INTRODUCTION

In this chapter we discuss scientific research and higher education. New knowledge in the fields of science and technology often has a positive effect on the wealth of nations. Consider, for instance, the discovery of radar that after military applications turned out to also facilitate transportation. However, new knowledge may also have non-economic social consequences. When knowledge promotes the attainment of goals like safety, public health, or a clean environment, that also is part of innovation. Many scientists are particularly motivated by such societal goals.

In this chapter we consider if and how innovation policy for scientific research and education for economic and other societal goals is possible. Such a policy could be designed to stimulate:

We first discuss the relation between knowledge and innovation. This is followed by an outline of conditions for the financing of research and of other important characteristics of the context of research in higher education and in the business community. Next we discuss more specific instruments for innovation policy. The final section formulates a policy recommendation on the generation and utilisation of knowledge in so-called ‘third spaces’.

Much could be discussed under the rather general section-headings that follow. However, this chapter solely concentrates on (the implications for) innovation policy and thus leaves aside other aspects of science and education. Policies for science and education have many other dimensions that will not be discussed or weighed against goals for innovation policies. The following observations on innovation can therefore only be a limited (or partial) contribution to broader discussions on the future of higher education and scientific research.

THE RELATION BETWEEN KNOWLEDGE AND INNOVATION

EFFECTS OF KNOWLEDGE GENERATION

In search of innovation, the relation between scientific knowledge and the development of the economy gets much attention. This is both new and not new. Not new is the belief in progress, the expectation that knowledge leads to more economic prosperity. What is new is the degree of specificity, i.e., the search for specific scientific knowledge with economic utility, and the attempt to influence the acquisition and transfer of knowledge to obtain optimal effects.