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Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future (2007)
Committee on Science, Engineering, and Public Policy (COSEPUP)

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. "2 Why Are Science and Technology Critical to America's Prosperity in the 21st Century?." Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, DC: The National Academies Press, 2007.

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Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future

TABLE 2-2 Annual Rate of Return on Private R&D Investment

Researcher

Estimated Rate of Return %

Private

Social

Nadiri (1993)

20-30

50

Mansfield (1977)

25

56

Terleckyj (1974)

29

48-78

Sveikauskas (1981)

7-25

50

Goto-Suzuki (1989)

26

80

Bernstein-Nadiri (1988)

10-27

11-111

Scherer (1982, 1984)

29-43

64-147

Bernstein-Nadiri (1991)

15-28

20-110

SOURCE: Center for Strategic and International Studies. Global Innovation/National Competitiveness. Washington, DC: CSIS, 1996.

Those “social rates of return”16 on investments in R&D are reported to range from 20 to 100%, with an average of nearly 50%.17 As a single example, in recent years, graduates from one US university have founded 4,000 companies, created 1.1 million jobs worldwide, and generated annual sales of $232 billion.18

Although return-on-investment data vary from study to study, most economists agree that federal investment in research pays substantial economic dividends. For example, Table 2-3 shows the large number of jobs and revenues created by information-technology manufacturing and services—an industry that did not exist until the recent past. The value of public and private investment in research is so important that it has been

16

“Social rate of return” is defined in C. I. Jones and J. C. Williams. “Measuring the Social Return to R&D.” Working Paper 97002. Stanford University Department of Economics, 1997. Available at: http://www.econ.stanford.edu/faculty/workp/swp97002.pdf#search=‘R&D%20social%20rate%20of%20return. They state, “One can think of knowledge as an ‘asset’ purchased by society, held for a short period of time to reap a dividend, and then sold. The return can then be thought of as a sum of a dividend and a capital gain (or loss). … The dividend associated with an additional idea consists of two components. First, the additional knowledge directly raises the productivity of capital and labor in the economy. Second, the additional knowledge changes the productivity of future R&D investment because of either knowledge spillovers or because subsequent ideas are more difficult to discover.” Pp. 6-8.

17

M. I. Nadiri. “Innovations and Technological Spillovers.” Economic Research Reports, RR 93-31. New York: C. V. Starr Center for Applied Economics, New York University Department of Economics, August 1993. Nadiri adds, “The channels of diffusion of the spillovers vary considerably and their effects on productivity growth are sizeable. These results suggest a substantial underinvestment in R&D activity.”

18

W. M. Ayers. MIT: The Impact of Innovation. Boston, MA: Bank Boston, 2002. Available at: http://web.mit.edu/newsoffice/founders/Founders2.pdf.

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Front Matter (R1-R26)
Executive Summary (1-22)
1 A Disturbing Mosaic (23-40)
2 Why Are Science and Technology Critical to America's Prosperity in the 21st Century? (41-67)
3 How Is America Doing Now in Science and Technology? (68-106)
4 Method (107-111)
5 What Actions Should America Take in K–12 Science and Mathematics Education to Remain Prosperous in the 21st Century? (112-135)
6 What Actions Should America Take in Science and Engineering Research to Remain Prosperous in the 21st Century? (136-161)
7 What Actions Should America Take in Science and Engineering Higher Education to Remain Prosperous in the 21st Century? (162-181)
8 What Actions Should America Take in Economic and Technology Policy to Remain Prosperous in the 21st Century? (182-203)
9 What Might Life in the United States Be Like if It Is Not Competitive in Science and Technology? (204-224)
Appendix A Committee and Professional Staff Biographic Information (225-240)
Appendix B Statement of Task and Congressional Correspondence (241-248)
Appendix C Focus-Group Sessions (249-300)
Appendix D Issue Briefs (301-302)
K–12 Science, Mathematics, and Technology Education (303-324)
Attracting the Most Able US Students to Science and Engineering (325-341)
Undergraduate, Graduate, and Postgraduate Education in Science, Engineering, and Mathematics (342-356)
Implications of Changes in the Financing of Public Higher Education (357-376)
International Students and Researchers in the United States (377-396)
Achieving Balance and Adequacy in Federal Science and Technology Funding (397-414)
The Productivity of Scientific and Technological Research (415-422)
Investing in High-Risk and Breakthrough Research (423-431)
Ensuring That the United States Is at the Forefront in Critical Fields of Science and Technology (432-443)
Understanding Trends in Science and Technology Critical to US Prosperity (444-454)
Ensuring That the United States Has the Best Environment for Innovation (455-472)
Scientific Communication and Security (473-482)
Science and Technology Issues in National and Homeland Security (483-500)
Appendix E Estimated Recommendation Cost Tables (501-512)
Appendix F K–12 Education Recommendations Supplementary Information (513-516)
Appendix G Bibliography (517-536)
Index (537-564)