COURSE SYLLABUS
IGA-523
Innovation for Global Development
Fall 2013
Faculty: Calestous Juma
Office: L-356
Telephone: 617-496-8127
Email: Calestous_Juma@harvard.edu
Office Hours: Mondays 1-3PM; Tuesdays 10-12 & 34PM
Lectures: Mondays and Wednesdays, 8:40-10:00 AM,
Room L-130
Review Sessions: N/A
Faculty Assistant: Katherine Gordon
FA Office: L-349A
FA Telephone: 617-495-7961
FA Email: katherine_gordon@hks.harvard.edu
Course Assistant: Jeff Locke
CA Contact Info
Jeffrey_Locke@hks12.harvard.edu
Course Description
The aim of this course is to examine the role of science, technology and innovation in
fostering economic growth in emerging economies as well as their increased participation
in the global economy. It specifically focuses on the phenomena of technological catchup and leapfrogging. Training in the natural sciences or engineering are not a requirement
for the course. The course is divided into four units. The first unit provides a conceptual
foundation for understanding the role of technological innovation and the associated
institutional innovation in the process of economic transformation. The second unit
presents country experiences of technological catch-up and leapfrogging. The third unit
analyzes the technological opportunities and challenges open to developing countries.
The final section assesses the policy and institutional innovations needed to foster
technological catch-up and leapfrogging.
Governments around the world are searching for ways to harness the power of science,
technology and innovation to foster economic development. Their strategies are being
significantly influenced by the forces of globalization. International development
agencies are similarly rethinking their approaches in light of the opportunities provided
by rapid advances in science and technology.
The course seeks to equip students with skills in science and technology policy analysis.
The course uses an interdisciplinary approach and emphasizes the importance of
teamwork in the design and implementation of science and technology policy. In addition
to developing analytical skills, students are expected to strengthen their capacity to work
in teams by integrating knowledge from a diversity of sources. Students are expected to
leverage their previous experiences as relevant or explore new avenues related to their
career aspirations.
The course is designed to accommodate students from all fields interested in the role of
technological innovation in development. The sessions will be conducted through guided
discussion as well as lectures, guest speakers and presentations by students. Modest
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adjustments in the syllabus will be introduced to accommodate specialized interests by
students and address important topical issues.
Class Participation
Class participation is an essential part of the course and students will be required to
demonstrate knowledge of the readings and be able to offer a critical assessment of the
contents. Students will be asked to lead class discussions and others will be expected to
contribute to discussion based on the readings and other relevant sources of information.
Grading
Class participation (35%) will be evaluated on the basis of: (a) familiarity with the
readings; (b) quality of contributions; (c) critical and creative approaches to the issue; and
(c) respect for the views of others.
Paper outline (20%) of no more than 1,500 words based on the literature covered in
class and identification of case material to be covered in the final paper. The aim of the
outline is to lay the groundwork for the final paper and the grading will focus on the
extent to which students demonstrate familiarity with the literature and underlying
concepts.
Policy analysis paper (45%) of no more than 5,000 words covering a conceptual
foundation, case material and identification of policy options and their implications.
Feedback and deadlines
Feedback will be provided to students at the various milestones in the preparation of the
policy analysis paper. This will include feedback in office hours on the topic
identification memo and extended outline, and written feedback on the draft policy
analysis paper. The aim of the feedback will be to ensure that students get sufficient input
before they submit their papers for grading. While offering reasonable flexibility,
continuous feedback will depend on adherence to deadlines. No further feedback will be
provided on the final paper other than the grade unless agreed upon prior to its
submission.
Projects
Topic identification memo
This will be one paragraph that identifies the topic that the student plans to focus on
during the course. This can be in the form of a particular case study or a theme that
provides a basis for the identification of a case study. The aim of the memo is to help in
the identification of the relevant literature, case studies, and contacts. Early identification
of issues significantly improves the learning process and the quality of the final product.
Students may later change their areas of focus as they start to work on their extended
outlines, case studies, and policy analysis papers. Where possible, students are
encouraged to liaise with external professionals as sources of input, networking and
career advice.
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Paper outline
Each student will be expected to produce an extended outline of their paper (1,500
words). The outline will serve as a conceptual foundation, framework or background that
will be used to analyze a specific theme for the final paper. Students will be expected to
demonstrate their knowledge of the literature and its relevance to a specific field of
interest they intend to examine in the final paper.
Policy analysis papers
The final product from the class will be case studies on issues and themes discussed in
the class. The focus of the 5,000-word paper will be on institutional reforms needed to
support technological innovation. The paper should be divided into the following
sections: (a) executive summary; (b) introduction; (c) background to the topic; (c)
literature review based on the readings and additional sources; (d) case study serving as
an illustration; (e) identification of policy options for action; and (f) references. The paper
will be based on secondary sources but students are encouraged to make contacts with
practitioners in the field as part of the professional networking.
Papers will be prepared individually, or in groups of no more than three, on topics
discussed with and approved by Professor Juma. They are expected to demonstrate
analytical rigor, familiarity with the literature, coherence in presentation, and clarity of
the recommendations or policy options as well as their political feasibility. Support may
be provided to students seeking to contribute feature articles or opinion pieces to
newspapers based on their draft policy analysis papers. Additional support may be
provided to those interested in submitting revised papers to scholarly journals for
consideration.
Case study
Students do have the option of undertaking to write a case study on a topic related to
technological innovation in substitution of the class presentation. Students may choose to
focus on an organization they have worked with, write or document an event that took
place, or explore the experiences of a certain individual. Cases generated though class
will be used in the future as a reading and reference material for the class. For
information on how to write case studies kindly visit
http://www.hks.harvard.edu/var/ezp_site/storage/fckeditor/file/pdfs/degreeprograms/teaching/Case-Writing-Tips-July-2009.pdf
Resources
In addition to the required readings, students will have opportunities to contact
development professionals associated with the Science, Technology and Globalization
(STG) Project. Students will be supported to build international connections with experts
in their areas of interest. They will also have access to the STG website
http://www.belfercenter.org/global/ which provides links to additional background
papers, discussion papers, journals, organizations and conferences.
Scholarly journals
Professor Juma edits two peer-reviewed journals, the International Journal of
Technology and Globalisation and the International Journal of Biotechnology, in
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addition to serving on the editorial boards of leading innovation journals such as
Research Policy; Science and Public Policy; Technovation; International Journal of
Technology Transfer and Commercialisation; International Journal of Technology
Management and Sustainable Development; and International Journal of Global
Environmental Issues. Following the completion of the course, some of the outstanding
papers have formed the basis for the preparation of papers that have been published by
the authors in peer-reviewed journals.
Networking
Information on career and networking opportunities will be provided as needed. STG
maintains links with numerous international organizations and alumni of the HKS
executive education program on Innovation for Economic Development around the
world. Additional contacts are provided through scientific academies such as the Royal
Society of London, the US National Academy of Sciences, the Academy of Sciences for
the Developing World, the Royal Academy of Engineering, and the African Academy of
Sciences. In addition, the course offers opportunities for establishing contacts with a wide
range of international professionals and institutions working on science, innovation and
development. The focus of the network is to enable course participants to explore
opportunities for future professional engagement. Course participants will also have the
opportunity to recommend guest speakers or professional contacts of relevance to the
syllabus. Additional networking will be provided through the Agricultural Innovation in
Africa (AIA) Project directed by Professor Juma and funded by the Bill and Melinda
Gates Foundation.
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Syllabus Overview
UNIT 1: BACKGROUND AND THEORETICAL FOUNDATIONS
Week One
Class #1 – Fri., Sept. 6: Introduction
Week Two
Class #2 – Mon., Sept. 9: Innovation studies in history
Class #3 – Wed., Sept. 11: Innovation systems and development
Week Three
Class #4 – Mon., Sept. 16: Technological capacity building and upgrading
Class #5 – Wed., Sept. 18: Science and technology policy analysis
Unit 2: GLOBALIZATION AND TECHNOLOGICAL LEARNING
Week Four
Class #6 – Mon., Sept. 23: Technology and globalization (Topic identification memo due)
Class #7 - Wed., Sept. 25: Entrepreneurship and development [Guest speaker]
Week Five
Class #8 - Mon., Sept. 30: Higher technical training and development
Unit 3: TECHNOLOGICAL CATCH-UP AND LEAPFROGGING
Class #9 – Wed., Oct. 2: Intellectual origins
Week Six
Class #10 – Mon., Oct. 7: South Korea and China [Guest Speaker]
Class #11 – Wed., Oct. 9: No class; writing break
Week Seven
Columbus Day – Mon., Oct. 14
Class #12 – Wed., Oct. 16: India and Brazil (Paper outline due)
Week Eight
Class #13 – Mon., Oct. 21: Argentina, Chile, and South Africa
Class #14 – Wed. Oct. 23: Limitations
UNIT 4: EMERGING TECHNOLOGICAL OPPORTUNITIES AND CHALLENGES
Week Nine
Class #15 – Mon., Oct. 28: Catch-up in Agricultural Biotechnology: The Case of China and India
[Guest speaker]
Class #16 – Wed., Oct. 30: Information and communications technologies
Week Ten
Class #17 – Mon., Nov. 4: Biomedicine
Class #18 – Wed., Nov. 6: Catch-up and Leapfrogging: The Case of Energy [Guest speaker]
Week Eleven
Class #19 – Mon., Nov. 11: Nanotechnology (First draft due)
Class #20 – Wed., Nov. 13: Biopolymers
UNIT 5: POLICY AND INSTITUTIONAL INNOVATION
Week Twelve
Class #21 – Mon., Nov. 18: Innovation systems and public policy
Class #22 - Wed., Nov. 20: Regional innovation systems in the global economy
Week Thirteen
Class #23 – Mon., Nov. 25: Financing technological innovation
THANKSGIVING: Nov. 27; no classes
Week Fourteen
Class #24 - Mon., Dec. 2: Role of government
Class #25- Wed., Dec. 4: Book launch and wrap-up
FINAL PAPER DUE: DECEMBER 16
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Class Meetings, Readings and Assignments:
UNIT 1: BACKGROUND AND THEORETICA FOUNDATIONS
Week One
Class #1 – Fri., Sept. 6:
Introduction
Much of the policy debate on “poverty” focuses on relief programs that do not take into
account the importance of building endogenous capacity for problemsolving. But
technological innovation is emerging as a key factor in boosting economic productivity,
raising agricultural productivity, expanding educational opportunities, empowering
women, reducing child mortality, improve maternal health, combating infectious
diseases, promoting environmental sustainability, and enhancing international trade and
cooperation. It has also raised issues of global justice that need to be reflected in
innovation policy.
Read:
UN Millennium Project. 2005. Innovation: Applying Knowledge in Development. Task
Force on Science, Technology and Innovation. Earthscan, London, pp. 1-12,
http://www.unmillenniumproject.org/documents/Science-part1.pdf.
Papaioannou, T. 2011. “Technological Innovation, Global Justice and Politics of
Development,” Progress in Development Studies, Vol. 11, No. 4, pp. 321-328, http://ezpprod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db
=aph&AN=61767379&site=ehost-live&scope=site.
Week Two
Class #2 – Mon., Sept. 9:
Innovation studies in history
The role of innovation in the economy was first put forward by Joseph Schumpeter in his
1911 classic, The Theory of Economic Development. The aim of this session is to
examine the evolution of the innovation studies and their relevance for technological
catch-up.
Read:
Schumpeter, J.A. 2005. “Development,” Journal of Economic Literature, Vol. 43, No. 1,
pp. 108–120, http://ezpprod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db
=bth&AN=17018317&site=ehost-live&scope=site.
Discussion questions:
How does Schumpeter’s theory of development differ from other approaches?
What role does innovation play in Schumpeter’s theory of development?
What are the key elements of Schumpeter’s view of innovation?
Class #3 – Wed., Sept. 11:
Innovation systems and development
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Knowledge flow and the associated institutional organization play a critical role in
shaping the pace and direction of economic transformation. This session extends this line
of inquiry by presenting the concept of “innovation systems”. The session examines the
characteristics of “innovation systems” and the important role they play in evolutionary
approaches to economic growth.
Read:
Metcalfe, S. and Ramlogan, R. 2008. “Innovation Systems and the Competitive Process
in Developing Economies,” Quarterly Review of Economics and Finance, Vol. 48, No. 2,
pp. 433-446, http://www.sciencedirect.com.ezpprod1.hul.harvard.edu/science/article/pii/S1062976907000440.
Nelson, R. 2008. “Economic Development from the Perspective of Evolutionary
Economic Theory,’ Oxford Development Studies, Vol. 36, No. 1, pp. 9-21, http://ezpprod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db
=aph&AN=28723028&site=ehost-live&scope=site.
Discussion questions:
What is the origin of the concept of “innovation systems”?
What are the essential attributes of an innovation systems approach?
What is the role of institutions in innovation systems?
Week Three
Class #4 – Mon., Sept. 16
Technological capacity building and upgrading
Economic growth is associated with accumulation of technological capabilities in
enterprises. This session provides examples of the dynamics and sources of technological
capability development and the role it plays in helping countries adapt to changes in the
global trading environment. It examines the theme of capability building as part of the
larger enterprise of economic learning.
Read:
Fagerberg, J. and Srholec, M. 2008. “National Innovation Systems: Capabilities and
Economic Development,” Research Policy, Vol. 37, No. 9, pp. 1417-1435,
http://www.sciencedirect.com.ezpprod1.hul.harvard.edu/science/article/pii/S0048733308001431.
Camisón, C. and Beatriz Forés, B. 2010. “Knowledge Absorptive Capacity: New Insights
for its Conceptualization and Measurement,” Journal of Business Research, Vol. 63, No.
7, pp. 707-715.
Discussion questions:
What is meant by technological capacity?
What factors influence the knowledge absorptive capacity of nations?
What is the role of enterprises in the development and accumulation of technological
capacity?
Class #5 – Wed., Sept. 18:
Science and technology policy analysis
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The aim of this session is to outline the core principles underlying science and technology
policy analysis with particular emphasis on the role of case studies. It provides the
mechanics of preparing policy analysis papers.
Read:
None
UNIT 2: GLOBALIZATION AND TECHNOLOGICAL LEARNING
Week Four
Class #6 – Mon., Sept. 23:
Technology and globalization
Participation in the global economy has become one of the main challenges facing
developing countries and small economies in the industrialized countries. Responding to
these challenges will involve greater investment in science and technology and continued
upgrading of productive facilities. The outcomes are usually a result of interactions
between foreign technology and local innovation.
Read:
Fu, X., Pietrobelli, C. and Soete, L. 2011. “The Role of Foreign Technology and
Indigenous Innovation in the Emerging Economies: Technological Change and Catchingup,” World Development, Vol. 39 No. 7, pp. 1204-1212,
http://www.sciencedirect.com.ezpprod1.hul.harvard.edu/science/article/pii/S0305750X11000647
Pietrobelli, C. and Rabellotti, R. 2011. “Global Value Chains Meet Innovation Systems:
Are There Learning Opportunities for Developing Countries?” World Development, Vol.
39, No. 7, pp. 1261-1269.
***Assignment: Topic identification memo due***
Discussion questions:
What is the importance of foreign technology in national innovation systems?
What role do global value chains play in evolution of innovation systems?
What policy approaches can be used by emerging economies to tap into global value
chains?
Class #7 – Wed., Sept. 25: Guest Speaker, Daniel Isenberg
Entrepreneurship and development
Daniel Isenberg, Professor of Entrepreneurship Practice
Babson Executive and Enterprise Education, Babson College
Author of Worthless, Impossible and Stupid: How Contrarian Entrepreneurs Create
and Capture Extraordinary Value, Harvard Business Review Press, 2013
TV Video “Behind Every Great Entrepreneur there is a Great Entrepreneur
Review: True entrepreneurs create worth from worthless and possible from impossible.
Technological innovation is closely associated with the emergence and evolution of
enterprises. In this regard, policies that promote the creation of enterprises play a central
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role in economic development. This session explores the various approaches used to
promote business incubation.
Read:
HBR, “Find Out if You're a Scale-Up Entrepreneur with This Two-Minute Test,
http://bit.ly/HBR_Scaleup_test, May 24, 2013
HBR: How Policymakers Can Enable the Natural Act of Entrepreneurship: Crucial (and
cost-free) Ways to Support Scale-Up Entrepreneurs April 10, 2013.
http://bit.ly/HBR_Scale_Policy
HBR, When Big Companies Fail, Entrepreneurship Rises. March 18, 2013.
http://bit.ly/HBR_Whales
**HBR, Focus Entrepreneurship Policy on Scale-up, Not Start-up. Nov 30, 2012.
http://bit.ly/HBR_Scaleup
**HBR, Planting Entrepreneurial Innovation in Inner Cities http://bit.ly/HBR_cities
**Please make sure to read the last two HBR pieces**
Week Five
Class #8 – Mon., Sept. 30:
Higher technical training and development
The growing recognition of the role of knowledge in economic development has led to
critical reviews of the economic function of universities and other institutions of higher
learning. This session examines the role that higher technical training can play in
development. Specific attention is placed on university-industry relations as well as the
role of universities as engines of community development.
Read:
Mazzoleni, R. 2008. “Catching Up and Academic Institutions: A Comparative Study of
Past National Experiences,” Journal of Development Studies, Vol. 44, No. 5, pp. 678700.
Mok, K.H. 2012. “The Quest for Innovation and Entrepreneurship: The Changing Role of
University in East Asia,” Globalisation, Societies & Education, Vol. 10, Vo. 3, pp. 317335.
Discussion questions:
What are the critical roles that entrepreneurship plays in Innovation systems?
What are the differences between industrial and agricultural start-ups?
What role can government play in fostering entrepreneurship?
UNIT 3: TECHNOLOGICAL CATCH-UP AND LEAPFROGGING
Class #9 – Wed., Oct. 2:
Intellectual origins
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This session traces the origins of the concepts of “technological catch-up” and
“technological leapfrogging” and analyzes their strengths and weaknesses.
Read:
Abramovitz, M. 1986. “Catching Up, Forging Ahead, and Falling Behind,” Journal of
Economic History, Vol. 46, No. 2, pp. 385-406.
Soete, L. 1985. “International Diffusion of Technology, Industrial Development and
Technological Leapfrogging,” World Development, Vol. 13, No. 3, pp. 409-122.
Hobday, M. 1994. “Technological Learning in Singapore: A Test Case of Leapfrogging,”
Journal of Development Studies, Vol. 30, No. 3, pp. 831-858.
Discussion questions:
What is understood by social capabilities and how do they shape the process of catch-up?
What are the leapfrogging opportunities provided by international technology transfer?
What is the relationship between leapfrogging and technological learning?
Week Six
Class #10 – Mon., Oct. 7: Guest Lecture
“Technological Catch-up: Lessons from South Korea and China”
Professor Keun Lee (www.keunlee.com)
Economics Department, Seoul National University, South Korea
Director, Center for Economic Catch-up (www.catch-up.org);
The Editor, Seoul Journal of Economics (www.sje.ac.kr)
Read:
Lee, Keun, Chaisung Lim, and Wichin Song. 2005. “Emerging Digital Technology as a
Window of Opportunity and Technological Leapfrogging: Catch-up in digital TV by the
Korean Firms,” International Journal of Technology Management 29(1/2): 40-63.
Lee, Keun, Seong-Jae Chong, and Jia Jin. 2009. “Dynamics of Catch-up in Mobile
Phones and Automobiles in China: A Sectoral Systems of Innovation Perspective,” China
Economic Journal, No 1, 1-41.
Lee, K. and Lim, C. 2001. “Technological Regimes, Catching-up and Leapfrogging:
Findings from the Korean Industries,” Research Policy, Vol. 30, pp. 459-483.
Wang, J.-H. 2007. “From Technological Catch-Up to Innovation-based Economic
Growth: South Korea and Taiwan Compared,” Journal of Development Studies, Vol. 43,
No. 6, pp. 1084-1104.
Mu, Q. and Lee, K. 2005. “Knowledge Diffusion, Market Segmentation and
Technological Catch-up: The Case of Telecommunications in China,” Research Policy,
Vol. 34, pp. 759-783.
*Note: Please select any 2 readings from this list to prepare for class.*
Class #11 – Wed., Oct. 9:
No class: writing break
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Week Seven
Columbus Day – Mon., Oct. 14, no class
Class #12 – Wed., Oct. 16:
India and Brazil
Many of the early examples of technological catch-up and leapfrogging are derived from
the semi-conductor industry. This session reviews the divergent paths pursued by Brazil
and India in developing their pharmaceutical sectors.
Read:
Chaturvedi, S. 2007. “Exploring Interlinkages between National and Sectoral Innovation
Systems for Rapid Technological Catch-up: Case of Indian Biopharmaceutical Industry,”
Technology Analysis & Strategic Management, Vol. 19 No. 5, pp. 643-657.
Guennif, S. and Ramani, S. 2012. “Explaining Divergence in Catching-up in Pharma
between India and Brazil Using the NSI Framework,” Research Policy, Vol. 41, pp. 430441.
***Assignment: Paper outline due***
Week Eight
Class #13 – Mon., Oct. 21:
Argentina, Chile, and South Africa
Most of the studies on technological catch-up and leapfrogging have focused on
industrial competitiveness in newly industrialized countries. This session examines the
phenomena in agriculture in emerging economies using the case of the wine industry in
Argentina, Chile, and South Africa.
Read:
Farinelli, F. 2007. “The Awakening of the Sleeping Giant: Export Growth and
Technological Catch-up of the Argentine Wine Industry,” International Journal of
Technology and Globalisation, Vol. 3, Nos. 2/3, pp. 179-196,
http://inderscience.metapress.com/link.asp?id=v110624725766441.
Cusmano, L., Morrison, A. and Rabellotti, R. 2010. “Catching up Trajectories in the
Wine Sector: A Comparative Study of Chile, Italy, and South Africa,” World
Development, Vol. 38. No. 11, pp. 1588-1602.
.
Class #14 – Wed., Oct. 23:
Limitations
The aim of this session is to outline the challenges and limitations associated with
technological catch-up and leapfrogging in developing countries. It also suggests that
industrial leaders can respond to the challenge of catch-up by renewing their industries
and avoid falling behind.
Read:
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Leseure, M. et al. 2009. “Playing Catch-up with China: Challenges and Strategies for
Smaller Developing Countries,” Technology Analysis & Strategic Management, Vol. 21
No. 5, pp. 617-637.
Huang, C.-Y. 2011. “Rethinking Leapfrogging in the End-user Telecom Market,”
Technological Forecasting & Social Change,” Vol. 78, pp. 703-712.
UNIT 4: EMERGING TECHNOLOGICAL OPPORTUNITIES AND CHALLENGES
Week Nine
Class #15 – Mon., Oct. 28:
Catch-up in Agricultural Biotechnology: The Case of China and India
Guest Speaker: Carl Pray
President, ICABR and Distinguished Professor, Department of Agriculture, Food, and
Resource Economics
School of Environmental and Biological Sciences, Rutgers University
Raising agricultural productivity for domestic and export markets still remains one of the
most challenging tasks in developing countries. Interest in this topic has been heightened
by the rise in ecological awareness and consumer safety. This session examines the
evolution of agricultural research, with particular emphasis on the long-term implications
of advances in agricultural biotechnology for agricultural production.
Read:
*Carl E. Pray, Latha Nagarajan, Jikun Huang, Ruifa Hu, and Bharat Ramaswami, “The
Impact of Bt Cotton and the Potential Impact of Biotechnology on Other Crops in China
and India” in C. A. Carter, G. Moschini and I. Sheldon, (eds.), Genetically Modified Food
and Global Welfare, Emerald, 2011 [PDF available on coursepage]
Juma, C. 2011. “Advances in Science, Technology, and Engineering,” in The New
Harvest: Agricultural Innovation in Africa. Oxford University Press, New York, Chapter
2, pp. 23-49, http://belfercenter.ksg.harvard.edu/files/the_new_harvest_ch_2.pdf.
Mannion, A. and Morse, S. 2012. “Biotechnology in Agriculture: Agronomic and
Environmental Considerations and Reflections Based on 15 years of GM Crops,”
Progress in Physical Geography. Dec2012, Vol. 36 No. 6, pp. 747-763.
*Please make sure to read Pray et al. If you have time, please also read Juma and
Mannion/Morse.
Class #16 – Wed, Oct. 30:
Information and communications technologies
The role of information and telecommunications technologies in development has
emerged as one of the most challenging areas of policy reform. This session provides a
comparative assessment of policy reform and the associated dynamics of technological
catch-up in the sector.
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Read:
Liu, C. 2012. “The Evolution of Telecommunications Policy-making: Comparative
Analysis of China and India,” Telecommunications Policy, Vol. 36, No. 1, pp. 13-28.
Peilei, F. 2011. “Innovation, Globalization, and Catch-up of Latecomers: Case of Chinese
Telecom Firms,” Environment and Planning A, Vol. 43, No. 4, pp. 830-847,
http://www.envplan.com/abstract.cgi?id=a43152.
Week Ten
Class #17 – Mon., Nov. 4:
Biomedicine
The Human Genome Project is one of the most elaborate scientific enterprises of the last
three decades. This session examines the economic implications of the efforts and
explores its relevance for emerging countries, using Singapore and India as examples.
Read:
Battelle. 2013. The Impact of Genomics on the US Economy, Battelle, Columbus, Ohio,
USA http://www.battelle.org/docs/health-and-pharmaceutical/the-impact-of-genomicson-the-u-s-economy-june-11-final.pdf?sfvrsn=0
Lee, Y.-S. and Tee, Y.-C. 2009. “Reprising the Role of the Developmental State in
Cluster Development: The Biomedical Industry in Singapore,” Singapore Journal of
Tropical Geography, Vol. 30, No. 1, pp. 86-97, http://ezpprod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db
=aph&AN=36635531&site=ehost-live&scope=site.
Lander, B. and Thorsteinsdóttir, H. 2011. “Developing Biomedical Innovation Capacity
in India,” Science & Public Policy, Vol. 38, No. 10, pp. 767-781.
Class #18 – Wed., Nov. 6:
Catch-up and Leapfrogging: The Case of Energy
Guest Speaker: Kelly Sims Gallagher
Kelly Sims Gallagher is Associate Professor of Energy and Environmental Policy at The
Fletcher School, Tufts University. She directs the Center for International Environment
and Resource Policy as well as its Energy, Climate, and Innovation program.
Read:
Gallagher. K.S. 2006. “Limits to Leapfrogging in Energy Technologies: Evidence from
the Chinese Automobile Industry,” Energy Policy, Vol. 34, pp. 383-394.
Week Eleven
Class #19 – Mon., Nov. 11:
Nanotechnology
Nanotechnology is emerging as a major area of policy interest worldwide. This session
reviews the various modes of technology transfer associated with nanotechnology and
compares it with experiences in the biotechnology and microelectronics fields. It uses the
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case of China to illustrate one model of public sector leadership in technology
development.
Read:
Genet, C., Errabi, K. and Gauthier, C. 2012. “Which Model of Technology Transfer for
Nanotechnology? A Comparison with Biotech and Microelectronics,” Technovation, Vol.
32, No. 3–4, pp. 205–215.
Huang, C. and Wu, Y. 2012. “State-Led Technological Development: A Case of China's
Nanotechnology Development,” World Development, Vol. 40, No. 5, pp. 970-982.
***Assignment: First draft due***
Class #20 – Wed., Nov. 13:
Biopolymers
The new materials revolution is opening up new opportunities for the participation of
emerging nations in the field of biopolymer research. This session examines the potential
role that these countries can play in advancing biopolymer innovation in sectors such as
agriculture, health and environmental management.
Read:
Queiroz, A. and Collares-Queiroz, F. 2009. “Innovation and Industrial Trends in
Bioplastics,” Polymer Reviews, Vol. 49 No. 2, pp. 65-78.
UNIT 5: POLICY AND INSTITUTIONAL INNOVATIONS
Week Twelve
Class #21 – Mon., Nov. 18:
Innovation systems and public policy
Designing national and regional policies that promote technological innovation is one of
the most critical challenges facing developing countries. The task is compounded by
uncertainty on the one hand the pressure to identify patterns that make it possible to adopt
viable policy approaches. This session examines the use of evolutionary approaches to in
policymaking under conditions of technological uncertainty.
Read:
Ramstad, E. 2009. “Expanding Innovation Systems and Policy: An Organisational
Perspective,” Policy Studies, Vol. 30, No. 5, pp. 533-553,
http://dx.doi.org/10.1080/01442870903208551.
Ebner, A. 2007. “Public Policy, Governance and Innovation: Entrepreneurial States in
East Asian Economic Development.” International Journal of Technology and
Globalisation, Vol. 3, No. 1, pp. 103-124,
http://inderscience.metapress.com/link.asp?id=0dl493atwqxqu9bl
Class #22 – Wed., Nov. 20:
Regional innovation systems in the global economy
Much of the effort to promote technological learning involves interactions among
technological actors at the regional level. This session examines policy and
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administrative reforms to create the Welfare Technology Region in Denmark as a vehicle
for global competitiveness.
Read:
Winig, L. and Juma, C. 2012. Innovation Clusters in the Global Economy: The Welfare
Technology Region in Denmark. Harvard Kennedy School Case.
Week Thirteen
Class #23 – Mon., Nov. 25:
Financing technological innovation
Financing innovation is one of the most complex challenges facing developing countries.
In addition to direct funding to research, venture capital represents one of the most
critical inputs into the business creation process. This institution, however, is just starting
to emerge in developing countries. This examines the role of private equity in financing
the early stages of economic transformation, which rely on the use of existing
technologies.
Read:
Ben-Ari, G. and Vonortas, N. 2007. “Risk Financing for Knowledge-based Enterprises:
Mechanisms and Policy Options,” Science & Public Policy, Vol. 34, No. 7, pp. 475-488,
http://ezpprod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db
=aph&AN=27647017&site=ehost-live&scope=site.
Christensen, J. 2007. “The Development of Geographical Specialization of Venture
Capital,” European Planning Studies, Vol. 15, No. 6, pp. 817-833, http://ezpprod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db
=aph&AN=25049212&site=ehost-live&scope=site.
NOV. 27: THANKSGIVING; NO CLASSES
Week Fourteen
Class #24 – Mon., Dec. 2
Role of government
There are conflicting theories on the role of government in fostering technological
innovation. Using evidence from China and India, this session explores how governments
foster innovation by providing supporting functions.
Read:
Chen, D. and Li-Hua, R. 2011. “Modes of Technological Leapfrogging: Five Case
Studies from China,” Journal of Engineering and Technology Management, Vol. 28, pp.
93-108.
Nath, P. 2008. “Catching-up from Way Behind: Lessons for India,” International Journal
of Indian Culture and Business Management, Vol. 1, No. 3, pp. 360-376.
Class #25 Wed., Dec. 4:
Book Launch and Wrap-up
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Schumpeterian Analysis of Economic Catch-up: Knowledge, Path-Creation, and the
Middle-Income Trap?
By Keun Lee, Cambridge University Press, 2013 http://bit.ly/1dK6f3k
Economics Department, Seoul National University, South Korea
Director, Center for Economic Catch-up (www.catch-up.org);
The Editor, Seoul Journal of Economics (www.sje.ac.kr)
FINALIZATION OF PAPER
Wed. December 7 – Wed. December 16
Assignment: Final paper due: DECEMBER 16
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