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The Enterprise of Academia: Strategies for Innovation January 2004.
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Transcript of The Enterprise of Academia: Strategies for Innovation January 2004.
Science is a Principal Driver of Change
SOCIAL CHANGEInternet
ENVIRONMENTALCHANGE
Climate
NATIONALSECURITYCHANGE
Weapons of Mass
Destruction
HEALTH ANDMEDICALCHANGE
Biotechnology
SCIENCE-BASED
ECONOMY
Science has the power to completely transform civilization. For some, science has made life comfortable and secure. For others, it has meant death and destruction
Science Policy Can Drive Outcomes
Types of Benefits
Distribution ofBenefits
Distribution ofProblems
Emergence ofNew Problems
SCIENCEPOLICY
Given the impact of science, science policy is the key variable, yet almost entirely ignored.
Knowledge Production
Universities drive innovation
Universities are the primary knowledge producers in the United States
Evolution of the U.S. National Innovation System
• Laissez-Faire (1790-1940)
• War and Post-War (1940-1950)
• Federalization (1950-1975)
Laissez-Faire (1790-1940)
• Government has no distinct S&T policy or mission
• Key institutions in NIS were independent corporate R&D labs
• In the late 19th century, universities emerge as the home of basic science and advanced training
War and Post-War (1940-1950)
• Government establishes R&D institutions and expanded academic role to support the war effort
• Large-scale federal investment, federally mandated objectives, targeted funding and industry-government cooperation are the norm
• By end of war, hundreds of new labs established and potential of large-scale R&D to meet national objectives is demonstrated
Current Approach to Science and Technology Policy
Addresses– Conduct of S&T– Products and processes of S&T
Assumes– All societal outcomes will be positive– Linear model of innovation and societal
benefit
Inputs Processes Products Outcomes
Federalization: U.S. NIS Institutions
• Hundred of large industrial labs• Dozens of large federal labs• Thousands of small technology-oriented
labs and companies• Hundred of unconnected and unplanned
federal labs• Hundreds of thousands of researchers at
universities
Indications of Societal Transformation
• GMO controversy• Affordability of AIDS drugs• Lack of medical insurance• Aging of the population• Changing climate
Discussion
How can science and science-based technology most effectively contribute to an improved quality of life for the greatest number of people?
– Malaria is the leading cause of death in young children. It is estimated that if malaria had been eradicated in Africa by 1960, GDP would be 32% higher than it is today.
– Until the 1950s, polio crippled thousands of children every year in industrialized countries.
Dual Agenda: Science and Social Equity
The challenge is to develop S&T policy that reaches a significant proportion of the population
– S&T and social issues are critically interdependent
– Technology strategy drives government spending and its social outcomes
– Linear thinking in technology policy is linear thinking in social outcomes
Science and Technology are Economic Drivers
Scientific and technical changes accounts for as much as 50% of long-run economic growth, even perhaps as much as 75%.
Lessons from Old Science Policy
• Desired outcomes can drive the science• Societal value of new knowledge is
determined by how it is used and by whom it is used
• Societal outcomes reflect who is making science policy
• Desired outcomes emerge when scientific advance is well-matched by societal needs
Cycle Dynamics
Conductof Science
EconomicOutcomes
S&TOutcomes
SocietalOutcomes
POLICY New industries
Tech transfer
Knowledge transfer
KnowledgeNetworks
New social structures
EducationNew skills
New institutions
New Science Policy
New Science Policy aims to create knowledge, cultivate public discourse and foster policies that help society grapple with the immense power of science.
A New Science Policy Framework
• Outcome-driven• Integrated• Informed• Self-correcting• Recognizes and responds to the
inextricable links between science and technology and societal evolution
The Evolving University
• The University Must Embrace its Cultural, Socioeconomic, and Physical Setting
• The University Must Become a Force, and Not Only a Place
• The University as Entrepreneur
• Pasteur’s Principle
• Intellectual Fusion
• Social Embeddedness
• Global Engagement
Universities Drive Innovation
• Underpin many of the major knowledge-based industries over the past two centuries
• Anchor clusters of innovation– Generate creative capital
– Generate knowledge capital
– Trains human capital
– Build social capital
– Attract financial capital
– Preserve natural capital
Universities Drive Entrepreneurial Activities
• Spur the creation, or ‘spin-off’ of new firms based on the R&D activities at the university
• Enable ‘social networks’ that encourage technical graduates to stay in the region, and that generate increasingly more high-tech entrepreneurial activity within the region
Role of the University
Knowledge production
Creativity
Innovation
Science and Technology
Economic Growth
DESIGN IMPERATIVE 1:
Leveraging Place
ASU Must Embrace its Cultural, Socioeconomic, and Physical Setting
Consortium for the Study of Rapidly Urbanizing Regions (CSRUR)
• Study the implications of human impact on the environment
• Interdisciplinary cohort of scholars
• Urgent local relevance
• Learn from experiences of other rapidly growing urban centers
DESIGN IMPERATIVE 1: LEVERAGING PLACE
Greater Phoenix 2100 Project
• Provide data and analysis to regional decision makers
• Published the comprehensive Greater Phoenix Regional Atlas
DESIGN IMPERATIVE 1: LEVERAGING PLACE
www.gp2100.org
Urban Design Institute
• ASU on the Move!• ASU Digital Gateway• ASU in Your Community• Family Engagement• CRESMET: Center for
Research on Education in Science, Mathematics, Engineering and Technology
DESIGN IMPERATIVE 2: SOCIETAL TRANSFORMATION
http://cresmet.asu.edu
• Intellectual capital as a the source of institution’s prosperity
• Build a culture of academic enterprise
• Moving from an agency model to an enterprise model
DESIGN IMPERATIVE 3: ASU AS ENTREPRENEUR
Virginia G. Piper Center for Creative Writing
• Established September 2003• The Piper investment endows
the Piper Center providing funding for operations and innovative programs, including an annual writers’ conference
DESIGN IMPERATIVE 3: ASU AS ENTREPRENEUR
www.asu.edu/pipercwcenter
• ASU must be a university in which scholars consider the transformational effect of their work on society
• Academic programs must be relevant and wherever practicable, directly serve the needs of the people of Arizona
DESIGN IMPERATIVE 4: USE-INSPIRED RESEARCH
Consortium for Science, Policy, and Outcomes (CSPO)
DESIGN IMPERATIVE 4: USE-INSPIRED RESEARCH
www.asu.edu/cspo
Established in January 2003
Mission: to stimulate and support research and education on the role of religion in public controversiesInterdisciplinary and comparative study of religion
Center for the Study of Religion and Conflict
Center for the Production of Vaccines from Applied Crop Sciences (ProVacs)
• Develop mechanisms for the delivery of vaccines for hepatitis B, smallpox, and other large-scale killers through genetically-altered tomatoes.
DESIGN IMPERATIVE 4: USE-INSPIRED RESEARCH
www.azbio.org/centers/vaccines.html
DESIGN IMPERATIVE 5:
A Focus on the Individual
Outcome-Determined Excellence/A Commitment to Diversity
• ASU focuses on outcome-determined diversity
• Commitment to diversity• Enhance the undergraduate experience
with learning in small groups
DESIGN IMPERATIVE 5: A FOCUS ON THE INDIVIDUAL
Polytechnic at ASU East
• Emphasis on experience-based learning and applications-based problem solving
• $27.5 million in new classroom and research space added
• 30% increases in enrollment for four years straight
DESIGN IMPERATIVE 5: A FOCUS ON THE INDIVIDUAL
ASU West
• ASU West is celebrating its 20th year• ASU West serves a diverse body of more
than 7,000 students• “Learning community” model expanded to
meet the demands of growth in freshman• Committed to the principle of “education
without borders”—learning that transcends fields of study, limitations of geography and the age of students
DESIGN IMPERATIVE 5: A FOCUS ON THE INDIVIDUAL
Barrett Honors College
• ASU as a powerhouse in national scholarship circles—producing more winners of top national scholarships that virtually any other university
• Mark Jacobs joins ASU as Dean of the Honors College
DESIGN IMPERATIVE 5: A FOCUS ON THE INDIVIDUAL
www.asu.edu/honors
Freshman Year Experience
• Ranked 23rd in the nation by U.S. News
• ASU names one of the 25 colleges for Hispanic students by Hispanic Magazine
DESIGN IMPERATIVE 5: A FOCUS ON THE INDIVIDUAL
www.asu.edu/vpsa/fye
ASU Leadership Institute for Sport and Humanity
Created to bring students, scholars, athletes, professional sports leagues, and leaders in business and industry together to reaffirm the important positive influences of sport in America
DESIGN IMPERATIVE 5: A FOCUS ON THE INDIVIDUAL
DESIGN IMPERATIVE 6:
Intellectual Fusion
Interdisciplinary/Multidisciplinary/Transdisciplinary/Postdisciplinary
Arizona Biodesign Institute
DESIGN IMPERATIVE 6: INTELLECTUAL FUSION
www.azbio.org
Use-inspired fundamental bioscience and engineering
research, discovery and innovation
to meet human health needs
School of Life Sciences
DESIGN IMPERATIVE 6: INTELLECTUAL FUSION
http://sols.asu.edu
Genetics and Bioinformatics Ecology, Evolution and Environmental Sciences Environmental Engineering Environmental Fluid Dynamics – Air Biotechnology
CentersCES/CSRUREFD-AirSustainability Sensors
Institute for Studies in the Arts (ISA)
DESIGN IMPERATIVE 6: INTELLECTUAL FUSION
http://isa.asu.edu/
• Build on the innovative and renowned programs
• Enlarge scope of the institute
• Bring together researchers from diverse disciplines
• Special focus on the relationship of the arts to developments in technology and new media
• Public service has long been a defining characteristic of ASU
• Academic institutions reflect society in a utopian microcosm
• University as social incubator—we must engage the society evolving before our eyes
DESIGN IMPERATIVE 7: SOCIAL EMBEDDEDNESS
ASU Downtown Campus• Serves as the flagship
location for the Extended Campus and the ASU College of Extended Education.
• The Downtown Center is rapidly moving toward becoming another ASU campus.
• ASUonline and ASUtv deliver ASU courses and public service programming 24 hours a day
DESIGN IMPERATIVE 7: SOCIAL EMBEDDEDNESS
Impact in Pre-K Education
ASU has four primary goals:1. Develop high quality teachers
2. To develop strong school leaders
3. To create early interventions and
4. To encourage cooperation between schools and the private sector.
DESIGN IMPERATIVE 7: SOCIAL EMBEDDEDNESS
Stardust Center for Affordable Homes and the Family
Academic Community Engagement Services (ACES)• Over past decade more than
4,000 ASU students have given over 600,000 hours of service
• Students tutor reading, math, and science to more than 1,500 children in impoverished areas of Metro Phoenix—34 programs at 16 sites
DESIGN IMPERATIVE 7: SOCIAL EMBEDDEDNESS
Ecology Explorers
DESIGN IMPERATIVE 7: SOCIAL EMBEDDEDNESS
• Offers K-12 students the opportunity to participate in scientific research in urban ecosystems
• Program leads students through data collection techniques and the collection of initial data
• Students learn to look for patterns in nature
• Students submit questions and data online and are encouraged to meet with research scientists