gap between industry and academics should be bridged
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punctuation marks here to identify the general difference between academia
and industry of "long-term" horizon versus "short-term" horizon thinking, but
also offer the "RISD difference" within this simple vocabulary of marks.**
In academia there is the luxury of time. Thus when a thought might start, itdoesn't necessarily have to finish. You can begin ... and not necessarily end. It
is this kind of open-endedness that makes academia a necessary space of free
thought in the world. The free space is a necessary inefficiency designed into
the academic system so that new thoughts can form in the most productive
manner which is through the natural reinforcement of the passage of time.
In industry we like to hear the virtues of "execution" and "getting things
done." Got an idea? Set a target deadline. When you're done, package the
result and move onto the next task. Don't think. Just do. And keep on doing.
In industry it's important to be heard. Speaking up is critical for an
individual's or idea's survival. "I can't hear you." No. I really can't. So what do
you do? YELL. YEEEEEELLLLLL. And you still hope to get heard. By your boss, of
course. Or even better by your boss's boss.
In academia there's always a need to think critically. Debate is the
starting- and ending-point for all meaningful dialogue. Got an idea? Question
it. And question the question while you're at it. Incidentally, from my two years
working with Becky, there are times when it appears I literally drive her crazy.
She'll tell me, "Stop that Socrates sh*t! Give me a definite answer. Not a
definitive question!"
So the and the are about the long view. The and the are about
what lives in the short term. But what does this have to do with being thepresident of RISD? Well. I've discovered a new model in which academia exists.
I call it the world of the "Question-Period." Let me explain.
At RISD, what I've observed in the students and faculty here is that the is
considered to be poor form. There is no need to overstate one's case. A good
idea simply has good value, and a critical audience will most easily recognize
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that value when it is understated. The same can be said for the because at
RISD there is a clear sense that work must be completed. And it can't be
completed just on a whim. There has to be a rigorous assault at a concept and
in its execution. A means that you've given up. So you absolutely need a
to make a clear, defensible expression or result. And lastly, and firstly, and in
between first and last, you must be constantly asking after because the
work makes you think. And thinking is about asking questions. Every day I see
folks on campus in this constant mode of Question-Period. It is one of the
many reasons why I am proud to be here, and I am excited to introduce the
world of business to the ever-inspiring world of RISD.
Industry-academia interactions: Bridging the gap
One important way of facilitating interaction between academia and industryis for teachers to take sabbatical at business organisations in their field of
expertise. Such involvement will facilitate mutual understanding of each
others strengths and challenges, say Alka Ahuja, Sanjula Baboota, Javed
Aliand R K Khar
In the third millennium, we have witnessed a lot of
technological changes. These changes, however, have not
been properly used by our graduates in order to compete
in the present scenario. It is essential to have industry-
academia interactions which will help to impart relevantknowledge and will be sustainable in the changing
conditions.
Academic institutes place great importance to closer interaction with industry
and R&D organisations. At the level of industry participation in technology
development, some interaction has been witnessed between large public and
private sector enterprises and academic institutes. Still, industry support to
basic research is virtually non-existent. Laboratory utilisation by industry for
developmental purposes and for product testing has seen some success. With
the help of continuing education programmes (CEP), participation from theindustry is gradually on an increase. The areas in which interaction is possible
include industry support to basic research for knowledge creation, industry
participation in technology development involving some exploratory work,
academic intervention in solving industry problems, laboratory utilisation by
industry and CEP.
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Industry needs and expectations
Large industrial houses have the resources to invest in technology
development initiatives. Academic participation is often needed in minor
technological innovation. Small scale industries often depend on support in the
areas of design, process improvement and machinery performance etc. Theyalso rely on processes to yield a product which already exists. In some cases,
problem solving may simply amount to product testing and production
enhancement in terms of quantity and quality. In such interactions, industrys
expected time frames have been immediate and investment is directed
towards efforts that promise result oriented solutions.
Academia expectations
An academician shows interest normally in problems that are intellectually
challenging. His areas of interest lie in technology development initiatives andmethods related to process and design improvement. Researchers have strong
preference for working towards creation of knowledge in specialised areas. For
industry-related problems, a researcher has to explore a variety of options
which is time consuming.
In academic institutions, time frame of an academician is governed by research
guidance and teaching assignments.
Academicians are oriented towards R&D activities of the industry for funds
which helps them to sustain their broader research interests.
Gap between industry and academia
Gap between the needs of the industry and
aspirations of academic community is very large.
Academicians always have a strong feeling that
unless these initiatives find a place in industrial
sector, this interaction will be confined to only
developmental activities. There is a strong mismatch
in perceptions of the two on the issues related to
technology development. At present, the academic
community is not geared to face this challenge of
translating evolving idea into technology
development.
Avenues for future
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A support system is needed to ensure a focused involvement of both academia
and industry. Academic institutions should develop systems and procedures to
ensure that industry expectations are met without any compromise on
academic aspirations. Initially, academia should conceive and take up short
term, small budget projects which would instill confidence in industry and
encourage it to start development projects. Industry also has to give a fresh
look to its R&D efforts. This process must be guided by a complete shift from
trading set up to a technologically- driven entrepreneurial set up. Academia
should tilt the focus of basic research to applicative research. Research
initiatives involving industry people with flexible formats could serve as the
first step in this direction.
Venues should be created for close interaction starting from conceptualisation
down to commercialisation. Setting up of technology incubation centres in
close proximity of academic institutions could provide for fostering wholesome
technology development.
Venues should be
created for close
interaction starting from
conceptualisation down
to commercialisation.
Setting up of technology
incubation centres in
close proximity ofacademic institutions
could provide for
fostering wholesome
technology
development
Interaction between industry and doctoral programmes
Pharmaceutical education is a foundation on which the structure of the
pharmaceutical industry, R&D and pharmaceutical technologies is built up by
supplying qualified pharmacists to the industry. The interaction should begin
when researchers are doctoral students and should continue well after they
start their careers. Some institutions fear that if students involve in industry
work, it might distract them from their doctoral work. But it should be
considered as part of the education. Industry provides research topics, funding
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and access to data for research. Industry also provides an opportunity for
employment outside the traditional academic setting.
The question of who holds the patent rights to a specific development is a
major issue. Academic institutions are scared of losing patent rights to a
particular research where industry is involved. At the same time severalacademic researchers profit from their research through business books,
industry consulting and speaking engagements. Therefore, academic research
and the pursuit of profit are not mutually exclusive.
One important way of facilitating interaction between academia and industry
is for teachers to take sabbatical at business organisations in their field of
expertise. Such involvement will facilitate mutual understanding of each
others strengths and challenges.
In order to ensure that the teaching programmes and the curricula meet thechallenging needs of the industry, senior personnel from industry should be
involved as expert members of the committees which vet changes in curricula
as well as new academic programmes. To provide a real-life exposure of the
industrial world to its students, a vacation training programme can be
organised. Programme can include industrial training of faculty and students
with a built-in provision of incentives as well as for the appointment of adjunct
faculty from the industry.
Provision of having honourary professors/faculty both from the industry and
R&D organisation gives an exposure to the students of interacting with
working professionals. Several laboratories have been sponsored by the
industry. Softwares worth millions of rupees have been donated by Technology
companies.
Knowledge transfer
The industry can hire significant number of students. This is a highly effective
form of technology transfer. While working in the industry, students frequently
return to universities and colleges to recruit new students.
Industry and government research relationships
Many researchers are working in advisory or consulting capacities with a
number of companies. In some cases principal investigators in research hold
positions on the technical advisory board. Large scale collaborative projects are
also being carried out in certain institutions.
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Summer camps
These can be arranged in collaboration with the industry to expose the
students to various academic and extra curricular activities. These can
comprise a series of lectures and presentations from distinguished
professionals from the industry and academia, video shows on some industryprojects, group discussions, debates and field trip to some industrial houses.
These camps serve as a forum for the development of over all personality,
leadership, organisational skills and exemplary team work which are essential
for a successful career in addition to academic activities.
Camps provide a platform for professionals to enrich the participants with their
first hand experiences in the field and their professional expertise.
Provision for scale up operation
Most of our students develop new products or processes which are restricted
as bench experiments. Due to non-availability of scale up processes as a result
of capital and operational cost, the research is not able to reach the
market.Interaction and informal tie ups can ensure successful implementation
of work developed in the institution.
Consultancy services
Academic institutions can help the industrial houses by providing consultancy
services which are sought by small-scale entrepreneurs having no access toR&D and quality control facilities. It can be in the form of evaluation of
products, processes, software development etc.
Important principles for industry academic interaction
Following principles can be used as guidelines:
a) Open academic environment: It is the responsibility of the administration,
the academic senate and departmental faculty to establish appropriate norms
for existence of an open environment
b) Freedom to publish: Freedom to publish is fundamental to the university
and is a major criterion for the research project. Faculty should be encouraged
to engage in outside projects. These at the same time, should not interfere
with their performance of teaching and research duties.
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