Innovation Velocity at American Universities
A few weeks ago, a friend of mine forwarded me an article that analyzed the correlation between the velocity of start-up creation at American universities and total research expenditures. The author, Jerry Paytas of Fourth Economy, makes an argument that universities become more efficient at start-up creation as their research expenditures increase. The article notes,
“As the volume of research increases, institutions become more efficient. At $200 million to $400 million in R&D, institutions can expect only a modest increase in startup rates – getting one startup for every $92 million in research. The very best schools, those that produce more than 4 startups per year, are able to generate one startup for every $77 million in research. For the smaller institutions, implementing the best practices and doing everything you can to be efficient at producing startups might add one more startup every other year.”

It is true that smaller institutions do not create a whole lot of start-ups, but that does not mean they are not good at it. In fact, smaller schools can be quite efficient at creating start-ups.
If research productivity is really correlated with research expenditures, then the mega research centers (e.g. Caltech, Harvard, MIT, Stanford) that have research expenditures greater than $500 million should significantly outperform smaller institutions.

Interestingly enough, when weighted by research expenditures, the University of Kentucky outperforms both Harvard and NYU with regards to the average amount of research dollars that are required to create a start-up. Admittedly, Kentucky is a bit of an anomaly (later in this entry I will show aggregate data on mega research center performance), but it does highlight the fact that efficiencies do not always correlate with scale.
What my data also shows is that it costs Kentucky more money to generate a license than it does Harvard.
Licenses are important drivers of innovation, yet often play second fiddle to sexy start-ups. The reality is that both licenses and start-ups are proxies for the innovation efficiency of universities. My reasoning is based upon the theory that if a license was not transformative or valuable (e.g. “innovative”), then no one would license it.
Given the important role licenses play in promoting innovation, shouldn’t the measurement of university innovation productivity be a blending of licensing and start-up activities?

The chart above is compiled from a list of universities that have research expenditures that are greater than $200 million. I chose $200 million as a cutoff point because schools with research budgets smaller than $200 million typically have research programs that are either incredibly specialized or lean heavily toward basic research. Also, omitted from this list are state systems (e.g. State of Texas System), which aggregate research expenditures on a system-wide basis instead of at the university level. In total, 59 universities made the list.
In line with the Fourth Economy data, the 59 universities in my data set required about $93 million of research expenditures to spawn a single start-up. Interestingly, it took roughly 1/9 of that amount of investment to generate a license. And, when licenses and start-ups were blended together, it took only $8.7 million of government investment to create a transformative piece of technology.
Some might argue against this, but I think that $8.7 million is a reasonable return on investment for the government and is a testament to the efficiency of American universities.
Also in line with the Fourth Economy data, mega research centers do seem to be more efficienct drivers of innovation than smaller institutions. That is not entirely surprising since schools like Caltech, MIT and Harvard typically attract premiere researchers.
What I did find surprising was the fact that universities with no medical centers seemed to outperform those with medical centers on a cost per innovation (license or start-up) basis. Given the fact that non-medical funding sources are more scarce than medical, I did not expect non-medical schools to be more innovative than those with medical schools – and, to do it with less money!
American universities are highly innovative and productive; however, the metrics commonly used to track innovation (e.g. start-ups per year) typically do not represent the full picture. By leveling the playing field via weighing of research dollars, smaller schools can perform (i.e. be “innovative”) as well as large schools and non-medical universities can outshine those with medical schools.

September 26, 2011
