The Enterprise of Academia: Strategies for Innovation January 2004

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

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

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 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 Societal Outcomes Economic Outcomes POLICY S&T Outcomes Education New skills Societal Outcomes Economic Outcomes New social structures POLICY New industries New institutions S&T Outcomes Conduct of Science Tech transfer Knowledge Networks Knowledge 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 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

Science and Technology 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) 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

Greater Phoenix 2100 Project 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

ASU on the Move! ASU Digital Gateway ASU in Your Community 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

Intellectual capital as a the source of institution’s prosperity 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

Virginia G. Piper Center for Creative Writing 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

Consortium for Science, Policy, and Outcomes (CSPO) 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

ASU focuses on outcome-determined diversity 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

Polytechnic at ASU East 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

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 borders”—learning that transcends fields of study, limitations of geography and the age of students

Barrett Honors College 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

Freshman Year Experience 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

ASU Leadership Institute for Sport and Humanity 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

Arizona Biodesign Institute 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

School of Life Sciences 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

Institute for Studies in the Arts (ISA) 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

Public service has long been a defining characteristic of ASU 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

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

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

Academic Community Engagement Services (ACES) 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 Rendering of site off Rural Road and Terrace; Phase II & III Access off 202, and light rail

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