Science Technology Innovation Research Articles

Preparatory living lab workshops under the IntelComp platform: An enabler of the solution for sustainability challenges of climate change in Greece

The phenomena of climate change transcend all national and regional boundaries. To address this complex challenge, we must determine the areas of the country of interest, in this case, Greece, that have been most adversely affected by climate. Greece is surrounded by water, and a significant part of its GDP is derived from the marine and maritime industries, including tourism. Since the start of the IntelComp project, a Preparatory Living Lab (PLL) has been planned and delivered, feeding into the development of the IntelComp platform and the Living Lab on Climate Change Adaptation. The study's results lead to the conclusion that one of the most important challenges in tackling climate change is the decarbonisation challenge, specifically the shift to renewable energy sources and the investments that must be made. Several EU and national policy frameworks, including the European Green Deal, the Climate Law, the National Long-term Strategy for 2050 (on the Climate and Energy), highlight the decarbonisation as one of the major challenges in the climate change pledge. This will be the primary subject of the IntelComp climate change case study. PLLs also led to the identification of policy questions and useful data sources to aid the IntelComp project's launch. While previous research on co-production has primarily focused on involving citizens through public participation processes in order to gain their support, trust, and insights in structured decision-making processes, our approach opens a new channel for incorporating external knowledge into problem-solving processes. The IntelComp project will aid in policy development by providing pertinent tools co-developed with the final users that will provide insights and analysis in the field of STI (Science, Technology, Innovation) encompassing all of the Energy areas mentioned above.

Introduction to Special Issue on Science Technology Innovation and Development in Africa

Africa is the second largest continent on Earth after Asia. It has enormous diversity in terms of socio-economic and demographic conditions. Although Africa is rich in mineral and natural resources, overall, the continent is considered less developed because many of the least developed countries (in terms of GDP) are from Africa. As Science, Technology, Innovation and Development are perhaps one of the means for the continent’s overall development; various African governments aspire to move their populations from poverty by adopting various Science Technology & Innovation policies. This special issue of the Journal of Scientometric Research is devoted to the various issues of Africa’s Science Technology Innovation and Development. A call for papers was announced in the year 2020. Several papers were received with the call for papers, and finally, ten papers were selected after a double-blind peer-reviewed process. This editorial paper is a brief introduction to all the papers received.

The impact of skills and training on local development

International Journal of Training and DevelopmentVolume 25, Issue 4 p. 341-346 EDITORIALOpen Access The impact of skills and training on local development First published: 11 October 2021 https://doi.org/10.1111/ijtd.12240AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Vocational and professional education and training are activities to provide apprentices and other professional newcomers with conceptual knowledge, technical skills, work experience, social aptitude and self-competency. All these activities will enable professional newcomers to accomplish their work tasks while contributing to the learners’ personal growth. In this context, “development” means competence improvement and thus relates to the individual’s development through learning. Besides such personal development, vocational and professional education and training is also considered a means to foster local development. Whether vocational and professional education and training really improve local development, and under what conditions, is a largely underexplored field. Lewis (1997) already raised this topic in the First Issue of the International Journal of Training and Development. While Lewis (1997) understood “the local” as the systemic and policy-related institutional level of the nation state, this Special Issue includes further spatial scales, especially on subnational level. This Special Issue collates perspectives of vocational education research and economic geography to explore this field that is relevant for academic debates and policymaking. The Special Issue endeavours to clarify the question if and how vocational and professional education and training foster local development. To this end, the meaning of local development first needs some specification. “Local development” can mean regional-economic growth, local innovative capabilities, sustainable social change and the ecological transition (Fromhold-Eisebith et al., 2014). Hence, it is always necessary to specify the objectives of local development. At the same time, local development as a theoretical and policy-relevant concept requires a comprehensive approach, comprising socio-economic and ecological development. If the term “local development” relates to research on regions in the Global South and in emerging economies, critiques from dependency theory and postcolonial perspectives must be involved. Then, the question appears who decides about development objectives and measures, and who is involved in these processes. Academic intervention is difficult and raises the question of legitimacy. Korf (2018) distinguishes two attitudes of (Northern) academics who conduct research in the field of international cooperation. On the one side, they take a position of external critique of the global development apparatus and a distant view. On the other side, there is a position that empathically accepts the productive hermeneutic tension between ethical engagement and developmental practices. The positioning within this field of tensions and contradictions is necessary, particularly in cases of international transfer of vocational and professional education and training. Besides the clarification of “development”, it is necessary to specify the “local”. In many contributions, the “local” is simply “here” or “there”; it is not specified explicitly. As political economy significantly influenced the discourse (Crouch et al., 1999; Fortwengel & Jackson, 2016), research on the macrolevel of nations has long prevailed. Furthermore, studies have provided insights at the workplace (Li & Pilz, 2021). Today, there is a growing field of interdisciplinary contributions that provide a perspective on the subnational level of the region (Gessler, 2017; Li & Pilz, 2021; Pilz & Wiemann, 2020). There are a range of relevant research areas in the intersection of vocational education research and economic geography. The following illustrates some of them. One lively research field considers social networks and institutional settings. Locally, these networks and institutions are located in a town, a district of a town, or a rural area. Various studies share this local view, such as studies on clusters (Maskell, 2001), innovative milieus (Maillat, 1998), industrial districts (Boschma & ter Wal, 2007), and regional/territorial innovation systems (Asheim et al., 2007). In fact, there is some evidence that skills and training can promote “local development” (Backes-Gellner & Lehnert, 2021). Skill formation to promote local development requires the commitment of the involved actors, who are regulating, for example, questions of financing, certification, curriculum design and the development of the teaching staff (Li & Pilz, 2017), and who thus create the local “skill ecosystem” (Anderson & Warhurst, 2012; Buchanan et al., 2017; see Wedekind et al. in this Special Issue). A broad stream of literature relates to such organisational actors and particularly analyses vocational schools and universities as sites of professional education in cities and rural regions. For example, in economic geography, many contributions have shifted higher education institutions into the focus (Faulconbridge & Hall, 2009; Fromhold-Eisebith & Werker, 2013; Kleibert et al., 2020) as well as non-academic vocational education and training (James, 2012; Phelps et al., 2005). Besides universities and vocational schools, the company as additional learning location shifts into focus (Wedekind & Mutereko, 2016). The extent to which companies engage in vocational and professional education and training differs considerably between the different countries and their skill formation systems (Busemeyer & Trampusch, 2012; Graf, 2021). In many nations, it is common that the company trains pupils and students in internships in a relatively short time span and with a low degree of institutionalisation (Röhrer et al., 2021). Moreover, in countries such as Germany, Austria and Switzerland, there are comprehensive forms of “dual” vocational education and training in companies and vocational schools (Pilz, 2012a). In addition, universities, technical colleges, vocational academies, and so on cooperate with companies in various kinds of dual study programmes. The various actors act on different spatial scales. This requires to follow a multi-scalar view, connecting the local scale with other subnational entities, the country and the international level. Even if “scales” are not to be understood as separate and distinct levels, but rather as complex interwoven constructs, the multi-scalar view is helpful in understanding local development through professional and vocational education and training. This is particularly the case for the international transfer of professional and vocational education and training. Such international transfer is a concern for a broad transfer community of multinational companies and international institutional actors, who communicate and cooperate with governments and other actors on the different national and subnational scales (Fuchs, 2020; Wrana & Revilla Diez, 2016). Other contributions discuss the kind of knowledge that is relevant for local development. In economic geography, many contributions distinguish analytical (largely codified, academically produced) competencies, synthetic competencies (technology-based, application-oriented, largely tacit) and symbolic competencies (art-based, design-oriented and creative). In the same vein, authors focus on—besides STI (science, technology, innovation) competencies—the doing, using and interacting (DUI) competencies (Asheim et al., 2007; Asheim et al., 2017; Tödtling et al., 2012). The studies therefore consistently emphasise the relevance of practical training in the classes of vocational schools (Boschma et al., 2013; Patel & Pavitt, 1994), universities (Kleibert, 2015; Kleibert et al., 2020), and in related programmes of dual cooperation (Wiemann & Fuchs, 2018). Research in vocational education has long analysed such different stakeholders and their related interests and policies, and those who are affected (the learners and their families). The question “Who profits?” is particularly crucial in the analysis of international transfer activities (Brockmann et al., 2011; Canning & Cloonan, 2002; Pilz, 2012b, 2016). The Special Issues bundles papers from vocational education research and economic geography, thereby highlighting local development in different parts of the world. The Special Issue starts with studies on regions in the Global South and in emerging economies. Volker Wedekind, Presha Ramsarup, Chenjerai Muwaniki, David Monk, Heila Lotz-Sisitka, Simon McGrath and Jo-Anna Russon shift their view on regions in Subsahara-Africa. The authors explore how vocational education and training can be reimagined and redesigned to find new ways towards a responsive “skill ecosystem” of vocational education, which is appropriate for the local context, socially inclusive, and takes the ecological environment seriously. In the transition of emerging economies, vocational and professional education and training plays an important role, as it promises socio-economic change in the direction of increased global competitiveness and social development. Promotors of change play a role in this. Marc Schulze and Jana Kleibert critically analyse governments as game-changers by focussing on transnational education for regional economic development in Malaysia and Singapore. By continuing the view on regions in emerging economies and by focussing on the Greater Shanghai Area, Judith Wiemann pays attention to an impressively complex setting of actors who are promoting institution-building processes. She argues for the local scale as an important—but too often left aside—level of analysis with regard to studying skill formation. Iris Clemens illustrates the emergence of innovations through the encounter of knowledges in “the local”. She takes a view on indigenous knowledges and the circulation of stories. Such knowledge, and related teaching-learning practices, are promoted by narratives in social networks that contribute to transitory processes on a local level. Her study suggests that those who are involved in skill formation are well-advised if they use the productivity and creativity that encounters generate. Professional and vocational education and training is also an issue in regions of the Global North. By mirroring the perspective on how actors of countries such as Germany, Austria and Switzerland transfer professional and vocational education and training to countries of the Global South, Martina Fuchs, Johannes Westermeyer, Lena Finken and Matthias Pilz analyse training activities of foreign direct investments in Germany. They find different ways in which foreign investors participate in local training activities and thereby connect to the German skill formation system. Institutional settings, which characterise the German skill formation system, are partially adopted here. Bastian Lange illustrates how universities’ third mission (the knowledge transfer to the local environment) can be realised by collaborative learning of practitioners and academics. The concept of “field configuring events” has initiated inspiring discussions on the relevance of temporary social events and how such encounters generate new relevant knowledges. 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국가혁신시스템 관점에서 바라본, SDGs 달성을 위한 과학·기술·혁신 지표 개발 탐색적 연구

Sustainable Development Goals (SDGs) were adopted in 2015, by the United Nations (UN). In achieving the SDGs, science·technology·innovation (STI) has been emphasized as one of means of implementation in achieving SDGs. Hence, in order to reflect an STI perspective, the UN established the Technology Facilitation Mechanism (TFM) in September 2015. One of the main activities of the TFM is to formulate the guideline of ‘STI for SDGs Roadmaps’ and to encourage countries to create such individual national roadmaps. Along this line of work, recent discussion has centered around the development of indicators to measure activities and performance of STI for SDGs. This engendered a series of questions regarding i) what the proper STI indicators are for monitoring and evaluating the implementation of SDGs, ii) whether and what kinds of STI indicators are needed, iii) and how STI indicators are to be reflected at the global and national levels. Based on these, this paper attempts to explore whether and what kinds of STI indicators are reflected in the current indicators of the UN-SDGs and Korean SDGs (K-SDGs). For this analysis, this paper reviews the existing STI indicators in use, takes a national innovation system (NIS) perspective as a theoretical basis, and formulates four STI criteria and related specific STI indicators: i) R&D input and output, ii) STI institution/governance, iii) STI network, and iv) STI infrastructure. With four categories and their respective indicators, this paper examines how the indicators of the UN-SDGs and K-SDGs are relevant to the STI indicators and draws policy implications for each criterion. The analytical result reveals that the indicators of the UN-SDGs and K-SDGs include the STI indicators of all four criteria, though the patterns of reflection are different. This paper ends with some ideas for future policy and research approaches to the STI indicators for SDGs.

외부지식이 제품혁신에 미치는 영향: 지식학습과 탐색방법의 상호작용을 중심으로

This study examines how the external knowledge affects innovation. We categorize firms’ external knowledge sources into two modes: STI(science-technology-innovation) and DUI(doing-using-interacting). At the same time, we distinguish between the breadth and depth of firms’ external knowledge acquisition strategies, while considering the interaction between the knowledge source and the acquisition strategy. Previous studies have considered the source and the acquisition strategy of external knowledge independently. Thus, in order to fill this gap in the literature, we identify two types of external knowledge, each with its own searching mode, suggesting a 2 × 2 acquisition strategy model of external knowledge.

Prolegomena to social studies of digital innovation

The rise of the digital economy, in terms of digital innovation (DI), requires the reconsideration of the notion of innovation to clarify its conceptualisation in a post–industrial digital economy. The current science, technology, innovation (STI), and social studies of innovation are lacking conceptual, theoretical, and analytical grounds for the exploration of DI, despite their pervasive impact on our lives. The aim of this study is to provide a conceptual framework for the exploration of DI, driven by growing recognition of the fact that the concept of innovation is faced with contemporary crises due to the theoretical and analytical limits of industrial innovation when adapting to socio-economic changes. This article discusses the ways in which intrinsic features of DI differentiate from industrial innovation, constructing the concept of DI around its two distinctive features: raising social inequality through four selected mechanisms and disrupting business models with ambivalent consequences. These characteristics have been identified to be the most intriguing when attempting to understand the nature of DI in today’s digital society. This research applies an intersectional and interdisciplinary approach, allowing for a critical and qualitative analysis of the current concepts of DI in different scientific fields and their convergence into a common theoretical ground for the social science of DI.

The Demola model as a public policy tool boosting collaboration in innovation: A comparative study between Finland and Spain

The next generation of Science, Technology & Innovation (STI) policies will be defined by mission orientation and co-creation processes and implemented by dynamic public-private partnerships. However, the experience of European countries up to now in attempting to boost cooperation in innovation reveals a very different story. Beyond some contextual factors, the characteristics of the agents involved, the dynamics of their relationships and the design of the collaboration tools also have a critical influence at organisational level. This paper aims to identify these organisational factors in different contexts through the analysis of the Demola model, a university-industry innovation platform created in Finland which has spread to other countries, including Spain. Demola applies a standardised model but it has differences in its functioning depending on the national levels of collaboration in the innovation systems. In our case study, we have compared Finland and Spain, bearing in mind the features of the agents involved and their relationships, through a content analysis of primary and secondary information. The results of the study show that the institutional structure of the collaboration and the organisational culture of each institution are key factors in its functioning. These results can be useful for innovation managers, university leaders, educational experts and policy makers.

Combinatorial innovation modes in SMEs: mechanisms integrating STI processes into DUI mode learning and the role of regional innovation policy

ABSTRACT Innovation processes comprise interactive learning mechanisms by combining different knowledge sources. Using a set of 80 exploratory interviews with small and medium-sized enterprises (SMEs) and regional innovation consultants, this paper analyzes the mechanisms through which firms combine an STI (science-technology – innovation) and DUI (learning-by-doing, -using and -interacting) mode of innovation. We show that the innovation mode concept ought to be applied as a continuum of combinations. Thus, SMEs integrate STI-based knowledge into DUI-routines through mechanisms with varying levels of complexity. The described mechanisms differ with respect to their effects on innovativeness, the required absorptive capacities, and costs incurred. Depending on the level of integration, cognitive, organizational and financial barriers impede a combination of innovation modes. At this point, regional innovation consultants can affect a successful combination. We derive implications for innovation policy regarding absorptive capacities in SMEs, showing that policy support extends beyond financial services.

Sistema débil ciencia tecnología innovación en el Perú, resaltante en tiempo de crisis

Sistema débil ciencia tecnología innovación en el Perú, resaltante en tiempo de crisis

Non-R&D, Interactive Learning and Economic Performance: Revisiting Innovation in Small and Medium Enterprises

In the present paper, various groups of innovating German SMEs are empirically identified according to their use (or non-use) of in-house R&D, their reliance on external sources of knowledge, and the degree of internal interactive learning that they employ. In order to account for non-R&D innovation activities, we apply the STI/DUI concept as a theoretical starting point. This distinguishes between (1) the science, technology, innovation (STI) mode with its strong emphasis on formal processes of in-house R&D and (2) the doing, using, interacting (DUI) mode with its focus on experience-based knowledge and interactive learning. On this basis, the empirical results indicate that three groups associated with different modes of learning and innovation exist within the German SME sector: the supplier-dependent DUI group, the customer-oriented DUI group and the STI/DUI group. The corresponding findings confirm that SMEs innovate differently depending on the specificities of their knowledge environments. In order to evaluate this in terms of innovation policy, we examine how these learning modes among innovating SMEs relate to overall company performance. Our main observation is that each learning mode is likely to positively affect performance, at least to some degree. There is no differ-ence in economic performance between the three learning modes as long as non-high-growth SMEs are considered. Hence, in large parts of the SME sector, it is economically rational to choose a non-R&D-oriented mode of learning and innovation. The paper con-cludes with some policy implications of these findings.

Innovation in space: the mosaic of regional innovation patterns

This article casts light on the increasingly complex geography of innovation and knowledge sourcing activities. We argue that the spatial patterns of learning and knowledge exchange vary substantially across different types of regions and industries. The article elucidates such variations by combining three analytical approaches, namely, (i) modes of innovation (differentiating between science-technology-innovation (STI) and doing-using-interacting (DUI) modes), (ii) regional innovation systems (distinguishing between organizationally thick and diversified, thick and specialized, and thin systems), and (iii) types of knowledge linkages that connect actors during the innovation process. We explore in detail the key characteristics of the spatial architectures of innovation and knowledge flows in STI and DUI industries located in regional innovation systems with varying degrees of organizational thickness and specialization. We also discuss empirical examples documented in the extant literature to illustrate our arguments on how innovation and knowledge circulation unfold in space in various territorial and industrial contexts.

Fear, Bullying & Will of Female Students in STEM: Case Study of Vocational Schools in Jakarta

Women in STEM (Science, Technology, Engineering and Mathematics) continued to decline from secondary schools to universities level, as well as in lab, teaching and research policy-making and technology. This is triggered by the absence and minority of women in policy and decision-making regarding research in science and technology. Women’s leadership is very low in the area of energy use, adaptation to climate change, and economic production. In the formal sector, only 10% of women are in the sector of STI (science, technology, innovation). Only 5% of women who become members of the national academy of science technology in the respective disciplines. Why does it happen? This paper studies several vocational schools in Jakarta to answer those questions. This research found that the fear of a mother and daughter against STEM is not just happening today, but deeply rooted in the tradition, even in modern era. Besides bullying both in school and in the community, girls’ interest in STEM is also still very low compared to boys. However, this study found how girls copes those hindrances with strong will via their agency to win STEM in their education pathways.

RELEVANSI LULUSAN PERGURUAN TINGGI DI INDONESIA DENGAN KEBUTUHAN TENAGA KERJA DI ERA GLOBAL

Global labor market that is marked by the integration of labor between countries is also accompanied by the emergence of variety - the kind of new jobs in line with the science-technology innovation and increased creativity to answer the increasingly fierce competition. To that higher education increasingly demanded able to respond to the needs of the workforce that is more dynamic and complex. On the other hand in Indonesia currently is the tendency of many new universities be opened a massive, and more profit-oriented without being followed by the provision of adequate infrastructure, resulting in an increasing number of graduates but has not been matched by an increase in quality. Meanwhile productive employment in Indonesia is also limited, so that the educated unemployed is relatively high.Another problem , the prediction of the McKinsey Global Institute ( MGI ) shows that in the global labor market , in 2030 Indonesia is expected to experience a labor shortage of educated and skilled, but excess workers non-skilled.. Meanwhile , at the same time between the years 2010-2035 Indonesia also is undergoing a period in which the population dependency ratio reached its lowest point is equal to 46.9 in 2028 . This gives the possibility of a demographic bonus that is an economic benefit to the welfare of the population , in terms of which the qualified human resources and decent work opportunities. Various predictions and these opportunities will be a tough challenge because Indonesia still faced with the reality of the poor quality of human resources and lack of decent employment opportunities.Based on these issues this paper will examine the relevance of university graduates in Indonesia and requirement labor in the global era. The approach used is a quantitative approach using secondary data from various sources such as the Directorate General of Higher Education of the Ministry of Education, the Central Bureau of Statistics, ILO and the World Bank and several studies are relevant

Biodiesel in Brazil: science, technology and innovation indicators

The world leader in the production and consumption of ethanol from sugar cane, Brazil has been conducting research in biodiesel for years including patents registered in the 80s. In 2005, biodiesel was incorporated into the Brazilian energy matrix. This article presents the biodiesel in Brazil, linking it to the policy of Science, Technology & Innovation (STI) in the country and their transformations in recent decades, highlighting the National Program for Production and Use of Biodiesel (PNPB). Through the techniques of text mining, it presents indicators on science, technology, and innovation of biodiesel in Brazil.

Combined Innovation Policy: Linking Scientific and Practical Knowledge in Innovation Systems

New research indicates that firms combining the science-based STI (Science, Technology, Innovation) and the experience-based DUI (Doing, Using, Interacting) modes of innovation are more efficient when it comes to improving innovation capacity and competitiveness. With regard to innovation policy, the STI mode calls for a supply-driven policy, typically aimed to commercialize research results. The DUI mode suggests a demand-driven policy approach, such as supporting the development of new products or services to specific markets. This article analyses how the two types of innovation policies and the two innovation modes can be combined in regional innovation systems (RISs). The analysis builds on studies of the food industry and related knowledge organizations in two counties, Rogaland County (Norway) and Skåne County (Sweden), and two policy initiatives (NCE Culinology and Skåne Food Innovation Network) aimed at strengthening the innovative capability of the RISs. The analysis indicates that policies aimed to link science- and user-driven innovation activity should focus on building absorptive capacity of DUI firms (e.g. through increased scientific competence) and implementation capacity of STI firms (e.g. through increased market and process competence).

Finnish Mosaic of Regional Innovation System—Assessment of Thematic Regional Innovation Platforms Based on Related Variety

The emphasis of Finnish innovation policy has very much been on promoting actions that can be labelled as science–technology–innovation mode of innovation, which is based on the production and use of codified scientific and technical knowledge. However, recent research has emphasized also the importance of more experienced-based mode of learning and innovation, which can be labelled as doing–using–interacting mode of innovation. This study is an attempt to shed light on the current development phase of Finnish innovation system facing the new paradigm. The Finnish innovation system is seen as a mosaic of regional innovation systems. The regional innovation systems are analysed through a developed framework including elements of theories of innovation systems and cluster theories as well as two recent national-level strategy documents. One of the main concepts of the study is related variety in regional innovation platforms. This study also aims at creating a pragmatic framework for describing related variety at the regional level by combining aspects from two theoretical frameworks. The empirical data were gathered in a series of workshops in all the Finnish regions during the year 2008. The result maps Finnish thematic regional innovation platforms fuelled by related variety.

Can small regions construct regional advantages? The case of four Norwegian regions

The conceptual framework of constructing regional advantage (CRA) is implicitly relevant for large, well-off regions that have strong regional innovation systems, a diversity of industrial sectors and resourceful firms that can partake in global knowledge networks. This paper discusses the extent to which small regions, with less developed regional innovation systems, may also constitute the basis for developing regional advantage. Four cases of regional industries dominated by different innovation modes make up the empirical test bed in the paper. The innovation modes are STI (science, technology, innovation), CCI (complex, combined innovation) and DUI (doing, using, interacting). With some reformulations, the CRA framework also is found to represent a useful conceptual construct for small regions. Adapting the CRA framework to small regions involves focusing more on increasing the innovation capabilities at the level of the firm – placing less emphasis on the endogenous capacity of regional innovation systems, but emphasising the importance of experience-based knowledge in local labour markets – and concentrating more on the need for a diversity of knowledge bases at the regional level. Policy lessons for constructing regional advantages in small regions should, in general, consider the upgrading of DUI firms and stimulating extra-regional links.

Different Modes of Innovation and the Challenge of Connecting Universities and Industry: Case Studies of Two Regional Industries in Norway

The paper argues that no single formula exists for how universities can stimulate innovation activity and industrial development in a particular region. The type of university–industry cooperation must be fined-tuned according to the knowledge base of the university and to the dominant mode of innovation in the regional industry. This article discusses two different modes of innovation: science, technology, innovation (STI) and doing, using, interacting (DUI). The unit of analysis is innovation and cooperation with universities in two regional industries in Norway, which are dominated by the two modes of innovation: STI (marine biotechnology in Tromsø) and DUI (oil and gas equipment suppliers in Agder). The empirical analyses demonstrate the different roles that universities play in these two regional industries. The University of Tromsø is the main organization behind the development of the marine biotechnology industry in Tromsø and is an important knowledge node and source of biotechnology spin-offs. Equipment suppliers in Agder have become world leaders in some niches, almost without research cooperation with universities. A general lesson is that the dominant mode of innovation in a regional industry makes a difference to the role universities can play in stimulating the development of the industry.

The place of technology transfer processes in the system of methods for researching the area of Science-Technology-Innovation

The growing importance and scope of technology transfer processes undertaken all over the world settles the question of the necessity for their proper identification. The multi-aspect character and complexity of these phenomena create specific problems in conducting analytic work. Although technology transfer is an element of the Science-TechnologyInnovation (STI) system, it does not have a proper place in the existing methodology system of this area. The aim of this article is to point out the necessity to create a proper, complex and comprehensive methodology for researching technology transfer processes, which would contribute to better understanding of the processes themselves and at the same time enable their proper development.

The place of technology transfer processes in the system of methods for researching the area of Science-Technology-Innovation

The growing importance and scope of technology transfer processes undertaken all over the world settles the question of the necessity for their proper identification. The multi-aspect character and complexity of these phenomena create specific problems in conducting analytic work. Although technology transfer is an element of the Science-TechnologyInnovation (STI) system, it does not have a proper place in the existing methodology system of this area. The aim of this article is to point out the necessity to create a proper, complex and comprehensive methodology for researching technology transfer processes, which would contribute to better understanding of the processes themselves and at the same time enable their proper development.