Şerife Betül Çetinkaya (p), Hilal Erkus Ozturk

Innovation systems contributes positively to the agricultural systems as increase in productivity and quality on seed, pesticites, environmentally sensitive systems et.al. Even increase in technology stimulates innovation, adoption of users, in our case farmers in the agricultural production is also very important for the sustainability in innovative production. Adopting innovative methods in agriculture is especially very important for farmers and sectors when developing adaptation mechanisms to (environmental, economical) crisis. Turkey experienced a political crisis with Russia which both effected negatively the tourism sector in Antalya and agriculture sector in Kumluca in which the agricultural export was banned to Russia by Russian in 2015. In this study, we try to explore the adoption level of farmers to innovative systems in agriculture to recover and to adapt to crisis in production. We take Antalya, Kumluca agricultural sub-region, which is the leading agricultural center for glass houses in Turkey. By carrying out face-to-face interviews and surveys with farmers, we try to determine and discuss how farmers adop to innovation and develop innovation methods for crisis. Within this context, we employ both qualitative and quantitative research methods to analyse the survey findings on adoption to innovation after crisis.

Brice Barois (p), Michel Dimou

The aim of this paper is to study the way the local creative economy and the connected economy affect regional economic growth in Europe. The paper builds upon a specific literature on creative and connected economies and shows that in many regions they appear as the main engine of growth. Eurostat data from the period that goes from 2006 to 2013 is used to build a panel data econometric analysis in order to test the relation between creative economies and the growth of GDP per capita for the 226 European Regions at a NUTS 2 level. Tools of spatial econometrics allow us to correct the spatial autocorrelation biases. This work also delivers evidence that the regional disparities in the stock of the creative industries depend upon the position of each region in the European regional hierarchy.

María Begoña Peña-Lang (p)

To speak of education, training, and technology from a territorial level where the city as a complex system with educational institutions in and for society, these heterogeneous and interacting elements. Interdisciplinarity is needed to solve the problem of the evolution of innovation in education and the change that universities have now and for the future, a permanent challenge for a complex society in constant transformation.

To be able to analyze the functionality of the different subsystems within the territory within the general system and respond to the demands of its users and society and, at the same time, anticipate the realities that present themselves should be one of the priorities, focusing on processes of creation and management of new knowledge.

The importance of institutional data management and the use of digital information assets is well known, not only to satisfy academic needs but also for the establishment of a culture of decision-making based on data, but the question to be resolved within this complexity would be whether we are technically prepared and socially committed enough to facilitate a change that remains in time and being aware that it can revert to an improvement in the educational reality, after the failed attempts of many reforms implemented in many countries in recent years in the field of education.

Many factors affect this change (use of ICT, internationalization, fundings, collaborators, modernization of teaching and learning methods, processes, organization, teaching staff, quality, the reality of the territory in which they are located)….

The needs and possibilities of each territory and its respective society must be taken into account: the ageing of the population, lack of young people to take over, change in the productive model of many cities based on technological services, digital economy, energy, health…

The objective of this work is to offer a descriptive analysis that may show to what extent the territory and its socio-economic configuration implies a complexity for innovation in education through the study of the case of the city of Bilbao, through their respective educational agents and its transmission to the rest of the economic sub-sectors in order to question and/or validate in later research the role of cities and their territorial planning as guarantors of the development of innovation in Education.

Mafini Dosso (p), Paulina Ramirez

This study examines the partitioning and international configuration of MNEs’ research, development and innovation (RDI) value chains. Despite significant advances in our understanding of the internationalisation and globalisation of innovation activities, in the main, quantitative studies have tended to see RDI as aggregate, integral and homogeneous activities measured through patents, research spending and technological alliances. Much less is known about how MNEs are partitioning and organising their RDI function and how this influences the configuration of global innovation networks (GINs) in different industries.
We use quantitative and qualitative data in an exploratory manner in order to describe and identify how MNEs from different industries are fragmenting and reconfiguring their RDI value chains. Our methodological framework combines (i) quantitative data on greenfield foreign direct investments in R&D, Development, Design and Testing and Education and Training and (ii) structured and semi-structured interviews to senior R&D managers from top R&D-investing companies. Our results suggest important evolutions in the fragmentation of the RDI value chain around distinct GINs actors: collaborations with universities and research institutes, contract research organisations (CROs) and manufacturing suppliers:
Important implications for regions follow from our results. For those who aim to attract FDI in RDI as part of their growth strategies, it is necessary to understand which factors are likely to attract and embed different types of RDI activities. Moreover, it is important to identify the impact on local learning, technological accumulation and diversification of investments in these different RDI activities as well as their inter-related character. This includes understanding the linkages in between manufacturing and RDI activities as in some industries the co-location of these tasks is important for production and innovation. In these cases the loss of manufacturing can result in the loss of important regional RDI activities and capabilities.
How local RDI institutions, suppliers as well as manufacturers integrate into the GINs of MNEs and the opportunities this offers for learning and upgrading can also have important implications for innovation and territorial/regional development. The outsourcing of RDI tasks to independently-owned, internationally dispersed, CROs and manufacturing suppliers means that regions can participate in the global economy even without FDI. This requires greater attention to the needs of local RDI suppliers as well as manufacturing sub-contractors, needs which are often different to those of the MNEs. These suppliers can become the basis of new industries and value-chains (local or global) opening new opportunities for regional and industrial innovation-led development.

Maria Rego (p), Ana Paula Bastos, Mauricio Aguiar Serra (p), Orlanda Tavares

There is a consensus among planners and researchers that Higher Education Institutions (HEIs) are fundamental to the establishment of contemporary societies. Together with the exercise of its traditional teaching and research functions it is the recent focus on their territorial embeddness that makes visible its contribution. Higher education’s relevance for the society, its proactive engagement with the community and its impact on the surrounding region are relatively recent concerns; the connection of HEIs with the communities and countries in which they are located, but also, in network, with other HEIs, became a demand due to the complexity and the challenges of our days.
Universities play a central role in space; do not exist in every human agglomeration and polarised users from a wider distance. Irrespective of its own history or path dependency, universities may decide to be completely conventional, carrying out its traditional teaching and research missions, in a converging path to excellence of the centre of the system or enrol in a divergent path, they can be unorthodox; playing an active role in regional development policies. Surely, the second option demands a stronger interaction with other regional actors and society as a whole. By large, the expansion of the Higher Education system around the world is based on the strategy implemented by developed economies that sought to promote an increase in both the number of universities and placement of students not always related with regional demands and needs.
This paper aims at analysing the different strategies and practices adopted by four universities that play an active role in its regions, placed in distinct contexts: Portuguese universities of Évora (in the interior south of the country) and Porto (in the north coast of the country) and two Brazilian universities - Brasília and Campinas -, located in macro-regions that differ in social and economic terms. In fact, regarding current challenges, can we talk about a “universal” model of HEI (one size fits all) or we faced a diversity of models influenced by the characteristics of the regions where they are located (place-based)? We have significant differences if we analyse a central or peripheral HEI? The theoretical framework of this paper is, beyond the paradigm Centre-periphery and the literature about HEIs territorial engagement (e.g., quadruple helix, regional innovation systems, learning regions); It explores also science paradigms and its diffusion in peripheral regions.