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At almost every turn, the important roles played by universities and colleges in a knowledge-based economy seem to be validated. Industry and political leaders across the country are talking of the need for strong institutions of higher education, particularly public research universities, to improve national, state, and local competitiveness. 

The importance of attaining a higher education resonates with more than three-fourths of Americans today, according to the biennial survey Attitudes toward Public Higher Education, conducted by the American Council of Education. However, the survey points out most people are concerned that future state budget cuts could threaten the educational quality of institutions and limit the economic benefits they provide. 



Key findings include: 

More than $1.26 billion in royalties were collected by U.S. colleges and universities in FY 2000, according to the tenth annual licensing survey released by the Association of University Technology Managers (AUTM). In addition, the FY 2000 Annual AUTM Licensing Survey reported 347 new products were introduced to market and at least 454 spin-off companies were created by the institutions, where inventors filed for more than 8,500 U.S. patents. 

A decline in state appropriations at four-year public institutions of higher education was the single most important factor associated with increases in tuition, according to a report released in February by the National Center for Education Statistics (NCES) within the U.S. Department of Education 

Trends in College Pricing 2001, the College Board's annual survey of more than 3,000 schools reported that college tuition and fees in 2001-2002 had increased an average of between 5.5 and 7.7 percent at four-year institutions, and between 5.5 and 5.8 percent at two-year institutions. Undergraduates at American colleges are paying, on average, from $96 to $890 more than last year for tuition and fees this year, depending on the type of institution.

At -3.6 percent, college endowments posted their biggest losses since 1984 for the fiscal year ending June 30, 2001, according to the annual endowment survey conducted by the National Association of College & University Business Officers (NACUBO). Fortunately, the decline in investment revenues follows a 13 percent return for FY2000. 

With the latest National Conference of State Legislatures survey revealing 45 states are dealing with falling revenue projections and 37 already report budget gaps in next year's revenue forecasts (see http://www.ssti.org/Digest/2002/021502.htm), the number of states proposing or considering cuts to higher education for FY 2003 continues to grow. 

The National Center for Education Statistics (NCES) 1999 National Study of Postsecondary Faculty (NSOPF:99), the third in a series, presents the results of a 1998 survey conducted of institutions' policies and practices affecting faculty. Among the findings -- a large proportion, about two-fifths, of all faculty worked part time.

With the release of the President's FY 2003 budget request, five of seven federal programs designed to help state universities in 21 states were slated for cuts or total elimination. Collectively known as the EPSCoR programs, short for Experimental Program to Stimulate Competitive Research, the emphasis began in 1979, with an innovative National Science Foundation (NSF) program intended to improve the research competitiveness of those states that have received lesser amounts of federal R&D funding. 

In our occasional Useful Stats series in the SSTI Weekly Digest over the past few months, SSTI published online tables for three statistical measures that can be used as indicators of a state's relative position or, when collected over time, progress toward specific tech-based economic development goals involving academic performance or research. Links to the full reports from which the statistics are derived are provided on each table's web page. 

Over the past few years, the SSTI Weekly Digest has covered several reports concerning universities, their economic impact and research and development issues. Some of these are highlighted below. In addition, on SSTI's Resources web page are links to several academic associations and organizations that follow the topics discussed in this special issue more closely. 

On March 1, the National Center for Educational Statistics released the 597-page Digest of Educational Statistics, 2001. Included in the tome are several hundred tables covering demographic data for all levels of education. Highlights of relevance to this special Higher Education issue of the SSTI Weekly Digest include: 

Illinois 

Whether it is explicitly stated or implicitly understood, one of the distinctions between technology-based economic development (TBED) and more traditional economic development functions is TBED's goal of encouraging the creation of high-skill, high-wage jobs to raise the standard of living for the state or region's residents. An area's income levels and its positive change over time could be considered measures of success toward that goal.

It may not be getting much attention from the White House or Congress, but encouraging innovation and technology-based economic development through coordinated national strategies and initiatives is very much on the legislative agenda of many other countries around the world. Recent highlights from the past few weeks include (all dollar figures are for U.S. equivalencies):

Friday's issue of the Idaho SBIR Competition Newsletter brought to our attention two announcements from the SBA regarding the SBIR Program. Proposed changes for the program were included in the Dec. 3 online issue of the Federal Register. We reprint an extended excerpt of the text from the Idaho SBIR Competition Newsletter verbatim below, with our great appreciation for the work of Dr.

Even with record participation from 165 U.S. universities and 32 research hospitals, the 13th annual licensing survey conducted by the Association of University of Technology Managers (AUTM) reveals a 6.7 percent drop in the number of start-up companies created with technology licensed from the responding schools.