Miklós Lukovics

A felelősségteljes innováció és a jövő kutatógenerációja

Napjainkban jelentősen felgyorsultak a kutatas-fejlesztesi es innovacios (K+F+I) folyamatok az ugrasszerű fejlődes es magasabb jolet igeretet hordozva, azonban előre nem szandekolt, a tarsadalom szamara kedvezőtlen mellekhatasok is kapcsolodhatnak hozzajuk. E negativ kiserőjelensegek kezelese legtobbszor csak az innovacios eredmenyek megjelenese utan lehetseges, viszont a beavatkozas ekkor mar altalaban megkesett es igen koltseges. Ennek lehetseges preventiv valaszakent alakult ki a felelőssegteljes innovacio gondolatkore, azonban a napi szintű K+F+I folyamatokba tortenő integralasa meg komoly kihivas. Egy kozel egy evtizedes, dokumentalt eredmenyekkel rendelkező modszer a tarsadalmi-technikai integracios kutatas, amely tobb esetben hatekony segitseget nyujtott a felelőssegteljes innovacio gyakorlati alkalmazasaban: alaplogikaja szerint a tarsadalomtudomanyi szempontokat integralja a termeszettudomanyi kutatasokba. E modszert eddig kizarolag praktizalo, aktiv kutatok koreben alkalmaztak, igy nincs informacio arrol, hogy a modszer hogyan alkalmazhato a jovő kutatogeneracioja koreben. Ezert e kutatas celja a jovő termeszettudos kutatogeneraciojanak felelőssegteljes innovacioval kapcsolatos attitűdjenek feltarasa. Ehhez a szerzők a tarsadalmi-technikai integracios kutatas modszeret vettek alapul, es az 1995 utan szuletett (kesei Y, valamint Z generacios) jovő termeszettudos kutatogeneraciojanak tagjait vontak be vizsgalatukba. Az eredmenyek alapjan javaslatot tesznek az innovaciomenedzsment szamara a termeszet- es tarsadalomtudomanyi integracio lehetseges lepeseire, ezen keresztul pedig a felelőssegteljes innovacio gyakorlati alkalmazasara kutatoi palyara keszulő egyetemi hallgatok koreben.

Economic Impact Analysis of the ELI R&D Infrastructure and Science Park

The implementation of the ELI-ALPS laser research centre in Szeged will create unique opportunities for both Szeged and Hungary from political, scientific and economic development aspects, however the countless generated effects will only obtain their real, and extremely significant potential if a science park emerges around the ELI-ALPS that specializes in the execution of knowledge-based activities. The desired ELI Science Park will be quite specific and unique compared to other territorial concentrations. Prospectively a wide range of research activities will be present in the park. Only a minor part of this will be in connection with laseroriented applications and hence will be closely connected with the ELI-ALPS, focusing on IT, medical imaging, biology and biotechnology (proteins, par- ticles, particle radiation, x-ray, examination of tumours, pharmaceuticals, materials science, and nanotechnology). In our study we attempt to quantify the impact of the ELI-ALPS and the Science Park on the local economy based on a sophisticated international methodology. We quantify the so called direct, indirect, induced and catalytic effects separately. Regarding the general roles, we will quantify the measurable and well-predictable effects of income and workplace generation. The results will be compared to the income of the population of Szeged for the purpose of easy understanding. The discussion of this particular case also allows several reflections on the methodology of local economic impact studies.

The Local Economic Impact of Universities: An International Comparative Analysis (France and Hungary)

The realization that certain economic units, universities, or other entities have an impact on the economy of their region has come more and more into prominence. The topic of the examination of economic impact is especially interesting and exciting when we can compare regions which have different levels of development, yet have the presence of an internationally successful university. The different methods used in the literature make the results difficult to compare; we use the same method to investigate universities in different countries: a multiplier-based approach was used for the first and second missions. The goal of our study is to unravel the effects and impact of the University of Szeged (Hungary) and the University of Lorraine (France) regarding their local economy.

Az önvezető autók és a felelősségteljes innováció

Napjaink uralkodo globalis megatrendje, a digitalizacio figyelemre melto megoldasokkal kivanja az emberiseg eletet megkonnyiteni. Ezek kozul is kiemelkednek az onvezető autok, amelyeket a szakirodalom a radikalis innovaciok koze sorol, utalva arra, hogy az onvezető autok tomeges elterjedese nemcsak az emberiseg mindennapi eletet, de - tobbek kozott - a varosok szerkezetet es a kozlekedes szamos jellemzőjet is gyokeresen megvaltoztatja. Az onvezető autok fejlesztese az utolso tesztfazisban van: jelenleg mar 76 varos kozutjain, az utcai forgalomban vegzik a technologia utolso simitasait. E radikalis innovacio azonban megosztja a kozvelemenyt, aminek leginkabb az az oka, hogy az onvezető jarművek a megbizhatosagukon tul szamos - tarsadalmi, etikai, kornyezeti es gazdasagi - kerdest vetnek fel, amelyekre jelenleg meg nincsenek valaszok. E tanulmany celja, hogy feltarja e temakor leginkabb vitatott kihivasait, amelyek jelenlegi ismereteink szerint extrem modon fogjak felforgatni minden civilizacioban elő ember napi eletvitelet. Az onvezető autok kerdeskoret a felelőssegteljes innovacio keretrendszerebe agyazzuk, amelynek segitsegevel a feltart kihivasok kezelhetők. Journal of Economic Literature (JEL) kod: O14, O18, O33.

Egyetemi funkciók és helyi gazdasági hatások: módszertani problémák és lehetséges megoldások (Missions of Universities and Local Economic Impact: Methodological Challenges and Possible Solutions)

Hungarian Abstract: Napjainkban egy egyetem jelenléte számos dimenzió mentén hozzáadott értéket teremt abban a térségben, ahol működik, és egyre inkább előtérbe kerül az a felismerés, hogy helyi gazdaságfejlesztésre gyakorolt hatása számottevő. Ez a jelenség egyre nagyobb igényt támaszt olyan tanulmányok iránt, amelyek ezeknek az intézményeknek a gazdasági hatását számszerűsítik. Számos módszer létezik már ezeknek a hatásoknak a mérésére, amelyek kisebb- nagyobb mértékben eltérnek egymástól. Ez a differenciáltság azonban megnehezíti az intézmények és az eredmények összehasonlítását. Az első dilemma a definícióbeli különbségek. Fontos ugyanis tisztázni, hogy mit értünk az egyetemek egyes missziói alatt, valamint hogyan határozzuk meg az egyetemek által kiváltott különböző típusú hatásokat. További nehézséget jelent, hogy a szakirodalomban számos olyan leírást találunk, ahol az egyetemek harmadik generációját az egyetemek harmadik missziójával azonosítják, holott a két fogalom nem egy és ugyanaz. A hatások számszerűsítését és az összevetést tovább bonyolítja, hogy a harmadik misszió mérésére alkalmazott indikátorkészlet is eltérő különböző intézményekben, továbbá az egész számszerűsítési folyamatban sokszor becslésekre kell hagyatkozni. Jelen tanulmányban tisztázni fogjuk a legfontosabb fogalmakat, ellentmondásokat, és egy módszert javasolunk az egyetemek gazdasági hatásainak mérésére magyar feltételek mellett. English Abstract: Nowadays the presence of a university creates value in a great number of dimensions. It creates value in the region in which the university is located, and its impacts on local economic development are being increasingly recognized. This phenomenon creates a need for research that focuses on the economic impact of these institutions. There are several existing methodologies regarding the measurement of economic impact but these methods generally differ to a smaller or greater degree. These differences make the comparison of analyzed institutions and results quite challenging. The first dilemma is the difference in the definitions. It is important to clarify how we define the missions of universities and how we differentiate between the various types of impacts of universities. A further difficulty is that in the literature we can find studies that use the term “third generation of universities�? interchangeably with the term “third mission of universities�?, although the two concepts are not the same. The quantification and comparison of university impacts gets even more complex when considering the fact that the indicators that are used to measure the third mission are different among universities and the quantification greatly relies on estimations as well. In the current study, we will clarify the most significant definitions, controversies and we will propose a methodology that can be used to quantify the economic impact of universities in case of Hungary.

Challenges of Entrepreneurship in a Less Developed Region of Hungary: the ELI-ALPS Laser Research Centre in Szeged

The Extreme Light Infrastructure (ELI) project was initiated by the European Strategy Forum on Research Infrastructures (ESFRI). The ELI research project is conducted in 3 countries; different facilities are constructed in the Czech Republic, Romania and Hungary. The ELI Attosecond Light Pulse Source (ELI-ALPS) laser research centre with its equipment unique in the world is established in Szeged, Hungary, in the less developed Southern Great Plain region at a value of approximately EUR 200 million and is expected to start operation in 2016. The buildings to be constructed will not only house the laser equipment, but also provide space for offices and laboratories for the 220-250 researchers and administrative staff and a science park shall also be established for enterprises. The investment shall provide an opportunity for Szeged to attract knowledge-intensive enterprises and promote start-ups. In our study [1] we undertake to attempt to systemise the possible local economic and enterprise development effects of the ELI-ALPS based upon international scientific findings and experiences. We have developed a proposal on a development strategy based on the fundamental concepts of smart specialization that outlines realistic connection points and opportunities for cooperation between the local knowledge-intensive business sector and the ELI-ALPS, with a special role of the University of Szeged in economic end enterprise development. [1] The research was supported by the project ‟Extending the knowledge base of the Research University Centre of Excellence of the University of Szeged and establishing its long-term professional sustainability by means of providing an excellent next academic generation”, identification number TAMOP-4.2.2/B-10/1-2010-0012.

New Functions of Universities in Century XXI Towards "Fourth Generation" Universities

Nowadays, many successful examples prove that universities have a significant role in the enhancement of different regions. The competitiveness of regions is affected and altered by globalization and other background processes that serve as arrangers of regional structure and for this reason they deserve attention. The modern economic development demands that due to the increased engagement towards the society and economy, the traditional activities of the universities should be diversified. To be able to optimally exploit their potential regarding economic development, the presence of an outstanding educational culture it is necessary but not sufficient. It is also necessary to maintain high standards in quality regarding research activities and to promote the utilization of results in the local economy. Beyond the well-known typology of the first, second and third generation of universities that describe the above mentioned processes, the concept of the „fourth generation” of universities emerged in international literature that depicts interesting facts that are worth considering regarding the economic development activities of universities. The goal of this study is to review and systematize the active and passive activities of universities that enhance the competitiveness of a given region. We process the available ideas regarding the presence of „fourth generation” universities and we attempt to integrate these into the scientifically accounted framework of university generations.

Egyetemek a régiók versenyképességének javításáért: „negyedik generációs” egyetemek?

Many successful examples prove that universities can have a significant role in the enhancement of their regions. Modern economic development demands that due to increased committment to the needs of society and economy, the main traditional activities of universities (education and research) should be broadened and diversified. To be able to optimally exploit their potential regarding regional economic development, the presence of an outstanding educational culture is necessary but not sufficient. It is also necessary to maintain high quality standards regarding research activities and to promote the utilisation of research results among local actors and the local economy (spin-offs). Beyond the well-known typology of the first, second and third generation of universities that describes the above mentioned processes, the concept of the “fourth generation” of universities emerged in international literature although it has not become a topic of general consensus of the scientific community yet. However, it describes interesting facts that are worth considering regarding the economic development effects of universities. We concluded that the most significant distinguishing characteristic is proactivity. Its purpose is to initiate and influence changes in local society and economy in accordance with the demands of a knowledge-based society. The logic of “fourth generation” universities goes beyond the logic of third generation of universities in that “fourth generation” universities would play a larger role in affecting the local area, i.e. they should be able to form their social and economic environment, instead of just answering to local needs. This approach involves the enhancement of strategic aspects and the spread of an innovative and flexible organisational culture. In the case of “fourth generation” universities, besides the education-research-knowledge utilisation triangle, the goal is to prepare for the conscious, planned, future-oriented development of a local economy. In this model, the university is the catalyst and one of the engines of the economy at the same time. It not only contributes to the education of professionals, scientists, entrepreneurs, but also to the formation of their environment. In the case of “fourth generation” universities, multilingual operations may be necessary due to cross-border cooperations and the presence of other network connections. A professional management will be responsible for strategic and operative activities, although local experts and professionals also have a significant role in these actions. This study aims to review and systematise the active and passive activities of universities that can enhance the competitiveness of any given region. We review the available ideas regarding the presence of “fourth generation” universities and we attempt to integrate these into a scholarly grounded framework of university generations. Furthermore we identify and examine the potential existence of success factors or “components” that may generally characterise internationally successful universities with a notable local economic impact.