Specialization Strategies: Customizing Your D.c. Degree For Career Success

Specialization Strategies: Customizing Your D.c. Degree For Career Success

Specialization Strategies: Customizing Your D.c. Degree For Career Success – A sustainable solution to overtourism in the age of social networks: an exploratory analysis on the roles and functions of the place-visitor relationship (PVR)

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Specialization Strategies: Customizing Your D.c. Degree For Career Success

Specialization Strategies: Customizing Your D.c. Degree For Career Success

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By Riikka Kangas Riikka Kangas Scilit Preprints.org Google Scholar * and Timo Aarrevaara Timo Aarrevaara Scilit Preprints.org Google Scholar

Ohs: Hospitals And Otolaryngology In The Byzantine Era

Received: February 28, 2020 / Revised: April 7, 2020 / Accepted: April 8, 2020 / Published: April 10, 2020

The effectiveness of social interaction has become a key aspect when evaluating the success of higher education institutions (HEIs) in carrying out their functions. These factors have been incorporated into institutional funding models, and research funding follows a similar approach. External stakeholders now have to participate in carrying out some of the functions that will define the external activities, social interaction and impact of higher education institutions. The European Union’s smart specialization strategy is one such factor. This initiative allows higher education institutions to implement policies through the creation of regional clusters. The counterparts of higher education institutions in these smart specialization clusters are knowledge-intensive companies, high-tech service providers, educational institutions, the Arctic Intelligence Specialization Platform and other centers of expertise for smart specialization. In this article, we have analyzed the role of higher education institutions as knowledge brokers in smart specialization through a qualitative analysis of 20 interviews conducted during the implementation of the smart specialization project. Our findings show that the role of the knowledge broker can be promoted from four perspectives: the social dimension of networks; decision making and control; cluster construction; and exchange items. Clarifying and legitimizing the role of higher education institutions as knowledge brokers in these areas would give smart specialization more momentum to achieve its goals.

The European Commission intends to boost economic growth and employment with the European Cohesion Policy and the Strategies for Smart Specialization (S3) initiative, as part of the Europe 2020 Strategy for smart, sustainable and inclusive growth. A total of €330 billion has been earmarked for the task of increasing Europe’s economic competitiveness and social well-being through research and innovation during the 2014-2020 funding period. All member states have research and innovation strategies for smart specialization, and regions are integrating development efforts and seeking financial support from the European Regional Development Fund (ERDF).

Specialization Strategies: Customizing Your D.c. Degree For Career Success

The objective of S3 is economic development through regionally driven priorities that correspond to the demands related to efficiency, research and innovation of the knowledge economy and society. It is about allocating research and innovation resources to improve priority areas of regional financing, governance and regulation, forming a regional policy mix. It emphasizes the importance of relationships between various institutions and stakeholders and encourages institutions to change by diversifying their position and objectives in a global context [1, 2]. One notable aspect of smart specialization is whether or not it is the most ambiguous regional innovation policy in the world: there have been no pilot projects and no empirical evidence produced before its launch. Implementation occurred without direct rules or guidelines for actors or institutions to find their position in the changing environment [3, 4].

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Smart specialization emphasizes a place-based approach and the central role of the relational infrastructure of public institutions, as well as the cooperation of the public and private sectors, as a source of regional growth promotion [4]. However, even if public institutions, including HEIs, are integrated into the regional innovation system, there could also be a gap in understanding among university managers about what the regional challenges are [5]. In this sense, public investment is the main source of production of regional innovation systems, and transparent higher education institutions (HEIs) and other public institutions directly complement support for innovation measures [1, 6].

Actions to support the regional innovation system are carried out through two main functions. First, public HEIs and other research organizations play a role as generators of new knowledge subsystems. Second, companies and industries play a role as exploiters of knowledge subsystems [7, 8]. Previous studies on the role of universities in smart specialization redefined the classification of the two subsystems mentioned above. The direction of the research results shows that not only are there two separate roles for public and private institutions and organizations, but these roles are more diversified in the regions. Especially in small and less developed regions, the role of public research organizations, such as universities, is to have a more central role in the generation and exploitation of knowledge for companies and industries [4, 8, 9]. Previous studies have also shown that public institutions and other public resources have an important role in regional development as institutions that connect and produce organizations and competencies [1].

The roles of HEIs in the processes based on the implementation of smart specialization are diverse. There have been few case examples of HEI participation in S3 processes in regional areas, but it has been recognized that, especially in sparsely populated areas and less developed regions, HEIs tend to have had a minor role in knowledge production [ 10, 11]. . Changing practices guide regions to cope with a changing operating environment [12]. HEIs can increase the construction of infrastructure and administrative mechanisms to address the absorption of knowledge and new connections through institutional management [5, 10]. The main mission of smart specialization is to increase the competitiveness and sustainability of regions through specialization activities. Internationalization and links beyond regional borders are important when talking about sustainability and innovation potential. With the knowledge brokering activities of the HEIs, it is possible to improve at least the regional information management capacity, the exchange and linking of knowledge, as well as the development of the capacities of the actors in the innovation systems [13].

Our aim with this article is to analyze the role of higher education institutions as knowledge brokers in the smart specialization program of the European Union. How do knowledge brokers increase the competitiveness and internationalization of regions? In this sense, HEIs can assume a role that influences the effectiveness, interaction or renewal of the work of the actors.

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HEIs as knowledge brokers in smart specialization refer to their ability to achieve policy goals, but also to the task of HEIs to increase the effective use of knowledge in regional and international networks and to develop the knowledge society. Competitiveness and sustainability through responsible actions in the regions are the main objectives to pursue, especially in sparsely populated areas. The responsibility that leads to sustainability forces to carry out research on the changing role of universities in society. Understanding the development of society provides a foundation for the necessary changes.

In regional development and innovation networks, the role of the knowledge broker is to act as a gatekeeper and provide multiple overlapping groups with similar explanations as gatekeepers to multiple overlapping groups when knowledge brokering enables knowledge sharing for other actors in the system. of innovation. In the literature, few academics seem to have a direct impact on companies or have contributed to technological development in their regions [14]. Since few academics work in this field, its importance for the establishment of institutions in the regions is crucial. These actors are described in this article as “knowledge brokers”. Our objective in this article is to describe knowledge brokers as individuals in HEIs. Individuals facilitate knowledge transfer between various groups based on strategies and institutional mandates [15, 16, 17].

The concept of knowledge broker refers to the literature on the boundary work between science, industry, and politics, and the communication, translation, and mediation work within those boundaries [18, 19]. Knowledge brokers can be defined as organizations such as companies, public authorities or associations, which acquire and exchange knowledge to foster competitiveness [19]. In this case, they can be defined as collective actors and as individuals who work in HEIs [20] and provide knowledge brokering objectives and strategies from different organizational perspectives [19]. Knowledge brokering can be seen as processes, organizations, or individuals that augment or connect relationships, coevolution, and

Specialization Strategies: Customizing Your D.c. Degree For Career Success

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