In Europe, it is no coincidence that Switzerland, Sweden, and Finland lead the way in this matter, as they are also at the forefront of economic and social development in Europe. Spain, on the other hand, is considered a moderate innovator, one step below France, Germany, Ireland, or Cyprus and two steps below those previously mentioned.
However, Spaniards are the second most inclined to try new products, we have great experience in the use of open data, and we are viewed very positively by other countries as a source of qualified talent.
What is failing then?
One of the possible reasons can be found in the lack of interest in being the drivers of innovation ourselves; ‘Blessed innovation, but let someone else think of it.’ In other words, in Spain we are not very inclined to carry out new or original projects. The lack of incentives and facilities from the different governments does not help either, being one of the European Union countries with a more hostile environment for innovation and entrepreneurship and a great feeling of abandonment by the institutions.
Perhaps that is another reason, the relationship between innovation and entrepreneurship. The RAE defines entrepreneurship as ‘Undertaking and starting a work, a business, an endeavor, especially if they involve difficulty or danger.’ Ultimately, it could be understood as the firm initiative to start something new, and in this matter, we do not come out very strong. According to the GEM report on entrepreneurship in Spain, we are one of the European countries with the lowest rate of recent entrepreneurship (TEA), 5.5, and what is worse, 3 out of 4 people who start this path do so because jobs are scarce, and only 11% of university students consider entrepreneurship. This contrasts with the reasons for entrepreneurship in the countries best rated in this matter, where the primary reason is the certainty and conviction of being capable of changing the world.
In short, in Spain we take the step when we have no other choice or the path is already defined.
Fostering the improvement of this situation and supporting entrepreneurship (in all its aspects) in the technological field can represent great help for the generation of new innovations and knowledge.
We take the step when we have no other choice or the path is already defined.
Therefore, we must emphasize from the very base of education the importance of taking the initiative to start new projects, not as a last alternative, but with the confidence and certainty that this will improve the world around them. This can be fostered from very early ages, carrying out projects and initiatives that instill the desire to change and improve the environment.
Nowadays, the gap between genders and certain careers is being reduced; however, it would be ideal to generate an innate attraction for innovation, for wanting to open new paths and desiring to know where they might lead us. To achieve this, creating activities like ‘design your classroom’ or ‘build your school’ can plant that seed of interest, but observing how the main innovation powers, like Switzerland and Sweden, foster it, not only through financial aid, but also in the culture of innovation, will be essential to understand how to extend that idea of improving society through innovation, viewing it as a vital activity, and understanding failure in this matter as part of a process.
