Industry, University and Government Partnerships for the Sustainable Development of Knowledge-Based Society: Drivers, Models and Examples in US, Norway, Singapore and Qatar

193 Pages·2020·5.825 MB·English

by  Waqas Nawaz, Muammer Koç

Management and Industrial Engineering
Waqas Nawaz
Muammer Koç
Industry, University and
Government Partnerships
for the Sustainable
Development of
Knowledge-Based Society
Drivers, Models and Examples in US,
Norway, Singapore and Qatar
Management and Industrial Engineering
Series Editor
J. Paulo Davim, Department of Mechanical Engineering, University of Aveiro,
Aveiro, Portugal
This series fosters information exchange and discussion on management and
industrial engineering and related aspects, namely global management, organiza-
tional development and change, strategic management, lean production, perfor-
mance management, production management, quality engineering, maintenance
management, productivity improvement, materials management, human resource
management, workforce behavior, innovation and change, technological and
organizational flexibility, self-directed work teams, knowledge management,
organizational learning, learning organizations, entrepreneurship, sustainable
management, etc. The series provides discussion and the exchange of information
on principles, strategies, models, techniques, methodologies and applications of
management and industrial engineering in the field of the different types of
organizational activities. It aims to communicate the latest developments and
thinkinginwhatconcernsthelatestresearchactivityrelatingtoneworganizational
challengesandchanges world-wide.Contributionstothisbookseriesarewelcome
on all subjects related with management and industrial engineering. To submit a
proposal or request further information, please contact Professor J. Paulo Davim,
Book Series Editor, [email protected]
More information about this series at http://www.springer.com/series/11690
ç
Waqas Nawaz Muammer Ko
(cid:129)
Industry, University
and Government Partnerships
for the Sustainable
Development
of Knowledge-Based Society
Drivers, Models and Examples in US,
Norway, Singapore and Qatar
123
WaqasNawaz Muammer Koç
Sustainable Development Division Sustainable Development Division
Hamad BinKhalifaUniversity Hamad BinKhalifaUniversity
Doha,Qatar Doha,Qatar
ISSN 2365-0532 ISSN 2365-0540 (electronic)
ManagementandIndustrial Engineering
ISBN978-3-030-26798-8 ISBN978-3-030-26799-5 (eBook)
https://doi.org/10.1007/978-3-030-26799-5
©SpringerNatureSwitzerlandAG2020
Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpart
of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations,
recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission
orinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilar
methodologynowknownorhereafterdeveloped.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfrom
therelevantprotectivelawsandregulationsandthereforefreeforgeneraluse.
The publisher, the authors and the editors are safe to assume that the advice and information in this
book are believed to be true and accurate at the date of publication. Neither the publisher nor the
authors or the editors give a warranty, expressed or implied, with respect to the material contained
hereinorforanyerrorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregard
tojurisdictionalclaimsinpublishedmapsandinstitutionalaffiliations.
ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSwitzerlandAG
Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland
Preface
Transformation to sustainable development can only be achieved through a truly
diversified and innovation-driven knowledge economy. Although the concept of
knowledge ecosystem is not new, the roles of industries, universities and govern-
mentininnovation-drivenknowledge-basedeconomyhaveevolvedovertime.The
growing interaction between the educational system; research, development and
innovation capacity; and the public and private sector has led to a higher number
and quality of economic opportunities, which were restricted to a fewer economic
sectors and fields in the past. The importance and urgency of such transformation
and critical role of developing functional partnerships between academia, industry
andgovernmenthavebeenevenmorestronglypronouncedforcountriesrelyingon
single or few resources such as oil, gas and minerals. Oil and gas rich countries
have come to realize that the growth emanated from hydrocarbon economy is
unsustainableandindeedinsecureinthelongrun.Therefore,manyoilandgasrich
countries have been looking forward to the means of diversifying their economy
through development of strategies, policies and implementation roadmaps for
effective industry-university-government partnerships (IUGP), along with promot-
ing entrepreneurship, private enterprises, public-private partnerships and relevant
innovation capacity.
This book addresses the rapidly growing interest in economic diversification
throughpartnershipsbetweenindustry,universityandgovernment,withafocuson
theeconomicdiversificationoftheStateofQatarasanexampleforacountrywith
richnaturalgasresourcesandintransitiontoaknowledgeeconomyinpreparation
for an envisioned sustainable development. The book provides a comparative
account on the knowledge ecosystems in United States, Norway, Singapore, and
Qatar. It brings forward an evolutionary national economic-transformational per-
spective around legislation, institutional and cultural settings, intermediary struc-
tures, and support programs.
The book adopts the modern Triple Helix model of industry-university-
government partnerships throughout the analyses. Furthermore, the national
economies discussed in the book (i.e., U.S., Norway, Singapore, and Qatar) rep-
resent a wide mix of economic settings and developmental levels. Similarly, the
v
vi Preface
four drivers selected for the assessment of each country (i.e., legislation, institu-
tionalandculturalsettings,intermediarystructures,andsupportprograms)coverall
elements of knowledge ecosystem. The breadth of discussion offers the readers a
broadunderstandingofthemechanismofthesepartnerships,whichcovertheentire
spectrumofknowledgeecosysteminacountry,andtherefore,canbenefitreadersat
various interest and learning levels.
Followed by the case studies, a concise comparison of the Global Innovation
Index (GII) of the four countries is provided. The under-par comparative perfor-
manceofQataristhoroughlyexaminedthroughtheGIIindicatorstolearnthatthe
country is still at the engagement level in terms of industry, university and gov-
ernment partnerships. To further investigate the weaknesses and potential of
effectivepartnershipsinQatar,acomprehensivesurveyandinterviewswerecarried
out with the experts from academia, industry, government, and intermediaries in
Qatar. Based on the results of the survey, interviews and case studies, informed
policyrecommendationsaresuggestedtowardstheendofthisbook.Readersfrom
various backgrounds, including researchers, graduate and undergraduate students,
andpolicymakers,canbenefitfromtheproposedevidence-basedrecommendations
and strategies. The suggested recommendations are particularly significant for the
transformation of natural capital to human capital in the developing oil and gas
economies, such as Qatar.
ThecaseofQatar,rarelydiscussedbefore,aidsindemonstratinghowsuccessful
policies can potentially help an under-performing, yet committed, country in
developing the basic knowledge infrastructure. The ins and outs of the knowledge
ecosystem in Qatar will benefit the readers who are particularly interested in
learning about the economic diversification of this country and the region in
general.
Doha, Qatar Waqas Nawaz
Muammer Koç
Contents
1 Introduction to Industry, University, and Government
Partnerships: Theoretical Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 Industry, University, and Government Partnerships (IUGP)
as a Framework for Innovation Capacity Building . . . . . . . . . . . . 1
1.2 Triple Helix Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.3 Drivers of Industry, University, and Government Partnerships. . . . 4
1.4 Objective and Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.5 Organization of Book Chapters . . . . . . . . . . . . . . . . . . . . . . . . . . 6
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2 Case Study: United States of America . . . . . . . . . . . . . . . . . . . . . . . 9
2.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.2 Institutional and Cultural Setting . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.3 Legislations/Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.4 Intermediary Structures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.4.1 Government/Semi-government Research Institutions . . . . . 13
2.4.2 Government Initiated Innovation Clusters . . . . . . . . . . . . . 17
2.4.3 Science/Technology/Business Parks . . . . . . . . . . . . . . . . . 19
2.4.4 Technology Transfer Offices. . . . . . . . . . . . . . . . . . . . . . . 21
2.4.5 Business Incubation Centers. . . . . . . . . . . . . . . . . . . . . . . 21
2.5 Support Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.5.1 Public Procurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.5.2 Tax Incentives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2.5.3 Internship, Training, Entrepreneurship and Innovation
in Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2.5.4 Public-Private Partnership Programs . . . . . . . . . . . . . . . . . 24
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
vii
viii Contents
3 Case Study: Norway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.2 Institutional and Cultural Setting . . . . . . . . . . . . . . . . . . . . . . . . . 36
3.3 Legislations/Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
3.4 Intermediary Structures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
3.4.1 Government/Semi-government Research Institutions . . . . . 38
3.4.2 Government Initiated Innovation Clusters . . . . . . . . . . . . . 41
3.4.3 Science/Technology/Business Parks . . . . . . . . . . . . . . . . . 43
3.4.4 Technology Transfer Offices. . . . . . . . . . . . . . . . . . . . . . . 43
3.4.5 Business Incubation Centers. . . . . . . . . . . . . . . . . . . . . . . 43
3.5 Support Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
3.5.1 Public Procurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
3.5.2 Tax Incentives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
3.5.3 Internship, Training, Entrepreneurship and Innovation
in Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
3.5.4 Public-Private Partnership Programs . . . . . . . . . . . . . . . . . 45
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
4 Case Study: Singapore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
4.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
4.2 Institutional and Cultural Setting . . . . . . . . . . . . . . . . . . . . . . . . . 54
4.3 Legislations/Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
4.4 Intermediary Structures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
4.4.1 Government/Semi-Government Research Institutions . . . . . 56
4.4.2 Government Initiated Innovation Clusters . . . . . . . . . . . . . 58
4.4.3 Science/Technology/Business Parks . . . . . . . . . . . . . . . . . 59
4.4.4 Technology Transfer Offices. . . . . . . . . . . . . . . . . . . . . . . 59
4.4.5 Business Incubation Centers. . . . . . . . . . . . . . . . . . . . . . . 59
4.5 Support Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
4.5.1 Public Procurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
4.5.2 Tax Incentives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
4.5.3 Internship, Training, Entrepreneurship and Innovation
in Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
4.5.4 Public-Private Partnership Programs . . . . . . . . . . . . . . . . . 61
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
5 Case Study: Qatar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
5.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
5.2 Institutional and Cultural Setting . . . . . . . . . . . . . . . . . . . . . . . . . 72
5.3 Legislations/Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
5.4 Intermediary Structures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
5.4.1 Government/Semi-government Research Institutions . . . . . 80
5.4.2 Government Initiated Innovation Clusters . . . . . . . . . . . . . 85
5.4.3 Science/Technology/Business Parks . . . . . . . . . . . . . . . . . 88
Contents ix
5.4.4 Technology Transfer Offices. . . . . . . . . . . . . . . . . . . . . . . 89
5.4.5 Business Incubation Centers. . . . . . . . . . . . . . . . . . . . . . . 90
5.5 Support Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
5.5.1 Public Procurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
5.5.2 Tax Incentives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
5.5.3 Internship, Training, Entrepreneurship and Innovation
in Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
5.5.4 Public-Private Partnership Programs . . . . . . . . . . . . . . . . . 92
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
6 Comparison Between the IUGP Settings and Global Innovation
Index of Qatar, United States, Norway, and Singapore . . . . . . . . . . 107
6.1 Comparison of IUGP Enablers . . . . . . . . . . . . . . . . . . . . . . . . . . 107
6.2 Comparison of GII and Indicators . . . . . . . . . . . . . . . . . . . . . . . . 114
6.2.1 Institutions—Regulatory Environment. . . . . . . . . . . . . . . . 116
6.2.2 Human Capital and Research—Research and
Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
6.2.3 Market Sophistication—Credit . . . . . . . . . . . . . . . . . . . . . 122
6.2.4 Market Sophistication—Investment. . . . . . . . . . . . . . . . . . 123
6.2.5 Business Sophistication—Knowledge Workers . . . . . . . . . 125
6.2.6 Knowledge and Technology Outputs—Knowledge
Creation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
6.2.7 Creative Outputs—Creative Goods and Services . . . . . . . . 127
6.2.8 Creative Outputs—Online Creativity. . . . . . . . . . . . . . . . . 130
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
7 A Survey on the Current Status and Future of IUGPs in Qatar:
Challenges, Opportunities, and Recommendations . . . . . . . . . . . . . . 133
7.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
7.2 Design and Validation of the Survey . . . . . . . . . . . . . . . . . . . . . . 134
7.2.1 Selection of Respondents . . . . . . . . . . . . . . . . . . . . . . . . . 137
7.2.2 Conducting the Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . 137
7.3 Results and Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
7.3.1 Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
7.3.2 Respondents’ Understanding of IUGP. . . . . . . . . . . . . . . . 143
7.3.3 Quality and Preparedness of Qatar’s IUGP System . . . . . . 143
7.3.4 Status of IUGPs in Qatar . . . . . . . . . . . . . . . . . . . . . . . . . 148
7.3.5 What Does Non-academic Actors Think About the Role
and Impact of Academia in Qatar’s Knowledge-Based
Economy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
7.3.6 What Does Academia Think About the Role and Impact
of Non-academia Actors in Qatar’s Knowledge-Based
Economy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159