In a world where disruptive innovation can change an entire industry, higher education has remained largely unaffected, according to a recent paper from The Christensen Institute. Innovations in higher education traditionally have centered on changes that allowed the industry to remain competitive and meet new challenges by pushing forward along established trajectories, such as building new buildings or adding new majors. But with technological changes moving deeper into the higher education field, traditional institutions are facing a greater challenge. As those institutions face rising tuition costs, declining state support and affordability issues due to weak wage growth, their business model is vulnerable to threats from larger disruptions. How they choose to respond may determine their future success.

This month, we begin a four-part series focused on navigating innovation priorities in a variety of settings. The series features perspectives from experts in the field, presented in a Q&A format. Each practitioner we interviewed will also be presenting at our annual conference, where these topics will be explored in greater depth. Click here for more information on the conference.

Two recent reports highlight the importance of funding innovation in the U.S., and give a glimpse into the perils of ignoring it. The reports, from The Aspen Institute and Information Technology & Innovation Foundation (ITIF), independently corroborate the role of the public sector in ensuring a more prosperous future through innovation.

As a bedrock of American innovation, universities and federal laboratories research and develop new products that help drive economic growth. A new study from the Economic Growth Institute at the University of Michigan aims to improve national competitiveness in this arena by providing a roadmap for universities that includes best practices on translating research from the lab to the marketplace.

In the largest single gift in the history of Missouri higher education, $300 million has been donated to support Missouri S&T that will enable the university to establish a new school of innovation and entrepreneurship, among other things. The benefactors are St. Louis businessman Fred Kummer, a graduate of the school who credited the education he received there with his success, and his wife.

This year marks the 30th anniversary of the Georgia Research Alliance (GRA), a public-private partnership that works with both the University System of Georgia and the Georgia Department of Economic Development to expand the research capacity at the state’s universities and seed and shape startup companies. When it was formed in 1990, GRA was a new kind of enterprise.

The Walton Family Charitable Support Foundation is making a $194.7 million grant to advance research and economic development at the University of Arkansas and will allow a new research institute to become reality. The grant is expected to grow the university’s cross-disciplinary research capability, expand the scope of discoveries made by U of A researchers and increase the speed in transferring such discoveries to the marketplace.

A new report released by the George W. Bush Institute has measured the impact that innovation research at U.S. universities and research institutions has had on the country’s economic development. The report, The Innovation Impact of U.S. Universities: Rankings and Policy Conclusions, examines and ranks institutions on four primary impact categories: commercialization, entrepreneurship, research, and teaching.

The importance of higher education institutions in helping rural communities build innovation-based ecosystems has been detailed in a report released by the Center on Rural Innovation. Higher Ed’s Key Role In Rural Innovation Ecosystems profiles 10 colleges and universities that have been engaged in their area’s innovation environment and explores what techniques each institution has found most useful in building that ecosystem.

Recognizing that innovation ecosystems require broad networks of partners working together and knowing that many institutions of higher education (IHEs) lack the research capacity to be able to participate in external partnerships, the NSF Directorate for Technology, Innovation and Partnerships invites proposals from Minority-Serving Institutions (MSIs), Predominantly Undergraduate Institutions (PUIs), and two-year institutions with limited or no research capacity to apply for the support necessary to become equitable partners with teams competing under the current and subsequent NSF Engine