scholarly journals Modelling the Triple Helix of university-industry-government relationships with game theory: Core, Shapley value and nucleolus as indicators of synergy within an innovation system

2018 ◽  
Vol 12 (4) ◽  
pp. 1118-1132 ◽  
Author(s):  
Eustache Mêgnigbêto
2019 ◽  
Vol 1 (2) ◽  
pp. 96-114
Author(s):  
Eustache Mêgnigbêto

Purpose University, industry and government relationships, known under the Triple Helix, have been studied under various aspects. The West African region and countries have been analysed with mutual information and transmission power, two information theory-based indicators. The purpose of this paper is to portray the landscape of West African Triple Helix innovation systems using three main game theory indicators (core, Shapley value and nucleolus) with the objective to measure the synergy within the selected innovation systems. Design/methodology/approach The collaboration between university, industry and government is modelled as a three-person coalitional game. Bibliographical data of selected countries were collected from Web of Science and organised according to collaboration patterns between the three actors. The characteristic functions of the games were computed, the cores plotted, the Shapley values and the nucleoli computed. Findings Either university or government has more power to create and lead to synergy; government shows solidarity towards university and industry in most of countries; and they are joined in their efforts by industry in two countries. The core exists in all the countries meaning that all the selected innovation systems present synergy; however, the extent is limited and varies over countries. Research limitations/implications Innovation includes all research products; however, this study focuses on publications only. Originality/value Synergy within a Triple Helix innovation system is studied up to now with information theory indicators. The paper portrays the landscape of West African Triple Helix innovation systems using three main game theory indicators: the core, the Shapley value and the nucleolus and gives a new way to study university, industry and government relationships.


Author(s):  
Loet Leydesdorff

AbstractThe institutional TH model focuses on relations of universities, industries, and governments in networks. Institutional arrangements develop over time along trajectories. The Triple-Helix metaphor of university-industry-government relations can also be elaborated into a neo-evolutionary model combining the vertical differentiation among the levels (in terms of relations, correlations, perspectives, and horizons of meaning) with the options for horizontal differentiation among the codes (e.g., markets, technologies, politics, etc., oper-ating in parallel). The neo-evolutionary model focuses on the interactions among selection mechanisms (markets, technologies, endowments) at the regime level. The historical and evolutionary dynamics feedback on each other. The relative weights of the historical versus evolutionary dynamics can be measured as a trade-off. Among three or more selection environments, synergy can be generated as redundancy on top of the aggregates of bilateral and unilateral contributions to the information flows. The number of new options available to an innovation system for realization may be as decisive for its survival more than the historical record of past performance.


2007 ◽  
pp. 123-135 ◽  
Author(s):  
I. Dezhina ◽  
V. Kiseleva

The article analyzes modern theory that explains the specificity of relationships among government, science and business in innovation systems - the "triple helix" concept. Factors that determine the appearance of new theory are systematized. The peculiarities of formation of "triple helix" in Russia are described, including the development of science, business and the system of government regulation in innovation sphere. The conclusion is made that currently in Russia only double linkages are formed.


Author(s):  
Nguyen Thi Thanh Dan

  The purpose of the paper is to research some solutions of cooperation between universities and enterprises in training vocational skills for students. Through the survey on assessment of vocational skills of students and the need for cooperation between Enterprises and Electric Power University, the research proposes some solutions  between two elements of the mechanism of cooperation between University  and Enterprises in training vocational skills for students to ensure graduates can meet the requirements of recruitment agencies as well as the requirements of socio-economic development and employment. Keywords Volcational skill, cooperation, universities, enterprises, Electric Power University References [1] Mạnh Xuân, Gắn kết trường đại học và doanh nghiệp trong đào tạo nhân lực, Nhân dân điện tử, 2015. http://www.nhandan.com.vn/giaoduc/tin-tuc/item/25807602-gan-ket-truong-dai-hoc-va-doanh-nghiep-trong-dao-tao-nhan-luc.html [2] Nguyễn Đình Luận, Sự gắn kết giữa nhà trường và doanh nghiệp trong đào tạo nguồn nhân lực phục vụ phát triển kinh tế xã hội ở Việt Nam: Thực trạng và Khuyến nghị, Tạp chí Phát triển và hội nhập, số 22 (32), Tháng 5-6/2015.[3] Nguyễn Thị Thanh Dần, Động lực hợp tác giữa nhà trường và doanh nghiệp trong việc nâng cao kỹ năng nghề cho sinh viên, Tạp chí giáo dục, Số đặc biệt 11/2016[4] Nguyễn Tiến Long, Phạm Hồng Hạnh. Xây dựng kho dữ liệu kĩ thuật, ứng dụng cho nghiên cứu khoa học và dạy học tại trường sư phạm kỹ thuật – đạo tạo nghề. Tạp chí khoa học giáo dục, số 338 kì 2 (7/2014) [5] Trịnh Thị Hoa Mai, Liên kết đào tạo giữa trường Đại học với doanh nghiệp ở Việt Nam, Tạp chí Khoa học Đại học Quốc gia Hà Nội, Kinh tế - Luật 24 (2008), 30-34[6] Vũ Thị Phương Anh, Liên kết đào tạo giữa nhà trường và doanh nghiệp thiếu mắt xích quan trọng, Báo Nhân dân cuối tuần, 2013. http://www.nhandan.com.vn/cuoituan/chuyen-de/item/21342502-thieu-mat-xich-quan-trong.html[7] Competency-based training, TAFE Queensland, 03 December, 2008, http://www.tafe.qld.gov.au/courses/flexible study/ competencv.html. [8] Croissant, J.L., Smith-Doerr, L. (2008). Organizational Contexts of Science: Boundaries and Relationships between University and Industry. In: Hackett, Edward J.; Amsterdamska, O., Lynch, M., Wajcman, J. (eds.): The Handbook of Science and Technology Studies, 3rd edition. Cambridge u.a.: The MIT Press, pp. 691-718 [9] Dalley, Stephanie and Peter Oleson (2003).“Senacherib, Archimedes, and the Water Screw: The Context of Invention in the Ancient World”, Technology and Culture vol. 44 no. 1, pp. 1–26. 
[10] Davos Kloster (2014), Matching skills and labour market needs – Building social partnerships for better skills and better jobs, Global Agenda Council on Employment, World Economic Forum.[11] Davos Kloster (2014), Matching skills and labour market needs – Building social partnerships for better skills and better jobs, Global Agenda Council on Employment, World Economic Forum.[12] Dzisah, J. & Etzkowitz, H., (2008): Triple Helix Circulation: The Heart of Innovation and Development, International Journal of Technology Management and Sustainable Development, 7(2), pp. 101-115 [13] Etzkowitz, H., Leydesdorff, L. (2000): The Dynamics of Innovation: From National Systems and “Mode 2” to a Triple Helix of University-Industry-Government Relations. In: Research Policy, 29, pag. 109-123 [14] Harris, R., Guthrie, H., Hobart B., & Lundberg, D. (1995). Competency based education and training: Between a Rock and a Whirlpool. South Melbourne: Macmillan Education Australia.[15] Henry Etzkowitz (2008). The triple helix: university-industry-government innovation. Routledge
270 Madison Ave, New York, NY 10016, ISBN 0-203-92960-8 Master e-book ISBN [16] Jones, L., & Moore, R. (1995). Appropriating competence. British Journal of Education and Work, 8(2) 78-92[17] Kathleen Santopietro Weddel (2006), Competency Based Education and Content Standards, Northern Colorado Literacy Resource Center, USA.[18] Leydesdorff, L., Etzkowitz, H. (1996): Emergence of a Triple Helix of University-Industry-Government Relations, Science and Public Policy, 23, pp.279-286. [19] Mihaela & Cornelia Dan (2013). Why Should University and Business Cooperate? A Discussion of Advantages and Disadvantages, International Journal of Economic Practices and Theories, Vol. 3, No. 1, 2013 (January), e-ISSN 2247–7225 [20] Paprock, K. E. (1996) Conceptual structure to develop adaptive competencies in professional. IPN Ciencia Are: Cultura, Nueva Epoca, 2 (8), 22-25.[21] Perkmann, M. (2007): University-industry relationships and open innovation: towards a research agenda. International Journal of Management Reviews, 9 (4), pp. 259–280 [22] Robert E. Norton: Dacum Handbook. Center on Education and training for Employment – College of Education – The Ohio State University, 1997.[23] Shirley Fletcher (1995). Designing Competence-based Assessment in the Professions in Australia, Assessment in Education: Principles, Policy & practice, Volume1, Issue 1.[24] Urayaa, E. (2010). Conceptualizing the Regional Roles of Universities, Implications and Contradictions, European Planning Studies, 18(8), pp. 1227-1246


2021 ◽  
Vol 50 (1) ◽  
pp. 78-85
Author(s):  
Ester Livshits ◽  
Leopoldo Bertossi ◽  
Benny Kimelfeld ◽  
Moshe Sebag

Database tuples can be seen as players in the game of jointly realizing the answer to a query. Some tuples may contribute more than others to the outcome, which can be a binary value in the case of a Boolean query, a number for a numerical aggregate query, and so on. To quantify the contributions of tuples, we use the Shapley value that was introduced in cooperative game theory and has found applications in a plethora of domains. Specifically, the Shapley value of an individual tuple quantifies its contribution to the query. We investigate the applicability of the Shapley value in this setting, as well as the computational aspects of its calculation in terms of complexity, algorithms, and approximation.


2012 ◽  
Vol 7 (2) ◽  
pp. 169-180 ◽  
Author(s):  
Victor Ginsburgh ◽  
Israël Zang

AbstractWe suggest a new game-theory-based ranking method for wines, in which the Shapley Value of each wine is computed, and wines are ranked according to their Shapley Values. Judges should find it simpler to use, since they are not required to rank order or grade all the wines, but merely to choose the group of those that they find meritorious. Our ranking method is based on the set of reasonable axioms that determine the Shapley Value as the unique solution of an underlying cooperative game. Unlike in the general case, where computing the Shapley Value could be complex, here the Shapley Value and hence the final ranking, are straightforward to compute. (JEL Classification: C71, D71, D78)


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