Structure of argumentation

1. Peter FranzThe Adaptation of New Technologies by Regional Innovation Systems: The Example of Universities andPhotovoltaicsPaper for the DIME WP 2.3 Workshop “Local and sectoral systems of innovations – Policy measures and possibilities” in Marburg, Germany November 19-21, 2008

2. Structure of argumentation • RIS as a research design oriented to actors and their relations • Universities and research institutes as important actors in RIS • Photovoltaics – a new technology? • Empirical results • Conclusions and new questions

3. The RIS perspective • RIS in research: Task of delimitating a set of interrelated actors • RIS do not only have actors, but also content = alignment to (a) certain technology(ies) • Are RIS subject to life-cycles? Can RIS be exposed to lock-ins? • What features of a RIS define its capabilty to re-align to a new technology?

4. Universities as actors in RIS • Inclusion of universities in RIS a recent phenomenon • Comes together with a new „regional responsibility“ attributed to universities • Knowledge transfer as official task: „Die Hochschulen … fördern die Verbreitung und Nutzen ihrer Forschungsergebnisse im gesellschaftlichen Leben und in der beruflichen Praxis …. Hierzu können Transferstellen eingerichtet werden “ (§ 3, University Law of Saxony-Anhalt 2005)

5. Universities as actors in RIS Functions of universities: • Antenna function: Screening and absorbing knowledge external to the region • Producing new human capital (teaching) • Producing new knowledge (research) • Positive feedback loop between (b) and (c)

6. Photovoltaics as a new technology I • Basics: Discovery of the photoelectric effect by Becquerel 1839; explanation of this phenomenon by Einstein 1905 • Pioneering phase 1 (mid-80s): Basic research and first applications by large enterprises (AEG, Siemens, MBB)

7. Photovoltaics as a new technology II • Pioneering phase 2 (up to mid-90s): Political support (1000-Dächer-Programm); founding of research institutes specialized to photovoltaics • Take-off (up to now): Intensified political support (100.000-Dächer-Programm; EEG); rapid growth of all kind of firms at the different steps of the value chain

8. Value chain in the solar industry

9. Photovoltaics as a new technology III • 21% of the workforce in the solar industry have a university degree and 3% a doctor‘s title • High demand for university graduates • Relatively standardized products since the pioneering phase 2 • Tenfold increase of sales between 2003 and 2007 up to 5.5 billions € (Biotechnology: 31% increase 2005-07 up to 2.1 billions €)

10. Photovoltaics as a new technology IV Favourable environmental growth factors: • High societal acceptance of the technology • Civic action groups supporting the application of the technology • Large number of skilled handicraft firms • Differentiated industry producing electric equipment

11. Photovoltaics as a new technology IV Problems • Still low efficiency of solar cells: In 2007 solar electric power contributed to 0.6% of the electric power totally consumed in Germany • Problems of feeding solar power into the power supply network • Intensive research activities required • Potential for universities to cooperate

12. Photovoltaics as a new technology V Potentials • Increased chance for growth of solar firms in regions where universities react to their needs (specific human capital; opportunities for research cooperations)

13. Empirical results Data sources: • Photon-Database comprisinguniversitycoursesofstudiesreferringtophotovoltaics(Photon 6/2008, 170-181) • Database ofthe Federal Governmentcomprisingresearchgrantsofthreeministries(http://foerderportal.bund.de) Selected period: 1992-2008

14. Empirical results I Teaching • In Germany a relatively wide dispersion of 171 courses of studies with a focus on photovoltaics at 89 universities • Universities of applied sciences predominate (65 out of 89) • 86% of the courses at faculties of engineering • 7.6% at faculties of natural science • 5.3% at faculties of economics

15. German universities with courses and research in photovoltaics

16. Empirical results II Research (at universities) • 43% of the universities offering courses of studies in photovoltaics also active in (externally funded) research • Largest numbers and highest amounts of research grants for universities in the South (Stuttgart, Darmstadt, Konstanz, Munich)

17. German universities with courses and research in photovoltaics and research institutes with research in photovoltaics

18. Empirical results III Research (at non-university research institutes) • Strong position of research institutes in Freiburg and Stuttgart, but East German research institutes catching up (highest amounts in Berlin and Freiberg)

19. Conclusions • Universities offering courses in photovoltaics are geographically widespread • Nearly 50% of the universities offering degrees in photovoltaics are active in research • Especially East German universities dispose of unrealized opportunities to cooperate with solar firms

20. New / Old questions • Research institutes not attached to universities are important players in the regional?-national? innovation system • Up to now there are few regions uniting a bundle of teaching, research and production • Still few industry locations combining multiple steps of the value chain • Which research focus is more adequate: RIS or photovoltaics as a technical system?

21. Thanks for listening!