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Investing in Academic Technology Innovation and Entrepreneurship: Moving Beyond Research Funding Through the Nsf I-Corps™ Program

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Investing in Academic Technology Innovation and Entrepreneurship: Moving Beyond Research Funding Through the Nsf I-Corps™ Program Technology and Innovation, Vol. 19, pp. 773-786, 2018 ISSN 1949-8241 • E-ISSN 1949-825X Printed in the USA. All rights reserved. http://dx.doi.org/10.21300/19.4.2018.773 Copyright © 2018 National Academy of Inventors. www.technologyandinnovation.org INVESTING IN ACADEMIC TECHNOLOGY INNOVATION AND ENTREPRENEURSHIP: MOVING BEYOND RESEARCH FUNDING THROUGH THE NSF I-CORPS™ PROGRAM Chinonye C. Nnakwe1, Nisha Cooch2, and Aileen Huang-Saad3 1Grove School of Engineering, City University of New York (CUNY), New York City, NY, USA 2CUREComms, Inc., Washington, DC, USA 3Department of Biomedical Engineering, College of Engineering, University of Michigan, Ann Arbor, MI, USA In 2012, the National Science Foundation (NSF) took ambitious steps to revisit how they invest in academic innovation and entrepreneurship. Rather than increasing financial investments in technology development, it created NSF I-Corps™, an innovation education program and nationwide innovation network for NSF-funded faculty and trainees. Since its launch, NSF I-Corps has trained over 3,000 researchers and has been adopted by nine federal agencies. This paper provides a brief history of government investment in academic innovation, including the conceptualization of the I-Corps program, as well as its goals, growth, and influence on other agencies. The primary data for the paper includes interviews from 13 key individuals involved in the launch of the program and publicly available program data. We conclude with a discussion of challenges and opportunities as I-Corps-related programs look to scale and sustain their efforts going forward. This paper offers government, university administrators, and faculty insight into alternative methods of promoting academic innovation and explores future research areas for entrepreneurial ecosystems and education. Key words: National Science Foundation; I-Corps; Innovation, Entrepreneurship; Academic innovation INTRODUCTION reduces technical uncertainty by bridging the “valley Innovation is viewed as the economic driver of of death” finance gap (4). The phrase “valley of death” today’s knowledge economy. The U.S. federal gov- is often used to describe the early-stage capital gap ernment has consistently supported innovation between federally funded research and late-stage through policies, regulations, and funding (1). For venture capital financing (2). years, funding has been viewed as the major factor In 2012, the National Science Foundation (NSF) for the U.S.’s innovation success (2), contributing 20% launched I-Corps™, drastically changing their to 25% of early-stage investments (3). Government approach to stimulating research translation by investments in early-stage technology development redefining the role of government funding. Unlike _____________________ Accepted: March 1, 2018. Address correspondence to Aileen Huang-Saad, Ph.D., M.B.A., Department of Biomedical Engineering and Center for Entrepreneurship, College of Engineering, University of Michigan Ann Arbor, Ann Arbor, MI 48109, USA. Tel: +1 (734) 647-9737. E-mail: [email protected] 773 774 NNAKWE, COOCH & HUANG-SAAD traditional early-stage product development gov- to federal research funding, as it was given the funda- ernment grants, I-Corps was created to bring teams mental task of bridging the gap between research and of NSF-funded researchers and industry experts engineering product development (7). Focused on together to enroll in an entrepreneurship and innova- “Blue Sky” thinking, DARPA program officers were tion course and complete an opportunity recognition able to invest in technologies that would not see a exercise while developing a potential business model. return for at least 10 to 20 years, allowing researchers For the first time, NSF was directing funds towards to experiment with new innovations (6). developing the individual innovator, as opposed In the 1980s, the government facilitated a more to the technology itself. With I-Corps, NSF began decentralized form of industry policy by increasing investing in faculty human capital development and its support for commercialization and development facilitating the creation of closer university-industry through direct and indirect means (6). Initially, there ties (5). were major changes in U.S. patent policies and prac- The purpose of this article is to provide a retro- tices to strengthen patent protection (9). Congress spective narrative of the I-Corps program, describe also passed three significant acts to promote technol- how it evolved into the National Innovation Network ogy transfer: the 1980 Stevenson Wydler Technology (NIN), and offer insight into the conception, execu- Act, the 1982 Bayh-Dole Act, and the 1982 Small tion, evolution, and expansion of this unique training Business Innovation Development Act. Two of the and support network for academic researchers. This acts focused on policy with respect to national labs, article also describes the impact of I-Corps and universities, and non-profits, while the third act addresses the challenges the program may face in set aside funding specific to translation. The 1980 the future. Stevenson Wydler Technology Act required federal laboratories to collaborate directly with state and local BRIEF HISTORY OF GOVERNMENT governments, universities, and private industry (10). INVESTMENT IN ACADEMIC INNOVATION Each national laboratory was mandated to create an The federal government has played a significant Office of Research and Technology Applications (10). role in supporting American innovation since World The Bayh-Dole Act gave universities and government War II (6). Fueled by the transition into the Cold labs the ability to file for patents and license tech- War, the U.S. government heavily invested in gov- nology derived from federally funded research (11). ernment technological capacities through research The 1982 Small Business Innovation Development and development (R&D) funding, policy support for Act directed government agencies that spend more commercialization and development, and support than $100 million annually on external research to for learning and diffusion of knowledge (7). All of set aside a fraction of their research budgets (1.25%) these efforts were designed to promote innovation to support work from small, independent, for profit and provide infrastructure and capital for research small businesses (12). The Small Business Innovation scientists to explore their own research ideas or, more Research (SBIR) and Small Business Technology importantly, explore research that supported govern- Transfer (STTR) programs were most recently reau- ment-specific needs, such as weapons systems (8). thorized until September 30, 2022, at a rate of 3.2% Government R&D spending has dominated the and 0.45%, respectively (13). Finally, the government government’s role in innovation (7). Following World has historically also used tax credits to support inno- War II, the U.S. government established a network of vation: R&D tax credits, tax credits or production federal research labs focused on government-specific subsidies for new technology companies, and tax needs and several research funding agencies. The credits or rebates for new technology customers (7). NSF was created in 1950, followed by the Defense Government support for diffusion of knowledge Advanced Research Projects Agency (DARPA) in and technology and learning has traditionally been 1958. DARPA was established in response to the indirect. Similar to policy setting, the government Soviet Sputnik launches and relied entirely on extra- worked to increase knowledge diffusion through cod- mural researchers (7). DARPA was a unique approach ification of technical knowledge, technical standard INVESTING IN ACADEMIC TECHNOLOGY INNOVATION 775 setting, publicity, and offering technology extension government sponsored industry-academe research services (7). As for learning, the government has partnership programs (the Industry–University relied on its financial support of traditional education Cooperative Research Centers (IUCRC) program channels, such as university degree programs (7), and the SBIR/STTR programs) and 2) the absence of and directives for new initiatives, such as science, innovation and entrepreneurship training for STEM technology, engineering, and mathematics (STEM) innovators (5). Influenced by his experience as the education reform (e.g., Educate to Innovate campaign dean of engineering at the Massachusetts Institute (14)). of Technology (MIT) and with the MIT Deshpande This historical review demonstrates that the Center, Director Suresh launched the I-Corps pro- overall role of government in innovation has relied gram to catalyze a connection between university on R&D funding and policy development. These basic science research and commercialization. two mechanisms have been used to direct intellec- NSF program officers throughout the agency were tual focus towards government relevant needs and called upon for feedback and input during program to motivate individuals and institutions to pursue development. Key program officers responsible for research translation. The government innovation operationalizing the program included Errol Arkilic, system was developed to be highly decentralized Don Millard, Rathindra DasGupta, Richard Voyles, during the Reagan years with several overlapping and Anita La Salle. elements (6). According to Block (6), “This com- At first, I-Corps was conceptualized as a mento- plexity is, in part, intentional because the innovation ring program for academic
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