Best EU practice on creativity and innovation tools and their
applicability in Estonia and Latvia
REPORT
Small Innovative Business Support Network
SIB net (EU 31398)
Riga 2011
Content
ABBREVIATIONS ...................................................................................................................................................3
INTRODUCTION ....................................................................................................................................................4
1. METHODOLOGY ...........................................................................................................................................5
2. THEORETICAL INSIGHT IN BUSINESS INNOVATION AND CREATIVITY AND PRE-INCUBATION TOOLS AND
METHODS .............................................................................................................................................................6
2.1
SYSTEMS PERSPECTIVE OF CREATIVITY .......................................................................................................................... 6
2.2
SYSTEM MODEL FOR CREATIVE ENTREPRENEURSHIP ........................................................................................................ 8
2.2.1 Environmental inputs ..................................................................................................................................... 8
2.2.2 Inter-institutional linkages ............................................................................................................................. 9
3.
INNOVATION ENVIRONMENTS IN LATVIA, ESTONIA, SWEDEN, FINLAND, DENMARK, AND UK ...............12
3.1
INNOVATION SYSTEMS ............................................................................................................................................ 12
3.1.1 Sweden ......................................................................................................................................................... 12
3.1.2 Denmark ....................................................................................................................................................... 13
3.1.3 Finland.......................................................................................................................................................... 14
3.1.4 United Kingdom ........................................................................................................................................... 15
3.1.5 Estonia.......................................................................................................................................................... 15
3.1.6 Latvia............................................................................................................................................................ 16
3.2
ENVIRONMENTAL INPUTS ........................................................................................................................................ 16
3.2.1 Knowledge .................................................................................................................................................... 17
3.2.2 Public ............................................................................................................................................................ 18
3.2.3 Business ........................................................................................................................................................ 19
3.2.4 Social ............................................................................................................................................................ 20
4. CASE STUDY ANALYSIS ...............................................................................................................................21
CONCLUSIONS ............................................................................................. ERROR! BOOKMARK NOT DEFINED.
RECOMMENDATIONS ................................................................................. ERROR! BOOKMARK NOT DEFINED.
ANNEX 1 CASE STUDIES .....................................................................................................................................27
1) CREATIVITY AND INNOVATION GENERATION – EARLY STAGE OF THE INNOVATIVE ENTREPRENEURSHIP. ............................................. 27
FINN UP ............................................................................................................................................................................ 27
PROGRAMME FOR USER DRIVEN INNOVATION .......................................................................................................................... 27
2) UNDERSTANDING THE ENTREPRENEURSHIP, INCREASING THE MOTIVATION. ................................................................................ 28
EXCITERA .......................................................................................................................................................................... 28
INTERNATIONAL DANISH ENTREPRENEURSHIP ACADEMY ............................................................................................................ 28
FOUNDATION FOR ENTREPRENEURSHIP - YOUNG ENTERPRISE ..................................................................................................... 29
VENTURE CUP .................................................................................................................................................................... 30
TEAM ACADEMY ................................................................................................................................................................ 30
HELSINKI METROPOLITAN ENTREPRENEURSHIP ACADEMY .......................................................................................................... 31
KNOWLEDGE TRANSFER PARTNERSHIPS .................................................................................................................................. 32
ENTERPRISE CHAMPIONS ..................................................................................................................................................... 33
SCIENCE ENTERPRISE CHALLENGE .......................................................................................................................................... 33
3) ENTREPRENEURIAL EDUCATION.......................................................................................................................................... 34
NEXT GENERATION ............................................................................................................................................................. 34
ENTERPRISE ACCELERATOR ................................................................................................................................................... 34
4) SUPPORT TO ENTREPRENEURSHIP START-UP AND INNOVATION TRANSFER................................................................................... 35
ENP - ENTREPRENEURSHIP AND NEW BUSINESS DEVELOPMENT PROGRAMME............................................................................... 35
CHALMERS INNOVATION ...................................................................................................................................................... 36
ENTERPRISE AGENCIES ......................................................................................................................................................... 36
ALMI – INNOVATION FINANCING .......................................................................................................................................... 37
VIN NU ........................................................................................................................................................................... 37
STARTUP BOOTCAMP .......................................................................................................................................................... 38
KNOWLEDGE VOUCHER ........................................................................................................................................................ 38
BUSINESS SUCCESSION SCHOOL ............................................................................................................................................. 38
CREATIVE WOMEN ENTREPRENEURSHIP.................................................................................................................................. 39
SPEED WM ..................................................................................................................................................................... 40
CREATIVE BUSINESS MENTOR NETWORK ................................................................................................................................ 40
2
Abbreviations
BSS
EC
ENP
EU
GBAORD
GDP
GERD
HEI
HMEA
ICT
KIN
KTP
PCT
PPS
R&D
R&I
S&T
SEC
SME
SMIL
UAS
UK
VINNOVA
Business Succession School
Eupropean Commission
Entrepreneurship and New Business Development Programme
European Union
Government budget appropriations or outlays for research and development
Gross domestic product
Gross Expenditure on R&D
Higher education institution
Helsinki Metropolitan Entrepreneurship Academy
Information and communication technologies
Association of Knowledge based companies in Norkoping
Knowledge Transfer Partnerships
Patent Cooperation Treaty
Purchasing Power Standard
Research and development
Research and innovation
Science and technology
Science Enterprise Challenge
Small and medium sized enterprise
Association of Business Development in Linkoping
University of applied science
United Kingdome
Swedish Governmental Agency for Innovation Systems
3
Introduction
The report on best EU practice on creativity and innovation tools and their applicability in Estonia and Latvia
has been developed within Estonia – Latvia Programme project “Small Innovative Business Support
Network” (SIB net (EU 31398)), financed by European Regional Development Fund.
Aim of the study is to identify innovation environments in target countries Estonia and Latvia in comparison
to EU innovation leaders as wel as provide examples of best practice of innovation and business start-up
tools.
Report consist s of four chapters. First is devoted to the description of the methodology applied. Second
chapter gives a theoretical insight in business innovation and creativity and pre-incubation tools and
methods and sets up the model describing required inputs and interinstitutional linkages. Third chapter
describes innovation environments at the target countries Estonia and Latvia, comparing to innovation lead
countries.Last chapter introduces case studies of methods and tools applied at innovation lead countries.
Case study description is provided in annex 1 of the report.
Report has been developed by Aivars Timofejevs (Stocholm School of Economics in Riga, faculty of Business
and Management Research Projects leader), Sandris Mūriņš (“Baltic Consulting” Ltd, expert) and Sanita
Kovaleva (“Baltic Consulting” Ltd, expert).
4
1. Methodology
The study paper has been elaborated with the aim to identify innovation environments in target
countries Estonia and Latvia in comparison to EU innovation leaders as wel as provide examples of
best practice of innovation and business start-up tools.
Main tasks of the study consist on the following elements:
1) Creation of theoretical frame of study;
2) Data collection:
1. country information - country data on innovation in the domains related to education
opportunities facilitating innovation and business start-ups;
2. mapping best EU practise using quick scan methodology.
3) Data analysis:
1. innovation environments in target countries Estonia and Latvia and EU innovation leader
countries;
2. mapping and analysing of case studies on innovation and pre-incubation tools and methods;
In order to explore theoretical background of innovation process and collect data the quick-scan
methodology was applied and combined with the analysis of available statistical data. The general aim of
the quick-scan (of previous research papers and case studies on best EU practise regarding business
innovation, creativity and pre-incubation tools and methods) is to make an assessment of the usefulness of
their results for supporting creative entrepreneurship in Latvia and Estonia and to mobilise relevant insights,
theoretical approaches, methodologies and data material for this research.
More specifically the quick-scan assessment has the following objectives:

To identify relevant theoretical approaches developed/applied in the study;

To obtain an overview of the range and different types of business innovation, creativity and preincubations tools and methods encountered across EU leading countries in the field of innovation;

To obtain insight in the innovation environments for the implementation of these tools and
methods.
Most innovative EU countries were selected based on international rankings on the countries performance
in the field of innovation - Innovation Union Scoreboard and Global Innovation Index. Both of the indexes
highlight Sweden, Finland and Denmark as the most innovative among EU countries. UK has been chosen by
authors as it shoved high rankings in both abovementioned indexes.
Leading EU countries in the field of innovation according to the Innovation Union Scoreboard 2010 are
Sweden, Denmark, Finland, and Germany (in decreasing ranking) showing the performance over 20% above
EU27 average. Innovation leaders are followed by UK, Belgium, Austria, Netherlands, Ireland Luxembourg
and France, all shoving the innovation performance above EU average.
Alternative source the Global Innovation Index 2011, covering 125 of world economies rates Sweden as a
second most innovative (after Switzerland). Finland and Denmark are correspondingly rated fifth and sixth,
The Netherlands ninth, UK tenth and Germany twelfth in the worlds perspective.
The 2010 Innovation Union Scoreboard indicators grouped into three main categories combined with the
relevant statistical data, formed basis of the analysis of the country innovation profiles, identifying existing
backgrounds as well as requirements and preconditions for the boost of innovative start-ups.
Case studies and examples of good practice were mapped on a quick scan basis in order to:
 Give a short overview of the objectives and target group of the method or tool;
 Give a short description of the method or tool;
5


Give an overview of the partners involved in providing the tool or method;
Reflect in general terms on the usefulness of the tool or method;
Upon the results of the quick scan the theoretical framework was developed, providing model base for
creativity and innovative entrepreneurship. Corresponding environmental inputs as well as possible interinstitutional linkages leading to innovation, creativity and enterprise creation have been identified and
described.
Statistical data on innovation lead countries and Estonia and Latvia knowledge, business and social inputs
were analysed in order to compare the innovation environments and benchmark the Estonian and Latvian
performance with respect to EU average and lead countries average.
Case study approach, mapping succesfull examples on different methods and tools, were applied in order to
illustrate the inter - institutional linkages from innovation leaders practises during entrepreneurship
development cycle, from understanding the entrepreneurship and facilitating entrepreneurial spirit to
business and innovation support programmes. Recommendations were drawn upon the innovation
environment and possible cooperation elements for the implementation of new tools and methods in
Estonia and Latvia.
2. Theoretical insight in business innovation and creativity and preincubation tools and methods
2.1
Systems perspective of creativity
Mihaly Csikszentmihalyi has drawn attention to the social and cultural context out of which creativity and
innovation emerge. He analyzed emergence of painting and sculpture in Florence in the 14th century, the
development of computers in Northern California in the 1960s and 70s, industrialization in SE Asia in the last
quarter of the 20th century role1. Drawing on years of research, he figured out systems theory of creativity
that describes how creative and innovative undertaking emerges within a environment. An environment has
two aspects: a cultural, or knowledge, aspect which here is called the domain; and a social aspect called the
field2.
The systems theory holds that a confluence of factors - social, cultural and an individual - must converge in
order for creativity to result (see figure 1). Creativity or innovation is a process that can be understood at
the intersection where individuals, domains, and fields interact. The system has circular causality meaning
that the process doesn’t start through the instigation of one component alone but could be instigated at any
point in the system. It is then necessary for each element in the system to play its part3.
The domain, or knowledge system used by the field, provides the cultural terrain against which the
introduction of novelty occurs. It is the field (or gatekeepers), the social organisation that understands the
knowledge system, that makes decisions about whether a novel re-arrangement of the symbol system is to
be included in the domain. The individual, who has a particular personal background, must acquire the
domain information prior to and during their use of it, as well as be socialized into the operations of the
field4.
Culture: creativity presupposes a community of people who share ways of thinking and acting, who learn
from each other and imitate each other’s actions. Dimension of cultural difference is the accessibility of
information. When knowledge is concentrated in a few centres, libraries, or laboratories, or when books and
schools are rare, most potentially creative individuals will be effectively prevented from learning enough to
make a contribution to existing knowledge. Cultures differ in the number of domains they recognize and in
1 Henry, Jane. (2006). Creative management and development. Sage publications
2 Mihaly Csikszentmihalyi (1997). Creativity: Flow and the Psychology of Discovery and Invention. New York. Harper Collins.
3 McIntyre, Phillip. (2008). Creativity and Cultural Production: An Interdisciplinary Approach to Understanding Creativity Through an Ethnographic
Study of Songwriting. Cultural Science, Vol 1, No 2 (2008)
4 ibid
6
the hierarchical relationship among them. Creativity occurs most often arise in cultures that, either because
of geographical location or economic practices, are exposed to different ideas and beliefs5.
Cultures are made up of a variety of domains: music, mathematics, religion, various technologies, and so on.
Innovations that result in creative contributions do not take place directly in the culture, but in one of such
domains. The attraction of a domain depends on several variables: its centrality in the culture, the promise
of new discoveries and opportunities that it presents, the intrinsic rewards accruing from working in the
domain6. Domains also vary in terms of their accessibility. Sometimes knowledge becomes the monopoly
and others are not admitted to it7.
Figure 1. A systems model of creativity.
Social: In order to be called creative, a novelty must be socially valued - if idea or product has not been
validated, it might have originality, but not creativity. A society that enjoys a material surplus is in a better
position to help the creative process. A wealthier society is able to make information more readily available,
allows for a greater rate of specialization and experimentation, and is better equipped to reward and
implement new ideas. Subsistence societies have fewer opportunities to encourage and reward novelty,
especially if it is expensive to produce8.
In the systems model, the gatekeepers who have the right to add novelties to domain are collectively
designated the field. Some domains may have a very small field consisting of a dozen or so scholars across
the world. Others, such as electronic engineering, may include many thousands of specialists whose opinion
would count in recognizing a viable novelty. The first issue to be considered is the field’s access to economic
resources as in some domains it is almost impossible to do novel work without access to capital. A field is
likely to attract original minds to the extent that it can offer scope for a person’s experimentation and
promises rewards in case of success. The centrality of a field in terms of societal values will also determine
how likely it is to attract new persons with an innovative bent9.
Individual: he or she must have access to a domain and must want to learn to perform according to its rules,
thus roles of education and motivation are important10. Persons who are likely to innovate tend to have
personality traits that favor breaking rules and early experiences that make them want to do so. Divergent
thinking, problem finding, and all the other factors that psychologists have studied are relevant. The
5 Henry, Jane. (2006). Creative management and development. Sage publications
6 Mihaly Csikszentmihalyi (1997). Creativity: Flow and the Psychology of Discovery and Invention. New York. Harper Collins.
7 Henry, Jane. (2006). Creative management and development. Sage publications
8 ibid
9 ibid
10 ibid
7
opportunities that one has to get access to the field, the network of contacts, the personality traits that
make it possible for one to be taken seriously, the ability to express oneself in such a way as to be
understood, are all part of the individual traits that make it easier for someone to make a creative
contribution11.
One of the first issues to consider is whether an individual is born in an environment that has enough
surplus energy to encourage the development of curiosity and interest for its own sake. The following
personal background factors can affect the incidence of creativity: (1) A child is likely to be discouraged from
expressing curiosity and interest if the material conditions of existence are too precarious; (2) Ethnic and
family traditions can have a very important role in directing the child’s interest toward specific domains; (3)
Cultural capital (i.e. home learning, schooling) is essential for a child to develop expertise in a domain; (4)
Tutors, mentors, and connections are often indispensable for advancing far enough to have one’s ideas
recognized; (5) Marginality (social, ethnic, economic, religious) seems to be more conducive to wanting to
break out of the norm than a conventional, middle-class background12
Having the right background conditions is indispensable but certainly not sufficient for a person to make a
creative contribution. He or she must also have the ability and inclination to introduce novelty into the
domain. The following individual qualities seem to affect the incidence of creativity: (1) in certain domains
(e.g. music, mathematics) genetic inheritance may play an important role in directing interest to the
domain and in helping to master it; (2) great deal of intrinsic motivation is needed to energize the person to
absorb the relevant knowledge and to persevere in the risky process of innovation; (3) cognitive ability such
as fluency, flexibility, and discovery orientation seem necessary to engage successfully in the process of
generating novelty13.
2.2
System model for creative entrepreneurship
The Triple Helix of university-industry-government relations was introduced to bring out the depth and
complexity of the innovation process as a recursive interaction system underlying the knowledge-based
economy, and thus to enhance the exploration and exploitation of this knowledge base14. Creative
entrepreneurship is the practice of setting up a business – or setting yourself up as self-employed in one of the creative or high-tech industries. By applying the Triple Helix model to system theory of
creativity, we developed model theoretical perspective towards entrepreneurial creativity (see figure 2). It
consists on both environmental inputs and inter-institutional linkages among basic system elements.
Innovation culture could be described as an environment in which creative thinking is central to their values,
assumptions, and actions.15
2.2.1
Environmental inputs
Innovation and entrepreneurship are dependent on environment - the support infrastructure and the
policy-business eco-systems - within which companies, communities and countries must compete to win.
Miller and Marcel in their book “Growing the next Silicon Valley” argued that the ability of entrepreneurs to
flourish and achieve their full potential was influenced by a number of inputs which they categories into
social, technological and business groups16.
Today these ideas have been extended by significant bodies of work that have explored further the external
environmental conditions that influence the formation and growth of technology based companies. Public
institutions role are recognized as equally crucial for understanding regional growth17. Thus we can develop
11 Mihaly Csikszentmihalyi (1997). Creativity: Flow and the Psychology of Discovery and Invention. New York. Harper Collins.
12 Henry, Jane. (2006). Creative management and development. Sage publications
13 iibid
14 Leydesdorff, Loet and Girma Zawdie. (2010). The Triple Helix Perspective of Innovation Systems. Technology Analysis & Strategic Management
22(7), in press
15 Deloitte LLP. (2005). Fostering an Innovative Culture: Sustaining Competitive Advantage
16 Miller, Roger and Marcel Cote. (1987). Growing the Next Silicon Valley: A Guide for Successful Regional Planning Lexington Books.
17 Lalkaka, Rustam. (2001).‘Best Practices’ in Business Incubation:Lessons (yet to be) Learned. European Union - Belgian Presidency International
Conference on Business Centers: Actors for Economic & Social Development Brussels, 14 – 15 November 2001
8
four basic environmental elements that shape national or regional innovation system. These are (1) public
inputs; (2) knowledge input; (3) social inputs; and (4) business inputs.
Inputs are derived from European Innovation Scoreboard researches by adding to public attitudes towards
entrepreneurship. Inputs are grouped in four categories – public, knowledge, business and social.
Knowledge inputs describe available human resource and quality of research system, public inputs
governmental financial support, business inputs firm investment in R&D, created intellectual assets, industry
innovators and economic effects created by innovative practices. Lastly, social inputs describe public and
business attitudes towards entrepreneurship and social capital or linkages among SME.
Figure 2. System model of innovative entrepreneurship.
2.2.2
Inter-institutional linkages
By analyzing more than 30 scientific articles regarding pre-incubation and incubation we developed main list
of significant inter institutional linkages, which facilitate growth of entrepreneurship (see table 1).
Table 1. Tools for enabling inter-institutional linkages.
Tools
Linkage
Entreupreuneurial
education
Education
Entrepreneurs
>
Goal
Promote
innovation
employment
Authors
Knowledge transfer
Education
>
Develop linkages to a sound
knowledge base
creativity,
and
self-
Mostafa K. Eghbal, Mehi Keshmiri,
Kayvan Asghari, and E. Roustazadeh
(2003)18
European Commission (2008)19
Peterman, Nicole, and Jessica
Kennedy (2003)20.
Lalkaka, Rustam(2001)21
Argotea, Linda, and Paul Ingram
(2000)22
18 Mostafa K. Eghbal, Mehi Keshmiri, Kayvan Asghari, and E. Roustazadeh. (2003). Incubators and Universities: How to overcome cutural barriers
against innovation. http://mkeghbal.ir/CV-MKE/Scanned%20papers/papers/Eghbal-2003c.pdf
19 EC. (2008). Best Procedure Project: “Entrepreneurship in higher education, especially in non-business studies”.
http://ec.europa.eu/enterprise/policies/sme/files/support_measures/training_education/entr_highed_en.pdf
20 Peterman, Nicole, and Jessica Kennedy. (2003). Enterprise Education: Influencing Students’ Perceptions of Entrepreneurship. Entrepreneurship
Theory and Practice. Volume 28, Issue 2, pages 129–144, December 2003
21 Lalkaka, Rustam. (2001).‘Best Practices’ in Business Incubation:Lessons (yet to be) Learned. European Union - Belgian Presidency International
Conference on Business Centers: Actors for Economic & Social Development Brussels, 14 – 15 November 2001
9
Tools
Linkage
Goal
Entrepreneurs
Agrawal, Ajay and Rebecca
Henderson (2002)23
Education
Industry
Education
Entrepreneurs
>
>
Promote entrepreneurship
within university teachers,
researchers, and students
Business networking
Industry
Entrepreneurs
>
Creating linkages to the
professional and business
communities
Mentoring &couching
Industry
Entrepreneurs
>
Enhance business
management skills of new
entrepreuneurs
Finance & support
Industry
Entrepreneurs
>
Innovation promotion
Industry
Education
>
Reduce
barriers
and
individual risks for new
entrepreneurs to test their
ideas and to start their
businesses.
Promote innovation driven
culture
Spin-offing
Authors
Manuel H. Gübeli, David Doloreux
(2005)24
Van Burg, Elco and A. Georges L.
Romme, Victor A. Gilsing, Isabelle M
(2008)25
Shane, S. (2004)26
Carayannis, Elias G. and Maximilian
von Zedtwitzb. (2005)27.
Bizzotto, Carlos Eduardo Negrão.
(2003)28.
Rajaniemi, Laura and Eija-Riitta
Niinikoski, Eelis Kokko. (2005)29.
Lalkaka, Rustam and Daniel Shaffer.
(2000)30
Mostafa K. Eghbal, Mehi Keshmiri,
Kayvan Asghari, and E. Roustazadeh.
(2003)31
Rajaniemi, Laura and Eija-Riitta
Niinikoski, Eelis Kokko. (2005)32
Mostafa K. Eghbal, Mehi Keshmiri,
Kayvan Asghari, and E. Roustazadeh.
(2003)33
Carvalho, A. (2009)34
Entrepreneurial education goal is to promote creativity, innovation and self-employment. It may include
developing personal attributes and skills that form the basis of an entrepreneurial mindset and behavior
(creativity, sense of initiative, risk-taking, autonomy, self-confidence, leadership, team spirit, etc.); raising
the awareness of students about self-employment and entrepreneurship as possible career options; working
22 Argotea, Linda, and Paul Ingram. (2000). Knowledge Transfer: A Basis for Competitive Advantage in Firms. Organizational Behavior and Human
Decision Processes. Volume 82, Issue 1, May 2000, Pages 150-169
23 Agrawal, Ajay and Rebecca Henderson. (2002). Putting Patents in Context: Exploring Knowledge Transfer from MIT. Management Science. Vol. 48,
No. 1, Special Issue on University Entrepreneurship and Technology Transfer (Jan., 2002), pp. 44-60
24 Manuel H. Gübeli, David Doloreux, (2005) "An empirical study of university spin-off development", European Journal of Innovation Management,
Vol. 8 Iss: 3, pp.269 – 282
25 Van Burg, Elco and A. Georges L. Romme, Victor A. Gilsing, Isabelle M. M. J. (2008). Creating University Spin-Offs: A Science-Based Design
Perspective. Journal of Product Innovation Management Volume 25, Issue 2, pages 114–128, March 2008
26 Shane, S. (2004). Academic Entrepreneurship: University Spinoffs and Wealth Creation. Cheltenham, UK: Edward Elgar.
27 Carayannis, Elias G. and Maximilian von Zedtwitzb. (2005). Architecting gloCal (global–local), real-virtual incubator networks (G-RVINs) as
catalysts and accelerators of entrepreneurship in transitioning and developing economies: lessons learned and best practices from current
development and business incubation practices. Technovation Volume 25, Issue 2, February 2005, Pages 95-110
28 Bizzotto, Carlos Eduardo Negrão. (2003). Incubation Process. Gene Institute – Fundação Universidade Regional de Blumenau Santa Catarina –
Brazil September 2003. http://www.incubation.org.np/pdf/idisc/bizzotto.pdf
29 Rajaniemi, Laura and Eija-Riitta Niinikoski, Eelis Kokko. (2005). Examples of Pre-incubation and Some Critical Conditions to Be Taken into Account
in Order to Establish Pre-incubation Activitie. http://www.oulu.fi/oeinst/pdf/EKIE_report_050905.pdf
30 Lalkaka, Rustam and Daniel Shaffer. (2000). Nurturing Entrepreneurs, Creating Enterprises:Technology Business Incubation in Brazil.
http://www.ilo.org/public/english/employment/ent/papers/incuba.htm
31 Mostafa K. Eghbal, Mehi Keshmiri, Kayvan Asghari, and E. Roustazadeh. (2003). Incubators and Universities: How to overcome cutural barriers
against innovation. http://mkeghbal.ir/CV-MKE/Scanned%20papers/papers/Eghbal-2003c.pdf
32 Rajaniemi, Laura and Eija-Riitta Niinikoski, Eelis Kokko. (2005). Examples of Pre-incubation and Some Critical Conditions to Be Taken into Account
in Order to Establish Pre-incubation Activitie. http://www.oulu.fi/oeinst/pdf/EKIE_report_050905.pdf
33 Mostafa K. Eghbal, Mehi Keshmiri, Kayvan Asghari, and E. Roustazadeh. (2003). Incubators and Universities: How to overcome cutural barriers
against innovation. http://mkeghbal.ir/CV-MKE/Scanned%20papers/papers/Eghbal-2003c.pdf
34 Carvalho, A. (2009). In search of excellence - Innovation contests to foster innovation and entrepreneurship in Portugal. CEFAGE-UE Working
Paper
10
on concrete enterprise projects and activities, providing specific business skills and knowledge of how to
start a company and run it successfully35.
Knowledge transfer goal is to develop linkages to a sound knowledge base. It’s all about the transfer of
tangible and intellectual property, expertise, learning and skills between academia and the non-academic
community. Knowledge is transferred through publication of research outputs, and through events and
networking. Bringing research outputs to market through the formation of a new business can be
particularly appropriate when the application represents a ‘disruption’ to the current market or sector36.
Spin-offing is all about to promote entrepreneurship within university teachers, researchers, and students.
Spin-offing programs help starters in obtaining access to resources and developing their social capital by
creating a collaborative network organization of investors, managers, and advisors as well as creating
norms and exemplars that motivate entrepreneurial behavior37.
Business networking is about to create linkages to the professional and business communities with local,
regional, and global networks of customers, suppliers and complementors and thus help not only bridge,
but also leverage on the diverse knowledge and experience. One effective way for business networking
that supports entrepreneurship is to enable direct demand. In directed demand a company that is already
established will serve as the “Generating-cell” of one or more companies, through the identification of
technical or operational difficulties, which hinder its market expansion38.
Mentoring and couching goal is to enhance business management skills of individuals wishing to learn from
experienced entrepreneurs and business people to get the best start in business. Coaching for
entrepreneurship provides intensive specialized support to help new or less-experienced entrepreneurs
grow their confidence, commercial acumen, and strategically plan for growth. It will also provide an
important opportunity to develop and practice leadership and business management skills necessary for
becoming a successful entrepreneur39.
Finance & support as tool set is meant to reduce barriers and individual risks for new entrepreneurs to test
their ideas and to start their businesses. It may include evaluation of business idea and know-how; (2)
business plan assistance (official documents, feasibility plan, analysis); (3) practical guidance (completing
applications, connections to the authorities); (4) financial counseling (assistance in obtaining financial
support, completing applications); (5) office facilities (computer, telephone, fax, office, furniture); (6)
trainings (lectures, seminars, workshops) prototyping grants40.
This problem arises because companies usually decide to invest in innovation by making a comparison of
their likely benefits against the risks of their investment. The risks coincides with the stage in the innovation
process when public support usually ends creating a risk profile that is sometimes known as 'The Valley of
Death' for innovations. In this situation of uncertain future markets, increased supply-side governmental
support (e.g. for R&D) will not efficiently mitigate the risks to the company for further commercialisation of
the product. Very large supply-side support would be needed to mitigate the significant investment risks of
commercialisation directly. So the most efficient policy instruments are those which are able to reduce the
market uncertainty, without second-guessing future market demand. Research conducted in the 1980s
shows that public innovation procurement is a far more cost-efficient policy instrument than traditional
R&D subsidies to promote innovations41.
35 EC. (2008). Best Procedure Project: “Entrepreneurship in higher education, especially in non-business studies”.
http://ec.europa.eu/enterprise/policies/sme/files/support_measures/training_education/entr_highed_en.pdf
36 University of Cambridge. (2009 ). What is knowledge transfer? http://www.research-horizons.cam.ac.uk/knowledgetransfer/-p-what-isknowledge-transfer---p-.aspx
37 Manuel H. Gübeli, David Doloreux, (2005) "An empirical study of university spin-off development", European Journal of Innovation Management,
Vol. 8 Iss: 3, pp.269 – 282
38 Bizzotto, Carlos Eduardo Negrão. (2003). Incubation Process. Gene Institute – Fundação Universidade Regional de Blumenau Santa Catarina –
Brazil September 2003. http://www.incubation.org.np/pdf/idisc/bizzotto.pdf
39 Leadergen. (2011). Become a successful entrepreneur. http://www.leadergen.com/pages/coaching-for-entrepreneurship.aspx
40 Rajaniemi, Laura and Eija-Riitta Niinikoski, Eelis Kokko. (2005). Examples of Pre-incubation and Some Critical Conditions to Be Taken into Account
in Order to Establish Pre-incubation Activitie. http://www.oulu.fi/oeinst/pdf/EKIE_report_050905.pdf
41 EC. (2009). Bridging the Valley of Death: public support for commercialisation of eco - innovation. Executive Summary.
http://ec.europa.eu/environment/enveco/innovation_technology/pdf/exec_summary_bridging_valley.pdf
11
Innovation promotion is meant for creating innovation driven culture in order to enhance the number of
innovative start ups. It could be done through innovation contests, lectures and events, those aggregate
measures that create the conditions for the development of innovation operations of both public and
private organizations in the region.
Data on environmental inputs are analysed in comparative quantitative study (see section 3.1), where data
on Latvia, Estonia ar compared with innovation leaders – Sweden, Filand, Denmark, and UK – and EU
average indicators. But inter - institutional linkages are analysed by employing successful case study
approach on different methods applied selected from innovation leaders practises.
3. Innovation environments in Latvia, Estonia, Sweden, Finland,
Denmark, and UK
3.1
Innovation systems
According to the Summary Innovation Index at Innovation Union Scoreboard 2010 Latvia is ranked in the
last or 27th position but Estonia in 14th position among all EU countries (see figure 3).
Figure 3. Summary Innovation index 2010.42
EU Innovation Index 2010
0.80
0.60
0.40
0.20
0.00
Sweden Denmark Finland
UK
EU
Estonia
Latvia
Denmark, Finland, and Sweden show a performance well above EU average level. These countries form the
group “innovation leaders”. The UK and Estonia perform close to EU level, and belongs to the group
“innovation followers”. Latvia is well below EU average level, and is part of the “modest innovators” group.
3.1.1
Sweden
The Swedish research and innovation system is characterised by a dominating private sector combined with
a public sector with a very high and expanding research and education investment rate. The leading
performer of research in Sweden is the business enterprise sector (that accounted for around 74 % of the
R&D expenditure in the last five years). The second main performer is the higher education sector, with the
universities as the main actors (around 20 % of the total R&D expenditure).
Sweden is among the most knowledge-intensive countries in the world, with over 42 % of the work force
employed in knowledge-intensive activities. It has among the highest R&D intensities, high shares of
researchers and skilled human resources in the economy, low unemployment rates for researchers and high
levels of new academic-oriented tertiary education degrees. These efforts have resulted in very high and
increasing quality of its scientific production (a ratio of 14 % of the Swedish scientific publications are among
the 10 % most cited in the world).
Swedish national innovation framework conditions show clear strengths in several areas : a stable macroeconomic environment, a highly trained workforce, a handful of R&D-intensive multinational corporations,
42 Maastricht Economic and social Research and training centre on Innovation and Technology (UNU-MERIT), DG JRC G3 of the European
Commission (2011). Innovation Union Scoreboard 2010, The Innovation Union's performance scoreboard for Research and Innovation.
12
one of the highest levels of venture capital availability in the world (both for early stage and expansion
capital), and a high rate of broadband access by firms. These strengths are reinforced by Sweden’s
integration into global markets.
The main vulnerability is business-sector knowledge intensity and dynamics, given its overall importance in
the Swedish R&I system. Sweden benefits from expanding knowledge-based firm dynamics, with a high R&D
investment rate and new-to-the-market products by SMEs. However, the firm-knowledge dynamics are less
intensive than could be expected from the high level of S&T production and favourable framework
conditions. Similar countries have higher private R&D investment growth and more dynamic patenting
activity than in Sweden, both for PCT patents and for SME patenting. The overall birth rate of new firms in
Sweden is also low compared to other European countries.43
There are more than 60 business incubators and science parks all over Sweden consisting of around 5000
companies and 72 000 employees. Focus in business incubation lies on knowledge-based, growth-oriented
companies and the incubators and science parks operate more than 70 physical meeting environments,
offer operative business development and are often a part of a cluster, always with a Triple Helix
establishment. 44
Entrepreneurship is taught in all business schools and at the technology universities that are geared to
management. The depth and variety of the course content varies a lot, from short 5 ECTS modules to 2-year
Master's programmes. In other areas of higher education, Entrepreneurship is generally not taught, with a
few minor exceptions. 45
3.1.2
Denmark
Denmark's research and innovation system benefits from a strong scientific production, building on a high
level of funding, human resources and international scientific cooperation. Over the period 2000-2009, the
Danish government has increased the share of total government expenditures allocated to R&D (GBAORD),
leading to an increase by 30% in R&D expenditures financed by government as% of GDP. This funding is
reflected in one of the world's highest levels of scientific excellence (a ratio of 17.5% of national publications
to the 10% most highly-cited in the world).
The Danish innovation system also builds on large researcher intensity in the labour force and a focus on
technologies for societal challenges and future growth areas, well adapted to the Danish industry profile.
The weaker points in the Danish innovation system in relative terms are the patent intensity and share of
new doctoral graduates, which are at a lower level than in similar knowledge-intensive countries.
Over the period 2000-2009, Denmark has increased its performance in all areas where it is lagging behind
the other world innovation leaders, in particular in technology production. Denmark has also enhanced the
knowledge-intensity of its economy, with a growing share of activities based on highly-skilled employees.
Only in public R&D expenditure and international scientific cooperation has Denmark lost ground compared
to both the EU average and to the other world innovation leaders.46
The Danish government established in 1998 an innovation incubator scheme, whose general objective is to
promote commercialisation of new innovative ideas, inventions and research in particular through the
creation of new knowledge based start-ups. Under the scheme six regional incubators provide professional
counselling and early stage capital for entrepreneurs and new innovative enterprises. The innovative
incubators are co-located with regional science parks, also providing access to office-, ICT- and laboratory
facilities via-a-vis Danish universities. In legal terms, the innovative incubators are private limited companies
appointed as operators by The Danish Ministry of Science Technology and Innovation following a European
public procurement. At each university there is a technology transfer office and a science park.47
43 EC. (2011).Innovation Union Competitiveness report 2011 Overall review of EU Member States and Associated countries
44 Swedish Incubators & Science Parks: http://www.sisp.se/about
45 EC. (2008). Best Procedure Project: “Entrepreneurship in higher education, especially in non-business studies”.
46 EC. (2011).Innovation Union Competitiveness report 2011 Overall review of EU Member States and Associated countries
47 The Danish Ministry for Science, Technology and Innovation. (2010). Business R&D and Innovation in Denmark.
13
In Denmark the number of entrepreneurship courses is growing, within economic, humanistic and technical
studies. The Government created in 2004 the International Danish Entrepreneurship Academy (IDEA),
entirely focused on entrepreneurship teaching in higher education (38 universities and colleges were IDEA
partners, encompassing business as well as non-business institutions/faculties). Policy plans have been
accompanied by a number of new initiatives generated or supported by IDEA, such as an International
Master in Entrepreneurship Education and Training (starting March 2008) and a Diploma Course for
Entrepreneurship Teachers, aiming at post-graduate training, particularly at college level (starting
September 2008). In 2007 the new Danish Government announced as one of its policies that all students in
higher education institutions should have access to courses in entrepreneurship.48
3.1.3
Finland
The Finnish research and innovation (R&I) system is characterised by a strong commitment both from the
public and private sectors to increase R&I and education investments. Finland is leading in terms of R&D
intensity and human resources. A distinctive characteristic is the high dependency of the system on one
company, Nokia, which accounts for nearly 50% of the total business sector R&D investments, which in turn
accounts for 71% of the total R&D investment. The large R&D investments and favourable framework
condition in terms of macroeconomic stability and relatively high access to venture capital result in
important scientific and technological outputs. Finland scores well above the EU average in terms of high
quality scientific publications, patents and their contribution to a knowledge-base economy.
In dynamic terms, in the last decade Finland has outperformed the EU, the United States and other highly
knowledge-intensive countries in Europe in terms of private and public R&D investments and the share of
new doctoral graduates. However, this rosy picture in terms of increasing input does not find its immediate
translation in terms of growth in scientific and technological output, especially in terms of patents, where
the country seems to lose ground vis-à-vis these reference countries.
This relative weaker growth performance may evidence some areas where the efficiency of the system to
translate high R&D investments into high quality scientific and technological output and economic activity
could be improved. In this sense, the recent review of the 2011-2015 Research and Innovation policy
guidelines of the Prime Minister draw the attention to the need for boosting the effectiveness of public
investments. 49
Finnish business incubators are principally embedded incubators: they are established as a part of a wider
and bigger organization or process. In 2001 majority of the incubators were hosted by technology centres
(22 out of 80) and sub-regional development centres (21 out of 80). How-ever, also the higher education
institutes were already at that time important hosts for incuba-tion: 18 incubators were located in their
facilities. These numbers indi-cate that also the pre-incubators, which are often established as a part of the
business incubators, are principally embedded and due to their special character as facilitators of start-ups
from higher education they are mainly located in the institutes of higher education.50
Universities have a mutual agreement that allows students to take courses from other institutions, making it
possible to study entrepreneurship even if their own university does not run such courses. However the
situation in non-business disciplines is problematic, because only few teachers are qualified and trained in
entrepreneurial practice and teaching, and because universities have no specific resources for these
purposes. The lack of entrepreneurship professorships makes it especially hard to legitimise
entrepreneurship studies in non-business disciplines and to provide research-based teaching methods and
material. The majority of these professors operate in Schools of Economics or Departments of Economics
within the universities, which is why entrepreneurship studies are concentrated primarily in these
institutions (five universities offer entrepreneurship as a major subject within business studies). Hence,
there is a shortage of entrepreneurship studies within the nonbusiness disciplines.51
48 EC. (2008). Best Procedure Project: “Entrepreneurship in higher education, especially in non-business studies”.
49 EC. (2011).Innovation Union Competitiveness report 2011 Overall review of EU Member States and Associated countries
50 Laura Rajaniemi, Eija-Riitta Niinikoski, Eelis Kokko, Oulu University, Oulu Southern Institute. (2005). Pre-incubation in Higher Education Examples
of Pre-incubation and Some Critical Conditions to Be Taken into Account in Order to Establish Pre-incubation Activities.
51 EC. (2008). Best Procedure Project: “Entrepreneurship in higher education, especially in non-business studies”.
14
3.1.4
United Kingdom
The British research and innovation system is characterised by strong performance over a range of research
and innovation indicators, such as high quality publications, high quality patents for which it obtains high
licence and patent revenues from abroad or the high share of the population working in knowledge
intensive activities. In all these key indicators, the United Kingdom outperforms both the EU average and a
group of similar countries and nears the United States. A number of world class Universities, a large share of
young doctoral graduates and competitive strengths in some high-tech and medium-high tech sectors such
as the pharmaceutical sector can account for this strong performance. On the other hand, the system
underperforms in terms of public and private R&D investment and technological performance as measured
by the importance of PCT patents in the economy. These lower values can be justified to some extent by the
nature of the economic structure of the United Kingdom. R&D underinvestment could potentially affect the
United Kingdom’s future scientific and technological competitiveness, although it is important to note the
contribution of other forms of innovative activity to these outcomes.
Looked at in a longer perspective, in the last decade the United Kingdom public and especially private R&D
investments lagged behind the EU and the United States. High quality scientific output grew at a similar rate
as the reference group and the EU despite relatively lower growth of public R&D investments. It is welcome
that, in a context where most UK Government Departments are facing significant expenditure cuts, the UK
Government has announced a Settlement for Science and Research programme of £ 4.6 billion per year for
the next four years (2011-2015). This is ring fenced across the four year period. Furthermore, the UK
announced that it will target its support for business towards areas with high impact on growth and
leverage additional private sector investment. 52
Across the UK, there are more than 100 science parks with over 3,100 tenant companies (including
approximately 300 overseas-owned companies) occupying over 1.6 million square metres of property.
Employment in companies located on UK science parks has risen from 31,000 to 70,100 over the last ten
years. Science parks are owned by various organisations in the UK including universities, local government
or private management companies. As many are significant sources of high-value employment in local areas,
science parks often receive support from local economic development agencies, the UK Government and
the European Union. The UK also has a well-established network of approximately 300 business incubators
that supports over 12,000 high-growth technology businesses in sectors such as biomedical, IT and the
creative industries. Many incubators also offer a “virtual” incubation service where advice and support is
provided to start-up businesses located outside of the incubator. 53
The introduction of successive rounds of government funding for universities significantly impacted on
institutional behaviour, and supported new developments in supporting enterprise and entrepreneurship,
including curricula innovation. The UK landscape has changed immensely and there has been huge growth in
supply, in engagement and in demand. Now the significant majority of higher education institutions in the
UK (estimated around 95%) are engaged in the provision of different forms of entrepreneurship education
to their students. A 2007 survey of Enterprise and Entrepreneurship in Higher Education in England shows
that in-curricula provision accounts for 36% of entrepreneurship activity, while the remaining 64% takes
place as extra-curricular provision. Within the curricula, 61% of all provision is delivered within business
studies (compared to 9% in engineering, 8% in art and design and 4% in sciences). 80% of this provision
takes place at undergraduate level.54
3.1.5
Estonia
The Estonian research and innovation system is characterised by government sector dominated funding
(about 50% of GERD, compared to the EU average of 33.5% in 2008) and an important role of higher
education institutions (especially universities) in performing research and innovation. Consequently, Estonia
scores already at EU-average in scientific output measured by international scientific co-publications and is
equal to its reference group in top cited publications.
52 EC. (2011).Innovation Union Competitiveness report 2011 Overall review of EU Member States and Associated countries.
53 UK Trade & Investment. (2011). Science parks and business incubators in the UK.
54 EC. (2008). Best Procedure Project: “Entrepreneurship in higher education, especially in non-business studies”.
15
The business sector has made constant progress, but the output measured in patents remains relatively
modest in an EU comparison. Nevertheless, in dynamic terms Estonia has improved faster than its reference
group during the last decade. The trade balance indicator, however, underlines that the Estonian
manufacturing sector is not yet able to compete in high-tech goods. Improvement in the business-academia
links may help improve the performance in patenting and in medium-high and high-tech production. A
smart specialisation strategy might also help gaining a critical mass in some of these (sub) sectors. 55
There are 8 science parks and business incubators operating in Estonia. Some are oriented towards specific
industries, fields or regions, but some provide business start-up services for a wide range of future or
existing entrepreneurs.
The overall situation in Estonia — as in many other new Member States — is generally very weak. Usually
non-business and technical studies include macro- and microeconomics courses. Sometimes, in addition,
general courses are offered on accounting and innovation. However courses genuinely targeting
entrepreneurship and business (start-up, business plan, etc) are lacking in almost all universities and all
curricula. Where such courses do exist, they are usually of low quality since most faculty members do not
have the requisite experience and qualifications. 56
3.1.6
Latvia
Latvia is characterised by a very weak performance in terms of Research and Innovation performance both
in comparison to the EU in general but also in comparison to Estonia (see the following input tables). While
a strong and innovative industry is a means to ensure investment in R&D, Latvia is characterised by a weak
funding and participation of industry in R&D.
Latvia’s growth since independence has been very much built on low labour costs and production of
products of low added value. As costs and incomes start to converge with wider EU norms, companies need
to shift the base of their competitiveness. In that respect creation and growth of innovative firms is a key to
economic regeneration.
While other indicators such as employment in knowledge intensive activities as % of total employment and
growth of the number of PhDs progress, albeit from a low basis, they point to a real problem in
internationalisation and international publication of research. Latvian researchers publish in Latvian journals
instead of trying to publish in international journals. Access to international journals and international
publication databases is a problem, owing to cost. International collaboration can sometimes give indirect
access. 57
8 business incubators provide a range of services for business tartupers all over Latvia, covering specific
industries as well as providing general support. Technology and science parks in total 4 provide support to
scientific and entrepreneurship oriented activities, networking services and knowledge transfer. There are 8
technology transfer contact points at universities, with the main aim to provide information on scientific
activity of corresponding educational institution.
In Latvia — as in other new Member States — the overall situation is generally very weak. Entrepreneurship
is not integrated across the curriculum, although some courses on management do exist. Business and
entrepreneurship courses are missing in non-economic fields of study, and more generally inter-disciplinary
approaches are rare.58
3.2
Environmental inputs
By comparing Latvia and Estonia with innovation leader countries (Sweden, Denmark, Finland, and UK) on
innovation environmental inputs (see table 2), we can conclude, that not only Latvia is lagging behind
average EU levels, but also Estonia in majority of measures falls below EU average rates.
55 EC. (2011).Innovation Union Competitiveness report 2011 Overall review of EU Member States and Associated countries
56 EC. (2008). Best Procedure Project: “Entrepreneurship in higher education, especially in non-business studies”.
57 EC. (2011).Innovation Union Competitiveness report 2011 Overall review of EU Member States and Associated countries
58 EC. (2008). Best Procedure Project: “Entrepreneurship in higher education, especially in non-business studies”.
16
Both countries significantly underperform regarding knowledge inputs, and particularly in research systems,
although available human capitals are quite broad. Public attitudes towards entrepreneurship are in high
potential for promoting creative entrepreneurship in Estonia and Latvia. But in Latvia is very low level on
linkages among innovative SME`s.
Table 2. Innovation environment in Estonia and Latvia.59
Knowledge inputs
Human resources
Research systems
Public inputs
Business inputs
Firms investments
Intellectual Assets
Innovators
Economic effects
Social inputs
Linkages
Entrepreneurship
BENCHMARK INNOVATION LEADERS
Innovation leaders
Estonia
Latvia
100%
64%
43%
100%
72%
61%
100%
38%
8%
100%
83%
59%
100%
91%
55%
100%
150%
96%
100%
41%
33%
100%
109%
43%
100%
65%
49%
100%
85%
58%
100%
100%
74%
95%
19%
97%
EU
BENCHMARK EU
Estonia
Latvia
100%
95%
57%
100%
91%
75%
100%
88%
22%
100%
107%
76%
100%
98%
58%
100%
150%
91%
100%
59%
44%
100%
108%
43%
100%
76%
53%
100%
109%
63%
100%
100%
121%
98%
28%
99%
Public inputs in both countries are quite high, especially in Estonia. The same observation could be
devoted to firms’ investment levels. Intellectual assets and economic effects from innovations are
weak points for Estonia and Latvia. But in Estonia innovators are even more present than in
innovation leaders’ countries.
Estonia is one of the innovation followers with a close to average performance. Relative strengths
are in human resources, firm investments and linkages & entrepreneurship. Relative weaknesses
are in open, excellent and attractive research systems, intellectual assets and economic effects.
Meanwhile Latvia is one of the modest innovators with a below average performance. Relative
strengths are in human resources and finance and support. Relative weaknesses are in open,
excellent and attractive research systems, linkages & entrepreneurship and innovators.
3.2.1
Knowledge
Regarding human capital Both Latvia and Estonia are quite closed to EU average levels in indicators
linked to education. Latvia and Estonia outperform EU average level in percentage youth aged 20 –
24 having at least upper secondary level education and are much closed to EU level in percentage
population aged 30 – 34 having completed tertiary education. But underperform in new doctorate
graduates. This could signals that human capital count in both countries could be considered as
valuable potential input for creative entrepreneurship.
But Estonia and Latvia are lagging behind on research system inputs. Latvia and Estonia is
significantly below leader levels on these indicators. It seems that human capital does not
sufficiently converge into intellectual assets. For example, in Latvia patents applications per billion
GDP is about 20 times less than in innovation leader country Sweden, in Estonia about 6 times than
Sweden (see table 3).
59 Athors’ assesments based on Innovation Union Scoreboard indicators.
17
Table 3. Knowledge inputs60
INDICATORS
Leaders
Human resources
New doctorate
graduates (ISCED 6) per
1000 population aged
25-34 (2008)
Percentage population
aged 30-34 having
completed tertiary
education (2009)
Percentage youth aged
20-24 having attained at
least upper secondary
level education (2009)
Research systems
International scientific
co-publications per
million population
(2008)
Scientific publications
among the top 10%
most cited publications
worldwide as % of total
scientific publications of
the country (2007)
Non-EU doctorate
students as a % of all
doctorate students
(2007)
EU
Estonia
Latvia
BENCMARKING LEADERS
BENCMARKING EU
Leaders
EU
Estonia
Latvia
Estonia
Latvia
2,5
1,4
0,8
0,4
100%
100%
72%
32%
61%
16%
100%
100%
91%
57%
75%
29%
44,9
32,3
35,9
30,1
100%
80%
67%
100%
111%
93%
80,2
78,6
82,3
80,5
100%
103%
100%
100%
105%
102%
38%
43%
8%
12%
100%
100%
88%
185%
22%
49%
1140,5
266,1
491,4
131,7
100%
100%
12,7
10,9
7,7
1,6
100%
61%
12%
100%
71%
14%
17,2
19,4
1,8
0,3
100%
11%
2%
100%
9%
1%
Latvia is significantly below EU level and innovation leaders, to the number of international
scientific co-publications per thousand population and number of researchers per thousand labour
force. Estonia only outperformed EU average level in the field of international scientific copublications. This mean, that Estonia science is more internationalized and more embedded in
international scientific networks.
3.2.2
Public
Both countries – Estonia and Latvia - spend more public expenditure on education as percentage of
GDP then average in EU and UK, but less than innovation leaders – Sweden, Denmark, and Finland.
Latvia public spending on R&D is rather low, in comparison with innovation leaders, EU, and even
Estonia (see table 4).
60 Athors’ assesments based on Innovation Union Scoreboard indicators.
18
Table 4. Public inputs61
INDICATORS
Leaders
Finance & support
Public R&D expenditures
as % of GDP (2009)
Total public expenditure
on education as % of GDP
(2008)
3.2.3
EU
Estonia
Latvia
BENCMARKING LEADERS
BENCMARKING EU
Leaders
EU
Estonia
Latvia
Estonia
Latvia
1,0
0,75
0,76
0,29
100%
100%
83%
79%
59%
30%
100%
100%
107%
101%
76%
39%
6,5
5,07
5,67
5,71
100%
87%
88%
100%
112%
113%
Business
Comparing six countries – Sweden, Denmark, Finland, UK, Estonia, and Latvia - on 13 indicators
related to business inputs for innovation growth, we can conclude that top innovations countries
performs significantly better than Estonia and Latvia. In this list, Latvia could be ranked in last
position in all indicators, except in non-R&D innovation, where Latvia and Estonia outperform both
innovation leader countries and EU in general (see table 5).
Table 5. Business inputs62
INDICATORS
Leaders
Firm investments
Business R&D
expenditures as % of
GDP (2009)
Non-R&D innovation
expenditures as % of
turnover (2008)
Intellectual Assets
PCT patents applications
per billion GDP (in PPS€)
(2007)
PCT patent applications
in societal challenges per
billion GDP (in PPS€)
(climate change
mitigation; health)
(2007)
Community trademarks
per billion GDP (in PPS€)
(2009)
Community designs per
billion GDP (in PPS€)
(2009)
Innovators
SMEs introducing
product or process
innovations as % of SMEs
(2008)
EU
Estonia
Latvia
BENCMARKING LEADERS
BENCMARKING EU
Leaders
EU
Estonia
Latvia
Estonia
Latvia
2,1
1,25
0,64
0,17
100%
100%
150%
30%
96%
8%
100%
100%
150%
51%
91%
14%
0,7
0,71
1,77
1,20
100%
271%
183%
100%
250%
169%
41%
25%
33%
8%
100%
100%
59%
50%
44%
17%
8,1
4,00
1,99
0,69
100%
100%
1,5
0,64
0,36
0,26
100%
24%
18%
100%
56%
41%
6,1
5,41
4,95
2,40
100%
81%
39%
100%
92%
44%
5,2
4,75
1,82
3,41
100%
35%
66%
100%
38%
72%
17,2
100%
100%
109%
119%
43%
47%
100%
100%
108%
128%
43%
50%
36,8
34,2
43,9
61 Athors’ assesments based on EUROSTAT data and Innovation Union Scoreboard indicators.
62 Athors’ assesments based on EUROSTAT data and Innovation Union Scoreboard indicators.
19
INDICATORS
Leaders
SMEs introducing
marketing or
organisational
innovations as % of SMEs
(2008)
Economic effects
Employment in
knowledge-intensive
activities (manufacturing
and services) as % of
total employment (2009)
Medium and high-tech
product exports as %
total product exports
(2009)
Knowledge-intensive
services exports as %
total service exports
(2008)
Sales of new to market
and new to firm
innovations as % of
turnover (2008)
License and patent
revenues from abroad as
% of GDP (2009)
EU
Estonia
Latvia
BENCMARKING LEADERS
BENCMARKING EU
Leaders
EU
Estonia
Latvia
Estonia
Latvia
34,8
39,1
34,1
13,9
100%
98%
40%
100%
87%
36%
15,6
13,0
10,8
9,1
100%
100%
65%
69%
49%
59%
100%
100%
76%
83%
53%
70%
49,4
47,4
34,0
30,5
100%
69%
62%
100%
72%
64%
54,4
49,4
42,0
38,1
100%
77%
70%
100%
85%
77%
10,9
13,3
10,2
5,9
100%
94%
54%
100%
77%
44%
0,8
0,21
0,13
0,02
100%
16%
3%
100%
61%
10%
Both Latvia and Estonia underperform top countries and EU levels in medium and high-tech
products and knowledge-intensive services exports. Latvia is more specialized in exports of
knowledge-intensive services, Estonia in innovative tech products and has developed interorganizational links. In general both countries are significantly lagging regarding business inputs
for innovative entrepreneurial environment.
3.2.4
Social
Latvia is significantly lagging behind top innovative countries and EU average levels in number of
small and medium enterprises (SME) which makes innovation in-house and even more lagging in
number of innovative SME collaborates with others and in public – private co-publications. In
contrast to Latvia, Estonia is above EU levels in these indicators (see table 6).
Table 6. Social inputs63
INDICATORS
Leaders
Linkages
SMEs innovating inhouse as % of SMEs
(2008)
Innovative SMEs
collaborating with
EU
BENCMARKING LEADERS
Estonia
Latvia
Leaders
Estonia
Latvia
BENCMARKING EU
EU
Estonia
Latvia
100%
74%
19%
100%
121%
28%
37,8
30,3
34,0
14,4
100%
90%
38%
100%
112%
48%
19,9
11,2
22,3
3,3
100%
112%
17%
100%
200%
29%
63 Athors’ assesments based on EUROBAROMETER data.
20
INDICATORS
Leaders
others as % of SMEs
(2008)
Public-private copublications per
million population
(2008)
Entrepreneur-ship
Wiligness to be self employed, % (2009)
EU
101,7
36,5
36,2
45,0
BENCMARKING LEADERS
Estonia
19,0
43,0
Latvia
Leaders
2,0
100%
19%
2%
100%
53%
5%
100%
95%
97%
100%
98%
99%
100%
118%
123%
100%
96%
100%
45,0
Estonia
BENCMARKING EU
Latvia
EU
Estonia
Latvia
About 45% respondents in Latvia and Estonia answered that they would like to be self-employed, that are
more than innovation leader countries Sweden, Denmark and Finland. But only about half of them are going
to be self-employed in the next five years, while in innovation leader countries from 30% to 50% are going
to be self-employed. Although entrepreneurial culture in Estonia and Latvia are more widespread but
individuals are going to less pursue it into action.
4. Case study analysis
In order to ilustrate the innovative entrepreneurship facilitating interactions and linkages among the actors
from knowledge, social, business and public sectors a case study method has been applied. Cases from
innovation lead countries (Sweden, Denmark, Finland and UK) show that a large number of tools and
methods have been used to foment the relationships among representatives of education sector, industry
and existing and potential entrepreneurs (see annex 1). Majority of the identified cases are characterized by
the complex approach involving actors from all three fields and most of them count on public inputs (see
table 7).
Methods applied are oriented towards distinct target groups:
 University based methods and methods with the participation of higher education institutions are
mostly oriented towards students;

Some tools and methods target researchers and scientific staff.

More general methods are oriented towards wider public such as potential or existing
entrepreneurs;

In some cases teachers and education professionals are one of the target groups;

Some of the methods are applied even to the school age children.
Some of the methods involve very particular target groups, e.g. UK’s programme “Creative women
entrepreneurship” serves the female students of the creative industries, “Business succession school” in
Denmark brings together students with business owners who are looking for a successor, or “Science
Enterprise Challange” carried out in UK is focused to students of science and engineering faculties.
The methods and tools applied have their impact at distinct stages of the entrepreneurship development:
1) Creativity and innovation generation – early stage of the innovative entrepreneurship;
2) Understanding the entrepreneurship, increasing the motivation;
3) Entrepreneurial education;
4) Support to entrepreneurship start-up and innovation transfer.
21
Some of them combine their impact at several stages and thus widening the impact on enterprise creation.
As, for example, the person can approach the tools which help to create new business ideas and at the same
time get the understanding of the entrepreneurship concept. This combination of impact is being applied at
“Excitera” case from Sweden, “International Danish Entrepreneurship Academy” case and “Venture Cup”
from Denmark and “Knowledge Transfer Partnership” from UK.
Whereas at some cases as
“Entrepreneurship and New Business Development Programme”, “Chamlers innovation” in Sweden,
“Business Succession School”, “Enterprise Accelerator” in Finland methods of entrepreneurial education are
combined with the support for business start-uppers. More details on the case studies according to the
scope of their impact are provided at annex 1 of this report.
Estonia and Latvia already are implementing variety of methods, tools and support instruments facilitating
creativity, inovation and business start-up processes. In both countries there are university and nonuniversity run business incubators, science and technology parks acting as start-up process facilitators and
knowledge transfer and networking centres. Both countries run innovation and business idea contests of
different scopes such as „Ideju Kauss” and „Atsperiens” in Latvia and „Ajujaht” in Estonia. Startup and
development grants and venture capital is available to business beginners and operating entrepreneurs.
Mentoring and coaching opportunities are present in both countries. Innovation creation and
entrepreneurial culture is promoted by innovative tools as idejuTalka in Latvia and Garage48 in Estonia.
Never the less there are still plently of opportunities and methods improving innovation environment and
facilitating start-up creation applied by top innovation countries which could be readjusted and transmitted
to Estonia and Latvia.
22
Table 7. Case studies from Sweden, Denmark, Finland and UK and their impact on inter institution linkages. 64
Inputs
Linkages
Finn up
Programme for user driven
innovation
Excitera
Chalmers Innovation
International Danish
Entrepreneurship Academy
Next Generation
Venture cup
Knowledge Transfer Partnerships
Entrepreneurial
Knowledge
Spin- Networking
Mentoring
Finance & Innovative
Knowledge
education
transfer
offing
& Coaching
Support
culture
transfer
Knowledge - Social
Social - Business
Business - Knowledge
1) Creativity and innovation generation – early stage of the innovative entrepreneurship
SE
X
X
DK
X
X
X
SE
SE
DK
X
X
X
DK
DK
UK
X
X
X
X
X
X
X
X
X
Excitera
International Danish
Entrepreneurship Academy
Foundation for Entrepreneurship Young Enterprise
Venture cup
Team Academy
Helsinki Metropolitan
Entrepreneurship Academy
Knowledge Transfer Partnerships
Enterprise Champions
Science Enterprise Challenge
Chalmers Innovation
Creative Women Entrepreneurship
SPEED WM
SE
DK
X
X
X
X
X
X
X
2) Understanding the entrepreneurship, increasing the motivation
X
X
X
X
X
DK
X
DK
FI
FI
X
X
X
UK
UK
UK
SE
UK
UK
X
X
Next Generation
DK
X
X
X
X
X
X
Public
inputs
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
3) Entrepreneurial education
X
X
X
X
X
X
X
X
X
X
X
X
64 Description of inter institution linkages is provided under the section 2.2.2.
Cases are grouped according to their impact on distinct stages of entrepreneurship development: cases with primary impact at a certain stage are marked in black, cases with secondary impact at a certain stage are
marked in blue.
Enterprise Accelerator
ENP - Entrepreneurship and New
Business Development Programme
Chalmers Innovation
Business Succession School
FI
SE
X
X
SE
FI
X
X
ENP - Entrepreneurship and New
Business Development Programme
Chalmers Innovation
Enterprise agencies
ALMI – innovation financing
VIN NU
Startup Bootcamp
Knowledge voucher
Business Succession School
Creative Women Entrepreneurship
SPEED WM
Creative Business Mentor Network
Enterprise Accelerator
SE
X
SE
SE
SE
SE
DK
DK
FI
UK
UK
UK
FI
X
X
X
X
X
X
X
X
4) Support to entrepreneurship start-up and innovation transfer
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
As it was stated before inter institutional linkages are playing the major role in development of innovations. Consequently it is necessary take a closer look at
the case studies in order to identify what are the most common tools to enhance innovations and creativity.
In the field of Creativity and innovation generation – early stage of the innovative entrepreneurship the most frequently utilised tool is entrepreneurial
education. The rest of the tools are utilised less frequently- namely in 3 or 4 out of 8 cases.
In the field Understanding the entrepreneurship, increasing the motivation education is the most frequently utilised tool observed in almost all but one cases is
entrepreneurial education. As the second most frequently observed (in 7 out of 12) tool is public inputs. In little less than half of the cases knowledge transfer,
innovative culture, spin offing, networking and business knowledge transfer tools are utilised.
Entrepreneurial education is dominated by education itself. Only in few cases (1 or 2 out of 5) other tools like knowledge transfer, mentoring and coaching and
public inputs, spin offing, networking, finance and support, innovative culture as well as business knowledge transfer support are observed.
Support to entrepreneurship start-up and innovation transfer is most frequently implemented in the form of mentoring and coaching. Public inputs,
entrepreneurial education and finance and support as well as networking constitute the group of second most frequently utilised tools. The rest of the tools are
utilised only in one or two cases.
The summary provided above suggests that entrepreneurial education is one of the most universal tools for development of creativity and innovations. The
second most commonly observed is public input. Knowledge transfer, networking and finane and support are the third group of most often utilised tools in all
areas analysed.
24
Conclusions
1. Innovation leader countries have different characteristics and strengths of the innovation environment
and their innovation performance is affected by a range of factors and is due to number of preconditions.
2. Estonia is well ahead Latvia in its innovation performance. While Latvia is ranked by Innovation Union
Scoreboard 2010 in a last 27th position Estonia is the first country to enter innovation followers group with
the 14th position and close to EU average performance.
3. Relative strengths of both Estonian and Latvian innovation systems are in human resources whereas
Estonia has developed firm investments and linkages & entrepreneurship factors Latvia’s strength is finance
and support.
4. Both countries face relative weaknesses in open, excellent and attractive research systems, Estonia’s
weak factors are intellectual assets and economic effects while Latvia is lacking linkages & entrepreneurship
and innovators.
5. Knowledge inputs in Estonia and Latvia are characterized by sound education performance,
underperformance in the number of doctor degree students, and research system inputs thus human capital
does not sufficiently converge into intellectual assets.
6. Both countries – Estonia and Latvia - spend more public expenditure on education as percentage of GDP
then average in EU and UK, but less than innovation leaders – Sweden, Denmark, and Finland. Latvia public
spending on R&D is rather low, in comparison with innovation leaders, EU, and even Estonia.
7. Estonia and Latvia are lacking business inputs for innovative entrepreneurial environment. Mostly nonR&D innovation is being developed, where Latvia and Estonia outperform both innovation leader countries
and EU in general, but at the same time both, but especially Latvia show very low rate of business R&D
expenditure.
8. Significant disparity in target countries can be observed regarding innovation at SMEs, while Estonia is
above EU levels of indicators and close to leaders performance, Latvia is significantly lagging behind EU
average levels (less than 50%).
9. Target countries – Estonia and Latvia have certain common features of the innovation systems (both lack
of open, excellent and attractive research systems), at the same time significant disparities exists (Estonia’s
strength and at the same time Latvia’s weakness is linkages & entrepreneurship and innovators), thus
setting up the need for cooperation.
Recommendations
1. Foster innovation environment development in Latvia, first of all, by applying Estonian experience (e.g. in
the field of linkages & entrepreneurship), as under similar initial conditions Estonia has sound achievements
in the field of innovation.
2. Promote cooperation between Estonia and Latvia when dealing with similar obstacles to innovation
development and application in entrepreneurship, such as lack of open, excellent and attractive research
systems. Innovation leaders experience and methods related to knowledge transfer and spin-offing can be
tested and adopted.
3. Promote business R&D expenditure and R&D innovation applying methods related to knowledge
interaction with social and business domains.
4. Promote SMEs innovation in Latvia. Methods related to innovative culture and later on to knowledge
transfer and spin-offing can be applied as well as financing and support provided. Creation of new
innovative SMEs can be stimulated through entrepreneurship education methods.
5 . Investments and R&D are essential for development of creativity and innovations. However it is also
crucial that spending on R&D is adjusted to the development of teaching staff necessary to obtain some
improvement in creativity and innovations.
6. Entrepreneurial education should be provided for non business fields as well. A special focus should be
put on economic effects from the innovations and creativity.
7. Latvia should pay more attention on product and process innovation. In this field the co-opertaion with
Estonia would be beneficial since Estonia is well ahead of Latvia in this field
8. Both Estonia and Latvia should increase the amount of public inputs since they are identified as very
frequent and important in innovation leader countries.
9. Currently in Latvia and Estonia there is a number of different business incubators. However considering
the experience of innovation leaders virtual incubators should be developed and promoted both in Latvia
and Estonia.
26
Annex 1 Case studies
1) Creativity and innovation generation – early stage of the innovative entrepreneurship.
Finn up
Case study name
Country
Objectives
Finn up
Target groups
School children, teachers
Finn up is a fun competition for all school children and its teaching method for teachers.
The Finn up use the invention as a way of learning. Students identify a problem in their
everyday lives and must then try to solve the problem, with their own invention. The
method used is called Inventors journey, the invention's development from idea to reality:
 Idea Station aims to launch the creative thinking process, raise questions and
curiosity of the student. Here is where you find different brainstorming
depository exercises.
Short description of the
case, main
characteristics of the
initiative
Sweden
To get more young people interested in choosing the technical science education field and
to strengthen the entrepreneurial spirit of the Swedish schools.

Upon entering the Design-station, it is time to develop ideas and test whether they
must be changed in any way. Here method looks at issues such as use, function,
material and shape. Activities include sketching, building models, counting and
bringing ideas one step closer to reality.

Realize station is about to gain knowledge of how it works with the practical details
of the invention, sale and protection of ideas.
Partners
Teaching materials ara evailable for teachers and every three years a competition is held for
children.
Finn up, schools
Source
http://www.finnupp.se/finn-upp
Programme for user driven innovation
Case study name
Country
Objectives
Programme for user driven innovation
Target groups
Public and private institutions
By strengthening the diffusion of methods for user-driven innovation, the programme
should also result in the development of new products, services, and concepts. Finally, the
programme should increase the qualifications of employees to take part in the innovation
processes in the participating companies and public institutions.
The programme aims to strengthen user-driven innovation in the private as well as the
public sector. Applicants and projects from both sectors are welcomed, including
educational institutions, cultural institutions, and knowledge institutions. Projects working
in cross-sectoral consortiums are particularly encouraged.
To obtain grants from the programme, projects must include and examine user needs in
news ways. This could include, among other things, development and testing of new
methods and tools, building competencies, training, networking, or knowledge
dissemination.
Short description of the
case, main
characteristics of the
initiative
Denmark
To contribute to increased growth in the participating companies and increased user
contentedness and/or increased efficiency in participating public institutions.
Partners
DanishEnterprise and Construction Authority
Source
http://www.ebst.dk/brugerdreveninnovation.dk/about
27
2) Understanding the entrepreneurship, increasing the motivation.
Excitera
Case study name
Country
Objectives
Excitera
Target groups
Students
Excitera is the student-driven, non-profit entrepreneurship association in Stockholm,
Sweden. The association has four independent projects:
1. The “Excitera Innovation Challenge” is a student-run initiative within the Royal Institute
of Technology of Stockholm, with the objective of bringing together students and
researchers around innovation projects of cooperating companies. The activity has a
duration of eight weeks, with teams of up to three people. Ideas within a given
technological area are presented to a jury, and the best projects receive a prize.
Cooperating companies greatly benefit from the work carried out by students. 65
2. “Swedish Game Awards” is the largest game development competition in Sweden,
targeting students all around the country. It aims is to stimulate the development of new
and original games and inspire students to entrepreneurship and creative thinking, with
entries being judged on execution, innovation and market potential.
3. “Excitera Enterprise Forum” is a project with the aim to bring together all students who
have a genuine interest in entrepreneurship, regardless of background, orientation or
experience. By providing workshops, networking events, meetings with business and
serious events in which main Swedish entrepreneurs will inspire, it offers a platform where
knowledge and experience can be exchanged.
4. “Excitera Mobile Cup” is the worlds largest platform-independent competition for mobile
services. Students and non-students from all over the world form teams and compete for
glory and great prizes.
Short description of the
case, main
characteristics of the
initiative
Sweden
To create an interest in entrepreneurial activities and the commercialization of research
results, and to connect students, academic researchers and people from the industry.
Partners
Excitera association, Royal Institute of Technology, private companies
Source
http://www.excitera.se/
http://gameawards.se/
http://www.enterpriseforum.se/
http://www.mobilecup.se/
http://www.innovationchallenge.se/?lang=en
International Danish Entrepreneurship Academy
Case study name
Country
Objectives
International Danish Entrepreneurship Academy
Denmark
 To advance the abilities of the students to identify, evaluate and organise new
opportunities, especially commercial opportunities
 To advance the abilities of the students and the researchers to transform academic
knowledge and work across disciplines
 To advance scientific employees' involvement and interest in the area of
entrepreneurship
 To strengthen the circuit of knowledge between the university and the business
world
 To strengthen the collaboration with alumni who have chosen a career path as
entrepreneurs and executives
 To develop and possibly offer new subject s and academic topics in
entrepreneurship in collaboration with academia
 To conduct application-oriented research in entrepreneurship education, develop
65 EC. (2008). Best Procedure Project: “Entrepreneurship in higher education, especially in non-business studies”.
28
new teaching methods and disseminate knowledge of these topics.
Target groups
Short description of the
case, main
characteristics of the
initiative
Students, researchers, employees, enterprises, lecturers and advisors, education
institutions
IDEA Entrepreneurship Centre is a leading competency centre for teaching of
entrepreneurship and a circuit of knowledge between educational institutions and the
business world - with a focus on the University of Southern Denmark and the Region of
Southern Denmark.
The Centre offers courses, workshops and networking opportunities for students, lecturers,
the business community and alumni focusing on development of innovation and
entrepreneurship.
 Students are trained in applying theory to practice.

Lecturers are inspired to apply entrepreneurial and innovative teaching methods
and also improve facilitation of learning for students.

Lecturers and entrepreneurship advisors are offered an international Master’s
degree in teaching of entrepreneurship.

Members of the business community and alumni offer activities directly aimed at
business alumni. IDEA collaborates with people who want to expand their
knowledge about entrepreneurship in general and also with aspiring
entrepreneurs.
IDEA Entrepreneurship Centre has developed several entrepreneurial tools that can be used
for inspiration, in teaching and as a helping hand in assessing one's ideas and starting one's
own company:
 IDEA - VIQ: VIQ (Venture Intelligence Quotient) is a tool that can give an indication
as to the potential success of the ideas. It can be used at the idea generation stage,
at the idea assessment stage and in connection with idea implementation. VIQ
targets entrepreneurs, students, lecturers and advisors.
Partners
Outcomes
Source

IDEA - Toolbox: Web-based teaching tool developed for lecturers at institutions of
higher education.

IDEA - Bridge: Network for the commercial development of ideas. It is connected to
the international network, Flintbox.

IDEA - Textbook: Part of a learning universe consisting of a textbook, exercises,
online material, video case studies etc. It is developed for lecturers and students.
International Danish Entrepreneurship Academy, University of Southern Denmark, 38
universities and colleges, encompassing business as well as non-business
institutions/faculties, local and national businesses, regional governments, funds and
institutions for higher education
Since 2005, IDEA has developed from a national consortium to an Entrepreneurship Centre
at the University of Southern Denmark. Good entrepreneur stories, research and networks
inspire and unite the academic world and the business world to expand creativity and
entrepreneurship.
http://www.idea-denmark.dk/en.html
Foundation for Entrepreneurship - Young Enterprise
Case study name
Country
Objectives
Foundation for Entrepreneurship - Young Enterprise
Target groups
Students at all levels of education
Foundation for Entrepreneurship - Young Enterprise is the central national resource center
Short description of the
Denmark
To ensure that more students at all levels of education are introduced to and participate in
entrepreneurship education, including that entrepreneurship is an integral part of Danish
education system.
29
case, main
characteristics of the
initiative
Partners
and focal point for development of entrepreneurship in education at all educational levels.
This is done through activities that will ensure that more pupils and students get an
introduction to the entrepreneurial mindset and that more training is created in
cooperation with the country's educational institutions. Foundation for Entrepreneurship Young Enterprise covers all educational levels, and ensures progression in entrepreneurship
education - from primary to tertiary education, ie. over one million students and their
teachers.
Foundation for Entrepreneurship - Young Enterprise
Source
http://ffe-ye.dk/generelt-om-ffe-ye.aspx
Venture cup
Case study name
Country
Objectives
Venture cup
Target groups
Students, researchers
Venture cup provides funding via the competitions, key networking opportunities, and vital
feedback for business idea. It provides training in order to do an awesome pitch, guides
business focus in the early stages, and builds a bridge to springboards and investors.
Venture cup is supported by the Danish universities and some of Denmark’s most
innovative companies. Venture Cup arranges two national competitions each year:
 Idea Competition - focuses primarily on originality of ideas, early stage
development, and possibility of growth business.
Short description of the
case, main
characteristics of the
initiative
Denmark
To inspire and empower university students and researchers to develop their ideas into
successful companies.

Startup Competition - focuses primarily on strong business cases, startup potential,
innovation, team, and growth opportunities.
Partners
The two competitions are meant to help to kick-start the project no matter what stage it is
at. Both competitions provide 5 categories, a competent jury, pitch training, and final award
shows. Besides competitions activities include alumni events, pitch training, Friday bars,
investor meetings, Venture Cup TV etc.
Venture cup, seven Danish universities
Source
http://www.venturecup.dk/
Team Academy
Case study name
Country
Objectives
Team Academy
Target groups
Students, entrepreneurs, team leaders, managers, and teachers
Team Academy is the Entrepreneurship Centre of Excellence of the JAMK University of
Applied Sciences in Jyväskylä, Finland. Team Academy students run their own cooperative
businesses and once they have graduated, they embark on a trip around the world with the
money made in their businesses during their studies.
All teams operate as independent cooperative companies. Students have to do real-life
projects, which they have to find themselves, to cover all the expenses of the company.
Projects function both as learning environments (for studies and developing the individual’s
competence) and as ways of doing business (for team companies). Learning is a process that
is not divided into modules or subjects like marketing or leadership.
Team Academy has no control over its team companies; it only provides the coaching for
the learning process. The main methods are learning by doing and team learning. Projects
offer opportunities to apply studied theory directly into practise and also provide a platform
for students to reflect on theory in light of their own experiences while studying.
Teams use dialogue as a tool to share knowledge and think together. The purpose of
Short description of the
case, main
characteristics of the
initiative
Finland
To help team members learn entrepreneurship.
30
Partners
Outcomes
Source
dialogue is to go beyond one individual’s understanding – the whole organizes the parts,
rather than trying to pull the parts into a whole. In dialogue, people become observers of
their own thinking.
Teams use Partus Methods for learning. The same methods are also being used in some
multi-corporal companies, such as Wärtsilä. Partus also has 200 adult learners using the
same methods every year.
JAMK University of Applied Sciences
 200 students, 11 team-companies
 1,500,000 EUR total revenue of team-companies
 91% of students are employed within 6 months of graduation.
 37% of students launch their own business within 6 months of graduation.
 47% of students are still entrepreneurs 2 years after graduation.
 150 completed projects for various companies.
 10% of projects have revenue of over 10,000 EUR.
 330,000 EUR of team-company revenues is returned to society as taxes.
http://www.tiimiakatemia.fi/en/
Helsinki Metropolitan Entrepreneurship Academy
Case study name
Country
Objectives
Helsinki Metropolitan Entrepreneurship Academy
Target groups
Students, start-uppers, entrepreneurs
Helsinki Metropolitan Entrepreneurship Academy (HMEA) is the largest student driven
entrepreneurship program in Finland. By inspiring change in the environment to a more
entrepreneurial-minded, enabling the entrepreneurship education, HMEA aims to help
producing new entrepreneurs and startups, and help existing startups to grow their
business. HMEA’s main goal is to promote the positive attitude towards entrepreneurship
with by offering concrete programs thus showing entrepreneurship as a realistic career
option. Programs are mainly targeted to students of higher education, who have the
possibility to gain academic credits from their own universities by participating in HMEA
programs and events. There are also lots of activities and networking events to
entrepreneurs and entrepreneurial-minded people, programs include a seasonal event
series called Entrepreneur Tuesday, different Workshops for business idea development,
business idea analysis, sales & marketing, pitching, Boot Camps and much more.
The operational model of HMEA:
 Get Inspired –inspirational events and workshops with the goal to entertain and
educate at the same time.
Short description of the
case, main
characteristics of the
initiative
Partners
Outcomes
Source
Finland
To enhance the “Entrepreneurial Spirit” amongst students, enthusiasts and Finland in
general, via inspirational and practical educational events & programs.

Get Views – possibilities to leave problems in the daily life aside for a while, and
really get to focuse one’s business idea/company, with the top entrepreneurial
education possible anywhere in the world.

Get Ready –the step for those who really need help or inspiration in some fields of
their businesses or ideas. Educational events and workshops help to get outside
viewpoints alongside own thoughts.

ACT –the part each individual has to take oneself.
Helsinki Metropolitan Entrepreneurship Academy, Laurea University of Applied Sciences,
Spinno Enterprise Center, Ministry of Education and Culture
Since the year 2008, HMEA has been involved and supporting in creating at least 15 new
businesses and activating hundreds of people, mainly in the Helsinki metropolitan area.
http://hmea.fi/
31
Knowledge Transfer Partnerships
Case study name
Country
Objectives
Knowledge Transfer Partnerships
Target groups
Universities, graduates, enterprises, academics
Knowledge Transfer Partnerships is a UK-wide programme helping businesses to improve
their competitiveness and productivity through the better use of knowledge, technology
and skills that reside within the UK Knowledge Base.
A Knowledge Transfer Partnership serves to meet a core strategic need and to identify
innovative solutions to help that business grow. KTP often delivers significant increased
profitability for business partners as a direct result of the partnership through improved
quality and operations, increased sales and access to new markets. Social enterprises see
improved results, too.
There are three principle players within a partnership:
 Company partner - this is usually a company (including not-for-profit) but in some
cases it can be a health or education organisation or Local Authority. KTP supports
a broad cross-section of UK firms, regardless of size;
 Knowledge-base partner - this is a higher education institution (e.g. university ),
college or research organisation (public or privately funded);
 KTP Associates – Each partnership employs one or more high calibre Associates
(recently qualified people), transferring the knowledge the company is seeking into
the business via a strategic project.
KTP acts in the fields of:
 Facilitating the transfer of knowledge and the spread of technical and business
skills, through innovation projects undertaken by high calibre, recently qualified,
people under the joint supervision of personnel from business and the knowledge
base;
 Providing company-based training for graduates in order to enhance their business
and specialist skills within the context of the project;
 Stimulating and enhancing business relevant education and research undertaken
by the knowledge base;
 Increasing the extent of interactions by businesses with the knowledge base and
their awareness of the contribution the knowledge base can make to business
development and growth.
Technology Strategy Board, government agencies
Short description of the
case, main
characteristics of the
initiative
Partners
Outcomes
Source
UK
To strengthen the competitiveness, wealth creation and economic performance of the UK
by the enhancement of knowledge and skills and the stimulation of innovation through
collaborative projects between business (including social enterprises) and the knowledge
base.

There are over 1,000 Partnerships running at any one time and over 1,100
Associate projects
 For every £1m of government spend the average benefits to the company
amounted to an £4.25m annual increase in profit before tax, £3.25m investment in
plant and machinery with 112 new jobs created and 214 company staff trained as a
direct result of the project
 For the knowledge base partner (higher education institution mainly), on average,
each KTP Associate project produces 3.6 new research projects and 2 research
papers
 For the Associate 60% are offered and accept a post in their host company on
completion of their KTP project. 41% register for a higher degree and 67% of these
were awarded a higher degree.
http://www.ktponline.org.uk/
32
Enterprise Champions
Case study name
Country
Objectives
Enterprise Champions
Target groups
Students
The project supports the creation of a Senior-Level Enterprise Champion who will act as a
catalyst for change across the campus. Project aims to:
 Increase the opportunities for entrepreneurship across the campus;
 Influence the institutional environment making it more conducive for student
enterprise and graduate entrepreneurship;
 Build institutional capacity for delivering entrepreneurial outcomes – for students,
graduates and staff;
 Raise student/graduate motivation for entrepreneurial career/life;
 Convert student intent and aspiration into entrepreneurial action;
 Develop areas of professional excellence in practising entrepreneurship as
showcase exemplars;
 Deliver impact – new businesses, new jobs and enhanced entrepreneurial skills
8 Higher education institutions, Northwest Regional Development Agency, National Council
for Graduate Entrepreneurship, North West Universities Association.
http://www.ncge.org.uk/entrepreneurship_education/enterprise_champions
Short description of the
case, main
characteristics of the
initiative
Partners
Source
UK
To increase levels of early stage entrepreneurial activity among graduates and build
capacity for entrepreneurship support across North West HEIs.
Science Enterprise Challenge
Case study name
Country
Objectives
Science Enterprise Challenge
Target groups
Universities
The introduction of successive rounds of new funding for universities, such as Science
Enterprise Challenge (SEC) Fund in 1999 and 2001, impacted significantly on institutional
behaviour and supported new developments in enterprise and entrepreneurship back-up,
including curricular innovation. Focused on embedding enterprise within science and
engineering faculties, 13 SEC-funded centres were created within universities.
The centres support the teaching and practice of entrepreneurship among science faculty
and students, and promote links between universities and business. Awards worth £15m for
a further round of the competition were announced on 1st October 2001, involving some
39 institutions. This funding will help establish a new centre and expand the twelve existing
science enterprise centres set up to promote a culture of enterprise and facilitate the
commercial exploitation of scientific research.
Universities, Government
Short description of the
case, main
characteristics of the
initiative
Partners
Outcomes
Source
UK
To establish a network of centres in UK universities, specialising in the teaching and practice
of commercialisation and entrepreneurialism in the field of science and technology.
Between September 1999 and September 2003 these centres collectively achieved the
following: 45 000 students educated (35 000 undergraduates); 1 800 education
professionals trained; 1 000 start-ups supported; 760 licences filed.66
In recognition of the work of the Enterprise Centres, it was decided to incorporate this
activity into HEIF funding from the second round onward.
http://www.bis.gov.uk/policies/science/knowledge-transfer/earlierschemes/science_enterprise_challenge
66 EC. (2008). Best Procedure Project: “Entrepreneurship in higher education, especially in non-business studies”.
33
3) Entrepreneurial education.
Next Generation
Case study name
Country
Objectives
Next Generation
Target groups
Students, education professionals
Next Generation is a cooperation between the three universities that are known for having
taken the lead in their respective disciplines, as well as a number of experienced
organisations within innovation and development support.
Short description of the
case, main
characteristics of the
initiative
Denmark
To integrate entrepreneurship elements in already established courses – and by doing so
combining innovation and entrepreneurship to the academic environment.
By mobilizing educators who have not been active users of innovation and
entrepreneurship in their teaching, the project aims at creating changes in the dominant
culture as well as in the practical approach in order to increase knowledge-based growth
creation.
The partners cover most of the higher educational area, and when united they are able to
offer education, advice and practical guidance to students, educators and the business
community in the innovation food chain: from the moment the student experiences an
interest in the subject, and until the recent graduate is ready to start his or her own
business or to become an intrapreneur by creating innovation in an already established
company.
The project consists of four parts:
 Knowledge, subjects and courses - the traditional university education needs to be
complemented with hands-on innovation practises to make education in
innovation and entrepreneurship more interesting for a larger number of students
and professors.
Partners
Source

Awareness - the demand for courses and subjects in entrepreneurship and
innovation needs to be increased. Students and professors should therefore be
informed about existing and new opportunities within the field of
entrepreneurships as well as how research-based knowledge can lead to business
start-ups or enhanced growth in existing companies.

Elite Professor Corps - a corps of 18 elite professors in entrepreneurship is to be
established. This network of professors across universities and faculties will serve
as the driving force in the design and implementation of innovative education and
teaching in entrepreneurship.

From university to market - students with a good business idea needs assistance to
mature, realize and commercialize it.
Vaeksthus Greater Copenhagen, Copenhagen Business School, Technical University of
Denmark, University of Copenhagen, The Foundation for Entrepreneurship, Copenhagen
Business Centre, Venture Cup Denmark, Symbion Management A/S, The Confederation of
Danish Industry, The Danish Chamber of Commerce, CONNECT Denmark, Region
Hovedstaden (The Capital Region of Denmark), Vækstforum Hovedstaden (The Growth
Forum for the Capital Region of Denmark).
http://www.nxtgen.dk/en/home/
Enterprise Accelerator
Case study name
Country
Objectives
Enterprise Accelerator
Target groups
Students
The Enterprise Accelerator helps students who have a business idea or an operating
Short description of the
Finland
To help students become entrepreneurs before their graduation.
34
case, main
characteristics of the
initiative
Partners
Outcomes
Source
company. They will also be assisted in enterprise succession or in the acquisition of an
enterprise. A cooperation agreement and an individual study plan in entrepreneurship will
be prepared for each student in the Enterprise Accelerator.
The student will be supported by a mentor network. An expert mentor will encourage and
advise the student entrepreneur. The student can obtain as many as 60 ECTS credits for
completed studies related to the setting up and development of his or her own enterprise.
The Enterprise Accelerator provides a unique opportunity for combining studying and
entrepreneurship.
Satakunta University of Applied Sciences
During its ten years of operation the Enterprise Accelerator has created over 150
enterprises and over 200 new entrepreneurs so far. Currently, the accelerator creates at
least one enterprise each month.
http://www.samk.fi/research_and_development/enterprise_accelerator
4) Support to entrepreneurship start-up and innovation transfer.
ENP - Entrepreneurship and New Business Development Programme
Case study name
Country
Objectives
ENP - Entrepreneurship and New Business Development Programme
Target groups
Students, researchers and others at Linköping University and employees among companies
in the region. Individuals having an idea with the intention to start or in the start-up process
are welcome to apply.
The Entreprenurship and New Business Development Programme is, in spite of it being the
most costly programme within Linköping University, free of charge for the participants.
Workshops on buiness development, sales and finansing are mixed with the practical handon work on the business plan.
Programme contents:
 Business plan - develop and write a business plan based on your own idea.
Short description of the
case, main
characteristics of the
initiative
Partners
Outcomes
Sweden
To facilitate entrepreneurship at Linköping University and in the region.

Workshops - work together on the most important aspects of the business
development process as well as with marketing and sales strategies.

Mentoring - senior entrepreneurs serve as your mentors.

Supervision - on three occasions receive individualized personal instruction.

Network - participation in ENP entitles a one-year free membership in a local
business network.

Business Incubator - may enjoy access to local incubator office space, network, and
services including seminars, business and legal counsel, library, low-rate data
connection, and conference facilities.

Finance and Risk Capital - through the network of businesses and mentors, the
opportunity to meet individuals who may have an interest in supporting idea either
financially or in some advisory capacity.
Every participant has access to two personal mentors, which bring a natural connection to
the business world. You will furthermore be invited to a network of fully 200 knowledgebased companies in the region. After having finished the programme it is possible having
access to amongst other things favourable conditions within the Mjärdevi Science Park or
ProNova Science Park.
It is possible to combine the programme with a full-time position or full-time studies.
The programme is managed by the Center for Innovation and Entrepreneuship at Linköping
University in close co-operation with SMIL (Business Development in Linköping) and KIN
(Knowledge-based companies in Norrköping).
In 2003 the Centre for Innovation and Entrepreneurship surveyed owners of 420 projects
35
Source
who have taken part in the ENP program. The study demonstrated that of these 420
participating projects, 75% start new companies, and 20% of those starting companies
expand to more than 5 employees.
http://www.iei.liu.se/externt/cie/enp?l=en
Chalmers Innovation
Case study name
Country
Objectives
Chalmers Innovation
Target groups
Students, researchers, business start-uppers
Chalmers Innovation runs pre-incubation processes, incubation processes, a growth facility
and an investment fund. In order to create a proper dealflow, Chalmers organised annual
Business Plan Contests (“VentureCap”) which has grown to be a stand alone organisation
with competitions in Sweden, Denmark, Norway and Finland.
Another initiative which contributes to scouting new projects is the organisation of a
Researchers program called “Turning businesses out of science”, consisting of 3 half-a-day
seminars for researchers who might be interested in becoming entrepreneurs. The course
teaches them entrepreneurial skills in the field of technology transfer, marketing and
finance. To this end the incubator closely works with the “School of Entrepreneurship”.
When a new project enters the pre-incubation process, Chalmers Innovation always
matches the scientist with an entrepreneur to be combined into the (future) Management
Team of the (pre)starting company. The incubator indicates that finding excellent
entrepreneurs for the new projects is their biggest challenge at this point in time.
The focus of Chalmers Innovation during the pre-incubation process is to validate business
ideas through pushing ideas towards the marketplace, assist in building an effective
business model and a valid business plan. 67
Chalmers Innovation, Innovationsbron, Västra Götaland, Almi business partner, VINNOVA.
Short description of the
case, main
characteristics of the
initiative
Partners
Outcomes
Source
Sweden
To make use of the research in the academia for the commercialisation of scientific
knowledge.
Chalmers assess 120 business ideas per year. At the end of the pre-incubation process, the
incubator makes an assessment of the final business plan and approximately 10 to 12
business plans per year are approved to enter the incubation processes.
http://www.chalmersinnovation.com/
Enterprise agencies
Case study name
Country
Objectives
Enterprise agencies
Target groups
Partners
Potential entrepreneurs
Agencies provide professional start-up advice, which is confidential and free of charge.
Advisors who have personal experience from the business world operationally lead each
Enterprise Agency. Most of them are, or have been, self-employed. In addition a broad
network of local experts from different branches of business is at hand for support. An
advisor at an Enterprise Agency evaluates the business idea, personal qualifications, the
potential market, supports the creation of a market plan, goes through economic
calculations and budgets, evaluates investment requirements and financing, goes through
legal issues, insurance and formal requirements – and, finally, helps out with contacts
through relevant networks.
Swedish Jobs and Society Foundation, private industry, authorities and organizations
Outcomes
In 2010 22,600 individuals come for advice. 10 600 of them started a business. It is vital that
Short description of the
case, main
characteristics of the
initiative
Sweden
To stimulate the start of more new companies in Sweden.
67 Science Alliance. (2007). Final report: “Exploring Best Practices in Incubation in Europe and Israel”.
36
Source
more companies start but the overriding issue is that they successfully survive. Only 1% (or
actually 0,67%) of companies having started via a NyföretagarCentrum go bankrupt after
three years – with 82% still being active.
http://www.nyforetagarcentrum.com/Startsida/In_English/
ALMI – innovation financing
Case study name
Country
Objectives
ALMI – innovation financing
Target groups
SMEs
ALMI was founded in 1994 to meet the need for complementary financing and business
development. Their main task is to promote the development of competitive SMEs and
to stimulate new enterprise with the aim of creating growth and innovation in Swedish
business life.
Companies that have been granted a loan should use it to finance activities that ensure a
successful commercialisation such as development of products, activities to protect
intellectual property rights and market research.
The loan is primarily aimed at companies that have difficulty to find other funding.
Direct eligible costs include:
 Labour costs (including overheads);
 External expertise (consultants, studies, etc.);
 Other;
 Protection of IPR.
ALMI Företagspartner AB is owned by the state and is the parent company of a group of
17 subsidiaries, which are 51 per cent owned by the parent company. Other owners are
county councils, regional authorities and municipal cooperative bodies.
http://www.almi.se/ALMI-in-English/
Short description of the
case, main characteristics
of the initiative
Partners
Source
Sweden
The innovation loan was established to guarantee the availability of funding for SMEs
projects, which could pose a financial risk to the investor, and to get more innovative
ideas to the market successfully.
The objective is to get more innovative ideas to the market successfully, to get more
viable businesses launched and developed, as well as to increase the competitiveness
and profitability of the businesses.
VIN NU
Case study name
Country
Objectives
VIN NU
Target groups
SMEs
VINN NU is a competition for new companies that base their operations on R&D results
started in 2002. The competition has been held every year since then.
The programme aims to address support SMEs by addressing the lack of funding for early
stage ventures. This is done by providing a small amount of grants and publicity. VINN NU
provides a seal of approval, making it easier to get attention from venture capitalist and
business angels.
Every year, 20 winners are announced and each of these receive SEK 300 000.
VINN NU was a joint programme between VINNOVA (the Swedish innovation
agency) and NUTEK (business development agency). In 2005, VINNOVA was the sole funder
of the competition, while from and including 2006 the programme is being run in
cooperation with the Swedish Energy Agency.
Short description of the
case, main
characteristics of the
initiative
Partners
Sweden
The aim of VINN NU is to make it easier for new R&D-based companies to prepare and
clarify commercially-interesting development projects at an early stage so that they can
progress (incl. to identify and establish customer relations), find subsequent funding and, in
the long term, become successful Swedish companies.
37
Outcomes
Source
Within two years of a finished project, at least 50 percent of the companies, have received
additional funding Within five years of a finished project, at least 20 percent of the
companies are still active and reporting growth figures or have been subject to M&Aoperations.
http://www.vinnova.se/en/Activities/VINN-NU/
Startup Bootcamp
Case study name
Country
Objectives
Startup Bootcamp
Target groups
Business start-uppers
Startup bootcamp is a mentorship based programme - a European startup accelerator
network. Most of the value comes from the close interaction with the mentors who are all
serial entrepreneurs and subject experts. The programme is divided into three phases:
 Shape - Heavy mentor interaction;
Short description of the
case, main
characteristics of the
initiative
Denmark, Ireland, Spain, Germany, UK
To facilitate entrepreneurship development through mentoring, network and funding
opportunities

Build - Focus on product development;

Sell - Focus on customers and investors.
Partners
Startup bootcamp funds initial costs - €4,000 per team member in micro capital, free office
space, provides access to 75+ mentors, providing 3 months of acceleration training until
meeting with investors during organized Investor Day.
Startup Bootcamp, local sponsors
Source
http://www.startupbootcamp.org/
Knowledge voucher
Case study name
Country
Objectives
Knowledge voucher
Target groups
SMEs
The measure consists of a 50% funding of development projects applied for by SMEs who
wish to use the funding for knowledge acquisition from a public research organisation or a
member of the Advanced Technology Group.
It is an objective to expand the utilisation of collaboration with knowledge organisations to
a wider group of the Danish SMEs. An important goal is to raise the attention of SMEs of the
opportunities within utilisation of the knowledge of public research and technology
institutions.
Short description of the
case, main
characteristics of the
initiative
Denmark
To contribute to the initiation of a larger number of innovation projects leading to a better
innovation performance and competetiveness of the Danish SMEs.
Partners
Danish Council for Technology and Innovation
Source
http://www.fi.dk/tilskud/forsknings-og-innovationsprogrammer/samspil-mellem-erhvervog-vidensinstitution/videnkupon
Business Succession School
Case study name
Country
Objectives
Business Succession School
Target groups
Students, enterprises
Finland
To promote knowledge and innovation- based entrepreneurship in Finnish higher education
institutions.
38
Short description of the
case, main
characteristics of the
initiative
Partners
Outcomes
Source
A programme called “Business Succession School”, links students with business owners who
are looking for a successor. This is a training programme for universities of applied sciences
providing the skills to plan and run a controlled transmission of the enterprise to the
student, who will be able to continue the profitable business and ensure business
regeneration. The BSS trains business successors and assists retiring companies in
organising the hand- over process. Activities are organised around 3 themes:
 educating business successors (project work, business succession plan as thesis
project),

practical experience (working in enterprises, entry/take-over strategy),

assistance with business succession (ownership transfer process, competences

transfer process, management transfer process).
This practice — piloted in the Lahti University of Applied Sciences — is being extended to
ten other universities of applied sciences in Finland. The pilot programme was carried out
from October 2005 to April 2008. Since then, BSS activities have been integrated into
curricula.
FINPIN, 26 universities of applied sciences, regional representations of the Ministry of
Labour and Economics, entrepreneurs/business associations at the national, regional and
municipal levels, business incubation centres, business support organisations, and individual
entrepreneurs and firms
At Lahti UAS: 3rd BSS cycle, at Turku UAS: 2nd BSS cycle, at Häme UAS: 2 BSS cycles
completed, at Jyväskylä UAS: 1 BSS cycle completed, at Laurea UAS: 1st BSS cycle started,
at Satakunta UAS business succession is part of the Business Accelerator Programme. Vaasa
and Tampere UASs are in the preparation for BSS cycles . In Lappland a consortium of 1
university, 2 UASs and 2 vocational schools will soon start a Business Succession
School.
There is increasing interest in business succession and the amount of BSS graduates taking
over businesses is growing.
http://www.finpin.fi/English/Home/tabid/10816/language/fi-FI/Default.aspx
Creative Women Entrepreneurship
Case study name
Country
Objectives
Creative Women Entrepreneurship
Target groups
Students
Creative Women Entrepreneurship, set up in 2007, is a postgraduate research- based
initiative of the School of Entrepreneurship and Business at the University of Essex.
The CWE programme is part of a rich portfolio of undergraduate and postgraduate
programmes centred around entrepreneurship and innovation. It is based on
‘actionlearning’ and is divided into ‘blocks’ of studies, linked to the business agenda of
participating entrepreneurs. The aspiring entrepreneurs learn from more experienced
entrepreneurs in a confidential environment. Participants engage with each other in
projects and work towards the development of international linkages with other creative
female entrepreneurs. A key feature of the programme is the development of a personal
development plan centred round the intellectual and emotional responses to stimuli in the
wider environment. Typical activities include:
 Design and development of individual enterprise plans;
Short description of the
case, main
characteristics of the
initiative
UK
To increase the interest, knowledge of and competencies in entrepreneurship and
innovation amongst creative female students and early stage female entrepreneurs in the
creative industries.

Creation of group learning platforms for the establishment of group activities,
including group business projects;

Development of a personal development plan;
39

Classroom lectures and workshops led by both tutors and peers offering
theoretical inputs into a learning framework;

Mentoring sessions with industry representatives Participants mentor student
placements, who help the former to develop their enterprise plans.
University of Essex, private companies
Partners

Enable entrepreneurs to identify and work with key knowledge areas (markets,
management know-how) for the purpose of growing their business;
 Help entrepreneurs acquire a postgraduate qualification from a reputable HEI,
which they could build towards a Masters degree;
 Introduce entrepreneurs to a wide network of creative industry businesses;
 Let entrepreneurs be part of a permanent learning platform with the University;
and
 Help aspiring entrepreneurs obtain all the advantages from above, and also
acquire key competencies centred round starting a value-added creative
enterprise.
http://www.essex.ac.uk/ebs/research/cer/nonresearch_projects/creative_women.aspx
Outcomes
Source
SPEED WM
Case study name
Country
Objectives
SPEED WM
Target groups
Students and graduates
SPEED WM offers students and graduates from any course, from glass design to mechanical
engineering, or dance to business administration, the opportunity to develop their business
ideas.
Students present their business ideas to a panel. If accepted, they are offered a placement
of 9 to12 months. Each student is helped to develop a personal and business development
plan, and is given access to one or more mentors selected for their experience in a related
area. The placement may be full time, as part of a sandwich degree course, or part time
alongside their academic studies. Each student is supported by a mixture of bursary
payments, finance for business related activities and professional services. The institution
provides additional resources in the form of incubation facilities and skills training. Where
possible a SPEED placement will be credit bearing for the student.
As part of the SPEED WM programme, student has access to:
 experienced mentoring support
 tailored training
 networking opportunities
 access to incubation space at Wolverhampton Science Park
 a limited amount of financial support.
Institute for Innovation & Enterprise, at the University of Wolverhampton, 8 local
universities.
http://www.speedwm-wlv.org/
UK
To help entrepreneurial students and graduates to set up their own businesses in the
region.
Short description of the
case, main
characteristics of the
initiative
Partners
Source
Creative Business Mentor Network
Case study name
Country
Objectives
Creative Business Mentor Network
Target groups
Creative companies
The programme gives creative companies the benefit of one-to-one mentoring from successful
Short description
UK
To nurture creative media businesses with an appetite for growth.
40
of the case, main
characteristics of
the initiative
Partners
business people from within the creative sector. The companies receive practical advice on
overcoming the challenges of growing a creative business. Mentors are all creative professionals
with tried and tested experience in the industry. Programme includes:
 One-to-one mentoring for 2 hours per month for one year.
 One induction workshop at the start of the programme to provide the appropriate tools
to get the most out of the mentoring sessions.
 Three programme workshops designed to share experiences and learn from other
mentees/mentors on the programme.
 Coaching support, in addition to mentoring support mentees with have access to an
executive coach.
National Endowment for Science, Technology and the Arts, industry professionals
Source
http://www.nesta.org.uk/areas_of_work/creative_economy/creative_business_mentor_network
41