Industry-University Cooperative Research Centers (IUCRC),
Program Evaluation Project
|
This page is dedicated to highlighting current graduate student research conducted by the Innovation Studies Lab.
Enhancing Collaboration Between HBCUs and Research Universities
Andrea Lloyd
Due to the age of current U.S. workforce members and recent trends in the competitive efforts of other nations to retain native talent for their own labor forces, the U.S. currently faces the challenge of finding ways in which to sustain the competitive edge it has enjoyed due to a strong S&E workforce (National Science Board, 2004). A surge in growth in the S&E fields is largely dependent upon the recruitment of traditionally underrepresented groups into these fields of study (Commission on the Advancement of Women and Minorities in Science, Engineering, and Technology Development, 2001). Recent literature specifically promotes engaging more African-Americans in S&E to develop relevant interests early in the educational process (Holt, 2002). Collaborative partnerships between historically black colleges and universities (HBCUs) and research universities (RUs) are regarded as a very promising mechanism for having the dual effect of maintaining the S&E focus of African-American students throughout their educational pursuits and of strengthening the institutions, HBCUs, that prepare a significant number of our African-American scientists (Tanaka & Gladney, 2004). Ironically, there is a paucity of literature that specifically investigates partnerships between these two types of institutions.
Adessa and Sonnenwald (in press) conducted one of the few investigations of partnerships between HBCUs and RUs. Using a qualitative approach, they discovered that differences in both institutional/cultural factors and resources (e.g., time, knowledge, facilities and student assistant researchers) affected the ability to achieve an effective partnership. Other literature suggests a variety of factors, including individual level characteristics of the participants, degree of interaction, a clear understanding of responsibilities and tasks (Davenport et al., 1999) and the efficacy of the forms of communication utilized for the sake of collaboration (Chompalov & Shrum, 1999; Davenport et al., 1999), affect the level of trust achieved in this type of collaboration (Chompalov & Shrum, 1999; Davenport et al., 1999; Vengen & Hexham, 2003) and ultimately, the outcomes of these relationships.
The research will further Sonnenwald’s research by conducting a mixed methods study, using forced-choice and open-ended survey items, to investigate a greater number of partnerships. The study will: 1) describe the participants involved in a sample of partnerships and the goals and structure of those partnerships, 2) explore and describe the factors that are relevant to the adoption of a partnership strategy, 3) explore the factors that are relevant to the success or failure of the sampled HBCU/RU partnerships and 4) compare factors between HBCU/RU partnerships and RU/RU partnerships. T o achieve these goals, a sample of HBCU/RU and RU/RU partnerships has been identified within a system of 16 universities. To date, the faculty of the HBCU side of the sampled partnerships (n=9) have responded to the survey items that examine constructs including satisfaction and perceived obstacles and facilitators. Preliminary analyses of qualitative data have provided insight that both complement and contradict the reviewed literature.
Industry/University Cooperative Research Centers:
Factors Predicting Post-Graduation Success
Lindsey McGowen
Industry/University Cooperative Research Centers are initiated by National Science Foundation grant funding. They are but one example of social programs that are grant funded with the expectation that they will achieve self-sufficiency once established. However, there is little evidence as to how government funded social programs are able to make this transition. This study proposes to explore what factors might be associated with I/UCRC survival and success after they have graduated from NSF funding. The author reviews both theoretical and empirical literature to develop a preliminary understanding of how this transition happens. In particular, studies on other NSF funded collaborative research centers, and the social entrepreneurship literature are cited. Archival data and qualitative interviews with Center Directors will be used to explore the fate of I/UCRCs post graduation. The study will look at infrastructure, transition planning, center management, faculty involvement, institutional factors, research area, industrial factors, and educational programs to determine if these constructs predict center success in terms of financial viability, industry engagement and support for multidisciplinary collaborative research, university support, faculty satisfaction and commitment, support for students, and technology transfer. Results will be considered preliminary and will be used to inform further research.
*This project will be developed into a Master's Thesis.
Proposal: Predictors of Graduated I/UCRC Success (June '06)
Research Update: Predictors of Graduated I/UCRC Success (Jan '07)
Graduated I/UCRCs: Factors in Success After NSF Funding (June '07)
Evaluating Entrepreneurial Education Impacts:
Mediators of Succesful High-Tech Entrepreneurial
Education Initiatives
Elaine Rideout
The study will empirically evaluate the effectiveness of two NCSU entrepreneurial education programs (undergraduate and graduate) and identify the individual and contextual factors associated with entrepreneurial propensities and effectiveness. Little empirical research exists evaluating the outcomes of entrepreneurial education programs; what does exist is of mixed quality with few comparison groups.
The study’s operating hypothesis will be that entrepreneurial education outcomes will be higher for the NCSU program alumni than for a group of similar non-alums, and these direct effects are mediated by a number of individual (personality and cognitive/skill set) and contextual variables. For example, a number of studies have found that self-efficacy and over-optimism/ non-counterfactual thinking are personality characteristics common to entrepreneurs. Cognitive abilities such as opportunity recognition, creativity, and risk assessment, and skillsets in business and resourcefulness/networking will be evaluated as will contextual factors such as familial, cultural, community, and workplace/ organizational variables such as roles, organizational culture, leadership, etc.
The study will employ a quasi experimental design employing a matched control group selected via stratified random sampling (matching will address the criterion group’s self-section threat to internal validity). Participants will be matched on SAT test scores (which are correlated with post-college career success) and parent/family entrepreneurship (which is correlated with entrepreneurial tendencies).
Two kinds of data will be collected (individual/contextual characteristics and entrepreneurial behaviors/outcomes) from the respondents via a web questionnaire and other data gathering devices. Targeted individuals will be contacted by mail, telephone, and email to increase response rates. Factor analysis (both exploratory and confirmatory) will be conducted to fine-tune our model and validate our measures, and the three dependent variables (entrepreneurial outcomes of proclivity, activity, and success) will be assessed for the two groups of program alumni and the two matched control groups. Hypothesis testing and multiple regression/multivariate analysis will be conducted and a predictive model will be developed and tested utilizing structural equation analysis where appropriate.
Results of the study will include the development of a new scale of entrepreneurial outcomes. In addition the project will produce a causal model of key factors for entrepreneurial success that will, by informing educators, lead to the development of even more effective entrepreneurial training/education programs that produce more successful entrepreneurial outcomes.
Who Will Join and Who Will Decline?
An Analysis of Factors Predicting a Firm’s Decision to Join a
University-Based Cooperative Research Center
Drew Rivers
While most centers also receive funding from the government, maintaining a high level of industrial support is key to the survival of these ventures. For example, NSF Industry-University Cooperative Research Centers (IUCRCs) receive the majority of their financial support from industry (Gray 2004). For NSF Science and Technology Centers (STCs) and Engineering Research Centers (ERCs), the substantial government support they receive is conditioned on attracting and maintaining a high level of industrial or other support and involvement. Not surprisingly, center directors for one government-funded program have rated the topic “recruitment and retention of members” the first or second most important topic for discussion at their annual meeting every year fro the past two decades (Gray, various dates). Clearly, cooperative research center (CRC) directors but also university officials, federal sponsors of cooperative research programs, policy makers and scholars interested in cooperative research have a vested interest in learning more about the factors that affect firm participation in these cooperative research ventures.
This study will use qualitative and quantitative methods to identify the marketing, organizational, sub-organizational and personal factors that predict center membership. Phase 1 of this project explores the marketing and recruiting tactics of center directors across the NSF-CRC system, using a web-based structured survey form. Analysis of survey data collected from nearly 50 CRC directors demonstrated that directors rely heavily on networking to identify potential members. The use of formal marketing tactics to build membership varied widely across directors. On average, directors reported a near 30% success rate in recruitment of new members. Top reasons cited by directors for why firms join included the relevance of center research to the firm and the potential for technology transfer. Top reasons cited for why firms do not join included membership fees, the (lack of) relevance of center research, and issues related to intellectual property.
In Phase 2 of the project, in-depth interviews have been conducted with industry representatives of 20 firms that have joined a NSF-CRC, have declined to join an NSF-CRC, or have been approached for membership but remain undecided about joining. Data from these interviews have been used to develop CRC “membership decision making” and “membership benefit” models. Results from Phase 1 and 2 will be used to develop a quantitative survey instrument for administration with a large sample of industry representatives. The analysis of this survey data will identify those factors that best predict a firm’s decision to join or not join an NSF-CRC. Ultimately, this research will help to increase the frequency of cooperative research engagements between industry and universities.
Funding: CERSP and support from NSF-IUCRC Evaluation project.
Preliminary Center Director Recruiting Survey Results (June '05)
Study Update: Center Director Recruiting Survey Results (Jan '06)
Preliminary Industry Interview Results- Decision Making (June '06)
Study Update: Industry Decision Making (Jan '07)
Study Update 2: Industry Decision Making (June '07)
A Multivariate Study of Graduate Student Satisfaction and Other Outcomes within Cooperative Research Centers
Jennifer Schneider
Graduate students who participate in Cooperative Research Centers are perceived as having educational advantages. Cooperative Research Center alumni were rated superior in job performance when hypothetically compared to their organizations’ peers by themselves and their supervisors (Fitzsimmons, Grad, & Lal, 1996; Parker, 1997; Scott, Schaad, & Brock, 1991). Center alumni were also rated as being more prepared and needing less initial job training when hypothetically compared to their organizations’ peers by their supervisors (Ailes, Roessner, & Feller, 1997; Fitzsimmons et al., 1996). Exposure to multiple disciplines and an emphasis on teamwork were the areas that center alumni reported as having the most positive impact on their career ( Fitzsimmons et al., 1996). Despite these positive findings, this literature includes a number of shortcomings including limited statistical analyses, use of retrospective and/or hypothetical assessments and a failure to examine empirically which center mechanisms and experiences account for these differences.
A cross-sectional predictive analysis was conducted to identify which individual center mechanisms positively or negatively influence graduate student outcomes. Data was collected from g raduate students (n=190, 37% useable response rate) working in National Science Foundation’s I/UCRC and STC programs (34 centers, 81% response rate) via a web-based questionnaire. Predictive variables include individual characteristics, center characteristics, interactions with center affiliates, project involvement, thesis/dissertation research, formal center training mechanism (activities the center offers), and center experiences. Student outcomes include satisfaction, perceived benefits (non-technical and technical skills), organizational commitment, scholarly achievements (publications, patents, publications), career goals (desire to work in industry, government, or academia), and feelings of a competitive advantage.
Preliminary results indicate that key predictive variables include: Multidisciplinary Center Experience; Experiential Expanded Center Experiences; Project Activity and Involvement; frequency of interactions with Center industry members.
Graduate Student Satisfaction and Other Outcomes in I/UCRCs (Jan '06)
Student Evaluation Study: Report of Findings (June '06)
Research Update: Graduate Student Satisfaction (Jan '07)
Student Evaluations Study: Findings & Implications for Evaluation (June '07)
Past Research Projects:
The Role of Organizational Boundary Spanners in Industry/University Collaborative Relationships