on social, technical, and territorial innovation. Social innovation involves responding to social needs through innovations that benefit vulnerable groups in society. Territorial innovation involves articulating regional strengths and macro-regional ecosystems. The creative cities and regions framework shows how innovation can be fostered through diversity, safety, identity, linkages, and organizational capacity. Innovation policy should be a creative and learning process that harnesses community resources and energies.
Los días 13 y 14 de marzo de 2014, la Fundación Ramón Areces organizó con el Instituto de Estudios de la Innovación (IREIN) y el Foro de Empresas Innovadoras una jornada sobre 'Nuevos enfoques sobre políticas de innovación'. Contó con la intervención de destacados expertos internacionales como Luc Soete, rector de la Universidad de Maastricht; Julia Lane, del American Institutes for Research (AIR) de Estados Unidos; Giovanni Dosi, del Institute of Economics de la Scuola Superiore Sant'Anna (Italia); Daniele Archibugi, del CNRS y del Birkbeck College de la University of London; John Cantwell, del Rutgers Business School de Rutgers University (Estados Unidos); Jorge Katz, de la Universidad de Chile; Tom Hockaday, del ISIS Innovation de la Universidad de Oxford (Reino Unido), y Johan Schot, del Science and Technology Policy Research de la University of Sussex (Reino Unido).
Mika Raunio from the University of Tampere presented on open innovation platforms and their role in fostering collaboration between research, education, and industry. Open innovation platforms provide digital co-creation spaces that engage a broader base of actors. Three case studies from Tampere, Finland were examined: New Factory/DEMOLA, an inter-university co-creation space; CAMPUS ARENA, a new building and tools to connect companies and a technology university; and MEDIAPOLIS, a joint media campus. Future challenges include governing platform networks, cultivating an open innovation culture, and integrating platforms into education and research.
This document summarizes research projects at the Faculty of Economic Sciences at the University of Warsaw. It outlines the current funding sources which include European funds, domestic programmes, and bilateral cooperation. It then describes the fields of interest, which include economics, finance, society, and their related subfields. Finally, it provides examples of current projects in each field and subfield, outlining their topics of study such as applied game theory, social behavior, forests, labor markets, and more.
This document provides an annual report for COST in 2014. Some key highlights include:
- COST transitioned to a new legal structure called the COST Association to better serve researchers.
- A 7-year framework agreement was signed with the EU to fund COST through Horizon 2020.
- Several COST Actions are highlighted for their success in bringing together interdisciplinary researchers, publishing papers, and providing training opportunities to early career researchers. Understanding abrupt climate change in the past is important for improving climate models and predictions.
Kiese: National Styles of Cluster PromotionMOC2010
This document discusses national styles of cluster promotion in Europe. It notes that while cluster policies have diffused widely, there remains variety in approaches due to factors like levels of government intervention, federal vs. centralized systems, and liberal vs. coordinated market economies. Germany is used as a case study. The document outlines three major German cluster programs: BioRegio in 1995 to boost biotech; InnoRegio in 1999 focused on economic convergence in eastern states; and leading-edge clusters starting in 2007 to identify internationally competitive clusters.
Europako diru-laguntza deialdiak ulertzeko hiztegi batJosu Waliño
The document provides definitions and explanations of key terms related to applying for and participating in European Union research funding programs. It defines programs such as the European Research Area (ERA), Framework Programs (FP7, Horizon 2020), and Erasmus for All. It also explains funding schemes, work programs and calls for proposals, and important organizations involved in applications like the National Contact Point and Participant Identification Code. The overall document serves as a glossary to help interpret calls for European financial assistance.
Public-Private Partnership in Innovation Policygo.growth
The document discusses strategies for modernizing Europe's innovation policy from 2008-2010 based on public-private partnerships. It covers several key points:
1. Improving regulation, funding, intellectual property use, and public procurement to foster more research and innovation across Europe.
2. Mobilizing both public and private resources for key technologies and ensuring research funds drive innovation.
3. Strengthening university-industry partnerships and providing business support to stimulate research and innovation.
4. The need for coherent innovation policies at both the national and EU level that reduce barriers and better support policy learning across countries.
This document analyzes knowledge-based entrepreneurship (KBE) in Poland by examining case studies of several Polish firms. It finds that the firms studied rely primarily on in-house knowledge resources and innovation, with little evidence of open or distributed innovation. The firms have achieved success with minimal help from the Polish state and have relied mainly on networks of families and friends, including local industrial clusters. In general, the document concludes that Poland appears to be a relatively poor location for knowledge-based entrepreneurship.
Science – one of the “Europes” that Serbia have already joined inMilan Zdravković
Equally known for its hospitality and intolerance, deliciuous and heart breaking (literally) food, beautiful nature and careless urbanism, Serbia is and always was a land of fascinating constrasts. It seems that it is these contrasts that make the Serbs alive and kicking, always ready for argument, eager to bounce the energy of the oponent to its face or the whole world, whatsoever. Surprisingly, such unprecedented passion for conflict, tendency to question anything and everything, combined with numerous economic and social challenges and their personal, very individual reflections, actually build up a real “hero” potential. Today, this potential steadily and silently develops in the small community of people who have chosen to challenge the ideas, rather than personal economic and social issues.
TCI 2016 Incorporating Network Theory and Visualisation into Cluster Analysis...TCI Network
This document summarizes a presentation on incorporating network theory and visualization into cluster analysis of European ICT clusters. It discusses using the V-LINC methodology to analyze clusters in three regions by investigating value chain linkages, knowledge linkages, and economic policy and support. The methodology collects data on individual firms and firm linkages in a cluster. It then generates visualizations and reports on the cluster. Comparing results across regions showed clusters benefit from local suppliers and knowledge linkages but also international linkages. Economic policy must be tailored to each region based on analysis of the cluster.
Learning spaces as accelerators of innovation ecosystem development 2013Kari Mikkelä
This article examines learning spaces as a broad concept, addressing them both as an abstraction and as venues and facilities supporting learning on individual, organisational and regional levels. Our two simultaneous perspectives are top-down (Europe 2020 strategy) and bottom-up (learning and innovativeness of individuals). As an abstract
concept, learning space refers especially to the mental dimension of the space emerging
when individual experts collaborate. It draws from the culture of modernising the Triple
Helix collaboration coloring the learning environment, and the quality of interaction between the classroom and industry agents, either hindering or supporting better synergy between research, education and innovation, as well as different initiatives focusing on creativity and entrepreneurial discovery.
This special printed edition is a collection of five selected articles published during 2007/08 in the digital eLearning Papers. The editorial board has considered these articles of special interest to readers, and wishes to contribute with this initiative to the diffusion of knowledge and good practices in eLearning.
This document describes a research project conducted by La 27e Région, a French public innovation lab, to rethink the future of colleges through participatory approaches. The project included 4 residencies where interdisciplinary teams immersed in different colleges, an experimental design studio producing new visions of colleges, and workshops bringing together stakeholders. The goal was to enable collective action on educational environments and renew how public policies support local sustainable transitions. Key lessons focused on how immersive collaboration can reset relationships and how schools can support social change through project-based learning to influence public policy approaches.
Edwards tams and moreno do systemic collaboration and network governance matterMónica Edwards Schachter
The emergence of Living Labs is increasingly calling the attention of practitioners, researchers and policymakers, springing as collaborative spaces and social innovation experiments around the world. They are usually characterized by the active involvement of users (citizens and communities) as co-creators of knowledge in innovation processes. This paper critically reviews literature on Living Labs and analyzes narratives on users’ and communities participation in a sample of 120 LLs obtained from the European Network of Living Labs (ENoLL) from 2006 to 2012. Our findings show that LL is an ‘umbrella’ concept which includes a diversity of cross-sector societal experiments which favour systemic and boundary-spanning collaboration between private, public, and people partnership. Different discourses on the role of users were identified, covering many approaches to their participation in innovation processes. In most of LLs users are considered as source of information for detecting needs, with much focus on end-customer validation in testing and experimentation and a very limited user’s participation as co-creators in innovation processes. Although the widely accepted discourses on ‘co-creation’ and ‘co-production’ with users and communities in LLs, their contribution as part of a broader social development or social change agenda from the perspective of social innovation remains unclear
This document discusses open educational resources (OERs) and how they are mediated through various processes and institutions. It examines definitions of OERs from organizations like the Hewlett Foundation and OECD. It also explores the discourses around OERs, including institutional discourse around widening access to education and a marketing discourse focused on reputation and markets. Additionally, it analyzes how OERs are mediated within educational institutions and across communities through collaboration, cultural exchange, and networks of improvement.
This document presents the concept of Learner Generated Contexts (LGC) as a potential framework to support more effective use of technology in learning. LGC views context as defined by a learner's interactions across physical and virtual spaces over time, rather than being confined to a single location. It proposes that learners can now take greater agency in creating their own learning contexts through technologies that enable sharing information and collaborating online. The document discusses shortcomings of current educational models and argues that a context-based model organized around learner-generated contexts could offer more participatory and democratic learning experiences.
Accessible Lifelong Learning At Higher Education Outcomes And Lessons Learne...Laurie Smith
The document summarizes a study that evaluated an EU project called EU4ALL which aimed to develop accessible lifelong learning for higher education. It focused on evaluating the implementation of EU4ALL at two pilot sites:
1) UNED, the largest university in Spain, which was involved in the project design and used the dotLRN learning management system.
2) UPV, a medium-sized Spanish university, which adopted the EU4ALL approach and used both dotLRN and Sakai learning management systems.
The evaluations involved hundreds of users with diverse disabilities and gathered lessons about adopting and enhancing eLearning accessibility at universities.
Laurea LivingLabs material related to Tuija Hirvikoski's presentation at ESoCE-NET Annual Conference 2010
User Driven Open Innovation For SMEs
In Advanced Service-product development
The European Network of Living Labs (ENoLL) is the international federation of benchmarked Living Labs in Europe and worldwide. In the following presentation ENoLL presents what it means for cities to be Living Lab and what is the difference between Cities as Living Labs and Urban Living Labs.
Virtual Education: Tool for liberal or humanist values?alex bal
The document discusses the implementation of virtual learning technologies like Blackboard in universities. It analyzes this through three lenses: pedagogical, socio-economic, and industrial. Pedagogically, actors have conflicting views that affect how learner autonomy is implemented. Socio-economically, actors have different goals around globalization vs local communities. Industrially, standardizing tools prioritizes management over learning itself. Overall, economic motives seem to dominate over pedagogical and the focus shifts from learning to production of educational resources.
Virtual Higher Education: A Liberalist or Humanist Socialization Tool ?guest52421c
1) While actors agree ICT can improve education, their goals for implementing the virtual learning platform Blackboard conflicted.
2) A analysis revealed the priority was standardizing tools for economic reasons like cutting costs, not improving pedagogy.
3) This risks reducing teachers' role in learning and shifting control from students to "untrained labor or machines", compromising learner autonomy.
Vision for learning in Europe in 2025Vision for learning in Europe in 2025eLearning Papers
Authors: Fabio Nascimbeni, Claudio Dondi and Stefania Aceto
The EU-funded Learnovation project worked between 2008-2009 to stimulate a consultation process aimed to lead to a collective and consensus-based new vision of eLearning in Europe.
The building that houses itdUPM was conceived as an active laboratory system that can be adapted over time based on new technologies related to sustainability. It has a modular substructure that allows for flexible integration of different materials and systems.
itdUPM serves as a reference point on the university campus for circulation and as an icon of technological innovation. The facade subtly integrates natural textures and variations in light.
itdUPM facilitates interdisciplinary applied research, problem solving, understanding behaviors and sustainability practices through partnerships, teaching, and collaboration across the university community and beyond.
Formation of Communities of Practice to Promote Openness in EducationeLearning Papers
Authors: J. Vladimir Burgos-Aguilar, Fernando J. Mortera-Gutierrez
This article presents the educational experiences of an inter-institutional project that consisted in forming a Community of Practice (CoP) among Mexican educational institutions, in 2009.
Mapping innovative learning experiences in the UKeLearning Papers
CREANOVA is an EU-funded project that aims to undertake research on specific conditions and factors which are present in creative learning environments and promote innovation. While innovation is a defined imperative for European learning policy, there is a lack of evidence on what constitutes meaningful innovation and how it can be fostered and applied in learning.
Authors: Pat Gannon-Leary, Stephen Farrier
The document summarizes the 6th Global Meeting of Associations held in Montreal from 6-8 May 2015. It discusses GUNi's membership network and projects focusing on analyzing the dual responsibilities of universities at local and global scales. Key areas of focus include identifying best practices for universities to improve social, cultural, and economic impact locally and globally while addressing conflicts between local/global demands. International expert working groups will be formed among UNESCO chairs and city-university partnerships to test frameworks in Catalonia and make recommendations.
This presentation summarises several theories of innovation; explaining their relevance and potential for open education in Europe. These frameworks are likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
Several theories of innovation - including the Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991); the "diffusion of innovations" (Rogers, 2010); the SAMR framework (Puentedura, 2006; Orr et al., 2015); the Cyclic Innovation Model (Berkhout, 2007); and the Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018) - will be outlined and contextualised. These will be used to describe ways to think about innovation in the context of open education.
This presentation contributes to the European Network for Catalysing Open Resources in Education (ENCORE+, 2021), a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through OER.
https://i-he2021.exordo.com/programme/presentation/28
Origin of Spaces - Research Source Book (screen) innovative practices for sus...Christiaan Weiler
Antonio Machado - Campos de Castilla - 1912
"... Caminante, son tus huellas el camino, y nada más; caminante, no hay camino, se hace camino al andar. Al andar se hace camino, y al volver la vista atrás se ve la senda que nunca se ha de volver a pisar. ...”
1. Preface
It is dawning on many of us that the current pace and direction of society is difficult to keep up for very long. When in the post-world-war period the pursuit of (individual) achievement seemed the key force of collective development, now the nature of the achievement is very much at the heart of our concerns. Sharing and respecting the environment, be it social, capital or natural, must now regain a central position in community management. Simultaneously the means available for this common task are more and more distributed. More than ever must one ask what one can do for the community, rather than what the community can do for us.
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2. Research Outcomes
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The Knowledge Triangle Promoting Innovation and Multidimensional Learning
1. the knowledge triangle promoting innovation and multidimensional learning • 43
Tuija Hirvikoski
Laurea University of Applied Sciences
tuija.hirvikoski@laurea.fi
III. The Knowledge Triangle
Promoting Innovation and
Multidimensional Learning
Abstract
Higher education institutions play a pivotal role in the well-being of their
regions by creating and transferring new knowledge to their students and
regions, thereby increasing both students “and regions” capacity to absorb
latest knowledge and foster innovation. To optimise both educational and
RDI impacts, the Knowledge Triangle (KT) is important. It is about creating
and strengthening the interaction and synergy between research, education
and innovation and paying due attention to the linkages between them. The
KT, however, requires changes in the design and delivery of education pro-
grammes. It also calls for new mechanisms and interfaces for collaboration
among various regional stakeholders. Learning by Developing (LbD) together
with the LivingLabs (LL) model exemplify these changes and mechanisms in
practice. The article explores LbD and LL as a university case (i.e. Laurea Uni-
versity of Applied Sciences) and an example of the KT.
Keywords: The Knowledge Triangle (KT), Learning by Developing
(LbD), LivingLabs (LL), collaborative research, development and
innovation (RDI)
1. Introduction
Higher education institutions (HEI) are conducive to the socio-economic development
by contributing to human capital and innovation in the world of work and the wider
economy. Traditionally, the contribution has materialized through linear processes
(from basic research to education and laboratory work, innovation and commerciali-
sation). In the frame of the KT, this article, however, concentrates on the non-linear
and collaborative modes of learning and innovation practices in between a HEI and
2. 44 • knowledge triangle
its region. In the interdependent global context, the challenges have turned severer
and subsequently new collaborative tools and mechanisms have been fostered and
experimented with.
In the context of a complex, interdependent global economy, corporations in Eu-
rope are specialising in services and high value-added production sectors. At the
same time, the evolving principle of shared value creation (Porter & Kramer, 2011)
calls for creating economic value in a way that also creates value for society (Kulkki,
2011). Similarly, the EU Horizon2020 challenge-based third pillar, that is, better societ-
ies, emphasises the need to take the societal problems themselves as a starting point
for corporate and university RDI work.
As Kulkki (2011) explains, grand challenges and shared value creation call for con-
vergence1
of disciplines and collaboration of firms, academia, public agencies, re-
gions and cities with people and citizens. “This collaboration may cover activities
from research to market with a new focus on innovation related activities, such as
piloting, demonstration, test-beds, living labs and support for public procurement
and market uptake.” (Kulkki, 2012, 24)
From the viewpoint of HEIs and their contribution to lifelong learning, creative
collective action implies that people are seen as an inspiring partner bringing their
values and creativity to problem solving. This may, however, require what Nonaka and
Takeychi (2011, in Kulkki 2012) describe as distributed leadership, where wisdom is
embedded in every individual and collective practice and action.
2. The Learning by Developing model in conjunction with
the university driven LivingLabs
In the complex global context that transforms at an accelerating speed, higher ed-
ucation institutions form the core for new collaborative RDI and multidimensional
learning mechanisms for the benefit of people, organisations and regions. In Finland,
traditional universities and universities of applied sciences (UASs) together constitute
the dual higher education system and a continuum of knowledge creation and trans-
formation, in which the UAS sector has three legislative tasks: education, RDI and
regional development. Education in a UAS is based on its working-life oriented RDI
work complementing the basic research of the traditional universities. Many of the
Finnish UASs operate as living laboratories and develop and apply the related meth-
odologies enhancing multidimensional learning and innovation (Kantola & Hirvikoski,
2012; Living Lab ammattikorkeakoulussa, 2012).
2.1 Living Labs and related concepts
Westerlund and Leminen (2012) define “living labs as physical regions or virtual reali-
ties, or interaction spaces, in which stakeholders form public-private-people partner-
ships (4Ps) of companies, public agencies, universities, users, and other stakeholders,
1
“Convergence as a research design merges distinct methodologies, technologies, tools, processing
principles, and other elements of research designs into a unified whole.” (Kulkki 2011)
3. the knowledge triangle promoting innovation and multidimensional learning • 45
all collaborating for creation, prototyping, validating, and testing of new technolo-
gies, services, products, and systems in real-life contexts. They are used for the de-
velopment of communities for the use of innovation.”
According to the European Network of Living Labs (ENoLL), the Living Labs are
citizen-driven open innovation ecosystems in real-life settings in which innovation
is fully integrated into the co-creative, co-design processes for new technologies,
products, services, and societal infrastructures. First developed by William J. Mitchell
at MIT in 2003 to study people and their interaction with new technologies in a living
environment, the Living Lab model was introduced to Europe by Nokia and adapted
to the needs of ICT research and development. From there, the method spread,
gaining a specifically European version as a user-centric development of the Open
Innovation paradigm, based on the co-design of innovative ICT applications in local,
often rural, communities.
Initially regarded only as micro-level test beds, Living Labs are currently evolving
into new regional learning environments and macro-level innovation ecosystems. Ac-
cording to Wessner (2007), innovation ecosystems capture actors like large and small
businesses, universities, research institutes and laboratories, intermediating organisa-
tions, as well as venture capital firms and financial markets. In the innovation ecosys-
tems, knowledge and innovation are created and brought to market with the help of
public policies that strengthen the links within the innovation ecosystem and improve
innovation-led growth. Also rules, regulations, and incentives as well as shared social
norms and value systems are crucial variables of innovation ecosystems. In Laurea,
the Living Lab approach has been developed and implemented from micro level to
the most extreme macro-level in parallel to the practice-based LbD action model
enhancement.
The integrative LbD model has gradually been evolving since early 2003 in reso-
nance with the KT and such “transdiscursive” (Miettinen, 2002) concepts as the Knowl-
edge Creation Mode 2 (Gibbons et al., 2008), the Triple Helix of Academia, Industry
and State (Etzkowitz &Leydesdorff, 1998), the Entrepreneurial University (Etzkowitz,
2004), the Science II (Hollingsworth & Müller, 2008), The Living Laboratories (ENoLL),
the National Innovation System (Miettinen, 2002; Lundvall & Borras, 2005), the Re-
gional Innovation System (Kautonen, 2006) and the Innovation Ecosystem (Bahrami
&Evans, 1995; Wessner, 2007; Hämäläinen 2005, 2006, 2007) (Hirvikoski 2009).
The axiomatic nature of the innovation system and Triple Helix has been, how-
ever, criticized by Miettinen (2002). He argues that these concepts are “loose” and
lack scientific preciseness; nevertheless, these “transdiscursive” terms are powerful
when used to reorganize and guide discourses within research communities and in
policymaking. Their emergence and development is dependent on the interaction
between the two.
2.2 LbD Action Model by Laurea UAS
Laurea UAS has a nine-year continuous tenure as a Centre of Excellence as nominated
by the National Evaluation Council due to its student-centred LbD action model inte-
grating RDI with learning and regional development. “The LbD action models views
4. 46 • knowledge triangle
learning as a tool for achieving competence, which in turn is demonstrated as new
ways of action. Lbd provides students and lecturers with genuine encounters with the
changing requirements of working life and a collaboration model for functioning as
innovative partners” (Raij & Niinistö-Sivuranta, 2011, 6).
The LbD model has been collectively developed and applied within Laurea and
with its regional and international partners, and its development still continues as
an educational, managerial or service innovation, depending on the context and
viewpoint of its user. Today, through Laurea’s shared leadership practices, the entire
university with its almost 8,000 students and staff members and their personal con-
nections with the world of work, is mobilised to the collaborative RDI.
The LbD model, in conjunction with the LivingLab approach is based on innovation
co-creation among various stakeholders within the Helsinki Metropolitan area and
internationally. Or, as Pirinen (2012) defines it: “the integrative model refers to the
student-centred integration of higher education, research and development (R&D)
and regional development in the viewpoint of actualizations of study units with fund-
ed R&D projects and within regional R&D actors such as regional innovation system
and clusters.”
Consequently, Laurea became an active participant in the international project field
of business, security and eHealth research. Laurea offers a broad range of research
related to service business and is already prominent in the international forums of
service design, user centricity, and customer focus.
2.3 Lbd Action Model has its roots in Pragmatism
The LbD model has its roots in pragmatism (Dewey, 1929), which is an action-oriented
philosophy of science, viewing reality in the state of constant transformation, and man
as an active conductor of transformation, either by thought or action. In the frame
of Burrell and Morgan’s (1979 in Taatila & Raij, 2011) interpretative and functional
paradigms of social sciences, the LbD model was perceived to fall into the category
of interpretative paradigm, which “sees the social world as an ever changing place”,
where “students should learn the process of discovery and self-sufficiency as much
as the facts that are discovered” (Taatila & Raij, 2011, 832).
Laurea’s strategic choice to integrate regional development, education and RDI
led to renewals in designing its educational, research and managerial activities. As
a consequence, a new competence-based curriculum (Kallioinen, 2007) and the LbD
action model were developed and implemented in practice at the Laurea Living Labs
Network (including e.g. SID BarLaurea, Redlab, SID lab networks, SID lab security
and, Active Life Village, CIDE, Medical and Care Simulation Centre, Laurea Business
Centre, P2P).
As the mission of UASs is praxis–oriented, the curriculum defines competence as
the integration of knowing, understanding, acting and situation management, includ-
ing knowledge written in theories and models, or embedded in skills and abilities, as
well as moral knowledge and experiential knowledge (Raij & Niinistö-Sivuranta, 2011).
Through the joint international RDI projects, the domestic and international stu-
dents benefit from an interesting and competitive learning environment that boosts
5. the knowledge triangle promoting innovation and multidimensional learning • 47
their professional and academic career progress. The LbD model focuses on learn-
ing outcomes for the highly skilled, creative, enterprising and flexible workforce with
critical thinking capabilities. Prominently, according to the national statistics, the LbD
has provided Laurea graduates with great employment and start-up opportunities.
2.4 The collaborative LbD as a living laboratory or an “orchestration
table”
Based on Laurea’s experiences, it is evident that a HEI can play a crucial role in formu-
lating and implementing regional innovation strategies in partnership with the local
authorities, businesses and citizens.
Metaphorically, the collaborative LbD projects operate as regional learning living
laboratories, which can be associated with an orchestration table (Figure 1), around
which the different players, such as public, corporate and third-sector actors, as well
as universities together with end-users gather in order to swarm around the common
phenomena and problems. Apart from the actual RDI work, the integrative process
consists of social interaction, knowledge sharing, collective intelligence, learning and
problem solving, and the build-up of related sheared meanings. In the Living Labs,
the co-creation of innovation and innovative activities bring the concepts of science
close to citizens and the users’ real-life expertise close to researchers, designers and
politicians. Also, the stakeholders’ roles as designers, researchers, enablers, or users
can vary depending on the project type.
Throughout the feedback loops between the collaboration stages of interlinked
university and UAS-driven RDI projects, commercialisation and innovation policy, ad-
ditional, systemic learning and changes may follow both in the wider society or in-
dustrial clusters.
In all this, the students are equal partners, developing and creating new profession-
al knowledge and skills whilst growing towards their own fullest potential as human
beings. As there is a constant demand for self-organising actions, the model fosters
creativity, entrepreneurial competences and critical thinking. Consequently, together
they form the bases for learning regional Living labs and people-driven dynamic soci-
eties that do not shy away from the challenges but rather organise themselves around
them. (Kantola & Hirvikoski, 2012)
Through its internationally funded projects and by operating as an orchestration ta-
ble, Laurea can offer its best co-operation capability also to the international partners
and consequently an access to one of the world’s most competitive and advanced
metropolitan areas. As a result of these principles and in accordance with the regional
Smart Specialisation strategy, HEIs in various countries can foster the enriching and
mutual cooperation between their regions and their regional learning Living Labs.
Laurea aspires, together with its regional and international partners, to construct
better RDI results and improve their commercialisation and usage in organisations
and within society. The RDI results, co-created within the frame of LdD, may be turned
into innovative marketable products and services by the corporate sector, whereas
the public sector may utilise them in their strategies and operations.
6. 48 • knowledge triangle
2.5 The stages of the LbD wheel
From the point of view of learning, the development projects, rooted in the world of
work, reflect the ever-changing reality where learning takes place when participants
create, cultivate and test new ways of action and new habits. The stages of the LbD
are enabled by the new learning possibilities that are created as the RDI project
progresses. The needed knowledge, skills and methodological tools are obtained,
experimented and developed through diverse workshops and laboratory environ-
ments. The action model comprises the several complementary stages, as illustrated
in Figure 2. (Raij & Niinistö-Sivuranta, 2011)
In partnership with the students, developers and researchers, the teachers prepare,
organise, facilitate, implement and develop the LbD stages. As evaluators, teachers
focus on competence evaluation and the project evaluation.
2.6 The collaborative development projects
The LbD assignments may originate from the Laurea RDI portfolio, with externally
funded projects mobilising a wide range of local and international actors for joint
problem-solving, and research and development work. These projects carry a sub-
Figure 1. Collaborative RDI projects as living laboratories or “orchestration tables”
building new meanings and creating shared value.
Collaborative RDI projects as living laboratories or ”orchestration tables”
building new meanings and creating shared value
Ikonen & Hirvikoski 200i9
Orchestration
table
Developer UserUtilizerEnablersPolitical
guidelines
Institutional
environment
Execution
environment
Strategic
environment
Design
environment
Business
environment
Personal
meanings
licenses, franchiser, spin-offs
professional development
7. the knowledge triangle promoting innovation and multidimensional learning • 49
stantial amount of leveraging power for developing e.g. new service innovations
(such as the Caring TV® or the People Value Canvas presented by the Express2Con-
nect are examples of the Local Digital Agenda) or boosting socio-economic progress
in Helsinki Metropolitan area’s sub-regions (e.g. Koulii and Symbio Living Lab). The
externally funded RDI projects also operate as a long-term learning environment and
bases for the regional competence development continuum.
The LbD projects may also serve as minor knowledge-producing commission and
joint-learning activities, originating usually from one firm, public organisation or third-
sector player. If successful, these commissions often lead to a productive partnership
between Laurea and its client organisation. This has been the case e.g. when con-
ducting LbD pedagogy in the clinical contexts together with the Helsinki University
Central Hospital (HUCH) (Aholaakko, 2011).
Figure 2. The stages in the LbD wheel (Raij et Niinistö-Sivuranta, 2011)
AUTHENTICITY
CREATIVITY
PARTNERSHIP
RESEARCHORIENTATION
EXPERIENCING
h
Identifying acquired
competences and the
levels of knowing,
understanding, doing
and situation
management
b
Reflecting on and
interpreting the
meanings of knowledge;
comparisons with earlier
experiences
a
Perceiving
a phenomenon;
collecting and
processing data (note
values) sharing
experiences
c
Defining a
development
project; identifying
and describing
activities
d
Acquiring new
tools as concepts
and instruments
for doing
e
Cooperating by
creating something new;
developing functional
adnd problem solving
skills
g
Sharing
experiences and
testing their
meanings
f
Assessment of the
processes of a task
and one’s own
learning processes
i
Producing new
knowledge of and for
practice; assessing
the effects of the
development
project
h
Sharing and
duplicating
outcomes;
exploiting
outcomes
INDIVIDUAL LEARNING
COMMUNITY LEARING
PRODUCING NEW KNOWLEDGE
WORKSHOP
WORKSHOP
WORKSHOP
ABDUCTIVEHYPHOTESIS
PERSONALSTUDYPLAN
WORKSHOP
8. 50 • knowledge triangle
It is in accordance with the LbD principles that successful projects also originate
with students and citizens. In the security and ICT project, SATERISK, the idea and
foundation were elaborated by Laurea students and further led to a long-term in-
ternational RDI collaboration with European firms and authorities. Today, SATERISK
is merely one project in a wide range of externally-funded project ecosystems (see
more in detail Pirinen 2012).
As partner organisations are pivotal for LbD, Laurea Business Lab has initiated a
partnership programme to manage its local partners. As a consequence, the busi-
ness students successfully deepen the partnerships on behalf of the university, whilst
the programme syllabus supports student’s’ experiential learning. Moreover, “the
Lab represents a hybrid model of partnership management”, a model which enables
centrally managed relationship programme coexisting ‘with dispersed, private part-
nerships’“. (Ylikoski & Kortelainen, 2012, 355)
2.7 Open and user-driven innovation
Many Laurea LbD projects fall into the category of open innovation (Chesbrough,
2006) or demand- and user-driven innovations (von Hippel, 2005), where firms and
public organisations develop, experiment and pilot with customers for new products,
services and businesses and citizens improve their living conditions (e.g. Loppukiri in
Helsinki). In the open and user-driven RDI, LbD applies e.g. action research, ethno-
graphical methods, service design, participatory observation, interviews and focus
group methods. Laurea researchers have also widely contributed to theoretical and
methodological development in this field.
As a consequence of open and user-driven innovation processes, each and every
individual can also learn to innovate. This is important because in the era of innova-
tion democratisation calling for a variety of complementary innovations, there is no
monopoly but many innovations have seen daylight thanks to everyday laymen ac-
tions. This argument is supported by the Innovation Europe survey (2004), according
to which only some 4% of innovations are based on academic research whilst the
most significant sources of innovation are customer contacts, company networks and
the like. Moreover, an on-going survey by Von Hippel (2010, in Kulkki 2012) indicates
that 70% of innovations come from the markets and customers.
Based on Rogers’ (2003) innovation adopter categorization, this paper suggests
that learning to innovate may also be vital for generating new markets and behav-
ioural patterns in the civic society, as those who learned to innovate, may either
become the “leader-users” that create new ways of consuming and solving prob-
lems, or they may join the “early majority” adopting novelties. In the long term, mod-
els like LbD might help the HEIs not only to produce a high level of education but also
improve citizens’ innovation competences, i.e. grasping the essence of a problem,
exploring the problem at hand in wider contexts, drawing conclusions from obser-
vations, visualising the possible solutions so that others can follow, and acting on
them.
With the help of distributed leadership, people equipped with these competences
and a strong intent, form the core of the people-centred, self-renewal societies and
9. the knowledge triangle promoting innovation and multidimensional learning • 51
working organisations, where individuals contribute to the sustainable and all-inclu-
sive growth and development for a better world.
3. Conclusions
This paper advocates that the LL and the LbD models together epitomise the KT-
related transformation in designing education, research and management in UASs.
Moreover, together they operate collaborative RDI and joint value creation mecha-
nisms or “orchestration tables” in their regions.
Based on the case university’s (Laurea UAS) experiences since early 2000 and the re-
lated evaluation results, it is argued that collaborative RDI projects can be successful-
ly orchestrated in a multi-stakeholder context. Most importantly, the student-centred
model provides an attractive multi-dimensional learning environment for individuals,
working organisations, regions and the wider society. The model has provided Laurea
graduates with great employment and start-up opportunities.
This paper suggests that throughout models such as LbD and LL, higher education
can contribute to open and user-driven innovation and the development of people-
centred self-renewal societies and working organisations.
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About the author
Tuija Hirvikoski has earned a PhD in Industrial Management (Innovation and Innovation Ecosys-
tems), an MSc in Education and an MSc in Administration. Her research interests center on the
Finnish education and innovation ecosystems as well as creativity and innovation. As a director at
Laurea University of Applied Sciences, she is responsible for export and the internationalisation of
Laurea’s research and development operations. Since the early 1990s, Hirvikoski has played a vital
role in enriching the Helsinki metropolitan area’s joint value co-creation among universities, com-
panies and the public sector. She has promoted cross-border co-operation related to user-centred
and knowledge-intensive innovation ecosystems through, for example, Finnish technology centres,
European Network of Living Labs, Sendai-Finland Wellbeing Centre, Helsinki Information Technol-
ogy Association and the talent cultivation program for Smart Living Industry in Taiwan.