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Today’s challenging and critical world economic and political situation is briefly reviewed in this article. Mathematical and geometrical approaches to the knowledge triangle (KT) concept are outlined and analyzed. The triptych: Education + Research + Innovation has been used in the definition of the KT. The European Institute of Technology is briefly mentioned which also uses the KT but in addition is taking into consideration the important component of Entrepreneurship. A new approach to explore an expanded triptych of KT, by adding the Entrepreneurship-Business component (K-E + R-I + E-B), is attempted, and a new definition is developed by exploring better the geometric triangle schema and the expanded triptych. The new term introduced for first time is the triangle of knowledge (ToK). It is fully explained and justified for this new approach using the expanded (K-E + R-I + E-B) fundamental concepts. The ToK guarantees the full and dynamic interaction between all components needed for the sustainable development and growth of a region or country. The different funding schemes are considered, and the pyramid for sustainable development is presented for the first time. This new approach seems to address better many fundamental issues and problems of the knowledge-based society. In addition, the proposed ToK is used for first time to study the problem of the sustainable growth of a region and/or a nation. The important role that control can play in the further development and mathematical study of the newly proposed concept for the ToK is briefly formulated and analyzed. Future research directions for the proposed new approaches are presented and discussed.

Universities have a pivotal role to play in the challenging restructuring process that economies are undergoing due to higher education’s critical role in the information age. Universities can contribute to this process of change by creating new knowledge as well as by shaping new skills, which are necessary for exploiting modern technologies and understanding how technology interacts with society. The aim of this paper is to compare universities from Central and Eastern Europe (CEE) in terms of creativity related to research and educational activity. The knowledge triangle concept is employed to compare involvement of universities in education, research, and innovation. The divisive hierarchical clustering was used to group countries by knowledge triangle performance. Five clusters have been identified regarding research-education-innovation interactions. The study contributes by shedding light on education as the missing link between research and innovation in the CEE countries and extends knowledge about heterogeneity of this region in terms of creativity. It also contributes to the discourse how innovation policies can support universities’ structural transformations towards integration of their education, research, and innovation activities that will enable to confront an array of societal challenges.

This paper discusses the role of higher education institutions within the framework of the knowledge triangle between academic education, scientific research and innovation, as it has gained importance in recent years as a framework for innovation policies especially in the OECD and Europe. First, complementary concepts of universities’ outreach activities and extended role model such as ‘third mission’, ‘triple helix’, ‘entrepreneurial or civic university’ models and ‘smart specialization’ are reflected against their fit with the concept of the knowledge triangle, also with respect to new requirements for university governance. Second, a new understanding of spillovers between public sectors research and the business sector according to knowledge triangle is presented.

This paper discusses some of the policy issues and best practices aimed at enhancing HEIs performance and improving their impact on society and the economy within the knowledge triangle. The knowledge triangle concept aims at exploring ways to better align and integrate the research, education and innovation functions of HEIs. The paper describes the contents of the knowledge triangle, HEI performance through the lens of this concept, policies to promote the knowledge triangle in HEIs, as well as potential contradictions in relation to other knowledge producers, such as public research centers and companies. The conclusion is that there is no single model of universities and knowledge triangle. This is due to the country-specific peculiarities of educational systems, diversity within HEIs themselves and the functions they perform, as well as the specifics of regional ecosystems. Accordingly, the key to the efficiency of the knowledge triangle tools is their place-based adjustment. In order to achieve a tangible contribution of universities to the development of regional and local innovation, it is necessary to ensure complementarities and a balance between their missions.

Open innovation platforms (OIPs) as a new tool fostering the convergence of innovation, education, and research activities have been gaining popularity over the course of recent years. Innovative activities are evolving towards more agile and user-driven processes. OIPs are the key mechanism for orchestrating these processes, providing a qualitatively new space for the interactions between science, education, and innovation. Platform actors have the opportunity to share knowledge and use the urban environment as a ‘living lab’. Using the case of Tampere (Finland), the paper explores OIPs’ role in the orchestration of joint innovation projects within the framework of the ‘smart city’ model. The functions of the platforms in coordinating innovation are illustrated by the practices of three universities implementing the ‘knowledge triangle’ strategy. The initial data for the analysis of the cases were collected within the framework of the Six Cities Strategy project. The authors were guided by a participatory action research (PAR) approach and directly participated in events aimed at the development of strategy.The results of the case analysis should contribute to the evolution of the OIPs concept both from the academic and policy perspectives. The authors highlight some tentative policy implications and recommendations.

This paper discusses the concept of the knowledge triangle (hereafter ‘KT’), as it has gained importance in recent years as a framework for innovation policies especially in OECD countries, especially Europe. The concept has gained popularity because it emphasizes an integrated (‘systemic’) approach on the interlinkages between research, education and innovation. In this article, we highlight the key features of this concept and try to contextualize it with other, at times overlapping, at times complementary, concepts, such as the ‘third mission’, ‘triple helix’ (or in an extended understanding, the ‘quadruple helix’), ‘entrepreneurial or civic university’ models and ‘smart specialization’. Against this background we seek to analyze the roles, rationalities and challenges of different actors that are involved in activities relating to each of the three spheres of the triangle. Actors are first and foremost higher education institutions (HEIs), public authorities, research and technology institutes and private sector companies. 

Three key and interacting roles of universities – education, research and innovation – form the knowledge triangle. The concept of knowledge triangle has become one of the cornerstones of the European research and innovation policy during the last decade. In this respect, the article aims at the assessment of research interactions between Czech universities and businesses leading to knowledge transfer. A steep increase of patent activity of Czech universities seemingly creates high potential for commercialisation of R&D results. However, the majority of patents is registered only in the Czech Republic. Furthermore, the mentioned increase is not accompanied by higher revenues from sale of patents and licences. The business sector perceives universities as one of the main cooperation partners within the innovation process but the share of business expenditures on university research funding remains very low compared to other EU countries. Predominantly low revenues from the knowledge transfer and especially from sale of patents and licences indicate that technology transfer centres at Czech universities do not work as efficiently as similar university centres in developed countries. Besides relatively short period of their operation, one of the main reasons consists in the way of their funding, mostly dependent on projects funded from the EU Structural Funds. Generally low extent of knowledge transfer from universities to the business sector indicates insufficiently developed knowledge triangle in Czechia. While there is no doubt about the significance of research and education role of Czech universities, the innovation role is well developed only at a few – mainly technically oriented – universities, more focused on applied R&D.

Standards play an important role in technological diffusion. Empirical evidence shows that standards have a positive influence on innovative potential. Standardization is a key part of microeconomic infrastructure that may serve as a foundation for knowledge and innovation-led growth. In recent years, steps have been taken at different levels toward the development of standardized approaches regarding innovation-related fields of activity, including that of innovation management. The purpose of this paper is a critical review of the European innovation management system developed as a technical specification by the European Committee for Standardization (CEN) in perspective of the Quadruple Innovation Helix model and the Knowledge Triangle concept. Research has a conceptual character. The Quadruple Innovation Helix model and the Knowledge Triangle concept are the point of departure for further deliberations on innovation management standardization. Findings show that although the European innovation management technical specification does not sufficiently address issues stressed in the Quadruple Helix and the Knowledge Triangle approaches, there are some common points: collaboration and creativity. The European innovation management technical specification may be also regarded as a vehicle of transformation ideas and research outcomes into innovation carried out by educated and motivated labor that is consistent with the Knowledge Triangle approach. An improved technical specification of innovation management system (IMS) should incorporate the Knowledge Triangle and the Quadruple Helix approaches to avoid the isolation of a company performing innovation activities.

The paper investigates the social role of education and the relevance of university programs to the real needs of society, which has gained especial political importance in recent years. Attention to this topic, in turn, has fueled interest in the concept of the «knowledge triangle», which implies a synergistic effect from the interplay of education, research, and innovation. Existing studies on the interaction of higher education institutions (HEIs) with society and policy in this field are primarily focused on the links between science and innovation and on the contributions of HEIs to economic development and growth. Many researchers focus on the interaction between universities and the industrial sector but ignore HEIs’ involvement in creating innovations in the public services sector. This is rather peculiar, considering that innovation in the public sector has received increased policy attention over the recent period, and is seen as essential for improving the efficiency and quality of public services and for addressing some of the major societal challenges, linked, for example, to an ageing population and maintaining the welfare state. This paper looks at the healthcare sector, where HEIs interact with private industry as well as public healthcare services. It builds upon a study from Norway carried out in 2015 in the framework of an OECD project, which mapped and analyzed knowledge triangle policies and practices at the national and institutional level. This study showed that interplay between education, research, and innovation is a key concern in the national policy for the development of the health sector, and that knowledge triangle interactions with both the private and public sector is a central aspect of the current practices at the medical departments at Norwegian HEIs. The linkages between the medical faculties and public healthcare services are especially interesting, as they provide patterns of interaction beyond those identified in the existing literature and because education plays a central role.