Here's the beginning of what may be a lively debate on the subject of technology transfer activities. The story, in the Milwaukee Journal-Sentinel on Sunday, October 4th, is here. While this article focuses on a local university (The University of Wisconsin-Milwaukee) it raises a broader series of questions about Universities in general around the subject of "entrepreneurship."
Let me say right up front that I agree that single-minded technology transfer activities, especially ones that are paid for with university dollars, are low return on investment activities. This is old news. I also agree that it's underwhelming to keep predicting what good things will happen at sometime in the future when the current track record is as it is.
(The underlying reason for all of this began here in Wisconsin 50 years ago when the University of Wisconsin (at Madison) successfully lobbied the federal government for the right to patent inventions created with post World War II federal research grants. That led to the Bayh-Dole Act adopted in 1980. That, in turn, was fundamental to the notion of technology transfer. It's in many ways a current federal requirement.)
Levine goes on to label universities as "entrepreneurial" if they tout "university based technology transfer" as central to local economic development.
But, if they "engage students, generate human capital, nurture talent and intellectual curiosity, support the research commons...and help solve real world community problems" then they are "engaged universities rather than entrepreneurial ones."
Of course, that's silly.
Entrepreneurial Universities are ones that provide students and others in the community with the inspiration - and the methods - to lead fulfilled lives in a community, to innovate to solve mankind's problems, to enlighten, and, yes, to provide sets of skills, - for the betterment of us all.
It does this throughout all of its disciplines and for all of its students.
It's a place that gives students the real life exposure to communities in need, and exposes them to the principles and practices of innovation - entrepreneurial skills - and their practical application. It has an alignment between its own practices and its vision for its students. ("How we teach is what we teach," - Harvard's Bill Sahlman.) If its vision is values-based (as Marquette University's is) so much the better.
(If one of those so inspired is a faculty member with a great idea to meet these goals, that is fine too, of course. It's a matter of emphasis.)
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