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Czech universities in the knowledge triangle: transfer of knowledge from universities to the business sphere

): Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, of 26 November 2009 on developing the role of education in a fully-functioning knowledge triangle 2009/C 302/03. Official Journal – European Union Information and Notices C 52(302), 3–5. [7] Český statistický úřad (2016a): Finanční a lidské zdroje pro vědu, technologie a inovace. [8] Český statistický úřad (2016b): Patentová statistika. [9

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Quality Management Principles in the University-Industry Partnership

REFERENCES: Tibor Navracsics, (2015)“Reinforcing the knowledge triangle to boost economic growth: How the EU is bringing together education, science and business”, speech 24 March 2015; retrieved 2 May 2015 from 2013 Asia-Pacific Education Research Institutes Network (ERI-Net) Regional Study on “Transversal Competencies in Education Policy & Practice” (2015) published by UNESCO, ISBN

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University knowledge exchange and the SKIN Project


In this article, we present a rationale for investigating the role and contributions of universities to growth and sustainable development within the framework of the Europe 2020 Strategy (EU2020). To this extent, the literature suggests that the contemporary universities’ mission in the knowledge society relies on their capacity to promote knowledge exchange. This allows expansion of the degree of intervention of universities in society and broadening of the institutional and policy frameworks within which they operate, opening to a wider range of possible contributions of social science and humanities to the EU2020 objectives, which are not limited to education and research policies.

We present the Short supply chain Knowledge and Innovation Network (SKIN) project (H2020-2016)1 as an example of a systemic approach to university-business-society dialogue, based on the role of universities as “knowledge hubs” (Yusuf, 2008) and aimed at promoting knowledge exchange and multi-actor cooperation. One of the main challenges of the project relies on the capacities of the involved actors to cooperate and, thus, on the mechanisms activated in order to ensure such collaboration. To this extent, the role of humanities and social sciences, in particular multidisciplinary and participatory research, is crucial for the success of the process of knowledge circulation within and for society.

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The Influential Knowledge Factors of Companies’ Performance in Slovenia

integrated European Research Area: Science, Technology and Competitiveness key figures report 2008–2009, Brussels, Directorate-General for Research. 14. European Parliament (2011), “Report on GDP and beyond—Measuring progress in a changing world”, available at (15 May 2014) 15. European Research Advisory Board (2007), “Energising Europe’s Knowledge Triangle of Research, Education and Innovation through the Structural Funds”, available at https

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Determining the Priorities of the Development of EU Research Universities Based on the Analysis of Rating Indicators of World-Class Universities

References ANU (2018), The Australian National University [Homepage]. Retrieved from [accessed 22 Feb 2018] Caltech (2018), California Institute of Technology [Homepage]. Retrieved from [accessed 22 Feb 2018] Cervantes, M. (2017), ‘Higher education institutions in the knowledge triangle,’ Foresight and STI Governance, vol. 11, no. 2, pp. 27-42. Chataway, J.; Parks, S. & Smith, E. (2017), ‘How will open

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A preliminary Exploration of Operating Models of Second Cycle/Research Led Open Education Involving Industry Collaboration

Technologies in Higher Education, 10(2), (pp. 23-37). 13. Kelly, A.P. and Hess, F.M. (2013). Beyond retrofitting: Innovation in higher education. Available online at,%20June%202013%29.pdf 14. Maassen, P. and Stensaker, B. (2011). The knowledge triangle, European higher education policy logics and policy implications. In Higher Education, 61(6), (pp 757-769). 15. Norton, A.; Sonnemann, J. and McGannon, C. (2013). The online

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Analysis of Higher Education Indicators Coherency in Central and Eastern Europe

-Blackwell, NY, USA. 11. Maassen, P., Stensaker, B. (2011), “The knowledge triangle, European higher education policy logics and policy implications”, Higher Education, Vol. 61, No. 6, pp. 757–769. 12. Park, H. M. (2011), Practical Guides To Panel Data Modeling: A Step by Step Analysis Using Stata, PhD, International University of Japan, Japan. 13. Paulsen, M. B., Smart, J. C. (2001), The Finance of Higher Education: Theory, Research, Policy, and Practice, Algora Publishing, USA. 14. Psacharopoulos G., Patrinos, H. A. (2004), “Returns to investment in

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The Factors Determining Employees’ Positive Attitude to Innovations: A Case of Klaipėda Public Transport Companies

, Vol. 9(4), pp. 2620–2630. 12. Mavroeidis, V., Tarnawska, K. (2017). Toward a New Innovation Management Standard. Incorporation of the Knowledge Triangle Concept and Quadruple Innovation Helix Model into Innovation Management Standard // Journal of the Knowledge Economy. Vol. 8, Issue 2, pp. 653–671. Internet access: 13. Melnikas, B., Jakubavičius, A. et al. (2000). Inovacijų vadyba. - Vilnius: Technika. p. 196. 14. Mittal, S. (2012). Managing Employee Resistance to Change: A

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‘Knowledge Workers’ in the Baltic Sea Region: Comparative Assessment of Innovative Performance of the Countries in the Macro-Region

Sea Region? Copenhagen/Stockholm: Baltic Development Forum & Swedish Agency for Economic and Regional Growth. Kirch, A. (2009), ‘Estonia must focus on the grand challenges of our time: the process of the implementation of the knowledge triangle,’ Proceedings of the Institute for European Studies, no. 6, pp. 36−50. Kirch, A.; Mezentsev, V. & Rodin, M. (2011), ‘The human resources in Baltic Sea macro-region: facts, trends and potential risks to fulfilling the Strategy 2020 targets,’ in T. Muravska (ed.) European

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