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Globelics Academy

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    NIS Transformation and Recombination Learning in China
    (Georgia Institute of Technology, 2008) Gu, Shulin ; School of Public Policy ; Ivan Allen College of Liberal Arts ; Chinese Academy of Sciences. Institute of Policy and Management
    This paper applies the notion of national innovation systems (NIS) to analyze the transformation of China’s NIS in the 1980s and 1990s. It focuses on two issues. Firstly it probes the interaction between policy-making and reform practice that leads to the transformation of a huge sized government-run industrial technology R&D system, becomes it fitting to the changed macro-economic conditions. Secondly, it analyzes underlining learning mechanisms, as we call it re-combination learning, that assisted the NIS transformation and a rapid pace of economic growth during the market reform time. This paper demonstrates the analytical power of the NIS approach in the developing country circumstance of China. Section 1 “Universal Science and Specific Institutions” illuminates the importance of institutions and outlines the unique institutional structure of China’s NIS developed prior to the market reform. Section 2 “Analytic framework: Innovation Systems, NIS Transformation, and Learning” elaborates analytical concepts and tools for the paper. Section 3 “NIS Transformation” addresses the policy process responsible for the success of the transformation. It explains the frequently asked question: Why Did a Gradual Process Work? Section 4 “Recombination Learning” analyzes the learning process associated with the system’s transformation. This section makes as well a comparison of the learning in China in the examined period with that analyzed for South Korea and Taiwan. Section 5 evaluates the NIS Transformation in China. Finally a short section concludes this work.
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    Routine design in a network environment
    (Georgia Institute of Technology, 2005) Milagres, Rosileia ; School of Public Policy ; Ivan Allen College of Liberal Arts
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    Universities in national innovation systems
    (Georgia Institute of Technology, 2004) Sampat, Bhaven N. ; Mowery, David C. ; School of Public Policy ; Ivan Allen College of Liberal Arts ; Georgia Institute of Technology. School of Public Policy
    The research university plays an important role as a source of fundamental knowledge and, occasionally, industrially relevant technology in modern knowledge-based economies. In recognition of this fact, governments throughout the industrialized world have launched numerous initiatives since the 1970s to link universities to industrial innovation more closely. Many of these initiatives seek to spur local economic development based on university research, e.g., by creating “science parks” located nearby research university campuses, support for “business incubators” and public “seed capital” funds, and the organization of other forms of “bridging institutions” that are believed to link universities to industrial innovation. Other efforts are modeled on a U.S. law, the Bayh-Dole Act of 1980, that is widely (if perhaps incorrectly) credited with improving university-industry collaboration and technology transfer in the U.S. national innovation system. This chapter examines the roles of universities in industrial-economy national innovation systems, the complex institutional landscapes that influence the creation, development, and dissemination of innovations.The inclusion of a chapter on university research in a volume on innovation is itself an innovation—it is likely that a similar handbook published two decades ago would have devoted far less attention to the role of universities in industrial innovation. But scholarship on the role of universities in the innovation process, as opposed to their role in basic research, has grown rapidly since 1970. One important theme in this research is the re-conceptualization of universities as important institutional actors in national and regional systems of innovation. Rather than “ivory towers” devoted to the pursuit of knowledge for its own sake, a growing number of industrial-economy and developing-economy governments seek to use universities as instruments for knowledge-based economic development and change.
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    Innovation and the Formation of African National Economic Systems of Production: Towards a Theory
    (Georgia Institute of Technology, 2005) Muchie, Mammo ; School of Public Policy ; Ivan Allen College of Liberal Arts
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    Collaborative Learning and Firm Upgrading in Uganda's Fish and Floriculture Clusters and Export Value Chains
    (Georgia Institute of Technology, 2005) Esemu, Timothy ; School of Public Policy ; Ivan Allen College of Liberal Arts
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    Clusters, Value Chains, Innovation and Learning (with evidence from Latin America)
    (Georgia Institute of Technology, 2005) Pietrobelli, Carlo ; School of Public Policy ; Ivan Allen College of Liberal Arts
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    Technology policy and regional network creation in high-technology activities in developing countries
    (Georgia Institute of Technology, 2005) Costa, Janaina ; School of Public Policy ; Ivan Allen College of Liberal Arts
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    Patterns of industrial development in Costa Rica: empirical validation of a firm-based growth model
    (Georgia Institute of Technology, 2005) Ciarli, Tommaso ; School of Public Policy ; Ivan Allen College of Liberal Arts
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    The construction and exploration of an innovation platform – a case of “985” project in China
    (Georgia Institute of Technology, 2005) Bei, Wu ; School of Public Policy ; Ivan Allen College of Liberal Arts
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    Innovation System Research: Where it came from and where it might go
    (Georgia Institute of Technology, 2008) Lundvall, Bengt-Åke ; School of Public Policy ; Ivan Allen College of Liberal Arts
    When the first edition of Lundvall (1992) and of Nelson (1993), the concept ‘national innovation system’ was known only by a handful of scholars and policy makers. Over a period of 15 years there has been a rapid and wide diffusion of the concept. Giving ‘Google’ the text strings ‘national innovation system(s)’ and ‘national system(s) of innovation’ you end up with almost 1.000.000 references. Going through the references you find that most of them are recent and that many of them are related to innovation policy efforts at the national level while others refer to new contributions in social science. Using Google Scholar (May 2007) we find that more than 2000 scientific publications have referred respectively to the different editions of Lundvall (2002) and Nelson (1993). Economists, business economists, economic historians, sociologists, political scientists and especially economic geographers have utilized the concept to explain and understand phenomena related to innovation and competence building.1 In this paper we argue that during the process of diffusion there has been a distortion of the concept as compared to the original versions as developed by Christopher Freeman and the IKE-group in Aalborg. Often policy makers and scholars have applied a narrow understanding of the concept and this has gives rise to so-called ‘innovation paradoxes’ which leave significant elements of innovation-based economic performance unexplained. Such a bias is reflected in studies of innovation that focus on science-based innovation and on the formal technological infrastructure and in policies aiming almost exclusively at stimulating R&D efforts in high-technology sectors.