The Enterprise of Academia:
Strategies for Innovation
January 2004
Science is a Principal Driver of Change
SOCIAL CHANGE
Internet
HEALTH AND
MEDICAL
CHANGE
Biotechnology
SCIENCEBASED
ECONOMY
ENVIRONMENTAL
CHANGE
Climate
NATIONAL
SECURITY
CHANGE
Weapons of
Mass
Destruction
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
Emergence of
New Problems
Types of Benefits
SCIENCE
POLICY
Distribution of
Benefits
Distribution of
Problems
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
Inputs
Processes
Products
Outcomes
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
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
But where are we going?
Indications of
Societal Transformation
•
•
•
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•
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
Education
New skills
Societal
Outcomes
Economic
Outcomes
New social
structures
POLICY
New
institutions
S&T
Outcomes
Knowledge
Networks
Conduct
of Science
Knowledge transfer
New
industries
Tech transfer
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
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•
•
•
•
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 knowledgebased 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
DESIGN IMPERATIVE 1: LEVERAGING PLACE
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
Urban Design Institute
www.gp2100.org
DESIGN IMPERATIVE 2:
Societal Transformation
ASU Must Become a Force, and Not
Only a Place
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
DESIGN IMPERATIVE 3:
ASU as Entrepreneur
A Culture of Academic Enterprise
DESIGN IMPERATIVE 3: ASU AS ENTREPRENEUR
• 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
www.asu.edu/pipercwcenter
DESIGN IMPERATIVE 4:
Use-Inspired Research
Pasteur’s Principle
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
DESIGN IMPERATIVE 4: USE-INSPIRED RESEARCH
Consortium for Science, Policy, and
Outcomes (CSPO)
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
Interdisciplinary and comparative study of religion
DESIGN IMPERATIVE 4: USE-INSPIRED RESEARCH
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.
www.azbio.org/centers/vaccines.html
DESIGN IMPERATIVE 5:
A Focus on the Individual
Outcome-Determined Excellence/
A Commitment to Diversity
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
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
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•
•
•
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
www.asu.edu/honors
DESIGN IMPERATIVE 5: A FOCUS ON THE INDIVIDUAL
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
www.asu.edu/vpsa/fye
DESIGN IMPERATIVE 5: A FOCUS ON THE INDIVIDUAL
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 6:
Intellectual Fusion
Interdisciplinary/Multidisciplinary/
Transdisciplinary/Postdisciplinary
DESIGN IMPERATIVE 6: INTELLECTUAL FUSION
Arizona Biodesign Institute
Use-inspired fundamental
bioscience and engineering
research, discovery and
innovation
to meet human health needs
www.azbio.org
DESIGN IMPERATIVE 6: INTELLECTUAL FUSION
School of Life Sciences
Genetics and Bioinformatics
Ecology, Evolution and
Environmental Sciences
Environmental Engineering
Environmental Fluid Dynamics –
Air Biotechnology
Centers
CES/CSRUR
EFD-Air
Sustainability Sensors
http://sols.asu.edu
DESIGN IMPERATIVE 6: INTELLECTUAL FUSION
Institute for Studies in the Arts
(ISA)
• 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/
DESIGN IMPERATIVE 7:
Social Embeddedness
Public Service/Community
Engagement/Outreach
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 incubator—we must
engage the society evolving before our
eyes
DESIGN IMPERATIVE 7: SOCIAL EMBEDDNESSNESS
ASU Downtown Campus
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•
•
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 EMBEDDNESSNESS
Stardust Center for Affordable
Homes and the Family
Impact in Pre-K Education
ASU has four primary goals:
1.
2.
3.
4.
Develop high quality teachers
To develop strong school leaders
To create early interventions and
To encourage cooperation between schools and the
private sector.
DESIGN IMPERATIVE 7: SOCIAL EMBEDDNESSNESS
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 EMBEDDNESSNESS
Ecology Explorers
• 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
ASU Main Campus in 2006
What is the collective good we want
inquiry to promote?
Philip Kitcher, Professor of Philosophy, Columbia University