Краткий статистический сборник содержит основные показатели, характеризующие научный и инновационный потенциал Российской Федерации. Приводятся сведения об интеллектуальной собственности, результативности исследований и разработок, данные международных сопоставлений.
В сборнике использованы материалы Росстата, Минобрнауки России, ОЭСР, Евростата, ЮНЕСКО, Роспатента, ВОИС, национальных статистических служб зарубежных стран, а также разработки Института статистических исследований и экономики знаний Национального исследовательского университета «Высшая школа экономики».
Fuel cell electric vehicles (FCEVs) have been considered as the future vision for the automotive industry. An increasing number of concepts and prototypes have been introduced in the last decade. In parallel with the technological development, recent discussions about global warming and climate change bring public support for emission free vehicles. Despite of the advancements and support, the speed of introduction of FCEVs is still not at the desirable levels. From a transition management perspective, the present paper seeks to answer the underlying factors behind the implementation of the FCEVs. The discussion goes beyond a technical one to cover broad factors and interests of stakeholders with an ‘eagle-eye view’. Following a discussion the key drivers of change for the FCEV sector and wild cards with disruptive effects, the paper proposes a strategic roadmap template to set an agenda for a successful transition towards FCEVs.
Developing policies for enhancing the productivity of university-industry linkages has been a central issue on the political agenda for decades. However, as reality shows there are pro and cons of any policy applied. In this study, we explore these policies based on the "triple helix" (government-industry-university) respectively quadriple helix (government industry university-civil society) model and with a strong focus on the regional, country-specific and institutional context. In conclusion, our exploration suggests that the optimal shape of university-industry linkages portfolios is likely to vary across countries, regions, and institutions by setting different incentives and funding principles. Second, policies should use appropriate metrics to measure the performance of these linkages. Third, a precondition is a multi-level governance arrangement between ministries, higher education institutions, local and regional governments must define the respective roles of stakeholders. And finally, input of regional business leaders with a long term commitment to the region might be an important factor.
This chapter explains the entrepreneurial university concept and its place and role in the triple helix in its entirety. It further elaborates on its implications for university management, departments, faculty members and supporting organizations. Moreover it reflects the meaning of the entrepreneurial university for stakeholders, i.e., university boards, regional and national policy and administrative bodies, funding agencies, the business community, university ranking institutions and the global university community overall. The chapter provides a comprehensive understanding of the entrepreneurial university, which is increasingly important because stakeholders’ expectations towards universities are growing. This in turn leads to increased pressure on universities to move beyond their traditional roles and models towards taking responsibility for economic development, large scale basic education and targeted further education and the development of value from research. These expectations provide opportunities for universities, but impose threats on the existing models and practices. Recent literature on entrepreneurial universities is incomplete and mostly focused on the commercialization of research, technology transfer and the third mission of universities. The article expands the predominant thinking about entrepreneurial universities and gives a broader structured definition.
Information and communication technology (ICT) has become a major driver of changes in economic, social, public and private life, leading to emergence of the Information Society and Digital Economy. Identification of key trends and analysis of transformation processes can only be made on the basis of reliable statistical data. Development of relevant international statistics play a leading role here hence, via establishing and updating relevant standards, it allows to measure development of the Information Society in a global scale, and benchmark positions of individual countries in the worldwide economic environment. ICT indicators are based on general (definitions and classifications, similar data collection methodologies) and specialised statistical standards, whereas harmonised methodology provides highly compatible indicators for different countries. The objective of this paper is to present a systemic overview of internationally accepted definitions of main ICT indicators based on accumulated methodological standards and practical experience.
The book explores different approaches towards the ‘entrepreneurial university’ paradigm, explores channels and mechanism used by universities to implement the paradigm and contributes to the public discussion on the impact of commercialization on university research and knowledge. It argues that different types of university-industry interaction may have repercussions even on funding of basic research if an appropriate balance is ensured between the two. University activities – both research and education in all forms – should provide economic and social relevance directed towards open science and open innovation. This book adds value to current knowledge by presenting both a conceptual framework and case studies which describe different contexts.
During the last decades the number of universities extending their initial education and teaching missions towards the triple helix and knowledge triangle paradigms, e.g. knowledge and technology transfer and innovation has increased substantially. In line with this evolution the term ‘entrepreneurial university’ became increasingly popular however until recently there is hardly a common understanding of ‘entrepreneurial universities’. The main perception of ‘entrepreneurial universities’ rests with a visible and measurable contribution of universities to innovation and entrepreneurship in a broader sense. Although this perception is plausible and convincing it raises many open questions which mainly point to university governance models. The innovation and entrepreneurial university paradigm requires a holistic view on university governance approaches which include the full set of universities missions and respective management routines. In this respect it’s of utmost importance that universities keep a “healthy balance” between their missions. This statement is frequently used in many instances yet thus far there is no clear indication what a “healthy balance” implies. The chapter provides first indications about entrepreneurial university governance and respective management approaches.
Approaches to innovation have been thoroughly studied in the last decades. It’s well understood that an organizations’ culture is among the crucial factors for success and renewal of organizations. Yet culture is made by people and their attitudes. Innovation culture requires skills and competence by employees which are presumably beyond the traditional basic knowledge taught at undergraduate, graduate and post graduate level. This is even more evident for university graduates who’re mainly finding professional careers in the private sector who has special requirements to employees. Graduates’ skills are strongly influenced by curricula and the cultural values and norms outside curricula transferred by universities to students. But frequently these skills are designed by universities without profound knowledge of the actual skills required. At the same time organizations acting as potential graduates employers value researcher skills and competencies differently from how these are perceived. The paper suggests that understanding the professional and universal skills of researchers perceived and needed is one element of innovation culture. Thereby the skills in discussion go beyond purely academic skills only; instead it is proposed that skills which increase the absorptive capacity of companies are crucial for implementing effective productive innovation management.