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GREGERSEN B. and JOHNSON B. (1997) Learning economies, innovation systems and European integration, Reg. Studies 31, 479-490. This paper uses the 'learning economy' as an analytical framework to discuss how the process of European integration affects national systems of innovation. European integration is described as a process of institutional learning. It is argued that European integration will not do away with national systems of innovation in Europe and that only a very partial European system of innovation in a narrow sense of the term is likely to emerge in the not too distant future. GREGERSEN B. et JOHNSON B. (1997) Les economies d'apprentissage, les syste � mes d'innovation et l'integration europeenne, Reg. Studies 31, 479-490. Cet article se sert de 'l'economie d'apprentissage' comme cadre analytique afin de discuter comment le processus d'integration europeenne influe sur les syste � mes d'innovation nationaux. L'integration europeenne se voit presenter en tant qu'un processus d'apprentissage institutionnel. On affirme que l'integration europeenne ne supprimera pas les syste � mes d'innovation nationaux en Europe et que seul un syste � me d'innovation europeen tre � s partiel au sens strict du terme risque de voir le jour dans un proche avenir. GREGERSEN B. und JOHNSON B. (1997) Lernende Wirtschaftswesen, Innovationssystem und Europa�ische Integration, Reg. Studies 31, 479-490. Der vorliegende Aufsatz benutzt den Ausdruck 'lernendes Wirtschaftswesen' als analytischen Rahmenbegriff fu�r eine Diskussion der Art und Weise, in der die Europa�ische Integration sich auf Innovationssysteme spezifischer Volkswirtschaften auswirkt. Europa�ische Integration wird als ein Prozess institutionellen Lernens aufgefasst. Es wird die Behauptung aufgestellt, dass europa�ische Integration Innovationssysteme spezifischer Volkswirtschaften in Europa nicht abschafft, und dass sich in nicht allzu ferner Zukunft wahrscheinlich nur ein a�usserst beschra�nktes gesamteuropa�isches System der Innovation im engeren Sinne durchsetzen wird.Learning Economy, European Integration, National Systems Of Innovation,

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In Denmark, third mission activities were for the first time explicitly formulated as mandatory in the University Act of May 2003, and the purpose of this paper is to analyze current third mission experiences from two younger Danish universities (University of Southern Denmark and Aalborg University). The two case studies show that third mission activities are perceived and implemented in different ways, depending on factors both internal and external to the university. Third mission activities are becoming more strategic for the universities and their collaboration partners, and the paper concludes that there is a need for universities, policy-makers and society in general to find a balance between commercialization and open access to university-generated knowledge, a balance between third mission activities aiming at industry demand and broader societal considerations, and a balance between the allocation of financial and other resources among the three missions. F Birgitte Gregersen is at the

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