From Science to Business: how to transfer knowledge and technology from academia to economy?

Where do new technologies originate? Who are the inventors of the Internet, the smartphone, and solar panels? What lessons can we learn from the rapid development of Covid-19 vaccines? And why is there still no cure for cancer?

These are some of the questions addressed in this course. The title may seem provocative, but as we will explore, the path from science to business is not always the most effective way to invent new technologies. Many technologies are created outside of academia. Technological development requires effective mechanisms for science and business to work together.

The course aims to introduce students from all disciplines to the field of effective innovation management, with a special focus on knowledge and technology transfer. It is interactive and project-based, using real case studies and examples from Polish and international research and development practice.

The course consists of five modules, each lasting four hours. Each module combines expository teaching methods with interactive discussions. The course integrates lecture-style teaching with group work.

Modules:

1. Introduction into the topic: key concepts in science-business relationships (technology transfer, innovation management, commercialization). What are the start-ups, spin-offs etc? Presentation of the nature of the course, expected workload and results.

2. Key frameworks for ‘Science to Business’: between scientific freedom and state-driven research (Responsible Research and Innovation, Open Science, Sustainability Development Goals, Innovation Systems, Social Impact Assessment)

3. Sustainable Transition Management

4. How to plan technological development? Strategic foresight and technology assessment

5. Group projects presentations

The core of the course is the preparation of projects by groups of 4-5 students. The projects should contain a clear plan for transforming a technological invention into a business case. Consultation on the students' work will be an important part of each meeting. The projects will be presented during the final module (outline has to be consulted with the lecturer at the last meeting before the final one)

Barrow, C.J. (2000) Social Impact Assessment: An Introduction, London, Arnold.

Brown, A. (2005) IS evaluation in practice, The Electronic Journal of Information Systems Evaluation (EJISE), vol. 8, no. 3, pp 169-178.

Cabinet Office (2005) Transformation Government - Enabled by Technology, London, The Stationery Office.

de Vries, M., & Mottier, I. (2006). International handbook of technology education: Reviewing the past twenty years (Vol. 1), Sense Publishers.

European Parliamentary Technology Assessment, What is Technology Assessment? online: http://www.eptanetwork.org/ EPTA/ what.php

Grunwald, A. (2018). Technology assessment in practice and theory, Routledge.

Klüver, L. et al. (2015). Policy-Oriented Technology Assessment Across Europe. Springer Nature.

Rip, A., et al. (1995). Managing technology in society. London: Pinter Publishers.

Technology Assessment and Policy Areas of Great Transitions, online: http://www.pacitaproject.eu/wp-content/uploads/2014/11/Conference-Book.pdf

Assessment methods:

-group project (50%): W1, W2, U1, U2, K1, K2

- activity during class discussions (50%): W2, U2, K1

Assessment criteria:

fail- (0-50%)

satisfactory- (51%-60%)

satisfactory plus- (61%-70%)

good - (71%-80%)

good plus- (81%-90%)

very good- (91%-100%)

The course will be evaluated using an online survey on Teams platform after its completion.