The second academic revolution and the rise of entrepreneurial science
22 Jan 2001-IEEE Technology and Society Magazine (IEEE TECHNOLOGY AND SOCIETY MAGAZIN)-Vol. 20, Iss: 1, pp 18-29
TL;DR: During the past two decades, a broad range of universities, well beyond those with traditional ties to industry, have undertaken to mine their research resources for profit.
Abstract: Entrepreneurial scientists and entrepreneurial universities are reshaping the academic landscape by transforming knowledge into intellectual property. Faculty members and graduate students are learning to assess the commercial as well as the intellectual potential of their research. During the past two decades, a broad range of universities, well beyond those with traditional ties to industry, have undertaken to mine their research resources for profit. As their interest in making money from their research resources grows, universities compete in a new arena.
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TL;DR: In this article, the Triple Helix of university-industry-government relations is compared with alternative models for explaining the current research system in its social contexts, and the authors suggest that university research may function increasingly as a locus in the "laboratory" of knowledge-intensive network transitions.
5,324 citations
01 Jan 2000
TL;DR: In this paper, the Triple Helix of university-industry-government relations is compared with alternative models for explaining the current research system in its social contexts, where the institutional layer can be considered as the retention mechanism of a developing system.
Abstract: Abstract The Triple Helix of university–industry–government relations is compared with alternative models for explaining the current research system in its social contexts. Communications and negotiations between institutional partners generate an overlay that increasingly reorganizes the underlying arrangements. The institutional layer can be considered as the retention mechanism of a developing system. For example, the national organization of the system of innovation has historically been important in determining competition. Reorganizations across industrial sectors and nation states, however, are induced by new technologies (biotechnology, ICT). The consequent transformations can be analyzed in terms of (neo-)evolutionary mechanisms. University research may function increasingly as a locus in the “laboratory” of such knowledge-intensive network transitions.
5,036 citations
TL;DR: The authors examines recent developments in the role of the university in increasingly knowledge-based societies and concludes that the ''entrepreneurial university'' is a global phenomenon with an isomorphic developmental path, despite different starting points and modes of expression.
2,345 citations
Cites background from "The second academic revolution and ..."
...We have elsewhere discussed the impetuses to the first academic revolution, an internal transformation of the university in the US in particular the effect of paucity of research funds in the mid-19th century in the context of the emergence of universities imbued with the research . ideal Etzkowitz, 2000 . Under stringent financial conditions academics either had to give up their research plans or pursue entrepreneurial strategies to ......
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Journal Article•
TL;DR: In this paper, the authors combine the evolutionary perspective in economics with the reflexive turn from sociology to provide a richer understanding of how knowledge-based systems of innovation are shaped and reconstructed, whereas the institutional arrangements (e.g., national systems) can be expected to remain under reconstruction.
Abstract: The (neo-)evolutionary model of a Triple Helix of University-Industry-Government Relations focuses on the overlay of expectations, communications, and interactions that potentially feed back on the institutional arrangements among the carrying agencies. From this perspective, the evolutionary perspective in economics can be complemented with the reflexive turn from sociology. The combination provides a richer understanding of how knowledge-based systems of innovation are shaped and reconstructed. The communicative capacities of the carrying agents become crucial to the system's further development, whereas the institutional arrangements (e.g., national systems) can be expected to remain under reconstruction. The tension of the differentiation no longer needs to be resolved, since the network configurations are reproduced by means of translations among historically changing codes. Some methodological and epistemological implications for studying innovation systems are explicated.
1,615 citations
TL;DR: Evidence is found that the orientation toward commercial science of individuals’ colleagues and coauthors, as well as a number of other workplace attributes, significantly influences scientists’ hazards of transitioning to for‐profit science.
Abstract: The authors examine the conditions prompting university-employed life scientists to become entrepreneurs, defined to occur when a scientist (1) founds a biotechnology company, or (2) joins the scientific advisory board of a new biotechnology firm. This study draws on theories of social influence, socialization, and status dynamics to examine how proximity to colleagues in commercial science influences individuals' propensity to transition to entrepreneurship. To expose the mechanisms at work, this study also assesses how proximity effects change over time as for-profit science diffuses through the academy. Using adjusted proportional hazards models to analyze case-cohort data, the authors find evidence that the orientation toward commercial science of individuals' colleagues and coauthors, as well as a number of other workplace attributes, significantly influences scientists' hazards of transitioning to for-profit science.
724 citations
References
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Book•
01 Jan 1944
TL;DR: Theory of games and economic behavior as mentioned in this paper is the classic work upon which modern-day game theory is based, and it has been widely used to analyze a host of real-world phenomena from arms races to optimal policy choices of presidential candidates, from vaccination policy to major league baseball salary negotiations.
Abstract: This is the classic work upon which modern-day game theory is based. What began more than sixty years ago as a modest proposal that a mathematician and an economist write a short paper together blossomed, in 1944, when Princeton University Press published "Theory of Games and Economic Behavior." In it, John von Neumann and Oskar Morgenstern conceived a groundbreaking mathematical theory of economic and social organization, based on a theory of games of strategy. Not only would this revolutionize economics, but the entirely new field of scientific inquiry it yielded--game theory--has since been widely used to analyze a host of real-world phenomena from arms races to optimal policy choices of presidential candidates, from vaccination policy to major league baseball salary negotiations. And it is today established throughout both the social sciences and a wide range of other sciences.
19,337 citations
Book•
01 Jan 1999
TL;DR: In this paper, Amartya Sen quotes the eighteenth century poet William Cowper on freedom: Freedom has a thousand charms to show, That slaves howe'er contented, never know.
Abstract: In Development as Freedom Amartya Sen quotes the eighteenth century poet William Cowper on freedom: Freedom has a thousand charms to show, That slaves howe'er contented, never know. Sen explains how in a world of unprecedented increase in overall opulence, millions of people living in rich and poor countries are still unfree. Even if they are not technically slaves, they are denied elementary freedom and remain imprisoned in one way or another by economic poverty, social deprivation, political tyranny or cultural authoritarianism. The main purpose of development is to spread freedom and its 'thousand charms' to the unfree citizens. Freedom, Sen persuasively argues, is at once the ultimate goal of social and economic arrangements and the most efficient means of realizing general welfare. Social institutions like markets, political parties, legislatures, the judiciary, and the media contribute to development by enhancing individual freedom and are in turn sustained by social values. Values, institutions, development, and freedom are all closely interrelated, and Sen links them together in an elegant analytical framework. By asking "What is the relation between our collective economic wealth and our individual ability to live as we would like?" and by incorporating individual freedom as a social commitment into his analysis, Sen allows economics once again, as it did in the time of Adam Smith, to address the social basis of individual well-being and freedom.
19,080 citations
TL;DR: The psychological principles that govern the perception of decision problems and the evaluation of probabilities and outcomes produce predictable shifts of preference when the same problem is framed in different ways.
Abstract: The psychological principles that govern the perception of decision problems and the evaluation of probabilities and outcomes produce predictable shifts of preference when the same problem is framed in different ways. Reversals of preference are demonstrated in choices regarding monetary outcomes, both hypothetical and real, and in questions pertaining to the loss of human lives. The effects of frames on preferences are compared to the effects of perspectives on perceptual appearance. The dependence of preferences on the formulation of decision problems is a significant concern for the theory of rational choice.
15,513 citations
Book•
01 Jan 1993
TL;DR: The Evolving Field of Organizational Learning as discussed by the authors is a rich field of research in the field of organizational learning and it has been studied extensively in the last few decades and decades.
Abstract: List of figures. List of tables. Acknowledgments. Preface. Introduction: The Evolving Field of Organizational Learning. Part I: Organizational Defences:. 1. Making Sense of Limited Learning. 2. Tacit Knowledge and Management. 3. Why Individuals and Organizations Have Difficulty in Double--Loop Learning. 4. Creating a Theory of Practice: The Case of Organizational Paradoxes. 5. Todaya s Problems with Tomorrowa s Organizations. 6. Teaching Smart People How to Learn. 7. A Leadership Dilemma: Skilled Incompetence. Part II: Inhibiting Organizational Learning and Effectiveness:. 8. Organizational Learning and Management Information Systems. 9. Strategy Implementation: An Experiment in Learning. 10. How Strategy Professionals Deal with Threat: Individual and Organizational. 11. The Dilemma of Implementing Controls: The Case of Managerial Accounting. 12. Human Problems with Budgets. 13. Bridging Economics and Psychology: The Case of the Economics Theory of the Firm. Part III: The Counterproductive Consequences of Organizational Development and Human Resource Activities:. 14. Good Communication That Blocks Learning. 15. Reasoning, Action Strategies, and Defensive Routines: The Case of OD Practitioners. 16. Inappropriate Defences Against The Monitoring of Organizational Development Practice. 17. Do Personal Growth Laboratories Represent an Alternative Culture?. Part IV: The Inhibition of Valid and Usable Information from the Correct Use of Normal Science:. 18. Actionable Knowledge: Design Causality in the Service of Consequential Theory. 19. Field Theory as a Basis for Scholarly Consulting. 20. Unrecognized Defences of Scholars Impact on Theory and Research. 21. Seeking Truth and Actionable Knowledge: How the Scientific Method Inhibits Both. 22. Problems and New Directions for Industrial Psychology. 23. The Incompleteness of Social--Psychological Theory: Examples from Small Group, Cognitive Consistency, and Attribution Research. 24. Dangers in Applying Results from Experimental Social Psychology. 25. Making Knowledge More Relevant to Practice: Maps for Action. 26. Participatory Action Research and Action Science Compared. 27. Some Unintended Consequences of Rigorous Research. Index.
1,988 citations
"The second academic revolution and ..." refers background in this paper
...Organizational learning is thus transformed from an academic subdiscipline into an academic practice, as well [3]....
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