Abstract
The emergence of the so-called “European Paradox” shows that increasing Governmental R&D Investment is far from being a ‘panacea’ for stagnant growth. It is worth noting that Governmental R&D Investment does not have a statistically significant impact on employment, indicating the need to assess the trade-offs of policies that could lead to significant increases in government expenditure. Surprisingly, Governmental R&D Employment does not contribute to ‘mass-market’ employment, despite its quite important role in reducing Youth-Unemployment. Despite the negative side-effects of Governmental R&D Employment on both GVA and GDP, University R&D Employment appears to have a quite important role in reducing Unemployment, especially Youth-Unemployment, while it also does not have a downside in terms of economic growth. Technological Capacity enhancement is the most effective instrument for reducing Unemployment and is a policy without any downside regarding sustainable economic development. © Universidad Alberto Hurtado, Facultad de Economía y Negocios.

Abstract
The emergence of the so-called "European Paradox" shows that increasing Governmental R&D Investment is far from being a 'panacea' for stagnant growth. Surprisingly, Governmental R&D Employment does not contribute to 'mass-market' employment, despite its important role in reducing Youth-Unemployment. Despite the negative side-effect of Governmental R&D Employment on economic growth, University R&D Employment appears to have a quite important role in reducing Unemployment, especially Youth-Unemployment, while it also does not have a downside in terms of economic growth. Technological Capacity enhancement is the most effective instrument for reducing Youth-Unemployment and is a policy with a quite robust effect regarding sustainable economic development.

Abstract
Internal marketing at the European Union (EU) level needs to involve training and motivating the younger generation to want to be a part of something bigger than themselves and than their nations. It should involve the creation of a unified and identifiable European culture - knowing that culture, along with leadership, continues to be one of "the least understood topics in the social sciences" (Chhokar et al., 2008, p. 1). Schein (1992, p. 5) wrote that "leaders create and change cultures" and so, in this respect, the EU needs to act much as a company does, preparing its "staff" [EU members], in particular the future generation, to work together towards a common goal - towards a more competitive Europe, with improved quality of life. Too little is being done though, we argue, and indeed our study shows. One important internal EU marketing initiative is the Euroscola day whose objective is to "allow thousands of young Europeans to be in the shoes of Members of European Parliament for a day!" (EU, 2014). In March 2015, 24 Portuguese students, in the 11th and 12th grades at high school and all studying in Porto, went to the Euroscola day. Divided into large groups in Strasbourg, they did an ice-breaker activity to bring the various youths of different nationalities closer together and then discussed a number of important political issues which were subsequently discussed and voted on in the "European Parliament" where hundreds of other students in the same age group were gathered and seated in the hemicycle, having come from their nations to participate. Cooperation across cultures is a main focus and this EU internal marketing activity is fully EU-funded. Eight students of the aforementioned Portuguese contingent were approached for their views on the event (one of the group leaders was interviewed and seven others answered a qualitative survey, with the same questions as the interview). The results show that the students appreciated, learned from, and enjoyed the Euroscola day and indeed are willing to be EU ambassadors, as was suggested and asked of them at the event. However, on the other hand, the students are not aware of any other EU internal marketing activities being performed and so not enough is being done to create a unified culture with EU citizens becoming more cohesive as time goes by. This article discusses what other pro-EU educational activity could take place for the younger generation, discussing also the different views of Portuguese, British, and German citizen interviewees (in 33 individual interviews) concerning the future of the EU in itself. EU marketing needs to go beyond the electoral act and time frame and it needs to forge a future where EU citizens will want to cooperate with each other - and this will inevitably involve a new approach to educating our youths. "What must be common. such that they may be ruled through the same institutions?" (White, 2011, p. 1).

Abstract
Given the growth in usage of online social networks, such as Facebook, YouTube, Instagram and Snapchat, which rely on videos and images (such as photos) to relay information between connections, new intuitive languages, though not yet formally recognized, have emerged. We also herein give the example of a new language we have created – the Business Narrative Modelling Language (BNML) – which communicates business perspectives based on pictorial representations, supported by the narrative. Currently, the concept of language is linked to the use of words. We foresee that such a definition of language will have to change to include other structured forms of communication, resorting and relying on graphics, also. We give examples of BNML representations, with regards to two case studies we have performed, based on face-to-face interviews and company visits. At ExpressGlass technology plays an important role, while at Yazaki Saltano a remarkable team effort between Toyota suppliers is made evident, to create innovation. © Universidad Alberto Hurtado, Facultad de Economía y Negocios.

Abstract

Abstract
This chapter presents an evolutionary analysis, at the Portuguese and European levels, that features Higher Education centred on the University's Mission, the building and importance of National Innovation System, and related dynamics. The university should fulfil the fundamental role related with creation, preservation, and dissemination of knowledge and generate skills and key competences to respond to increasingly more complex problems in a rapidly changing environment, as well as to enable multidisciplinary approaches that are in the university's own and peculiar nature, and which is fostered by the relationships with the systems that drive the interaction with the target communities. Referring to the last quarter of the 20th century, the chapter outlines the emergence of the "Research University" in the context of the slow but progressive increase in value of Science and Technology and Research and Development, with the organization of the related National Systems in order to be able to foster innovation.