This paper will focus on important “soft” factors of regional innovation systems, namely learning, network development and network actors within a regional context. Their importance will be explored based on an extensive review of studies and worldwide good practice regions in Welter and Kolb (2006), and illustrated with “real life” examples from different European regions. For this, we draw on experiences made within the project “Creating a RTD Investment Policy for Regions in Emerging and Developed Economies” (CRIPREDE), financed by the EU within the “Regions of Knowledge 2” programme in 2006-2007. Regions from Ireland, The Netherlands, Great Britain, Germany, Latvia, and Slovenia, none of which could have been called “a leading innovative region”, have participated in this project.
MULTIFILE
Robots are increasingly used in a variety of work environments, but surprisingly little attention has been paid to how robots change work. In this comparative case study, we explore how robotization changed the work design of order pickers and order packers in eight logistic warehouses. We found that all warehouses robotized tasks based on technological functionality to increase efficiency, which sometimes created jobs consisting of ‘left-over tasks’. Only two warehouses used a bottom-up approach, where employees were involved in the implementation and quality of work was considered important. Although the other warehouses did not, sometimes their work design still benefitted from robotization. The positive effects we identified are reduced physical and cognitive demands and opportunities for upskilling. Warehouses that lack attention to the quality of work may risk ending up with the negative effects for employees, such as simplification and intensification of work, and reduced autonomy. We propose that understanding the consequences of robots on work design supports HR professionals to help managing this transition by both giving relevant input on a strategic level about the importance of work design and advocating for employees and their involvement.
A description of our experiences with a model for education in innovative, interdisciplinary and international engineering. (Students from different (technical) disciplines in Higher Education are placed in industry for a period of eighteen months after completing two-and-a-half year of theoretical studies). They work in multi-disciplinary projects on different themes, in order to grow to fully equal employees in industry. Besides students, teachers and company employees participate in the projects. The involvement of other level students, both from University and from Vocational Education, is recommended. The experiments in practice give confidence in the succesful implementation of this model.
