sou · H8B359 · 2020-10-19 00:00:00 — It works as a promotion platform, and the community arranges events such as “E-summit”, ’s largest student organized entrepreneurship promoting initiative, in which students as well as researchers are encouraged to commercialize their ideas. The summit also creates an arena for individuals and innovative startups to interact with a large business community. Other activities run by E-cell is the business model competition “EUREKA”, the “” and the initiative “Platform”. A predominant problem faced by many startups is that they fail to find reliable andcheap 5https:///sine/home/about 6 (8) and end up paying very high rates. Platform provides a platform with reliable as well as subsidized rates for startups connected with E-Cell. In sum, IIT ’s innovation ecosystem is designed to cover the entire innovation process, which explains its capacity to successfully promote the conversion of research ideas into commercial enterprises. Targeted activities and programs within preincubation, incubation and acceleration/scalinghelp researchers to successfully develop and advanced their researcher ideas. The combination of support programs open to students and researchers from all research fields and sector specific programs is another important success factor. Sector specific incubation programs also provide an arena for targeted industry collaboration and sponsor funding, which has been crucial to develop and strengthen the ecosystem. Moreover, the availability of the buddy program serves as an important compliment to the business mentoring and incubation support given by IRCC and , which also helps lower the threshold for students and researchers to pursue innovation by drawing on expertise among peers. Easy access to buddies has also been instrumental in and nurturing a culture of innovation. By launching inclusive university-wide innovation initiatives, IIT has been very successful in fostering a general interest in entrepreneurship among students and researchers. This has also helped build a culture where innovation is generally acknowledged as a top priority across several faculties. In this regard, activities conducted by E-Cell have been very important. E-Cell has also helped to create a more inclusive ecosystem by targeting students across all faculties and establishing an important platform for interaction between students, faculty, professionals, angel investors and venture capitalists. In sum, the ecosystem’s capacity to engage a wider 7 (8) audience, both within the university structure and externally, has strengthened its ability to untap innovation potential and capacity. The existence of support services for both product innovation and service innovation is an important feature of IIT ’s innovation ecosystem. This is becoming increasingly important in today’s knowledge economy, where digitalization and servitization are changing the business landscape. The ecosystem was previously designed to support technical product innovation, but there is now a strong recognition of the importance of enabling the delivery of products-as-a-service innovations to support the emergence of a larger number of new, viable commercial enterprises. This recognition has also put business model mentoring at the heart of the innovation process. Another success factor of IIT ’s innovation ecosystem is the tight link to the industry. Joint activities with industry partners have helped create a strong and vibrant innovation ecosystem and is believed to increase the rate of research ideas converted into commercial enterprises. Sizeable funding from private sponsor agencies has also significantly contributed to the sustainability of the ecosystem. The practice of show-casing inventions/innovations to wider audience outside the university has also facilitated for researchers to find business partners. Other interesting initiatives to promote linkages with industry include undergraduate student research internships with industry partners, leading to a high number of industry-academia platforms for joint R&D collaboration. Yet, the main obstacle to further develop and strengthen the innovation ecosystem is to find more industry partners for students and researchers to partner with and file for IP already at an early stage in the innovation process. 8 (8) Sektionen för Forskning och Innovation Nannan , Forsknings- och Innovationsråd Yaoyao , Innovations- och utbildningshandläggare An overview and analysis on the reforms and the development related to innovation systems at universities and colleges - I en blivande världsledande kunskaps- och innovationsnation har innovationssystem vid lärosätena en central roll i innovations- och konkurrenskraftsutveckling. I denna rapportering kartläggs både omfattande policyramverk och de mest innovativa universitetens arbete med att reformera och utveckla innovationssystem vid lärosätena, med följande huvudpunkter: ∙Utvecklingen drivs av ett strukturerat och integrerat angreppsätt med tre huvudspår: 1) strukturella åtgärder för att främja autonomi, öka incitament och ökad tvärsektoriell mobilitet, 2) reform inom innovations- och entreprenörskapsutbildning och 3) stora satsningar på nya utbildningsformer och multidisciplinära forskningsplattformar för att främja kollaborativ och utmaningsdriven forskning och innovation. En ”Quattro-Helix modell” är redan en norm hos många lärosäten i . ∙Utvecklingen av innovationssystem vid lärosätena behöver engagera både utbildning och forskning, som nya arbetsmetoder och samverkansmodeller behöver utvecklas, inte minst för att ta vara på digitaliseringsmöjligheterna och möta samhällsutmaningarna. ∙Nya möjligheterna som open science, open innovation och kollaborativ innovation medför också nya risker och utmaningar, inte minst när kommersialiseringsfokus ökar. Hur universiteten bibehåller sin långsiktiga forskningsfokus och hanterar marknadsmässiga risker förbli en stor utmaning. ∙Trots olikheter i de policy-, institutionella även kulturella och sociala kontexterna i en internationell jämförelse, kan mest innovativa universitets erfarenheter, dvs hur de ställt om sina utvecklingsmodeller, governance- och incitamentsstrukturer vara en inspirationskälla. As input to the inquiry on “A developed/an enhanced innovation system at universities and colleges in ” (U 2019:02, dir 2019:72), this reporting from the OSI in on the development in , focuses on the following aspects: ∙The current status of innovation capacity of the higher education sector. ∙National policy frameworks and concrete policy measures to reform and promote the innovation systems at universities and colleges. ∙Good practices and insights from the four most innovative universities of . Introduction – How innovative are the Chinese universities today? has a large higher education sector, with 2 663 universities and colleagues, 28.3million undergraduates and 2.7 million postgraduates. The impact of the higher education sector can be illustrated with a few figures: ∙The higher education sector accounts for of ’s total Research & Development (R&D) expenditure in 2017.1 ∙China was the world’s top Science & research publisher in 2018, making up of the global total.2 ∙China was the largest patent applicant nation in 2018 and 4 Chinese universities were among the Top-10 PCT3 applicants in 2018.4 ∙China was number 14 on the Global Innovation Index 2019. One of the key contributing factors, according to the WIPO5 was “’s education and research investments into high-quality innovation outputs”.6 ∙In a ranking of the “World’s Most Innovative Universities 2019”, 4 Chinese were in the Top-100: (no. 41), (no. 55), (no. 86) and (no. At the same time, some key challenges are highlighted in current research and innovation policy debates in : ∙Knowledge and skill gaps in ’s rapid development of “three-new- economy”, i.e. new technologies, new industries and new business models, particularly in a rapid digital transformation and an AI-era. ∙Two deep-rooted imbalances, or paradoxes: 1National (), 2019 2National , 2019. 4World Intellectual Property Report 2019, , 2019. 6https:///userfiles/file/reportpdf/GII%202019 - 7Clarivate Analytics, 2020 2 (8) -Quantity-quality-impact paradox: A large number of publications and patents. But the quality and impact, measured by citation rate and the rate of knowledge and technology transfer from universities to industrial and business development are still low. -Talent-culture-environment paradox: Huge investments in attracting international top researchers and talents. But the lack of conducive and stimulating environment and culture is still a barrier for producing cutting-edging research and breakthrough innovations. This can be summarised by a quote from the President of : “What keeps Chinese university presidents awake? The lack of original, innovative ideas in papers that will take universities and the country forward. That’s the big concern.”8 As a China-specific feature, the innovation support at universities is a combination of a top-down and bottom-up approach, i.e. ∙A comprehensive national policy framework, including specific policy measures (See Figure 1 below) that universities need to follow9. ∙Implementation by the universities, complemented by and adopted to university-specific and/or region-specific needs and strengths.10 Figure 1: The national policy framework structure (2012 – 2019) Innovation system & innovation capacity - Overarching reform guidelines Supporting measures and implementation instruments Science parks, incubators and co-working spaces (existing, but enhanced) Innovation and entrepreneurship (new) Education reform pilot universities (new) New sciences (new) Centers (new) Collaborative Innovation Centers (new) Frontiers Science Centers (new) 8https:///news/tsinghua-provost-chinas-paper-factory- universities-lack-innovation 9More detailed description of both policy initiatives and implantation measures can be found in the separate Background paper by office. 10More detailed implementation cases can be found in the separate Background paper by office. 3 (8) In terms of the role of university leadership, the policy guideline from the (’s “Statsrådsberedningen”),11 explicitly requires “A special leading group on innovation and entrepreneurship education development, led by the university president at university level and engaging key departments, faculty members and student representatives”. For the most innovative Chinese universities, the universities leaderships show strong commitments to the reform agenda. Regarding financing, another key China-specific strength is that the top research universities are closely linked with top innovation clusters and industrial clusters through collaboration and investments and supported by regional/local policies. In this context, Chinese universities and colleges are already adopting a “Quattro-Helix model” for developing an efficient and results-oriented innovation system. When new policy instrument/initiative is launched, the national government could provide co-funding/topping-up funding as support. For instance, the allocated special funds for supporting the of the . However, this topping-up funding can be used only for coordination mechanisms and other mobility- and resource- sharing promotion measures, not for joint research projects. It is because the engaged universities are contributing their matching funding and there are significant interests from the business sectors as well as local/regional governments to contribute and participate. 2.Concrete and specific supporting measures At both the policy level and the implementation level, a highly structured system approach is applied by the national government and the universities, which includes 3 integrated development tracks (as outlined in Figure 1): ∙Structural measures, focusing on leadership, autonomy and incentivesto stimulate tech-transfer and commercialisation as well as mobility between teaching, research and industries. ∙Innovation and Entrepreneurship (I&E) Education reform: Pilot programs to better integrate I&E courses with other “major courses”, new “I&E” academic credits from innovation projects and practices, mentorship and innovation competition to support student innovation and start-ups. ∙Multidisciplinary and challenge-driven research and innovation: New multidisciplinary “sciences”, new types of innovation and science centres. 11Suggestions on deepening reform of innovation and entrepreneurship education in higher education, , 2015. 4 (8) Two practical examples from (Table 1) and (Figure 2) are given below: Table 1: ’s “dual-track” approach University’s professional In 10- 20 years Figure 2: ’s I&E Support Program Joint initiated by: Office of Science and Technology Development When it comes to measuring results and impact assessment, there is a clear awareness and willingness of moving from a “knowledge-out classroom” and “(academic) paper factory” towards more results-oriented and impactful value- creation. Instead of measuring the number of licensing contracts and/or patent agreements, more efforts are now made to measure the potential economic and social values, for instance in forms of licensing income and market value of spin- offs, despite the practical difficulties. recently, not least in the context of open science, open innovation and other channels such as collaborative research, student and research staff mobility, as well as contract research and research staff consulting appear also to be more important. For instance, a few new “student unicorns” from university science parks in have created big sensation. However, solid data are lacking both in and internationally. 5 (8) 3.Intellectual property rights (IPR) and other immaterial rights According the national regulations,12 universities have the legal rights to own, manage and benefit from the research achievements and results from projects that they have financed and invested in. ∙Universities have the right to independently transfer, lease or converttheir research results and achievements, except for those results involving national security issues. ∙The involved key researchers, in agreement with their affiliated universities, can transfer the results and the revenues from the transfers belonging to the universities. ∙Universities have the right to distribute transfer revenues to researchers in the form of increased salary or bonus, not less than of the total revenues or the value of converted shares. The rest should be re-invested in research and development of the universities. Most Chinese universities have specialised functions for IPR-management in their “” or through an integrated platform/network in the form of “+ Incubators + Tech- transfer Centre”. Recognising the needs of further strengthening IPR-related skills and capacity, 23 universities were approved to set up dedicated University IPR service centres in 2019, with the following key tasks:13 ∙IPR-related information and data collection, management and analysis. ∙Develop platforms and tools for IPR information- and resource-sharing ∙Consultancy and advisory services for the development of universities’ IPR management system and strategic decision-making related to IPR. ∙IPR support services for universities’ leading subjects and R&Dprograms. ∙Participate in universities’ collaborative innovation with industries, supporting universities’ IPR asset management. ∙Undertake training and education related to IPR to enhance IPR knowledge and skills. ∙Participate in innovation activities carried out by faculty and students and take part in IPR-related academic and policy researches. ∙Supporting regional needs for IPR-related information and talents to promote regional economic development. 12“Suggestions on enhancing transfer of science and technology achievement from higher education”, and . 2016 and 2017. 13National and the manage the approval process, following the “Notice on of ”, 2017. 6 (8) 4.Analysis - Success factors, lessons learned and future challenges The development of innovation ecosystems and the innovation capacities at the Chinese universities started from very different policy, institutional and even social and cultural contexts compared to an international context. Given the large scale of the higher education sector, the number of internationally competitive and innovative universities from is still far too small. But when looking more in-depth into the most innovative ones, there is an enormous transformative potential and a rapid pace of catch-up, up and taking the lead, at the same time. This is inspiring and encouraging many other Chinese universities to follow suit. From the experience with the on-going reform- and transformation processes, some key insights have emerged when it comes to what an innovation- and entrepreneurship research university actually implies and how to build up innovation systems to achieve an integrated capacity and competitiveness in terms of education, research and innovation. ∙Firstly, relying on excellence in both education and research, the mission of an innovation- and entrepreneurship research university is to meet the needs of an innovation-driven transformation of the economy and society in a globalised world - with both challenges and opportunities. This echoes well with the global trends of mission-driven and value-sharing research and innovation. ∙Secondly, it is not about education or research. Instead, it is integrated and mutually supportive innovation- and entrepreneurship education on the one hand, and multidisciplinary and challenge-driven research and innovation on the other. Both need to be developed in an open, inclusive and collaborative ecosystem inside universities and beyond. ∙Thirdly, new education and research models need new tools and new infrastructures. Innovation & Entrepreneurship (academic) Credits, New Sciences, and are interesting experiments, exploring different ways forward. To summarise, the key success factors of the most successful and innovative Chinese universities are not “magic bullets” or specific instruments or approaches, but their commitment to a comprehensive transformation process, involving 3 strategic aspects: ∙Transformation of the development model and strategy for knowledge- , talent-cultivation and Quattro-Helix collaborative innovation. ∙Transformation of governance and management for innovation- and collaboration-stimulating culture and environment. 7 (8) ∙Transformation of incentive structures for long-term and deep commitments to high-quality, meaningful and responsible research and innovation. However, new pathways and new mechanisms for innovation and value-creation also imply new risks and new challenges. One of the key issues is how to manage both the balance and the risks involved in open science, open innovation and commercialisation, given the role and mission of universities and colleges. ∙The current strategy of a combined “top-down” and “bottom-up” approach have delivered some coordinated and effective outcomes. This also facilitates a closer integration between science, innovation and new socioeconomic development, particularly in the era of ’s “three-new- economy”. But it can also imply disadvantages, such as institutional rigidity and “over-steering” that could hamper both creativity and diversity, which is the core for innovation and entrepreneurship. ∙While there are strong interests in engaging in open and collaborative innovation from the business sector, it is still a challenge to develop such collaborative relationships and co-creation on a long-term basis, due to cultural differences and even conflicts of interest. ∙While the universities have made efforts to improve both the management and reward systems for knowledge- and technology transfer, the valuation and price-setting of immaterial rights, such as patents are still a challenge which can bring (large) economic risks for the universities. Finally, looking from a global perspective, research and innovation are both more concentrated, and connected, geographically. Technologies and business models become more complex and sophisticated, along the global value-chains. Open and collaborative innovations by multidisciplinary and multi-skilled teams have become the “new normal” for research and innovation (despite the noise of “de- coupling” in some other fields and arenas). This big picture of global research and innovation landscape is gradually diluting the differences and increasing both collaboration and competition between the leading universities in and globally. 8 (8) Inspel till Utredningen (U 2019:02, dir 2019:72) om ett utvecklat innovationssystem vid universitet och högskolor – , , and , , are two of six Korean universities ranked among the 100 most innovative universities in the world. Culture and institutional factors have conspired to make innovation something for the large and established companies, but it is becoming more accepted among students to start a company. Politicians and universities are aware of the need for to move from being a fast follower to become an innovation leader. Universities have initiated programs to support change and are making professors and students more aware. Change can be fast in and students and younger professors are increasingly interested in starting their own businesses. Iinnovation, universitet, forskning Organization and financing innovation support , , and , , are two of six Korean universities ranked among the 100 most innovative universities in the world.1 KAIST is the oldest Science and technology university in , established 1971. It was ranked the sixth most innovative university by and 2017. It is one of the few Korean universities that are exempting tuition fees. Another popular, and even unique, feature of KAIST is that accepted students are relieved from the normal 2‐ year military service that is otherwise mandatory to male Koreans. KAIST’s history of being the first technical research university and given special favors by the government, reflects in many ways ’s history of compressed industrialization and attitude of a future and creating prosperity. KAIST professors take pride in this history and consider it being an important part in KAIST’s success. SNU changed from being a governments organization to be an incorporated university in 2011. The Division of Research Policy at the Office of Research Affairs, manages and support the (Research and Development Business). The Head of is also the Head of the Office of Research Affairs. () (), is a daughter company to that 12019 SNU ranked 29 and KAIST 34. The others being POSTECH (12), Sungkyunkwan (45), Hanyang (72), Yonsei (76). was started to support innovation at SNU. The mission of STH is to promote research by allocating business profits generated by technology transfers, joint , investments and planned startups of SNU’s research. STH act by assisting in starting companies with researchers as or recruit external to commercialize knowledge coming out of work at the university. started ten years ago with the purpose was for the University to catch opportunities in owning patents and rights emanating from research. SNU also have several business incubators, startup centers and maker center. A Startup support committee, A Division of Research Policy, A Startup Support Department and a Startup Support Planning Department, all work to facilitate entrepreneurial endeavors, providing seed funding, mentoring, office space, and technical and research support. While Korean universities are not permitted to or invest in or take on ownership of companies, Universities can have funds for receiving donations and use said funds for a diversity of purposes, including financial support to startup companies or commercialization purposes. As of , SNU STH has USD total in fund. It has invested 5,4 million USD in 20 companies.