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【正文】 national innovation systems and economies was the socalled linear model of innovation widely associated with Vannevar Bush and his famous blueprint for the US post1945 RD system, Science: The Endless Frontier. ? Bush argued for expanded public funding for basic research within US universities as a critical contributor to economic growth, and argued that universities were the most appropriate institutional locus for basic research. ? This linear model of the innovation process asserted that funding of basic research was both necessary and sufficient to promote innovation. ? Yet another view of the role of university research focuses on the contrasting norms of academic and industrial research. ? For academic researchers, professional recognition and advancement depend crucially on being first to disclose and publish their result. ? Industrial innovation, by contrast, relies more heavily on secrecy and limitations to the disclosure of research results. ? The significance of these cultural differences for the conduct of research may assume greater significance in the face of closer links between university and industrial researchers. ? Another conceptual framework that has been applied recently to descriptions of the role of academic research in postmodern industrial societies is the Mode 2 concept of research. ? Mode 2 research is associated with a more interdisciplinary, worked innovation system, in contrast to the previous system in which major corporate or academic research institutions were less closely linked with other institutions. ? Still another conceptual framework for analyzing the changing position of universities within national innovation systems is the Triple Helix. ? the triple helix emphasizes the increased interaction among these institutional actors in industrial economies39。 innovation systems. ? The national systems, Mode 2, and triple helix frameworks for conceptualizing the role of the research university within the innovation processes of knowledgebased economies emphasize the importance of strong links between universities and other institutional actors in these economies. ? What is lacking in all of these frameworks, however, is a clear set of criteria by which to assess the strength of such linkages and a set of indicators to guide the collection of data. role of universities in national innovation systems: crossnational data ? Data on the Structure of National Systems ? Through out the twentieth century, US universities retained great autonomy in their administrative policies. ? Rosenberg (1999) and BenDavid (1968) argue that this lack of central control forced American universities to be more entrepreneurial and their research and curricula to be more responsive to changing socioeconomic demands than their European counterparts. ? Enrollment data indicate that the US system enrolled a larger fraction of the 1822yearold population than those of any European nations throughout the 19001945 period. ? These contrasts in enrollment rates are reflected in enduring differences between the United States and European nations in the shares of their populations with university education. ? However, the large output of university degreeholders in the United States includes a significantly smaller share of natural science and engineering degreeholders. ? The limited data on the role of national higher education systems as RD performers highlight other crossnational contrasts, including differences in their significance within the overall national RD enterprise, their scale, their roles as employers of researchers, and their relationships with industry. ? Crossnational data highlighting differences in the division of labor between universities and government laboratories in basic research indicate that the higher education sector
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