Are there real effects of licensing on academic research? A life cycle view
AbstractWhether financial returns to university licensing divert faculty from basic research is examined in a life cycle context. As in traditional life cycle models, faculty devote more time to research, which can be either basic or applied, early and more time to leisure as they age. Licensing has real effects by increasing the ratio of applied to basic effort and reducing leisure throughout the life cycle, but basic research need not suffer. When applied effort adds nothing to the stock of knowledge, licensing reduces research output, but if applied effort leads to publishable output as well as licenses, then research output and the stock of knowledge are higher with licensing than without. When tenure is added to the system, licensing has a positive effect on research output except when the incentives to license are very high.
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Bibliographic InfoArticle provided by Elsevier in its journal Journal of Economic Behavior & Organization.
Volume (Year): 63 (2007)
Issue (Month): 4 (August)
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Web page: http://www.elsevier.com/locate/jebo
Other versions of this item:
- Marie C. Thursby & Jerry Thursby, 2007. "Are There Real Effects of Licensing on Academic Research? A life cycle view," NBER Chapters, in: Academic Science and Entrepreneurship: Dual Engines of Growth National Bureau of Economic Research, Inc.
- Marie Thursby & Jerry Thursby & Swasti Gupta-Mukherjee, 2005. "Are There Real Effects of Licensing on Academic Research? A Life Cycle View," NBER Working Papers 11497, National Bureau of Economic Research, Inc.
- D9 - Microeconomics - - Intertemporal Choice and Growth
- J2 - Labor and Demographic Economics - - Demand and Supply of Labor
- O3 - Economic Development, Technological Change, and Growth - - Technological Change; Research and Development; Intellectual Property Rights
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