Universities in National Innovation Systems David

Transcript:Universities in National Innovation Systems David:
Universities in National Innovation Systems David C. Mowery Haas School of Business, UC Berkeley Outline Universities and industrial innovation in knowledge-based economies. Cross-national indicators on the structure of national higher education systems. Evidence from U.S. surveys on the contributions of university research to innovation. Case study: The Bayh-Dole Act of 1980. Is the US system a “role model”? “Emulation” of Bayh-Dole elsewhere in the OECD. Managing University-Industry linkages. Universities within national innovation systems. Universities are among the oldest institutions in most European economies. They are also among the most nationally idiosyncratic throughout the industrial economies. Conceptual frameworks for understanding the role of universities in industrial innovation: “Pasteur’s Quadrant”: basic research that has direct industrial applications. The “republic of science” and contrasting norms of disclosure and dissemination of research in industry and academia. “Pasteur’s quadrant” (PQ) and academic research Stokes (1997) proposed that academic basic research included 2 broad classes: Fundamental knowledge about the universe (“Bohr’s quadrant”). Knowledge flowing from basic research with direct applications (“Pasteur’s quadrant”). 3d quadrant, “Edison”: technological research for application. Recent academic research, esp. in biomedical fields, frequently yield knowledge in “Pasteur’s quadrant” (as did Pasteur’s own work). Gene-splicing a classic example. An input to further basic research and to innovation. Different rewards & incentives in industrial and academic research => potential conflict in PQ Academia: Priority and disclosure are critical to professional success. 1st to publish reaps the majority of the “returns.” Publication & disclosure of methods are essential. Industry: Returns to innovation operate very differently. Disclosure may be detrimental to innovative success. Priority in invention may not be essential to commercial success. Additional investment, innovation often required for commercial success. The rise of the modern research university European universities originally (11th century) were established as institutions for training clerics. Although affiliated with the church, universities were autonomous entities. Through the early 19th century, universities continued to focus on teaching of future clerics in Europe, US. A new model emerges in mid-19th German states: the state-funded research university. Emulated rapidly in US, elsewhere in continental Europe. How do universities influence innovation? Multiple roles: Source of trained S&Es. Combination of research & training => an important mechanism for knowledge & technology transfer through flow of graduates to industry. Source of peer-reviewed knowledge placed in the global public domain. Magnet for S&E immigrants from diaspora & elsewhere. In some cases, universities support regional high-technology agglomerations. Multiplicity of roles