Making Smart Regions Smarter: Smart Specialization and the Role of Universities in Regional Innovation Ecosystems

Markkula, Markku; Kune, Hank

doi:10.22215/timreview/932

Cited by 92 publications

(51 citation statements)

References 5 publications

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“…The central role of knowledge creation in post-industrial times and the ever-increasing dependence on scientific, technological and social innovation to tackle current and future challenges sustainably have left universities in a challenging and new position, which is central to the functioning of the triple helix. This new centrality gives the universities the role of orchestrating multi actor innovation (Markkula, Kune, 2015).…”

Section: Innovation Ecosystemsmentioning

confidence: 99%

Untitled

2019

HSSL

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Section: Innovation Ecosystemsmentioning

confidence: 99%

Untitled

2019

HSSL

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“…Active learners have a sense of their own learning and educational authorities are expecting that learners would take a greater responsibility for their own learning [35][36][37]. Markkula and Kune [38] recognise the need for an active learning paradigm to ensure that smart regions continue along the smart trajectory as universities adapt to their changing roles in society and economy. The function of the university is not globally homogeneous; this role has adapted to suit the region.…”

Section: Inclusion Through Open Learning In a Technology Environmentmentioning

confidence: 99%

“…The region explored within this project consists of the sparsely populated counties of Western Ireland and those forming the border with Northern Ireland. Using the characteristics defined by Markkula [38], the Smart Places Re-gion [53, p. 569] project is under way as an initiative driven by the Northern and Western Regional Assembly, the Western Development Commission and the Insight Centre for Data Analytics at the National University of Ireland, Galway. The region is serviced by a single university and three institutes of technology in Galway, Sligo and Letterkenny, however, changes in the higher education landscape in Ireland have led to political pressure to merge several institutes of technology to form a technical university.…”

Section: Exploration Of Learning In Technology Enabled Smart/modern Cmentioning

confidence: 99%

Lifelong learning as a tool for the development of smart cities: technology enhanced learning as an enabler

Brown

Larionova²,

Lally

2018

R-E

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This paper considers the ubiquity of technology as an enabler for lifelong learning in modern society and the impact this dependence on technology has on the strategic design of learning systems. The role of lifelong learning in modern economies and the diversity of activities associated with lifelong learning requires targeted resourcing and understanding of the meaning of lifelong learning. The dominance of technology enhanced learning in modern education is accepted as a de-facto component in the design of any learning programme. The literature on the technology enhanced learning-smart city nexus explores the technology in depth with a strong focus on learning analytics and big data applications. Evidence of the pedagogical paradigm requirements is not quite so visible and this lack of understanding of the complete model creates tensions in the design of lifelong learning systems. The agency of active learning is considered in the sense of the triune of human, education and economic, systems for the sustainable growth of a knowledge economy. Structured approaches to learning are demonstrated and comparison is drawn with smart city projects in Ireland and the United Kingdom.

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“…However, development of new digital government services is a challenging task, as it usually needs not only technological capabilities, but also faces issues in terms of both culture and process [5]. In order for the government, cities and communities to be smart, they have to apply new ways of co-creation among cities, businesses, citizens and academia [6], [7]. This kind of co-creation builds new kinds of activity systems which are often characterized as joint efforts between public and private sectors.…”

Section: Introductionmentioning

confidence: 99%

Co-creating Digital Government sSrvice: An Activity Theory Perspective

Helander

Jussila²,

Bal³

et al. 2020

Proceedings of the Annual Hawaii International Conference on System Sciences

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The promise of digital government is to support citizen engagement and participation in government, improve government processes, and foster external interactions with the society. The goal in the service development under the digital governance concept is to create services and delivery systems that are economic, efficient, effective, and equitable, and thus, create value for several stakeholders. Creation of such digital government services is however, a challenging task as it requires a smooth co-operation between several different actors with varying views and operation practices. In this paper, we analyze an empirical study of a co-creation project of a digital government service in Finland through activity theory lenses. The aim is to identify the co-creation activity system and further, to evaluate the outcome by applying a value co-creation (VCC) measurement framework.government service developed as a part of Action Programme on eServices and eDemocracy (SADe programme) set by the Ministry of Finance in Finland is then presented. Finally, case-specific, but with certain limitations transferable findings are outlined in the development of the service for construction permits and other permits related to infrastructure, which involve multiple stakeholders. Value co-creation between public and private organizations

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Making Smart Regions Smarter: Smart Specialization and the Role of Universities in Regional Innovation Ecosystems

Cited by 92 publications

References 5 publications

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Untitled

Lifelong learning as a tool for the development of smart cities: technology enhanced learning as an enabler

Co-creating Digital Government sSrvice: An Activity Theory Perspective

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