1. François Josserand European Policies Research Centre (EPRC) University of Strathclyde Interregional cooperation Lessons from Nordic-Scottish projects

2. How to learn what 1

3. Nordic-Scottish projects 2 Projects with Nordic and Scottish partners in INTERREG IIC NSR and NPP (Article. 10) 43 36 9 35 0 10 20 30 40 50 Interreg IIc-NSRNPP Programme Number of projects TotalProjects with Nordic-Scottish partners CountryNSRNPPTotal Denmark420 Finland054 Norway454691 Scotland125163 Sweden274370 England440 Netherlands510 Germany460 Iceland011 What

4. Project aims & policy objectives 3 What Regional policy Rural peripheral areas New economy Business growth Skills and learning Global connections Community development Natural resources Cultural heritage Analysing spatial characteristics Methods / techniques for private business development Methods / techniques for public services delivery Natural, cultural & social resources

5. 4 How

6. Project outcomes 5 What Changes generation of new ideas to solve common problems exchange of information communication channels strengthened transfer of know-how increased confidence common identity building of trust sustainable co-operation

7. Lessons learnt Co-operation process risk of independent sub-projects  favouring joint or common working packages working across different national systems Co-operating focus learning across disciplines building upon commonalities learning from each other and learning together Learning: from individuals to organisations indirect organisational benefits confidence and capacity building personal levels of co-operation Integration of the project into everyday work sustainable co-operation channels additionality of trans-national projects 6

8. Recommendations Project partners choosing relevant, strategic projects allocating appropriate time and resources building project ownership within the organisation disseminating and integrating project outcomes Project leaders building on existing co-operation channels defining clear and shared project objectives establishing a ‘common language’ choosing concrete tasks to ‘learn by doing’ planning all stages of the project cycle 7

9. Two case studies 79 projects reviewed 44 with both Nordic & Scottish partners 16 case studies selected  2 examples here: 1.The Re-use of Peat Production Areas Article 10 Northern Periphery Programme 2. Regional Development Strategies and their Spatial Implications Interreg IIC Programme 8

10. Typology Re-use of Peat Production Areas Regional policy Rural peripheral areas New economy Business growth Skills and learning Global connections Community development Natural resources Cultural heritage Analysing spatial characteristics Methods and techniques in the field of private business development Methods and techniques improving public service Natural, cultural and social resources Regional Development Strategies 9

11. Re-Use of Peat Production Areas Team Heterogeneity:- professional backgrounds - types of organisation  Pros: scientific and practical perspective  Cons: objectives not always overlapping Co-operation mechanics 1 partner, 1 specific sub-project Results shared in trans-national seminars 10

12. Re-Use of Peat Production Areas Learning Trans-national:complementary partners Organisational: senior individuals involved Individual: project management skills Outcomes Knowledge:exchanged and ’generated’ Dissemination:-stakeholders brought together -long-term relationships  trans-national added value 11

13. Regional Development Strategies Team Mixed: different professional backgrounds but similar organisations & interests Continuity: limit on one-off participants  Exchanges facilitated & enriched Co-operation mechanics Planning: long-term preparation Leadership: ‘democratic’ project management Evaluation: on-going and ‘formative’ process 12

14. Regional Development Strategies Learning Trans-national: benchmarking policies Organisational: training opportunity for staff Individual: peer review process Outcomes Networking: ‘learning community’ established Dissemination:- reporting to other staff - involving policy-makers  intangible but beneficial outputs 13