Cracking the Code on Stem: A People Strategy for Nevada\u27s Economy

Nevada has in place a plausible economic diversification strategy—and it’s beginning to work. Now, the state and its regions need to craft a people strategy. Specifically, the state needs to boost the number of Nevadans who possess at least some postsecondary training in the fields of science, technology, engineering, or math—the so-called “STEM” disciplines (to which some leaders add arts and design to make it “STEAM”). The moment is urgent—and only heightened by the projected worker needs of Tesla Motors’ planned “gigafactory” for lithium-ion batteries in Storey County. Even before the recent Tesla commitment, a number of the more high-tech industry sectors targeted by the state’s new economic diversification strategy had begun to deliver significant growth. Most notable in fast-growing sectors like Business IT Ecosystems (as defined by the Governor’s Office for Economic Development) and large sectors like Health and Medical Services, this growth has begun to increase the demand in Nevada for workers with at least a modicum of postsecondary training in one or more STE M discipline. However, there is a problem. Even though many available opportunities require no more than the right community college certificate, insufficient numbers of Nevadans have pursued even a little STEM training. As a result, too few Nevadans are ready to participate in the state’s emerging STEM economy. The upshot: Without concerted action to prepare more Nevadans for jobs in STEM-intensive fields, skills shortages could limit growth in the state’s most promising target industries and Nevadans could miss out on employment that offers superior paths to opportunity and advancement. Which is the challenge this report addresses: Aimed at focusing the state at a critical moment, this analysis speaks to Nevada’s STEM challenge by providing a new assessment of Nevada’s STEM economy and labor market as well as a review of actions that leaders throughout the state—whether in the public, private, civic, or philanthropic sectors—can take to develop a workforce capable of supporting continued growth through economic diversification

The Craft of Incentive Prize Design: Lessons from the Public Sector

In the last five years, incentive prizes have transformed from an exotic open innovation tool to a proven innovation strategy for the public, private and philanthropic sectors. This report offers practical lessons for public sector leaders and their counterparts in the philanthropic and private sectors to help understand what types of outcomes incentive prizes help to achieve, what design elements prize designers use to create these challenges and how to make smart design choices to achieve a particular outcome. It synthesizes insights from expert interviews and analysis of more than 400 prize

Pursuing Energy-Efficient Behavior in a Regulatory Environment: Motivating Policymakers, Program Administrators, and Program Implementers

This white paper examines how policymakers, program administrators, and program implementers can be motivated to pursue behavioral change in a regulatory environment. For the purposes of this report, behavior change is defined rather broadly, encompassing both behaviors associated with the purchase and installation of energy efficiency technologies as well as behaviors, decisions, and actions that might be thought of as more independent of technology. These include energy use habits, lifestyle choices, and consumption patterns. The insights and lessons discussed in this paper are drawn from a wide variety of sources including interviews with representatives from the energy and utility communities, and program documentation for energy-related programs and projects

Stories that Change Our World? Narratives of the Sustainable Economy

Narratives are shaping our understanding of the world. They convey values and norms and point to desirable future developments. In this way, they justify and legitimize political actions and social practices. Once a narrative has emerged and this world view is supported by broad societal groups, narratives can provide powerful momentum to trigger innovation and changes in the course of action. Narratives, however, are not necessarily based on evidence and precise categories, but can instead be vague and ambiguous in order to be acceptable and attractive to different actors. However, the more open and inclusive a narrative is, the less impact can be expected. We investigate whether there is a shared narrative in research for the sustainable economy and how this can be evaluated in terms of its potential societal impact. The paper carves out the visions for the future that have been underlying the research projects conducted within the German Federal Ministry of Education and Research (BMBF) funding programme “The Sustainable Economy”. It then analyzes whether these visions are compatible with narratives dominating societal discourse on the sustainable economy, and concludes how the use of visions and narratives in research can contribute to fostering societal transformations

Organising for Effective Academic Entrepreneurship

The contribution has three parts. In the first part the concept of academic entrepreneurship is explained, defined and put into the context of the entrepreneurial university. In the second part four cases are described: - (1) The Nikos case at the University of Twente: In Nikos teaching, research and spin-off activities are combined into one research institute. - (2) The NICENT case at the University of Ulster: NICENT is set up under the Science and Enterprise Centre activities in the UK. It focuses on education and training of students (undergraduates, graduates and post-graduates) and the stimulation of academic entrepreneurship in the academic constituency. - (3) The S-CIO case at Saxion Universities for Applied Sciences: In 2004 Saxion set up this Centre to have a one-stop shop for all entrepreneurial activities at the University. - (4) The Chair in Technological Entrepreneurship at Tshwane University: The focus of the Chair is on education of (under)graduate students in (technological) entrepreneurship and on the stimulation of entrepreneurship in the wider community. Each case has its own specific angle on academic entrepreneurship and in the thrid part the four cases are compared and analysed according to the model presented in the first part. Finally, some conclusions are formulated regarding the organisation of effective academic entrepreneurship

Comparing inductive and deductive methodologies for design patterns identification and articulation

Design patterns offer a valuable format to communicate knowledge of successful design solutions to recurring problems. However, there is a lack of research into design patterns that differentiate the applicability of the proposed design solutions across different nations. This paper discusses inductive and deductive methodologies for analyzing qualitative data in order to identify and articulate design patterns for cross-cultural computer-supported collaborative design learning. It proposes a methodology how patterns for facilitating intercultural design education can be identified and articulated. Within this research, an inductive, deductive and comparative methodology for identifying and articulating design patterns was developed. Therein, eleven patterns for intercultural computer-supported collaboration were identified and written. This paper introduces the proposed methodology taking the design pattern “MOOD OF THE MOMENT” for example

Foundations and Public Policy Grantmaking

Foundations trying to better leverage their influence and improve their impact increasingly are being urged to embrace advocacy and public policy grantmaking as a way to substantially enhance their results and advance their missions. In fact, public policy grantmaking has been described as "one of the most powerful tools available to foundations for creating real change."1 The argument for public policy grantmaking is clear. Achieving large-scale and lasting results for individuals or communities -- a goal linked to many foundation missions -- typically cannot be accomplished with private resources alone. Often, it requires public investments and government directives. While a foundation might identify effective interventions, for example, and fund their implementation in several communities, larger and more sustainable funding sources are needed to scale up those interventions and broaden their impacts. Securing such commitments requires changes in public policies. This reasoning is persuasive. Yet to date, relatively few foundations have incorporated public policy into their grantmaking agendas. Although there is little doubt that the number of foundations moving in this direction has increased in recent years, foundations that make policy grants are still considered innovators among their peers. This paper is designed to inform how The James Irvine Foundation might frame, focus, and advance efforts to achieve policy reforms in its primary program areas. It is organized around a framework developed to support the Foundation's thinking about its grantmaking options. The framework is used throughout the paper to help the Foundation consider its positioning vis-a-vis broader philanthropic trends and how other foundations have positioned their grantmaking in the policy arena. The paper has four main sections. The first section describes the framework and how foundations can use it to develop grantmaking strategies for achieving public policy goals. The second section uses the framework to discuss current grantmaking trends. The third section offers brief case studies of four foundations' public policy grantmaking approaches. And the final section presents several lessons foundations should keep in mind when developing their public policy grantmaking strategies

Supporting community engagement through teaching, student projects and research

The Education Acts statutory obligations for ITPs are not supported by the Crown funding model. Part of the statutory role of an ITP is “... promotes community learning and by research, particularly applied and technological research ...” [The education act 1989]. In relation to this a 2017 TEC report highlighted impaired business models and an excessive administrative burden as restrictive and impeding success. Further restrictions are seen when considering ITPs attract < 3 % of the available TEC funding for research, and ~ 20 % available TEC funding for teaching, despite having overall student efts of ~ 26 % nationally. An attempt to improve performance and engage through collaboration (community, industry, tertiary) at our institution is proving successful. The cross-disciplinary approach provides students high level experience and the technical stretch needed to be successful engineers, technologists and technicians. This study presents one of the methods we use to collaborate externally through teaching, student projects and research