14 The Roles of Research at Universities and Public Labs in Economic Catch‐Up

Abstract

We draw upon historical evidence from several countries and contemporary studies of national innovation systems to argue that indigenous systems of academic training and public research have been in the past important elements of the institutional structures supporting a country's economic catch up. Recent changes in the international economic environment, and the growing scientific basis for contemporary technologies, will make those systems even more important in the future. The contributions of universities and public labs to the development of indigenous technological capabilities have taken different forms in different countries and economic sectors. However, we note that, in contrast with current emphasis on university-based embryonic inventions and fundamental research, effective research programs have predominantly occurred in the application-oriented sciences and engineering, and have been oriented towards problemsolving, and the advancement of technologies of interest to a well-defined user-community.

University–industry interactions in an immature system of innovation: evidence from Minas Gerais, Brazil

“…There are also excellent discussions on the role of universities in successful catching up processes: Mazzoleni and Nelson (2005) and Mazzoleni (2005) make important contributions to this subject. Current research on university-industry linkages throughout catching up processes indicate that the 'modes of interaction' between universities/research institutes and firms change as a country develops (Eun et al, 2006).…”

“…Examples of the first case (institutions created after a strong demand from economic and social needs) are Instituto Manguinhos, in the health sector (Stepan, 1976), Instituto Agronômico de Campinas, in the agricultural sector (Suzigan, 2000: 152, 323) and a general push for educational and research facilities during the expansion of coffee production, early industrialization and the urbanization process (Motoyama, 2004: 201). Examples of the second case (institutions created 'ahead of an industrial demand') are Escola de Minas (Carvalho, 2002;Mazzoleni and Nelson, 2005) and Instituto Tecnológico da Aeronáutica. This is an additional indication that the formation of these two-way flows between firms and universities is not easy.…”

University-Industry Linkages and Economic Catch-Up in Asia

“…Knowledge has increasingly become a key source of economic growth, and with this trend, university-industry linkages (or UILs hereafter) have become an important issue (Mazzoleni and Nelson, 2007;Sutz, 2005). There have been focused studies on the academy-industry relationship (Branscomb et al, 1999;Etzkowitz et al, 2000;Rosenberg & Nelson, 1994;OECD, 2002).…”

Academy–industry links in Brazil: evidence about channels and benefits for firms and researchers

“…From the perspective of most developed industrial countries, these relationships are a key, dynamic component of the NSIs, especially in the form of two-way links (Narin et al, 1997;Pavitt, 1991;Rosenberg, 1990). They thrive in academic environments that value the so-called 'entrepreneurial role' of the universities beyond the traditional focus on higher education, production of scientific knowledge, and provision of critical stances towards society (Narin et al, 1997;Meyer-Krahmer and Schmoch, 1998;Cohen et al, 2002;Mowery and Sampat, 2005;Mazzoleni and Nelson, 2007).…”