The e-ROSA project seeks to build a shared vision of a future sustainable e-infrastructure for research and education in agriculture in order to promote Open Science in this field and as such contribute to addressing related societal challenges. In order to achieve this goal, e-ROSA’s first objective is to bring together the relevant scientific communities and stakeholders and engage them in the process of coelaboration of an ambitious, practical roadmap that provides the basis for the design and implementation of such an e-infrastructure in the years to come.
This website highlights the results of a bibliometric analysis conducted at a global scale in order to identify key scientists and associated research performing organisations (e.g. public research institutes, universities, Research & Development departments of private companies) that work in the field of agricultural data sources and services. If you have any comment or feedback on the bibliometric study, please use the online form.
You can access and play with the graphs:
- Evolution of the number of publications between 2005 and 2015
- Map of most publishing countries between 2005 and 2015
- Network of country collaborations
- Network of institutional collaborations (+10 publications)
- Network of keywords relating to data - Link
The Importance of Social Innovation in the Dutch Manufacturing Industry: Innovation as a Joint Effort Between Research, Education And Business
Innovation and entrepreneurship are so important in the realm of national economies because they hold the key to the continuity and growth of companies (e.g. Hage, 1999; Cooper, 1987; Van de Ven, 2007) and economic growth within a country. It is therefore obvious that national governments are spending a lot of money to enable and improve innovation management and entrepreneurial behaviour within organizations. This is also the case in The Netherlands who have voiced the ambition to become one of Europe's frontrunners in innovation and entrepreneurship by 2010. Given the importance of both phenomena, a lot of effort is geared towards implementing entrepreneurship and innovation as topics within curricula at universities. The objective is to stimulate innovative and entrepreneurial attitude and behaviour, and motivate students to start their own businesses and develop knowledge and competencies about how to do so. In The Netherlands there are several initiatives that purposefully try to embed entrepreneurship and innovation as a subject within a diversity of professions varying from industrial management to behavioural sciences and business students. Despite these efforts, effects so far are meagre and improvements need to be made. In addition, The Netherlands is still lagging behind when it comes to their position in comparison to European counterparts in meeting the so-called Lisbon objectives. The Ministries of Economic Affairs and Education in The Netherlands have joined forces on this issue and given top priority to the development of so-called innovation program s centred on partnership and co-operation between educational institutes and the practical world of entrepreneurs. These partnerships should involve universities (education), companies (preferably SME's) and industrial associations (business) and representatives from governmental organizations (community) and should be geared towards: the development of sustainable networks, a contribution to regional economic growth within sectors, the development of learning communities in which best practices are shared, knowledge circulates and knowledge is created through applied research and last but not least sustainable relations are developed between universities and the business community. Universities of Applied Sciences (UAS) have a special role in responding to and addressing these changes. In comparison to traditional universities the education offered at UAS is more multidisciplinary and oriented to the solution of practical problems. The development of problem-solving capabilities has subsequently become a central dimension of professional education according to Weert & Soo (2009). Against this background professional education at the highest level, further training of professionals in the workforce and greater enterprise-academic collaboration are seen as prerequisites to meet the demands of the future. The function of research and development must be aligned with these demands, reason why in the knowledge landscape UAS have to develop into teaching and research institutes. Within the Centre for Innovation and Entrepreneurship (CI&E) at The Hague University of Applied Sciences in The Netherlands we have taken the initiative to develop an innovation program for the manufacturing industry to help them make the leap from idea to implementation, while simultaneously professionalizing students and teachers. This industry holds a very important position within the Dutch economy but simultaneously is under heavy pressure as a consequence of fierce international competition and outsourcing of production to cheap labour markets. These threats are countered by opportunities such as the application of new materials and processes, the introduction of new products and services and strategic re-positioning in the supply chain. Given the economic importance of the sector the Ministry of Economic Affairs has allocated funds to the innovation program developed by our CI&E. In the first year of the program which started in September 2007, 22 companies have participated. The leading questions in our research are: how do SME's in this sector innovate and is the model we have developed which simultaneously tries to educate students, whilst stimulating innovation at company level and in second instance contributing to regional development, a viable model? In this paper the preliminary findings of our research so far are presented.
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