Innovation and leapfrogging

Peter Day’s article, “Universities challenged” on the BBC News website this morning discusses some of the assumptions about innovation and the role of higher education in innovative systems. Day hits on some interesting points, but I wouldn’t say that he reveals any particularly profound ideas. Nevertheless, he does point out the problems with the tendency to connect innovation to universities and research and development. This is important for the development context, because many developing countries lack the infrastructure, in higher education and the commercial sector, that this assumption about innovation makes a prerequisite for establishing cultures of innovation. And innovation is important for development in today’s global society because the global market requires it. In an age where information and knowledge are easily transferred all over the world, societies find themselves with few options as to how to operate in this marketplace – they can either service the innovators, provide raw materials to the innovators, or they can themselves innovate. But, here the question of how we define “innovation” becomes crucial.
First we have to confront the assumption that Day discusses. The assumption is that research and development in higher education will have commercial applications. This assumption has been challenged many times by many people in many places. Stephen Allott, who Day talks about, is not entirely unique in this, nor are his credentials much more surprising than others who have raised this issue. For example, Herb Baum, CEO of Dial, has famously claimed that innovation is not R&D, and has gone on to promote innovation within Dial among all his employees to feed the R&D department, not the other way around. 3M is another interesting example of a company that has acknowledged that innovation happens everywhere and anywhere and is not necessarily a product of R&D.
What is being suggested here is that innovation is the generation and dissemination of ideas, not bringing them to market, and examination of the history of ideas supports this. There was an entertaining and interesting show on the Discovery Channel here in the US recently titled, “How William Shatner Changed the World”, that discussed how the science fiction TV show “Star Trek” influenced the development of several technologies. The authors of Star Trek acknowledge that they didn’t know about the technologies that they were proposing, they just thought they were cool and fit with their vision of the future. It wasn’t up to them to make these technologies work, they just had to make them plausible. Making them work was someone else’s job, and indeed, those people eventually came along and did make them work (or are making them work). Science fiction is full of examples like these. For example, the grandfather of all superheroes, Doc Savage, had sonar several years before this technology was developed for practical use (I don’t remember which book (The Polar Treasure, maybe?). May as well read them all, very entertaining). The point is that innovation comes from personal or communal knowledge and vision and the ability to influence the right people with ideas.
Innovation is consistent with (and in my view, required for) leapfrogging development. In this sense, leapfrogging is not about implementing the right technology, it is about using the knowledge available to generate ideas that can put societies in a strategic position in the global marketplace. All societies/communities have a knowledge base. The question is about their ability to stake out their knowledge claim and how they eventually use it. I’m making it sound easy, but believe me I know it’s not. But, I’m only vaguely suggesting an approach for development, it’s more a way of looking at things at this stage.
Finally, Day makes a big deal about the lack of research on innovation. I don’t agree. I think that there is a lot of good research out there on innovation. Some good starting points (these may be biased toward my view of innovation) would include Bengt-Åke Lundvall, Erik von Hippel, Richard Florida (he discusses “creativity”, but still relevant) and many many more.

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Information and knowledge dependency

A couple of interesting readings I’ve been going over that illustrate the “information age” version of dependency theory:
Globalisation, ICTs, and the New Imperialism: Perspectives on Africa in the Global Electronic Village. Yunusa Z. Ya’u.
A continental Association of African Internet Service Provider Associations. Richard Bell.
These two articles discuss the difficulties of implementing ICTs in developing countries, specifically in Africa, due to the policies of international organisations and multinational Telecoms. Bell’s article is not exactly new, but relevant nonetheless.
Reading these makes me want to take a better look at the famously doomed MacBride Report. Indeed, some people already are.

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More on $100 laptops

I wanted to add a little bit concerning the $100 laptop, or the “green machine”, because I’ve seen a lot of things about this on blogs today after the news about Bill Gates’ comments. There seem to be a fair number of people that agree with Gates, and I think that this is more often than not based on a misunderstanding of Negroponte’s project. The thing is that this project is not about business and it’s not just about laptops. I think that Negroponte and his team have put a lot of thought into this project and come up with something that constitutes a very feasible development aid. Before people criticize the idea of the laptop, I think that they should consider the following:
1. Yes, there are other more pressing issues to be dealt with in many developing countries. But, as is stated in the Dakar Framework for Action,
“Education is a fundamental human right. It is the key to sustainable development and peace and stability within and among countries, and thus an indispensable means for effective participation in the societies and economies of the twenty-first century, which are affected by rapid globalization.”
If there is a possibility to provide educational opportunities in developing countries, it should be done. Affordable information technologies make this possible. Furthermore, the globalized society that we are educating people for is based on the flow of information and knowledge. These laptops can make it possible to increase and enhance educational provisions in a manner that is more consistent with the type of world that we now live in.
2. The price point makes it affordable but also detracts from its resale value, both because a feasible resale price will be low, and that at that price it is more likely that communities will be able to supply all their students with them. In areas where money is scarce, desirable technology that is handed over to people might be seen as easy money for the recipients if they can resell it.
3. Using open source software is cheap, but it is also easier to localize and customize since this would not involve the licensing issues of proprietary solutions. Also, using open source software opens up the possibility of engaging the international open source community, raising their awareness of the needs of developing countries and providing a cheap and accessible platform to train IT people in developing countries.
4. The handcrank is a brilliant feature. Face it, what good is a laptop, a computer, a PDA, or even a cellphone, if you don’t have access to electricity?
5. It is important to put computers into the hands of individuals. Studies have shown that having the opportunity and means to “tinker” with the technology results in considerably higher levels of confidence in performing complex computer related tasks, like the types associated with producing content for the Internet, i.e. multimedia, webpages, etc.. Telecenters don’t provide ample opportunity to “tinker”.
6. Cellphones can provide access to some electronic resources, but are not useful for all. They are miserable for producing content and we need for individuals in developing countries to become producers of content (read some of my other entries to see why I think this is so).

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Gates hits a low point in criticism of $100 laptop

Bill Gates recently made fun of MIT’s $100 laptop program at a forum with government leaders of the Americas: Bill Gates mocks MIT’s $100 laptop project.
Gates has been accused, and indeed found guilty, of some pretty dubious dealings, but this time he has hit an all time low. His snide criticism of the $100 laptop program is not only crass, but entirely wrong. Gates specifically pokes fun at the notion of a “shared computer” and emphasizes the true cost burdens of providing computers; applications, network connectivity, and support.
1. MIT’s program is titled “One laptop per child”. The computer is not intended to be shared.
2. The laptop will use open source software (n.b. not Microsoft), which is free of cost.
3. The laptops will have built-in mesh networking, allowing users to experience network environments even where Internet is not available, or to share a connection when it is available.
4. The open source software community has established a very effective community based support structure, free of charge (n.b. not requiring prohibitively expensive Microsoft Certification), which still manages to befuddle proprietary companies.
Meanwhile $600-$1000 Origami/Ultra-mobile computers, which no one seems able to figure out what are supposed to accomplish, that will only run on proprietary software (and this from a company that refused to support right-to-left script in its software) are a better idea?

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UNESCO Consultation on the Geneva Plan of Action

UNESCO is collecting opinions on their action plan for moving towards knowledge societies: WSIS Consultation. This is your opportunity to be heard. Go for it.
I already submitted my comments under Action Line C3: Access to info and knowledge and Action Line C7: E-learning. All pretty much in line with my previous statements on this blog.

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Flying towards the Millenium Development Goals at jet speed!

BBC NEWS | Business | UN chief hails new French air tax

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