The Enterprise of Academia: Strategies for Innovation

1
The Enterprise of Academia Strategies for
Innovation

• January 2004

2
Science is a Principal Driver of Change
SOCIAL CHANGE Internet
HEALTH AND MEDICAL CHANGE Biotechnology

• 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- BASED ECONOMY
ENVIRONMENTAL CHANGE Climate
NATIONAL SECURITY CHANGE Weapons of Mass
Destruction
3
Science Policy Can Drive Outcomes
Types of Benefits
Emergence of New Problems
Given the impact of science, science policy is
the key variable, yet almost entirely ignored.
SCIENCE POLICY
Distribution of Benefits
Distribution of Problems
4
Knowledge Production

• Universities drive innovation
• Universities are the primary knowledge producers
  in the United States

5
Evolution of the U.S. National Innovation System

• Laissez-Faire (1790-1940)
• War and Post-War (1940-1950)
• Federalization (1950-1975)

6
Laissez-Faire (1790-1940)

• Government has no distinct ST policy or mission
• Key institutions in NIS were independent
  corporate RD labs
• In the late 19th century, universities emerge as
  the home of basic science and advanced training

7
War and Post-War (1940-1950)

• Government establishes RD 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 RD to meet national
  objectives is demonstrated

8
Current Approach to Science and Technology Policy
Inputs Processes
Products Outcomes

• Addresses
• Conduct of ST
• Products and processes of ST
• Assumes
• All societal outcomes will be positive
• Linear model of innovation and societal benefit

9
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

10
But where are we going?

11
Indications of Societal Transformation

• GMO controversy
• Affordability of AIDS drugs
• Lack of medical insurance
• Aging of the population
• Changing climate

12
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.

13
Dual Agenda Science and Social Equity

• The challenge is to develop ST policy that
  reaches a significant proportion of the
  population
• ST 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

14
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.

15
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

16
Cycle Dynamics
Education
New skills
Societal Outcomes
Economic Outcomes
New social structures
POLICY
New industries
New institutions
ST Outcomes
Conduct of Science
Tech transfer
Knowledge Networks
Knowledge transfer
17
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.

18
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

19
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
• Pasteurs Principle
• Intellectual Fusion
• Social Embeddedness
• Global Engagement

20
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

21
Universities Drive Entrepreneurial Activities

• Spur the creation, or spin-off of new firms
  based on the RD 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

22
Role of the University

• Knowledge production
• Creativity
• Innovation
• Science and Technology
• Economic Growth

23
DESIGN IMPERATIVE 1Leveraging Place

• ASU Must Embrace its Cultural, Socioeconomic, and
  Physical Setting

24
Consortium for the Study of Rapidly Urbanizing
Regions (CSRUR)
DESIGN IMPERATIVE 1 LEVERAGING PLACE

• 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

25
Greater Phoenix 2100 Project
DESIGN IMPERATIVE 1 LEVERAGING PLACE

• Provide data and analysis to regional decision
  makers
• Published the comprehensive Greater Phoenix
  Regional Atlas

Urban Design Institute
www.gp2100.org
26
DESIGN IMPERATIVE 2Societal Transformation

• ASU Must Become a Force, and Not Only a Place

27
DESIGN IMPERATIVE 2 SOCIETAL TRANSFORMATION

• 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

http//cresmet.asu.edu
28
DESIGN IMPERATIVE 3ASU as Entrepreneur

• A Culture of Academic Enterprise

29
DESIGN IMPERATIVE 3 ASU AS ENTREPRENEUR

• Intellectual capital as a the source of
  institutions prosperity
• Build a culture of academic enterprise
• Moving from an agency model to an enterprise model

30
Virginia G. Piper Center for Creative Writing
DESIGN IMPERATIVE 3 ASU AS ENTREPRENEUR

• Established September 2003
• The Piper investment endows the Piper Center
  providing funding for operations and innovative
  programs, including an annual writers conference

www.asu.edu/pipercwcenter
31
DESIGN IMPERATIVE 4Use-Inspired Research

• Pasteurs Principle

32
DESIGN IMPERATIVE 4 USE-INSPIRED RESEARCH

• 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

33
Consortium for Science, Policy, and Outcomes
(CSPO)
DESIGN IMPERATIVE 4 USE-INSPIRED RESEARCH
www.asu.edu/cspo
Center for the Study of Religion and Conflict
Established in January 2003 Mission to
stimulate and support research and education on
the role of religion in public controversies Inter
disciplinary and comparative study of religion
34
Center for the Production of Vaccines from
Applied Crop Sciences (ProVacs)
DESIGN IMPERATIVE 4 USE-INSPIRED RESEARCH

• Develop mechanisms for the delivery of vaccines
  for hepatitis B, smallpox, and other large-scale
  killers through genetically-altered tomatoes.

www.azbio.org/centers/vaccines.html
35
DESIGN IMPERATIVE 5A Focus on the Individual

• Outcome-Determined Excellence/A Commitment to
  Diversity

36
DESIGN IMPERATIVE 5 A FOCUS ON THE INDIVIDUAL

• ASU focuses on outcome-determined diversity
• Commitment to diversity
• Enhance the undergraduate experience with
  learning in small groups

37
Polytechnic at ASU East
DESIGN IMPERATIVE 5 A FOCUS ON THE INDIVIDUAL

• 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

38
ASU West
DESIGN IMPERATIVE 5 A FOCUS ON THE INDIVIDUAL

• 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
  borderslearning that transcends fields of
  study, limitations of geography and the age of
  students

39
Barrett Honors College
DESIGN IMPERATIVE 5 A FOCUS ON THE INDIVIDUAL

• ASU as a powerhouse in national scholarship
  circlesproducing more winners of top national
  scholarships that virtually any other university
• Mark Jacobs joins ASU as Dean of the Honors
  College

www.asu.edu/honors
40
Freshman Year Experience
DESIGN IMPERATIVE 5 A FOCUS ON THE INDIVIDUAL

• Ranked 23rd in the nation by U.S. News
• ASU names one of the 25 colleges for Hispanic
  students by Hispanic Magazine

www.asu.edu/vpsa/fye
41
ASU Leadership Institute for Sport and Humanity
DESIGN IMPERATIVE 5 A FOCUS ON THE INDIVIDUAL

• 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

42
DESIGN IMPERATIVE 6Intellectual Fusion

• Interdisciplinary/Multidisciplinary/Transdiscipli
  nary/Postdisciplinary

43
Arizona Biodesign Institute
DESIGN IMPERATIVE 6 INTELLECTUAL FUSION

Use-inspired fundamental bioscience and
engineering research, discovery and innovation to
meet human health needs
www.azbio.org
44
School of Life Sciences
DESIGN IMPERATIVE 6 INTELLECTUAL FUSION

Genetics and Bioinformatics Ecology, Evolution
and Environmental Sciences Environmental
Engineering Environmental Fluid Dynamics Air
Biotechnology Centers CES/CSRUR EFD-Air Sustainabi
lity Sensors
http//sols.asu.edu
45
Institute for Studies in the Arts (ISA)
DESIGN IMPERATIVE 6 INTELLECTUAL FUSION

• 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

http//isa.asu.edu/
46
DESIGN IMPERATIVE 7Social Embeddedness

• Public Service/Community Engagement/Outreach

47
DESIGN IMPERATIVE 7 SOCIAL EMBEDDNESSNESS

• Public service has long been a defining
  characteristic of ASU
• Academic institutions reflect society in a
  utopian microcosm
• University as social incubatorwe must engage the
  society evolving before our eyes

48
ASU Downtown Campus
DESIGN IMPERATIVE 7 SOCIAL EMBEDDNESSNESS

• 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

49
Impact in Pre-K Education
DESIGN IMPERATIVE 7 SOCIAL EMBEDDNESSNESS
Stardust Center for Affordable Homes and the
Family

• ASU has four primary goals
• Develop high quality teachers
• To develop strong school leaders
• To create early interventions and
• To encourage cooperation between schools and the
  private sector.

50
Academic Community Engagement Services (ACES)
DESIGN IMPERATIVE 7 SOCIAL EMBEDDNESSNESS

• 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 Phoenix34 programs at 16 sites

51
Ecology Explorers
DESIGN IMPERATIVE 7 SOCIAL EMBEDDNESSNESS

• 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

52
ASU Main Campus in 2006
53

• What is the collective good we want inquiry to
  promote?
• Philip Kitcher, Professor of Philosophy,
  Columbia University