Promoting collaborative RD networks in morocco some elements for thought

European Tunisian Conference Tunis, 18-19th February 2013

Promoting collaborative R&D Networks in Morocco some elements for thought

Ilyas AZZIOUICNRST. Morocco

Date : 29 Octobre 2015

Eléments d’une Stratégie en Recherche et Développementsur les Ressources Génétiques dans le contexte de Protocole de Nagoya

au Maroc

Atelier de concertation

Collaborative R&D projects

Check this article “Managing collaborative research projects: A synthesis of project management literature and directives for future research”.Jan vom Brocke ,a, Sonia Lippe ,b,(2015)International Journal of Project Management.

BUT?

Innovation & Economic Growth

Why and how innovation is so important to economic growth ?


Why economic growth ?










Introduction of an innovation that would multiply the productivity by 2

Ot= At KtβLt

1-β

Ot= 2 KtβLt

1-β


480

120

Productivity: 2X

Long Run GDP: 4X

480 = 4 x 120


The Innovation Multiplier

Labor and capital more productiveIncentives to invest in more capital.

Additive or Multiplicative?

2+2 = 4 ; 22=4


Intensive Vs Extensive

Harvest by Vibration

Introduction of an innovation that would multiply the productivity by x3 will lead to a multiplication of the output/GDP by x9


480

1080

120

Output (GDP/PIB)At3 = 1080



X 9

X 4

NIS History & concepts

National Innovation System (NIS) first coined by Chris Freeman (1987) it was known by a handful of scholars (Lundvall, Nelson)

A decade later there was a rapid dissemination of the concept among innovation stakeholders and scholars from various fields of knowledge particularly economic geographers when they study innovation and competence building phenomena.

this rapid dissemination was accompanied by an alteration and misuse by policymakers and many academics of the concept as compared to the original versions developed by the early scholars : Focus on science based innovation with “innovation policies” predominantly aiming at the promotion of R&D and R&D infrastructure in high-tech sectors.

Empirical evidences show that a double emphasis is needed not only on R&D and science infrastructure but also on institutions and organizations supporting learning and competences building at national as well as regional levels

History & precision of concepts

This neglect stems first from the dominance of standards economics mindset (Neo-classical) in international organizations and among policymakers + It’s not easy to measure

Another factor that contributed to this narrow understanding of innovation is the wide misuse of the Triple Helix Model (overemphasize the role of universities in innovation) not as a tool to analyze a subsystem of innovation but as an equal alternative to the NIS approach.

This rapid dissemination was accompanied by an alteration and misuse by policymakers and many academics of the concept as compared to the original versions developed by the early scholars : Focus on science based innovation with “innovation policies” predominantly aiming at the promotion of R&D and R&D infrastructure in high-tech sectors.

History & precision of concepts

All the definitions of innovation highlight the aspect of “a successful exploitation” of the innovative idea in the Market.

Bringing an innovation to the Market - whether is it science based or not- would require organizational learning, industrial networks, employees contribution and competences building. These processes are referred to as experienced-based learning or DUI learning: learning by Doing, Using and Interacting

Triple Helix Model approaches might be suitable for capturing processes linking science and technology to innovation referred to as STI learning they fail to take properly into account experience based learning (DUI learning).

How to use NIS ?

Morocco NIS ?

Knowledge at the heart of Innovation

“The most fundamental resource in the modern economy is knowledge and, accordingly, the most important process is learning”. In a knowledge based economy, capacity to learn is the most critical factor for economic success of individuals, regions and countries.

Knowledge comes in two forms: explicit (easily codified in letters, words, videos,) and tacit/implicit (non-codified).

Lundvall and Johnson (1994) introduced a distinction between four categories of knowledge critical to innovation:

Know what : refers to access to information (usually explicit ); Know Why: refers to understanding laws and principals usually through

R&D and training; Know How: refers to the experience based knowledge (tacit) learnt

through doing, using and interacting; Know Who: to the social capital of the enterprise and the degree of its

integration in knowledge based networks.

National Innovation System or National Learning System?

Challenges in studying NIS

US at the top of performance together with the small Nordic countries. But their system is fundamentally different in terms of institutions and characteristics(population size, size of the public sector, degree of inequality, culture, industrial structure and mode of innovation). there is no reason to assume that the mechanism linking R&D effort to innovation and economic performance is the same in the two countries

It is important to develop and use analytical techniques that make it possible to study how different factors interact in a systemic context. ‘population’ is so small and heterogeneous.

Clustering procedures in statistical analysis are more effective dividing the population into different ‘sub-species’ or ‘families’ with common characteristics (level of development, size, continental belonging etc.) and second in looking for patterns of interdependency for each of the different families and finally relating this to multidimensional indicators of economic performance.

Challenges in studying NIS

Understanding knowledge and learning. how different kinds of knowledge are created and used in the process of innovation. Different sectors in the economy and in society make use of different mixes of local and global knowledge, tacit and explicit, etc.

.

Types of learning

STI & DUI impact

Catching up in different sectoral

systems

What can we learn from the story of catch-up in six different sectors in emerging Countries (Taiwan, Korea, brazil, India, China, and others)?

1.Pharmaceuticals (Science based),

2.Autos (scale intensive),

3. Software (specialized supplier and service sectors),

4.Semiconductors and Telecom (design and engineering is important),

5. Agro-food (traditional sectors).

« Catching-up in different sectoral systems: evidence from six industries »Franco Malerba & Richard Nelson (2010)


systems

firms are the key actors in catch-up , Learning and Capabilities development of domestic firms is a necessary condition for catch up because they provide the catching up country with the ability of absorbing foreign knowledge & technology and adapting and modifying them to generate new knowledge and products.

Learning comes in 4 forms: Learning by Interacting ( building trust

among stakeholders) Learning by Searching Learning by Doing Learning by Using

Common features affecting catch-up in 6 sectors

Firms Learning

Access to foreign Knowledge

Skilled Human Capital

Active Government Policy


systems

Conclusion

Conclusion

Traditional values emphasize the importance of religion, parent-child ties, deference to authority and traditional family values. People who embrace these values also reject divorce, abortion, euthanasia and suicide. These societies have high levels of national pride and a nationalistic outlook.

Secular-rational values have the opposite preferences to the traditional values. These societies place less emphasis on religion, traditional family values and authority. Divorce, abortion, euthanasia and suicide are seen as relatively acceptable. (Suicide is not necessarily more common.)

Survival values place emphasis on economic and physical security. It is linked with a relatively ethnocentric outlook and low levels of trust and low levels of trust and tolerancetolerance.

Self-expression values give high priority to environmental protection, growing tolerance of foreigners, gays and lesbians and gender equality, and rising demands for participation in decision-making in economic and political life.


systems

the channels to which this access took place have differed (sector & country). from vertical networks with suppliers and users, to local networks, collaborative R&D or production agreements, to participation to the global value chain or just outsourcing;

When access to foreign knowledge did not take place, as in telecommunications in India and Brazil, the catch-up process has been seriously unpaired


Firms Learning





systems

Important inward mobility form advanced countries of highly skilled human capital (scientists, engineers, technopreneurs) Diasporap and foreigners (consultants) were critical to the catch-up)


Firms Learning





systems

In our 6 sectors government policy has indeed stimulated and fostered the learning processes and the capability formation of domestic firms with different intensity and tools.


Firms Learning




Résolution des Problèmes

Comment les individus et les équipes s’attaquent à des problèmes complexes?

comment la diversité conduit à des innovations, et comment la recombinaison des innovations peut conduire à encore plus d'innovations?

L’importance de la diversité de perspectives dans la recherche de solutions aux problèmes complexes?

Une perspective est une représentation de l’ensemble de toutes les solutions possibles.

Perspective

Perspective

Idea

Value F(s)

Solutions (S)- Des micro-organismes/diététique- Un code

PAYASAGE RUGUEUX

(x,y)

(r,)

Cartésien Polaire

Comment peut-on représenter un point dans un plan?

La pertinence de la perspective dépendra du problème à traiter

Perspective

Perspective

Perspective

Idea

Value F(s)

Optimum localOptimum

local

Perspective

Bars de chocolat

Perspective

Calories

1

2

3

Perspective

Mastication

1 23

54

Pas très bonne comme perspective

Perspective

Perspective

Value F(T)

Taille (T)Pelles

Perspective

Value F(T)

Taille (T)Pelles

Mont Fuji

Perspective

Value F(T)

Mastication (min)Cereal bars

Mont Fuji

Perspective

Idea

Value F(s)

Solutions (S)

PAYASAGE RUGUEUX

Heuristique

heuristique: « l'art d'inventer, de faire des découvertes »

Heuristique


Big Rocks First

Heuristique


Big Rocks First

Heuristique


Big Rocks First

Equipe & Diversité

Little Rocks First

number of chunks

Equipe & Diversité

number of chunks

Equipe & Diversité

B

A

C

Equipe & Diversité

B D

A

FE

Equipe & Diversité

Heuristique

Calories A B CMastication A B C D E

Equipe & Diversité

Pics A B CValeur 10 8 6

Mastication : Moyenne = 6

Calories : Moyenne = 8

Pics A B C D EValeur 10 8 6 4 2

Equipe & Diversité

Pics A B CValeur 10 8 6

Mastication : Moyenne = 6

Calories : Moyenne = 8

Pics A B C D EValeur 10 8 6 4 2

Intersection (A,B) : Moyenne = 9

Les 2 équipes ne peuvent se coincer qu’au niveau d’une solution qui est un optimum local pour les membres des deux équipes.

Equipe & Diversité

Jeu de Coopération

no-punishment condition (the N experiment) and a punishment condition (the P experiment).

Groups of four members played the following public goods game in both conditions

Each member received an endowment of 20 tokens Participants had to decide how many tokens to keep for themselves and how

many to contribute to a group project Each of the four group members earned 0.4 tokens for each token invested in

the project, regardless of whether he or she contributed any. keeping all one’s own tokens was always in any participant's material self-interest

if each group member retained all of his or her tokens, there were no earnings to be shared. If everyone invest all tokens each member would earn 0.4 × 80 = 32

punishment decision was implemented by assigning the punished member between 0 and 10 deduction points

Each deduction point assigned reduced the punished member’s earnings by 3 tokens and cost the punishing member 1 token..

Jeu de Coopération

Jeu de Coopération

Mean contributions to the public good over the 10 periods of the P experiment. Each line corresponds to the average contribution of a particular participant pool. The numbers in parentheses indicate the mean contribution (out of 20) in a particular participant pool.

Jeu de Coopération

Mean antisocial punishment and mean contribution (across all periods) per participant pool. Rho indicates Spearman rank order correlation between participant pool averages.

Jeu de Coopération

Mean contributions to the public good over the 10 periods of the N experiment. Each line corresponds to the average contribution of a particular participant pool. The numbers in parentheses indicate the mean contribution (out of 20) in a particular participant pool.

May 8th, 2013 ESCWA Expert meeting 65

Thanks for your attention !

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Conclusion