Abstract
This paper discusses the concept of the knowledge triangle, as it has gained importance in recent years as a framework for innovation policies especially in OECD and Europe. The concept has gained popularity because it emphasizes an integrated (“systemic”) approach to the interlinkages between research, education, and innovation. In this article, we highlight the key features of this concept and try to contextualize it with other, at times overlapping, at others complementary, concepts, such as the “third mission,” “triple helix” (or in an extended understanding, the “quadruple helix”), “entrepreneurial or civic university” models, and “smart specialization.” Against this background we seek to analyze the roles, rationalities, and challenges of different actors that are involved in activities relating to each of the three areas of the triangle. Actors are the first and foremost higher education institutions (HEIs), public authorities, research and technology institutes, and private sector companies.
Highlights
Introduction to the KT conceptThe concept of the KT, unlike more straightforward models of knowledge transfer and the commercialization of scientific research, takes a more systemic approach to the orchestration1 of knowledge creation and innovation processes by linking the three areas of research and knowledge creation, education and training, and innovation
This paper discusses the concept of the knowledge triangle, as it has gained importance in recent years as a framework for innovation policies especially in OECD and Europe
What are the characteristics of the policies that may affect or support the design of the KT? In the final sections, we present some tentative conclusions regarding the usefulness of the KT concept as a policy tool, and as a socioeconomic model or guiding principle for the development of academic institutions
Summary
The concept of the KT, unlike more straightforward models of knowledge transfer and the commercialization of scientific research, takes a more systemic approach to the orchestration of knowledge creation and innovation processes by linking the three areas of (academic) research and knowledge creation, education and training, and (business) innovation. Other concepts were developed, stressing individual actors and dimensions, i.e., third mission, entrepreneurial university, and the triple helix. Whereas the KT employs an activity-oriented approach to linking the spheres of education, research and innovation, the triple helix considers the actors in the respective national or sub-national innovation systems as a starting point. Description Calls for an extended understanding of HEIs mission, referring to their societal and cultural relevance and their role as provides knowledge transfer and commercialisation activities It has been taken up in government as well as institutional policies in many countries in recent years. Which types of actors are engaged in the KT? What are the challenges in terms of governance approaches towards the links and interactions between the three corners of the triangle? What are the characteristics of the policies that may affect or support the design of the KT? In the final sections, we present some tentative conclusions regarding the usefulness of the KT concept as a policy tool, and as a socioeconomic model or guiding principle for the development of academic institutions
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