Implications of a multi-disciplinary educational and research environment: Perspectives of future business, law, science, and engineering professionals in the technological innovation: Generating economic results (TI:GER®) program

Technology Analysis and Strategic Management

Volumn 18, Issue 1, 2006, Pages 57-69

  Sager, Benay ^a   Fernández, Marco Gero ^a   Thursby, Marie ^b  

^a GEORGIA INSTITUTE OF TECHNOLOGY   (United States)

^b NATIONAL BUREAU OF ECONOMIC RESEARCH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EDUCATION; ENGINEERING;

EID: 33344479297     PISSN: 09537325     EISSN: None     Source Type: Journal    
DOI: 10.1080/09537320500520577     Document Type: Article

References (24)

1. TI:GER® is a multi-disciplinary program between the Georgia Institute of Technology and Emory University, focused on integrating science, engineering, business, and law for the commercialization of innovations in the global marketplace.
2. Committee on Science Engineering and Public Policy (COSEPUP), Reshaping the Graduate Education of Scientists and Engineers. 1995, Washington, DC, USA: The National Academies Press.
3. J. O. Fiet, The pedagogical side of entrepreneurship theory, Journal of Business Venturing, 16, 2000, pp. 101-117
4. J. O. Fiet, The theoretical side of teaching entrepreneurship, Journal of Business Venturing, 16, 2000, pp. 1-24.
5. M. C. Thursby, T. C. Blum, G. B. Shepherd, A. D. Smith & W. J. Wepfer, Integrated approach to technological innovation: NSF IGERT Proposal, 2001, Georgia Institute of Technology, Emory University, Atlanta, GA, USA.
6. Syracuse University, Graduate degree programs at Syracuse University Web Site: www.syracuse.edu, 2004 (Accessed 1 March 2004).
7. Purdue University, Innovation Realization Laboratory Web Site: http://www.mgmt.purdue.edu/ centers/tti/innovati.html, 2004 (Accessed 1 March 2004).
8. Thursby et al., op. cit., Ref. 4.
9. More information about the TI:GER® program such as cost, objectives, and resources utilized can be found in M. C. Thursby, Introducing technology entrepreneurship to graduate education: An integrative approach, in: University Entrepreneurship and Technology Transfer (Oxford, Elsevier, 2005), pp. 219-249.
10. Ibid.
11. W. M. Cohen et al., Industry and the academy: Uneasy partners in the cause of technological advance, in: R. Noll (Ed.) The Future of the Research University (Brookings Institution Press, 1998).
12. J. G. Thursby & M. C. Thursby, University licensing and the Bayh-Dole Act, Science, 2003, p. 1052.
13. Bayh-Dole Act, in 35th United States Congress, 12 December, 1980, pp. 200-212.
14. Georgia Institute of Technology School of Management, Technological Innovation: Generating Economic Hesults Web Site: http://www.dupree.gatech.edu/tiger/index.html, 2004 (Accessed 1 March 2004).
15. A Law School JD degree is typically obtained in 3 years.
16. For a detailed overview of the lecture content, assignments, topics of discussion, and class room exercises, the reader is referred to Thursby, op. cit., Ref. 8
17. L. Fleming, M. Thursby & J. Quinn, InfoVision (B): TI:GER Program Assessment, Harvard Business School, 2005.
18. For TI:GER® specific examples, see e.g. ibid.;
19. L. Fleming, M. Thursby & J. Quinn, InfoVision (A): Technology Transfer at Georgia Tech, Harvard Business School, 2005.
20. A more comprehensive overview of comments made and conclusion drawn by all three groups of students (both during and after the completion of their tenure in the TI:GER® program) may be found in Fleming et al., op. cit., Ref. 15.
21. J. Auerbach, TI:GER Program Assessment for IGERT, Georgia Institute of Technology, Atlanta, GA, 2004.
22. For a true success story, the reader is referred to Fleming et al., op. cit., Ref. 16, chronicling the path of one PhD Student's research project from laboratory concept to feasible product via the TI:GER® program.
23. Fleming et al., op. cit., Ref. 15.
24. Auerbach, op. cit., Ref. 18.