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Call Response Form for Papers, Presenters and Sessions

Complete all sections adding detail in any field as necessary.E-mail or fax y(lur competed submission to:[email protected] or (709) 737-3734

This form can also be downloaded from www.mun.ca/harriscentre/

SECTION ONE: Respondent Contact Information

Name: lOr. Gabriela Sabau :

Addr~s: ir Wilfred Grenfell College, Memorial University10 University Drfve, Corner Brook, NL

2HGP9

Phone: 17096376200/6472 IFax: 17096398125

E-mail: 19&[email protected] ~Organization (if applicable)iSir Wilfred Grenfell College. Memorial University

SECTION TWO: Type of Presentation

o Paper (Academic)o Oral (Computer Aided)o Podcasto Postero Panel Discussiono Workshop/Group Activityo Other

o Paper (Non-Academic)o Oral (Without computer aids)o Vidcasto Display KioskD Issue Debateo fn~iew

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seCTION THREE: Description of Pres~ntation (200-250 words)


alional Awareness. Values, and Sustainable Development

he role of knowledge for advancing in the direction of sustainable development has beenocumented both in economic theory (J, Schumpeter, R. Solow, p, Romer) ("weak"ustainability) and in ecological economics (H, Daly) ("strong" slIstainablllty), The paper

allenges the idea that sustainable development can be promoted by scientificnowledge only, since sustainable development requires adequa1e knowledge both ofacts and of purpose. It proposes recovery by science of "rational awareness", a lever ofbstract Inquiry known since Plato's time but currently disregarded by science, as aeans to justify the eplstemlc validity of objective value. It also proposes the buildinglocks of a revised Economics theory of value to replace the neo-classical "utility theory",

~SUCh a value theory is indispensable for understanding how the econom.iC system, largely I

uided by price stimuli, can be oriented towards a determinate sustainable outoome, Itn also serve as 8 gl,Jide for sustainable development deCision-making. The paper is

rganized 8S follows: a rel/iew of the literature concerning the role of knowledge inustainable growth/development. a discussion of knowledge as rationsI awareness, aketch of the revised Economics theory of value and a conclusion summarizing the

indings and presenting some considerations for further research.

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SECTION FOUR: Key Knowledge Mobilization Tools/Outcomes/Lessons l~arned

(75-100 words)

lThe topic of the paper is relevant for the 'strong" sustainable development clebate and!could deliver fruitful insights for both scientific and policy contexts. The attempt toestablish objective value as a "conservation principle" (Hei/broner) in economic life isimportant as a guide tor reorienting humlilns' relationships with both nature and the larg$r~ocial field in an age of scarcity; It Is also important for contemporary economic thoughtfNhere the value inquiry is limited to a normative approach.

SECTION FIVE: Requirements

• Time: o 10 minutes 030 minutes [2] 45 minut!!s 060 minutes

layout: [2] Theatre o RwndT'3ble 0 Other

Maximum Group Size (if applicable) I============Optimal Group Size (if applicable) I ~ _AliIdio.Visual Support Needs (if acclic:<tblelPowerPoint Facilities

• All presenters are expected to bc prcp~dfcjr questions from conference ddcgatcs. The conferencepro9ram committee will allocate approprilltt time for this and should not be considered in completingsection five abOVE:.

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Evan Simpson

Section One:

Evan SimpsonDepartment of PhilosophyMemorial University of Newfoundland709-737-8966; [email protected]

Section Two:

Paper (Academic), Paper (Non-Academic), Oral (Without computer aids)

Section Three:

This presentation would be in the form of a memoir by the former Vice-President (Academic) from whose initiativethe Harris Centre arose. It would include some of my impressions and experiences during the process of creatingCORDS and its further development into the Harris Centre. These comments would provide a context fordiscussing the following matters:

• The respective roles of community colleges and comprehensive universities in economic and socialdevelopment, including relationships between these institutions. In Newfoundland and Labrador. Therelationship between Memorial's Labrador Institute and the Happy Valley/Goose Bay campus of theCollege of the North Atlantic provides an illustration of the potential of such alliances.

• The different prospects and promise for contributions to regional development from the main elements ofwhat is currently Memorial University: the small college institution on the west coast, the comprehensiveuniversity in St. John's and the Marine Institute. Some comparison might be made with institutionselsewhere, such as the University of Saskatchewan and the University of Regina after their separation,with respect to furthering public agendas broader than tertiary education and academic research.

• The particular role or the arts in regional development. The role of professional schools and sciencedepartments is relatively clear, but the contributions of the humanities and social sciences are less wellappreciated.

The overall objective would be to display both the actual contribution and the unrealized potential of highereducation for rural development in the province.

Section Four

The Harris Centre as a tool for knowledge mobilization

Contributions to knowledge mobilization by colleges and universities.

The developmental roles of Grenfell College, the downtown St. John's campus of MUN and MI.

The contribution of the arts to regional development

Section Five

45 minutes

From: Mason, KathrynSent: Mon 04/02/2008 12:41 PM

4/8/2008

of3

Subject: Call for Papers

Please find attached a Call for Papers, Presentations and Sessions for our Kno'loledge in MotionConference to be held October 16th-18th, 2008, in St. John's, NL, Canada.

We apologize if you receive any duplication of this e-mail.

Kathryn A. MasonThe Leslie Harris Centre of Regional Policy and DevelopmentMemorial UniversitySpencer Hall, 1st FloorSt. John's, NL A1C 5S7Tel. (709) 737-3143 Fax (709) 737 3734e-mail: [email protected]

~/ 1Memorial University

4/8/2008


Complete all sections adding detail in any field as necessary.E-mail or fax your competed submission to:

[email protected] or (709) 737-3734



Name: !Andrew Song &Ahmed Khan

Address: Department of Geographycience Building

Memorial University of Newfoundland, A1B 3X9

Phone: I IFax: IE-mail: [email protected]@mun.ca

Organization (if applicable)

Department of Geography, International Coastal Network (ICN)


o Paper (Academic)

o Oral (Computer Aided)

o Podcasto Poster

o Panel Discussion

o Workshop/Group Activity

o Other

page 2

o Paper (Non-Academic)

o Oral (Without computer aids)

o Vidcast

o Display Kiosk

o Issue Debateo Interview

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SECTION THREE: Description of Presentation (200-250 words)


ffjtle: Knowledge Footprint of the International Coastal Network (ICN)

In this poster presentation, we developed a knowledge footprint approach to analyse and!understand knowledge mobilization and dissemination. The approach identifies differentmediums of knowledge dissemination with criteria to assess their impact to society atarge. The medium of dissemination includes publications, media tools, workshops and

~UbliC outreach amongst others. The criteria for knowledge mobilization take into accounteveral key elements such as mode of knowledge production, shelf-life of publications,itation indices, the target beneficiary of research output, and feedback responses. We

use this framework to present a footprint analysis of research activities of the Internationalboastal Network (ICN) and their contribution to regional development in Newfoundland~nd Labrador. Housed in the Department of Geography, Memorial University ofNewfoundland (51. John's campus), ICN is a hub of interdisciplinary research on a variety

~f themes ranging from fishery resource management, coastal zone planning, andommunity development. With eight current active members in 51. Johns and partnersround the globe, ICN is a focal point of multitude of community, regional and

international research on policy relevant issues. In this poster, major research milestonesland transfers of knowledge are mapped out on the globe with arrows representingknowledge in motion to and from 51. John's, thereby indicating spatial footprint of'knowledge mobilization. Also, different mediums of dissemination are also denoted.traken together, the knowledge footprint analysis presented in this poster provides a'orum to enhance the collaborative and networking capacity between researchers and the~ider community on common research agendas in Newfoundland and beyond.

~,:~-~ f~ij:\R?<I:5r:E:~~rrf~EMemorliIIlkMrsIty

page 3


SECTION FOUR: Key Knowledge Mobilization Tools/Outcomes/Lessons Learned(75-100 words)

·1I!-_._~"e~rj.:.;-,.:n; /\ 108~", ~__ ~A~.·October 16-18, 2008 I St. John's. Newfoundland. Canada

Key knowledge mobilization tools utilized in this poster include several types of

~Ublication such as books, technical reports and journal articles. The poster alsoonsiders other key modes of knowledge dissemination that involve active learning suchs direct personal communication, lectures, conference presentations, seminars andorkshops. In addition, community-level outreach through stakeholder workshops, and

he facilitation through visualization tools (e.g. Costal Transects Analysis Model) isIemphasized. This knowledge footprint approach will complement formal knowledgelanalyses such as journal impact factors, Thompson lSI citation index and Google scholar

ounts.


*Time: o 10 minutes 030 minutes 045 minutes o 60 minutes

Layout: o Theatre o Round Table [{] Other

Maximum Group Size (if applicable) IN/A=============:::::;Optimal Group Size (if applicable) I_N_/A -'

Audio Visual Su ort Needs (if a licable)

N/A

• All presenters are expected to be prepared for questions from conference delegates. The conference

program committee will allocate appropriate time for this and should not be considered in completing

section five above.

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Complete all sections adding detail in any field as necessary.

E-mail or fax your competed submission to:




Name: lOr David Stewart

Address: acuity of Business,emorial University

___-oJ1Fax: ~37 7680Phone: 17374007=========~--===========

E-mail: [email protected] (if applicable)

I ISECTION TWO: Type of Presentation

[2] Paper (Academic)

[2] Oral (Computer Aided)

o Podcasto Postero Panel Discussion


o Other

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1 _

~MI!naiiIIlMM!nity

page 2



ffhe Triple Helix model of innovation is described and some examples of how it is applied·n Ireland are discussed.

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SECTION FOUR: Key Knowledge Mobilization Tools/Outcomes/Lessons Learned(75-100 words)

~he importance of partnerships is stressed in the innovation process.he role of universities in fostering innovation is discussed.ome lessons on policy formulation and implementation are provided.


*Time:

Layout:

o 10 minutes

[{] Theatre

030 minutes

o Round Table

[{] 45 minutes

o Other

o 60 minutes

Maximum Group Size (if applicable) I===============iOptimal Group Size (if applicable) 1 _

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PPT



section five above.

page 4

71~~

Fostering Innovation in Ireland: A Triple Helix Culture

By Dr David Stewart, Faculty of Business, MemorialUniversity

1

IntroductionFew would argue that a pathway to future economic success is to foster innovationthroughout the Economy. This includes developing the ability of local firms to absorbnew ideas, knowledge and innovative processes. For proprietary reasons, the privatesector has tended to follow a closed system of innovation. Closed systems of innovationconsist of firms or economic sectors conducting necessary research, development, andcommercialization in-house with limited input from outside agencies. Such systems canwork well for large corporations or for affluent regions and countries because they havean abundance of the necessary resources and expertise. However, it is difficult for smallernations, regions and firms to derive the maximum benefit from a closed system ofinnovation. This paper illustrates how industrial development policy in one country isbeing used to create an open system of innovation.

Although Newfoundland and Labrador has displayed substantial economic growth overthe past few years, it still cannot be regarded as having an abundance of wealth.Similarly, the Province does not have a large base of multinational companies operatingwithin its boundaries generating innovation spillovers for local firms. Instead, manyeconomic sectors consist of small, or medium sized local enterprises. Finally, althoughthe Province has a relatively large land mass, it has a comparatively small populationbase. This scale effect ripples through both the economy and the available infrastructure.For example, some sectors of the economy are founded on a relatively small number ofindigenous firms. In addition, the knowledge generation infrastructure is composed of asmall number of quality R&D institutes and institutions of higher education.

Against this backdrop, the Province has sent out a clear signal that it wishes to fosterinnovation. This intent is evident from the recent release of the innovation strategy,Innovation Newfoundland and Labrador: a Blueprintfor Prosperity in 2006.

Whilst conditions within the Province are not favorable for the operation of a closedsystem of innovation, they do provide the typical background for the creation of an opensystem of innovation.

The Triple Helix Approach to InnovationThe Triple Helix (TH) Approach to innovation is a recent development that attempts toexplain how an open system of innovation can operate. The essence of the TH Approachis collaboration amongst the three major stakeholders: government, academia, andindustry, Etzkowitz et al (2005). The TH model captures the complexities of multiplerelationships amongst the three major stakeholders in the form of a spiral or triple helix(See Figure 1). Each stakeholder is represented by a helix, and the entwining of all threehelices represents the networks of relationships that need to exist amongst thestakeholders for innovation to occur. Perhaps more importantly, the model also suggeststhat three stages need to evolve before the full potential for innovation can be realized.These stages are: i) lateral cooperation; ii) inter helix impacts, and iii) the creation oftrilateral networks and agencies. Each of these is described below.

2

Area of Interaction:Trilateral Networks

& Hybrid Organizations, ,

(\~y \Government~ Industry

'\." /"'- ' _<u/

Government

Figure 1: The Triple Helix Approach

Lateral CooperationThe first condition for developing a Triple Helix culture of innovation is to developlateral ties within each of the helices. For example, within the "Government" helix,different departments within government need to cooperate on an innovation agenda. Thedevelopment of these lateral ties would also include forms of cooperation amongst themunicipal, the provincial and federal levels of government. These ties can be eitherformal or informal. The key issue is that they are established by some means.

The following are some examples of lateral ties that can exist within the "Industry" helix:

• strategic alliances amongst firms;• the creation of industrial clusters;• business networks;• mechanisms for identifying common needs/problems.

Lateral ties within the university environment include cooperation across faculties anddepartments and the formation of interdisciplinary research teams. To contribute to theTH approach, all of these ties need to be driven by an innovation agenda. More broadly,the adoption of an innovation led economic development mission for the university is anexample of a comprehensive lateral tie for this stakeholder.

3

Inter Helix ImpactsThe second stage of the TH model concerns the impact of one helix on another. Forexample, if Government changed the rules for the disposal of intellectual property (IP)generated from university research, it could have an effect upon both the university andthe private sector. Depending upon the nature of the change, the creation ofIP may bestimulated or depressed, and technology transfer may be increased or decreased. Businessincubators, such as the Genesis Centre at Memorial University, NL provides an exampleof how the university environment impacts upon the private sector. The incubatorfacilities assist innovation led hi-tech start-ups during the early period of their existence.Two final examples of inter helix impacts from the private sector are:

i) the provision of funding to establish university chairs in innovation or relateddisciplines, and

ii) the funding of capital projects that are designed to foster knowledge creation inuniversities.

Trilateral Networks/OrganizationsThe final stage of the TH approach involves the creation of new organizations/agenciesthat harness inputs from the three stakeholders. Most of this paper is concerned withproviding working examples of these trilateral networks/organizations. Two examplesfrom Ireland are singled out at this stage. Firstly, the Irish National Foresight Study of1999-2000 involved creating eight expert panels, one for each key sector of theEconomy. Each panel consisted of representatives from the three stakeholder groupsgovernment, academia, and industry. The panels were assigned three tasks that relateddirectly to innovation development. Each panel addressed the following questions:

• What technologies will be important in your sector by 2015?• Which of these could be developed in Ireland?• What needs to be put in place now to allow their development in Ireland?

(Technology Foresight Ireland: Overview, 2005 1)

The final report and recommendations produced by the National Foresight Project wereultimately accepted by the Irish Cabinet leading to the creation of a Technology ForesightFund that would focus upon developing two economic sectors- Infonnation andCommunications Technology (lCT) and Biotechnology.

The expert panels in the Foresight Study are examples of trilateral organizations.Similarly, the Steering Committee that was created to collate the findings of all eightpanels and present a final report to the Irish Cabinet is another example of a trilateralendeavour. The Steering Committee comprised representatives from Forfas, the PublicPolicy Advisory Board, industry and academe. The chair of the committee was from theprivate sector. The major outcome of the efforts of this committee was the creation of a700 million euro fund to develop ICT and Biotechnology in Ireland.

I See http://www.forfas.ie/icsti/statements/tforesight/overview/tforeire.htm

4

The second example of a trilateral organisation flows from the previous example. TheScience Foundation ofIreland (SFI) was created to administer funds from theTechnology Foresight Fund that was established after the National Foresight Studymentioned above. The SFI has already played a key role in funding innovation ledactivities in Ireland and it is tasked with implementing aspects of both the new NationalDevelopment Plan: 2007-13 and also the National Strategy for Science, Technology andInnovation. It provides grants to both academic researchers and research teams with theintent of generating new knowledge, technologies and competitive enterprises in the twopriority areas of Biotechnology and ICT.

The SFI illustrates the application of the tripartite approach at various organizationallevels. Firstly, the board is structured along tripartite lines, having representation from allthree stakeholder groups. Similarly, closer examination of the organizational structure ofthe SFI provides more evidence of the tripartite approach. The SFI is structured into threedirectorates:

a) Biosciences and Bioengineering,b) Information and Communications Technology, andc) Frontiers of Engineering and Science.

Each of these directorates has a number of advisory committees which are composed ofrepresentatives from the three stakeholder groups -again illustrating the tripartiteapproach.

The following quote from the' Innovation Newfoundland and Labrador: A BlueprintforProsperity' paper illustrates that the Government ofNewfoundland and Labrador acceptsthe value of a tripartite approach to innovation development:

"This Strategy is not owned solely by government; it is based on a partnershipwith all of our citizens. Just as it reflects the needs and advice of ourstakeholders, it has to be carried forward by them, too. Government'sresponsibility to implement the Strategy is shared by our businesses,development groups, workers, educators, students, financiers, unions,researchers, administrators and the public. We all share this responsibilityand we will all share the benefits ofits success" (Innovation Newfoundland... ,2006).

One particularly attractive outcome of the application of the TH approach to fosteringinnovation is that it acknowledges the need for each stakeholder to take on roles normallyseen as the responsibility of one of the others. For example, universities and researchinstitutes grow firms through business incubators. Similarly, government may become aventure capitalist through programs that invest in start-up firms. Finally, firms andtrade/professional associations often accept the responsibility for training their ownworkforce. As can be seen, this requirement means that each of the stakeholders developan understanding of what the others do, and lays the foundation for cooperation.

5

The TH model validates these approaches as ones that lead to increased innovation.

The Triple Helix Model in Action

As mentioned above, according to the TH approach, the establishment of tripartite groupsor organizations is a crucial component in fostering innovation. In this section severalexamples, drawn from Ireland, of how the three major stakeholders can cooperate tofoster innovation will be examined.

Industry Led Research Projects:Enterprise Ireland (EI) is the Irish economic development agency charged with assistingin the development of domestic firms. In many ways it can be regarded as a sisterorganization to INTRD in the Province. Fostering innovation in domestic firms is one ofEI's strategic objectives. The agency has created a number of programs designed toachieve this end. Some of these programs are discussed in this section of the paper.The first example, Industry Led Research Projects (lLRPs), is really a series of programsthat is offered by Enterprise Ireland.

The ILRP program seeks to encourage and support the development of research agendasrelevant to networks of firms. Consequently, it seeks to establish and/or strengthenlateral ties amongst firms. The program also encourages the establishment of these ties atan earlier stage in the innovation process. ILRP will provide funding to assist a networkof firms to establish common R&D needs which will lead to competitive advantage.Consequently, the program is concentrated upon the knowledge application or diffusionstages of the innovation process.

In summary, the purpose of the program is to allow Irish companies in a specific sector tospecify and lead research projects that will have commercial benefit and increaseinternational competitiveness. Although there are variations in how the program operates,a typical model involves the agency funding the creation and operation of networks offirms and relevant academics. These networks meet regularly in a series of workshopswith the intent of determining an appropriate research agenda that suits the needs of themember firms. The basic idea of the research is to develop a common platform that willsatisfy the shared needs of the member firms, rather than deal with the individual needsof each firm.

Ultimately, Irish companies from a specific sector play the lead in any ILRP which, it ishoped, will generate commercial benefits. Enterprise Ireland then funds appropriatesupportive research projects in universities/colleges.

6

The latest available data from the Enterprise Ireland website(2007) illustrates that twoprojects have been started - one in the biotechnology area in association with the IrishBio-Industry Association, and another in association with the Power Electronics IndustryGroup (PEIG). These initiatives involve establishing strong partnerships betweenindustry and academia based upon meeting the research and technology needs ofindustry. The ILRP program is illustrated by examining the Bio-project in more detailbelow.

Leading business managers and scientists working in the biotechnology sector identifiedbiodiagnostics and bioprocess monitoring as priority areas that would benefit a numberof firms. EI has funded a team of leading academics from a number of Irish universitiesto conduct the necessary R&D to support the commercial ambitions of the firms. The sixstrategic objectives are presented below:

1. Perform R&D projects for Irish BioIndustries to address generic R&D gaps inthese industries;

2. Increase awareness of industry R&D needs in third level institutions;3. Provide a platform for industry-academic partnerships;4. Promote industry-industry interaction and R&D opportunity;5. Train scientists in industry-relevant technical competencies;6. Support the development of R&D activity within companies.

Examination of these objectives reveals different elements of the TH approach at work.The third objective calls for a tripartite network, whilst the fourth objective concernsestablishing lateral ties in the private sector. The remaining objectives address the initialstage of the innovation process-knowledge generation.

In addition, this project illustrates that the tripartite approach is operating at differentlevels. Firstly, the project is overseen by an industry advisory board, consisting of a mixof the three major stakeholders. Secondly, the academics and firms involved in theproject cooperate frequently and closely during the implementation of the project.Finally, Government funds the overall activity.

Based upon the two projects that have been funded by EI, a typical flow of projectactivities is as follows:

1. Identify clusters/groups of firms that are likely to have similar needs;2. Identify relevant academics whose research relates to the firms' activities;3. Form a network;4. Academics present "State of the Art" reports indicating future development areas;5. Firms identify their needs and agree on a "platform" approach;6. EI funds appropriate universities/colleges to conduct the research.

Items 1 and 3 are examples of lateral ties and tripartite agencies, respectively.

Innovation Partnership Initiative:

7

The Innovation Partnership Initiative (IPI) enables Irish firms and institutions of highereducation to work together in developing competitive products/services, and productenhancements. At first glance the IPI and ILRP programs appear very similar. However,the IPI is an initiative to develop in-company research capability and is led by theeducation sector. On the other hand, the ILRP is an initiative to maximize commercialpotential ofresearch and is clearly industry led. Each of these two programs relates todifferent stages of the innovation process. The ILRP is designed to foster knowledgediffusion and exploitation, whereas the IPI is focused upon knowledge generation.

A typical IPI begins with representatives from Academia and Industry forming aconsortium to define a research project. The consortium can be as small as one academicand one firm, or may involve several members from each area. EI can be involved at thisstage in assisting the partners to make connections with one another and may recommendthe submission of an application for a Technical Feasibility Study. This is designed toexplore the feasibility of the project prior to applying to the IPI and is concerned withexploring the technical issues involved in realizing the company's innovative productsand processes. If the feasibility study yields a favourable result, it can open the door tofurther funding through the IPI.

In summary, this initiative provides financial support to encourage the combining of theintellectual base, facilities and skills of the Education sector with the commercial knowhow of industry. The take-up on this program is much higher than for the ILRP. In 2006,this program funded 63 partnership projects.

Both of the above initiatives acknowledge the important role played by academia in theinnovation process. Although different models are used, each is grounded in cooperationamongst the major stakeholders. Each program contributes the following benefits:

• Assisting companies and researchers to bring new technologies to market;• Including industry in establishing the research agenda;• Strengthening the technology transfer function in universities/colleges.

The final example of the TH approach is also drawn from Ireland, although the conceptdid not originate there.

Innovation Vouchers:An innovation voucher is a credit note given to a small or medium sized enterprise by agovernment agency, which can then be used to purchase advice and expertise fromknowledge providers such as universities and colleges. The objective of the Irish versionof the program is "to build links between Ireland's public knowledge providers and smallbusinesses to create a cultural shift in the small business community's approach toinnovation" (Innovation Voucher Initiative, 2007). The program appears to be a responseto concerns over the low level of R&D being performed in the private sector.

The process begins with a SME submitting an application to EI. The application includesa brief description of the issue that the firm wishes to tackle. The issue is known as the

8

knowledge question. A two step procedure is used to review all applications. Firstly, thecompany must pass a variety of eligibility requirements. Basically, this means that it mustbe a registered company and must be Irish, not a foreign subsidiary. Secondly, theknowledge question must pass certain criteria (Innovation Voucher Initiative: Report...,2007). If the SME qualifies, EI awards a voucher worth €5000. The voucher is used topurchase technological and other knowledge from a public or semi-public knowledgeprovider, such as a university, college or research institute.

Once the SME presents the knowledge provider with the voucher, research begins.However, the voucher cannot be redeemed from EI until the research is complete.Usually a time frame is established for which the voucher is redeemable, generally aboutsix months (SenterNovem, 2006).

Table 1 illustrates the issues addressed by the Irish voucher program during its firstphase. As can be seen, the majority of the vouchers, approximately 69 percent, were usedfor issues surrounding new product or service development.

Table 1: Purpose of Innovation Vouchers - Phase 1

Main Focus of Research PercentageNew Product / Service Development 69Preliminary research/literature research 7New business model development 8Tailored training in innovation management IInnovation or technology audit 4Experimental testing / measuring 9Other 3Total * 100

*May not add up to 100% due to rounding.Source: (Innovation Voucher Initiative: Report... , 2007)

If several SMEs have the same knowledge question or if they need extra funding, theycan pool their vouchers and submit them to one knowledge provider, (InnovationVoucher Initiative, 2007). A maximum often SMEs are permitted to group together to dothis and they must relinquish all the vouchers collectively to the knowledge provider, atthat point in time. (SenterNovem, 2006).

The program provides a number of benefits for SMEs. Firstly, it permits them to takeadvantage of external consulting expertise, while not interrupting normal businessactivity. It also creates links between the SME and a college that could endure in thefuture (Innovation Voucher Initiative, 2007).

Conclusions:The Triple Helix Approach to innovation has been used in a variety of countries andjurisdictions. Ireland is just one example of the application of this approach. Jurisdictionsthat have adopted the approach range across the developed and the developing world.

9

Examples are Sweden (Danell, & Persson, 2003), Finland (Kaukonen & Nieminen,1999), Portugal (Marques et aI., 2006), and Ethiopia (Ethiopia Triple Helix Association.,2006).

One of the chief advantages of the TH approach is that it can be applied in both high andlow cost initiatives. The three Irish initiatives mentioned here are all relatively smallbudget programs. However, the TH approach has also been implemented in expensiveprograms such as the Intermediary Technology Institutes Program in Scotland, and theCompetence Centres Program in Sweden.

The triple helix approach tries to justify a new configuration of the institutions at thecentre of innovation systems. It recognizes that academe performs two essential functionsin fostering innovation in the private sector. These functions are knowledge productionand knowledge dissemination, Marques et al(2006). Given that universities are primesources of scientific and technological knowledge, it is important that they are notignored in initiatives to develop industrial innovation. Previously, the role of fosteringinnovation used to be assumed by the private sector or by government, or by both actingin partnership. Government would foster innovation by attempting to create anappropriate business climate. However, as economies become more and moreconcentrated on the knowledge based sectors, universities are becoming both the supplierof relevant human resources and the creator of spin-off enterprises derived from researchideas. The latter means that university research has assumed a dual role: i) the traditionalrole of advancing knowledge (basic research), and ii) the newer role of creatingknowledge that can be patented and commercialized. Given the key role that researchplays, it is important that this new aspect of research be reflected in the mission statementof universities. Further, in order to generate adequate activity it is also important that thepromotion and tenure policies of universities give credit for this type of research activity.

In short, the triple helix approach has three basic components, Etzkowitz andKlofsten(2005). Firstly, it assumes that universities (academe) play an equally importantrole in fostering innovation along with Government and the Private Sector. Secondly,innovation policy and practice should be developed through collaborative networksamongst the three major stakeholders. Thirdly, in addition to assuming their traditionalroles, each of the three stakeholders needs to take on some of the functions of the othertwo actors. Assuming some of the functions of government and the private sector createsan 'entrepreneurial" university which can become a key driver of a local innovationsystem.

References:

Cornet, M. et al (2006). Do innovation vouchers help SMEs to cross the bridge towardsscience? CPB Netherlands Bureau for Economic Policy Analysis. Retrieved fromhttp://www.cpb.nl/eng/pub/cpbreeksen/d iscussie/58/disc58.pdf

Danell, Rickard and Olle Persson (2003) "Regional R&D Activities and Interactions inthe Swedish Triple Helix," Scientometrics, Volume 58, Number 2, October: pp. 203-218

10

Ethiopia Triple Helix Association Conference, Transforming University-IndustryGovernment Relations (2006)http://www.iked.org/ethiopia/web/index.html

Etzkowitz, Henry, and Magnus Klofsten (2005), "The Innovating region: Toward aTheory ofKnowledge based Regional Development" R&D Management, 35, 3: pp243255

Kaukonen, E and M. Nieminen (1999), "Modeling the Triple Helix from a Small CountryPerspective: The Case of Finland", Journal of Technology Transfer, 24, #2-3(August)

Marques, J.P.C., J.M.G. Caraca, and H. Diz (2006), "How can University-IndustryGovernment Interactions change the Innovation Scenario in Portugal?-the Case of theUniversity of Coimbra", Technovation, 26: pp534-542

Innovation Newfoundland and Labrador: A Blueprint for Prosperity. (2006).Government of Newfoundland and Labrador, Department ofInnovation,Trade and Rural Development, pI5. Retrieved fromhttp://www.intrd.gov.nl.ca/intrd/lnnovation/FulJ%20Report.pdf

Innovation Voucher Initiative. (2007). Enterprise Ireland. Retrieved fromhttp://www.enterprise-ireland.com/NR/rdonlyres/EA873C19-E47F-4CF7-BC2849145DBCDBBlI17625/InnovationVoucher. pdf

Innovation Voucher Initiative: Report on the first call for proposals: April 2007. (2007).Enterprise Ireland, Enterprise Ireland. Internal EI document.

Minister Martin presents Ireland's First Innovation Voucher: Enterprise IrelandInitiative for Small Companies Enters Phase Two. (2007). Department of Enterprise,Trade, and Employment. Retrieved from http://www.enterpriseireland.com/News/Press+Releases/2007/PressJuI022007.htm

SenterNovem. (2006). Subsidy Scheme for Innovation Vouchers. Ministry of EconomicAffairs. Retrieved fromhttp://www.senternovem.nllmmfiles/def.%20Toelichting%202006%20Engels%20(nov. %202006) .doc tcm24-202606.pdf

11

e108

Octobtr 16-18. 2008 I St. John's. Newfoundland, Canada


Complete all sections adding detail in any field as necessary.E-mail or fax your competed submission to:




Name: ISPAP Team c/o Dr. Nancy Sullivan (and Dr. Michelle Sullivan & Dr. Donna Hardy Cox) IAddress:ISChOOI of Social Work. Memorial University of Newfoundland I

St. John's. NL A1C 5S7

Phone: Ifor this year: 416-252-2702

E-mail: [email protected]


[as above


o Paper (Academic)2] Oral (Computer Aided)

o Podcasto Postero Panel Discussion2] Workshop/Group Activity

o Other

IFax: 141 6-503-8685

o Paper (Non-Academic)o Oral (Without computer aids)

o Vidcasto Display Kiosk

o Issue Debateo Interview

Workshop/Group Activity Interview with showing of DVD and SPAP website

page 2

~~ ,

MemariaI~

el08



Our story will be told by youth and adult members of the project team from St. John'sand Central Newfoundland (Botwood and the Conne River Reserve). The presenters willbring the story to life with demonstrations of actual project activities.

The story is about three phases of a community-based project, now spanning sevenyears, that engages NL youth in local social policy work. In the context of the province'sstaggering out-migration since 1994 and the shut-down of traditional industries, as bothimpact the sustainability of communities, the project is motivated by the question: Howmay youth be engaged and prepared for the increased role they must play inunderstanding social policy, identifying relevant policy issues, and gaining skill forparticipation in policy development? The project, through a community empoweringmodel intended ultimately to strengthen the social capital base, uses a youth-friendly"Survivor Island" workshop, designed and delivered by youth reference groups, toprepare youth groups across the province to meet these challenges. The workshopculminates with the participants launching a SPAP (Social Policy Action Plan) wherebythey address a local issue of concern through policy development or modification. Aframe of reference thus is created from which emerges increased understanding aboutengaging youth, particularly in rural and remote areas, in terms of their engagement andcapacity to participate in social policy development and implementation.

Conference attenders will gain a sense of the project activities, including the workshop,and also some insights into the process, and the knowledge it has generated.

page 3

~,_:

f>'" . ;~

Meinorw lhwnIty

e108


SECTION FOUR: Key Knowledge Mobilization Tools/Outcomes/lessons learned(75-100 words)

The project has demonstrated that young people can identify policy issues that impactthem, and the governmental domains where social policy is formulated andimplemented; acquire and apply new understanding and skills regarding social policy intheir lives; and discover their abilities to network with diverse peers across the province.

Additionally, lessons have been learned about youth engagement in policy matters, e.g.,the need for pre-engagement groundwork, realistic time allotment, youth-centred pointpersons and instructional materials, food and transportation. acknowledgement ofyouths' beginning understanding of social policy, genuineness, respect, flexibility,patience, and belief in their capabilities.


-Time:

layout:

o 10 minutes

o Theatre

030 minutes

o Round Table

045 minutes

o Other

o 60 minutes

Maximum Group Size (if applicable) lall who are interested! I

Optimal Group Size (if applicable) I I

Audio Visual Support Needs (if applicable)

web connection if possible to show the SPAP website. We will bring our own laptop toshow the DVD. A large projector would be an asset if the group is large.



section five above.

page 4

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MemoriaI~

e108

I<nowledft~~~--,".'I!/f!d" fIJI IflI ~-.

-f(Jftf!li -", ".=" -~.,.- ....._~.October 16-18, 2008 / St. John's, Newfoundland, Canada

Call for Papers, Presentations and Sessions

Knowledge in Motion, 2008 is an international conference taking place from October 16th tothe 18th in 5t. John's, Newfoundland and Labrador, Canada. The conference will explore howhigher education institutions (HEls) mobilize knowledge to affect regional development. RegionalDevelopment is understood here in aholistic sense as contributing to the economic, social and/orcultural well-being of citizens at the local or regional (sub-national) level. We are interestedin any ways in which research, teaching and practice create and apply knowledge with a social,economic, cultural, environmental, or health impact.

This conference will not only be about knowledge mobilization, it will itself involve knowledgemobilization. To that end we need your help in building the program. We hope to present arange of content illustrating different processes and practices used to mobilize knowledge foran identified regional development-related goal. We want lessons from faculty, staff, andstudents in colleges and universities, as well as from individuals, communities and organizationsthat work with HEls (or want to!).

What we are looking for is good stories and good storytellers who can help us all betterunderstand the dynamics of mobilizing knowledge to help develop our communities and regionsfor the benefit of their residents. We are interested in all presentation formats. You may havea research paper to present or a multimedia presentation to give. You could propose to organizeapanel of multiple presentations, or a roundtable discussion. Propose an issue and a frameworkfor debate. A site visit or a game; an interview or an interactive theatre piece will all be fine,as long as they illuminate how knowledge is shared by HEls from the inside-out, how partnersdevelop and share knowledge from the outside-in, or how HEls and partners build knowledgetogether.

Submissions received on or before March 31st, 2008 will be reviewed by the conference programcommittee and proponents will be notified by April 30th. We hope to hear from researchers,practitioners, students and others.

The attached template should be used for all proposal submissions and is also available, alongwith regularly updated conference information, on the Knowledge in Motion webpage at

~www.mun.ca/ha rriscentre/ MemarliII U1iven/ty

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l<nQvyled'~708O(tobc, 16-11'1. 2008 I St. John's, Nl'w(oundland, Canada


Complete all sections adding detail in any field as necessary.E-mail or fa ( your competed submission to:

harrbcentrecitimun.ca or (709) 737-3734

This form cafl also be downloaded from WWW,r·',jt",., d" ~(" ,.:.;


Name: \Swan. Parsons, Alcalde, Gillingham, Meaney, Brothers, Wideman & liegghio

Address: racy Swanchool of Social Wofi(emorial University

Phune: bOi-4482 IFax: rr37-2408

E-mail: [email protected]


one Mothers: Building Social Inclusion Research Project


L I Paper (Academic)

U Oral (Computer Aided)I Pockast

U PosterL ; Panel Dist:ussion

I' i Workshop/Group ActiVity

l! i Other

nteractive panel presentation and video

JlJ'.l~ )

LI Paper (Non-Academic)U Oral (Without computer aids)

r I Vidcast[J Display Kiosk

n Issue Debateo Interview

~---In-dfy

l<qQwled~{j08Odobrr 16-18, 2008 I St. John's. Nrwfoundland, Canada



uilding Inclusion through Community and University Partnerships: Creating andobilizing Knowtedge Together

one Mothers. Building Social Inclusion is a five year Community University ResearchlIiance project in three sites (Sf John's, Toronto and Vancouver). It has a nationalamework, yet works collaboratively across regional differences to: explore the impact of'elfare and labour market changes on the lives of lone mothers, contest the dominantiscourse, challenge current policy and practice, and recommend alternatives. Theroject expands the notion of traditional academic alliances with community partners inesearch, including lone mothers as research partners and creating space for theireanlngful participation. The project's efforts to build community through the recognitionnd enhancement of indiVidual assets and resilience are consistent with capacity-bUildingpproaches to regional development (Goldenberg. 2008).

e Interactive panel presentation will focus on experiences of feminist participatorynowledge creation and mobilization in the Sf John's and Toronto sites Using video

echnology, and drawing on the observations of diverse research team members (loneother research assistants, students, academics and Research Director) the panel will

iSCUS5 the follOwing:

how our project conceptualizes knowledge mobilization in the context of inclusiveesearch protocols and environments and extensive data sets;how participatory action research challenges traditional notions of knowledge generationnd mobilization;how a participatory approach to knowledge mobilization may contribute to both micrond macro social transfonnationchallenges of implementing participatory approaches to knowledge mobilization; andhow the experiences of each site are shaped by team composition as well as regional,ultural and policy differences.

eference:oldenberg, M (2008). A review of regional development policies and programsetrieved March 22. 2008, from Canadian Policy Research Networks Web sitettp.llwww.cpm.org/doc.cfm?doc;1845&I=en.

.____ I

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1<nQtW'~q~i708Odubf'r 16-18, 2008 I St, John's. Nt'wfoundland. Canada


SECTION FOUR: Key Knowledge Mobilization Tools/Outcomes/Lessons Learned(75- 100 words)

Pisjuncture between academic culture and participatory action research values and goalshinders achievement of fully participatory research, However, we can begin within the

ontext of the research project itself, fostering meaningful participation and inclusion. In

tllaboration with St. John's lone mother research assistants. a video depicting a day ine life of a lone mother on income support has been created to share their rich tacit

nowledge. The video project from development to dissemination, is presented as anItustration of the researchers' experiences described above and as an exemplar of

"-nowledge mobilization and social transformation through meaningful participation and~artnerships


.'f,~t~

• Time:

layout:

t J 10 minutes

LJ Theatre

U 30 minutes

[] Round Table

I J 45 minutes

[.II Other

RJ 60 minutesr~

~

i'r{.

Maximum Group Size (if applicable) I============~Optimal Group Size (if applicable) I I

Audio Visual Support Needs (if applicable)...CD projector and laptop; DVO player; screen

• All pre,>('nler\ <lre expected lo be prepared tor que:'>lions from conference delegales, The conference

program comrrllltee will allocale: appropriatt' time for this and should not be considered in complt'ting

'>C("I.il" fivt ahov'.'.

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Gall Response Form for Papers, Presenters and Sessions

Comnlet(' <iii sections Jading df"t .. iI in any field a~ ne(r5~r¥,

E-mail :Jr fax your compe'ted submj,SlO1l to:

harrisc€:lltff(CpmfJr..ca or (709) 737-3734

This form ran also be downloadrd f",m ";'.';," "'.. :'.;'; .;". ."''''';

SECTION ONE: Re'>j)Onlknt Contact InformJtiOn

Nam!"; pavid Upton

Address: 5 Pleasant StreetR 2, Kingsport, Nova Scotia

1HO

Phone: POZ 790 2600 IFax: f30z 79B 0464

E-,.,ail: fjavid,upton@d?dC,caOrgJrll13tion (if applicable)

f<>Va SCotia Association of Community Business Development Corporations


Paper (A011kmic)

':/: Oral (Computer Aided)

'"'' PodeastPosterPanel DIscussion't\!uri(shor/Group ActiYity

Other

""' Papl"T (Non-Aradf"mic)Oral (Without computer aids)

Vidcast

~-] Di,play Kiosk

hsue D~batc

" InterView

Building Communities - How Experiential Leamiog BuildsStudent and Community Knowledge aod Skills

~;";:J =: :;;

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Ott('Dt'! 1&_ j B. :20D8 i SL Jon"')., ~"("t.o!o-..;(triJ6!'O. C.6r:.aG:~

Call Response Form for Papers; Presenters and Sessions

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SECTION THREE: DeSrnpl!or! of f'rr5cntat!orJ j 200-2 SO words)

an post secondary education deliver knowledge, develop skills and influence attitudesrough the experiential learning process?

an it facilitate knowledge transference back and forth between students, academicstitutions and communities and deliver the potentially transfonnalive value of launching>cial enterprises that create lasting benefrts in communities and on participatingtudents

student projects have the ability to create sustainable long term benefits for not forofit organizations in their communities?

e presentation will focus on experiential learning and how integrating post secondaryucation and community development can benefit students, academics and

munities Come and listen to how the Metro Non Proftt Housing Association andnd year business students at the Nova Scotia Community College were able to

hance community awareness of the plight of the homeless and create a new,'gnmcant revenue stream that will benefit the MNPHA and public school students forany years to come,

f 10% of post secondary students in Nova Scotia participated in a credit COtJrS8 whereearning outcomes were tied to community sennce, eadl created $150 of economic valueas measured In the GOP) and 'h the projects were sustainable, the five year benefit toe most marginalized sectors of society would be over $6,000,000,00,

here is a very large upStde to this educational approach bu1 can it be safely managed?s it fair to put students and professors into real life decision making situations or is itofair not to put them on the line?

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~ECTION f-OUR: Key Knowledge ~.Aob;l;ZJtion Too!s!OLJtcomt>s!Lessons Ledf!1~C

(75-100 wordsj

ngaging students in the process of transforming communities using theK knowledge andills buUds capacity in the social economy,

ging communities in the education of our students creates greater understandingincreases a sense of student investment in the community building process.

ere must be equity in the relationships between the schools and community partners.acWty have the most success when !hey fadlrtate. as opposed to direct, !he

,gement between students and community.

ou learn more from failure Ulan you do from success the tsick is managing the process.

SECTION FIVE: Hetlulfeme:nts

• Time:

L;;you!:

1(1 minutes

Theatre

: 30 minutes

: Round Table

;/ 4S minutr~

. OU"'f

.~ 60 minu!r.:;

!vhlomum Grn0p Sill' (if appii'il/)i(:) I IOpti'TlJi G'liUp Size /:: apph:JtJlt) I IAudio V;wa: Support Needs (if ,Jjpiicabid

need projector for laptop

. A;; 01~:.('n:Cf:, :)~~. r-xp('(!fd t::-; br prf:pc;Hed for q~;t~ti(fn.'. rr0!Tl C0nf,:ren(~ 6ekgJti~. The: conrrrt?DCt':

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03/25/2008 09:08 1-709-534-2125 CONA CB PAGE 01/02


~:ffl: !':: II~J ~~ !JA~OctDber 16-18. 2008 I St. John's, NewfDundlllnd. Canada

Complete all sections adding detail in any field as necessary.E.~mail or fax your competed submission to:harriKentre@mun,ca or (709) 737-3734

,'.:

".j , ',.' .~

This form can also be downloaded from www.mun.ca/harrisc:entref


Name:j[eonard Vassallo

,Mdress:ICOllege of the North Atlantic1,41 O'Connell Drive

'P.O. Bo)( 822. Corner Brook, A2H 6H6

Ph" '. 1709 637 ~40on~. '1.:::'~==;:==

.E-mail: [email protected]

'. ,Organization (if applicable)fouege of the North Atlantic

IFax: 1709637 8645

" ,sECildNJWO: Type of Pres~ntation

o Paper (Academic)o Oral (Computer Aided)

",0 POdcast • • ' '

o PoSter, 0 Panel Discussiono Workshop/Group Activityo Other

[] Paper (Non-A£ademic)'0 Oral (Without computer aids)

o Vidcasto Display Kiosko rssLl~ Debateo Int~rview

I I

~;;:'~,.1....,... .

:.:.:;:.: ..•.. ,:~:c ••

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03/25/2008 09:08 1-709-534-2125 CDNA CB PAGE 02/02


SEenON FOUR: Key Knowledge Mobilization TOOls/OutcOmes/lessons Learned(75-100 words)

"

. '.

:,

Early attempts to engage the sm~)r an.d m!3dJUr:n=e(1terprises.LSM~'s) in_w.estern.' e ,undland using a mas," mail out with follow-up phone calls were largely

.: unsuccessful. On-site visits were more effective in engaging thetargElt group. Outcomesof the project include the identification of opportunities and barriers to eco-efficiency andlalist cif projects that we are pursuing. Lessons learned include the importance ofleadership, incentives, and simplicity. SME's shoUld be engaged at the business gatewith services that are easy to use and user friendly,

• .S'ECTION .FIVE: Requirements

"Time:. . 0 10 minutes [{] 30 minutes 045 minutes o 60 minutes

Layout: o Theatre o Round Table o Other

Maximum Group Size (if applicable) [ IOptimal Group Size (if applicable) [ 1[diG V;"',I Support Needs llf applicable) I

• All presellttTS are expected to be prepared for questions from conftrence delegates. The conferenceprogram committee will allocate appropriate time for this and should not be considertd in completing5ection five above..

page 4

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"",. 8 2008 I St. 0October 16-1 ,


Complete all sections adding detail in any field as necessary.

E-mail or fax your competed submission to:




Name: lDeatra Walsh

Address: epartment of Sociologyemorial University

Phone: ~709) 237-1420

E-mail: [email protected] (if applicable)

emorial University


o Paper (Academic)

o Oral (Computer Aided)

o Podcast

o Poster

o Panel Discussion


o Other

IFax: I

o Paper (Non-Academic)

o Oral (Without computer aids)

o Vidcast

o Display Kiosk

o Issue Debate

o Interview

1 _

page 2

~Memorial Univmity


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iii, : "".~.~~~!H';"JIOctober 16-18,2008 I St. John's, Newfoundland, Canada

~ECTIlfJ~ TH~EE: ~escription of ~resentation (200-250 words)

Rural" from the Stage: Using Theatre to Mobilize Knowledge

"Rural" is contentious, shifting and pervasive. It is also powerful.

~oin facilitator and performer Deatra Walsh as she leads an interactive discussion of whatural means, who defines the understanding(s) and why this is important. Based on her

Idoctoral research experience with women in central Newfoundland, this 45-minute~orkshop includes a performance of her short play "Foucault's Rural", takes participantshrough the play's references and engages an audience-based discussion on its

Imessages and implications.

~he workshop promises exciting exchange in a humorous atmosphere and is open totudents, faculty and the general public, especially those who work with, study oreditate on rural issues.

page 3

71Memorial University

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October 16-18.2008 I St. John's. Newfoundland, Canada


t'i<lECn~m mut'i<l: txley t'i<lnowledge Mobili~tion Tool~utcomesa.essons Learned

(75-100 words)

~o quote Marshall McLuhan, the medium is the message. Theatre has long been a formf political, social, cultural and economic commentary with an aim to stimulate debate.here has never been a more appropriate time to fuse theatrical performance andlements of "academic" discussion, the outcomes of which could have profound

mplications for public discourse. Academics have been working toward, and have been~uccessful at this fusion but the process has been challenging due to a longstanding~ommitment to and reliance upon positivism.

trhis workshop goes beyond these traditional confines and engages discussion aroundhe performance. Theatre is the conduit for exchange. By breaking the workshop into

~everal sections, audience knowledge and progression is gauged throughout. Anvaluative piece is built in to measure learning outcomes (e.g. incoming versus outgoingwareness of the topic) and knowledge mobilized, including any moments ofnlightenrnent!

t'i<lECOOt'i<l t'DlE: t'i<lequirements

*Time:

Layout:

010 minutes

o Theatre

030 minutes

o txlound Table

045 minutes

o t'i<lther

o 60 minutes

Maximum t'i<lroup t'i<li~ (if applicable) ~a;:============[8]ptimal t'i<lroup t'i<li~ (if applicable) 11.,;.15.;..-.::.20..:..- _

t'i<ludio t'i<lisual 0upport l8leeds (if applicable)

Projector, laptop, screen, audio capabilities

• All presenters are expected to be prepared for questions from conference delegates. lhe conference


section five above.

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~Memorial Uni'il!My

uj..ju.ll.j ~l(c..l'ir · o podcast o poster o panel discussion o workshop/group activity...

Documents