This House would condition state funding to universities upon all academic work being made available

Everyone benefits from the public spreading of knowledge and information. Universities are central loci of the pursuit of knowledge and exploration of science, technology, history, the arts, and all many and varied forms of intellectual enquiry. When the state opts to fund research and development in the university setting, it becomes a part-owner of the ideas and creation that springs forth from that funding, just as it belongs to the researchers who directly produce it. State funding is given to universities not simply to further the bounds of human discovery for its own sake, but so that those boundaries can be pushed for the benefit of the citizens of the polity. This is because the state is fundamentally a servant of the people, using the people’s money to further the society’s aims, such as better health and a more productive workforce. Ultimately the purpose of the state in all its functions is to provide safety and services so that people can all avail of what they consider to be the good life. In order to serve this obligation to the people, the state ensures that the research it funds is publicly available. By conditioning all of its research funding to universities on their agreeing to make all of their work publicly available the state can effectively serve the people and guarantee that the citizenry gets the full benefit of their money spent on those researches. This obligation of states has been echoed in new laws passed in Australia, Canada, and other countries that now seek to expand public access to state funded research, particularly academic research produced in universities and other dedicated research organizations.[1] The ultimate purpose of the state is to serve the public interest, and it is remiss in that duty when it fails to have the products of its monetary investments serve benefit the public. Universities are the great repositories and breeding grounds of knowledge, and the state must ensure that that knowledge, when it is produced because of the state’s largesse, is available for all to enjoy and benefit from.

[1] Anon. (2006). “Worldwide Momentum for Public Access to Publicly Funded Research” Alliance for Taxpayer Access. http://www.taxpayeraccess.org/issues/access/access_resources/worldwide-momentum-for-public-access-to-publ~print.shtml

As an investor in university research, the state may claim some ownership over the revenues that might arise from that research. But that is not the same as an entitlement to strip all ownership from the originators of the research and throwing it wholesale into the public arena. That is an overbalancing in the extreme that reduces universities ability to benefit from their researches and efforts.

The creators and producers of novel work, literary, scientific, other research, etc. enjoy large and sweeping protections due to the intellectual property rights enshrined in law in all developed countries. These laws restrict public use of these researches, which can only occur with the express permission of the owners of these works. But the research that is deemed worthy of state funding must pass a test of importance, and must be of enough social significance to make it worth doling out limited research and development money. Universities, as the important and vibrant centres of learning and research in the world, are a critical part of states’ efforts to remain relevant and competitive in a world of rapid technological change. States fund many universities, in much of Europe accounting for the vast majority of university funding as a whole, across the EU almost 85% of funding is from public sources,[1] and they currently do not get their money’s worth. Even when states gain partial ownership of the products of research and the patents that arise from state funding to university scientists and researchers they do not serve their full duty to the people they represent. Rather, the state should be ensuring that the information produced is made fully available to the people for their use and for the real benefit of all, not just the profit of a few institutions.

Universities are as aggressively protective of their patents and discoveries as much as any profit-seeking private firm, but the state should instead seek to minimize these urges by altering the sorts of arrangements it makes with universities. Research into new theories, medicines, technologies, etc. are all important to society and should be fostered with public funding where necessary. The state best ensures the benefit of society by making sure that when it agrees to fund a research program it guarantees that the information produced will be fully available to all citizens to enjoy and benefit from. More than just attaining a result, the state needs to give its funding maximum exposure so it can be maximally utilized.

[1] Vught, F., et al. (2010) “Funding Higher Education: A View Across Europe”, Ben Jongbloed Center for Higher Education Policy Studies University of Twente. http://www.utwente.nl/mb/cheps/publications/Publications%202010/MODERN_Funding_Report.pdf

These arrangements are so onerous that they will serve as a very real disincentive to universities taking public funding. Universities are rational in their decision-making, and they will be less likely to approve or participate in research projects that end up being of no long term benefit to them. The profit motive, even in the vaunted halls of academia, should be something to harnessed, not fought against. Furthermore, much public funding is used for the purpose of funding teaching hours anyway, and not into profitable research pursuits, which tend to be more amenable to other investors. The state’s role should only to be fund research when the private sector won’t, otherwise its funding should be ensuring the education of the country’s citizens.

By making publicly funded academic work freely available to society, the state throws open the door to far more long term progress and invention that has been so long shut by the jealous hoarding of information and research. The arenas of science, literature, critical theory, and all other fields of academic pursuit, benefit most from a proliferation of voices and opinions, this is why the peer review system exists. This is much as how crowdsourcing and openness helps with software development, there are more eyeballs to spot mistakes, as a result research, particularly of large data capture projects is increasingly being crowdsourced itself.[1] By expanding the range of people able to utilize the information produced, more new and interesting things can be developed from it. The state funds important work, work that might never be able to attract private investment but is still important to the public interest. But this funding must then be available so that it may be best used in that public interest. And oftentimes it is only after an unprofitable, academic pursuit is explored with state support that someone else finds a profitable new use for it. That new endeavour can only be realised if academic work is made available to the public. In 2011 universities in the United States earned $1.8 billion in royalties from research.[2] Rather than simply being allowed to profit on their own, the inventions and developments of state-funded academic work should be made freely available to the public.

[1] Dunning, A., (29 July 2011) “Is crowdsourcing dumbing down research?” Guardian Professional. http://www.guardian.co.uk/higher-education-network/2011/jul/29/crowdsourcing-funding-research-expertise

[2] Blumenstyk, G. (2012) “Universities Report $1.8 Billion in Earnings on Inventions in 2011”. The Chronicle. http://chronicle.com/article/University-Inventions-Earned/133972/

Universities that could build valuable technologies and explore new avenues of academic research and development are faced with a disincentive to accept public funding, and to pursue unprofitable research that might be dependent on state support. Universities are a critical part of a nation’s research infrastructure, and by harnessing the profit motives of those institutions, not spurning them, it can use its money to most effectively promote broader development. It should be remembered that profits made by universities will simply be ploughed back into education and more research, which is all to the benefit of society.

Everyone benefits from the public spreading of knowledge and information. Universities are central loci of the pursuit of knowledge and exploration of science, technology, history, the arts, and all many and varied forms of intellectual enquiry. When the state opts to fund research and development in the university setting, it becomes a part-owner of the ideas and creation that springs forth from that funding, just as it belongs to the researchers who directly produce it. State funding is given to universities not simply to further the bounds of human discovery for its own sake, but so that those boundaries can be pushed for the benefit of the citizens of the polity. This is because the state is fundamentally a servant of the people, using the people’s money to further the society’s aims, such as better health and a more productive workforce. Ultimately the purpose of the state in all its functions is to provide safety and services so that people can all avail of what they consider to be the good life. In order to serve this obligation to the people, the state ensures that the research it funds is publicly available. By conditioning all of its research funding to universities on their agreeing to make all of their work publicly available the state can effectively serve the people and guarantee that the citizenry gets the full benefit of their money spent on those researches. This obligation of states has been echoed in new laws passed in Australia, Canada, and other countries that now seek to expand public access to state funded research, particularly academic research produced in universities and other dedicated research organizations.[1] The ultimate purpose of the state is to serve the public interest, and it is remiss in that duty when it fails to have the products of its monetary investments serve benefit the public. Universities are the great repositories and breeding grounds of knowledge, and the state must ensure that that knowledge, when it is produced because of the state’s largesse, is available for all to enjoy and benefit from.

[1] Anon. (2006). “Worldwide Momentum for Public Access to Publicly Funded Research” Alliance for Taxpayer Access. http://www.taxpayeraccess.org/issues/access/access_resources/worldwide-momentum-for-public-access-to-publ~print.shtml

As an investor in university research, the state may claim some ownership over the revenues that might arise from that research. But that is not the same as an entitlement to strip all ownership from the originators of the research and throwing it wholesale into the public arena. That is an overbalancing in the extreme that reduces universities ability to benefit from their researches and efforts.

The creators and producers of novel work, literary, scientific, other research, etc. enjoy large and sweeping protections due to the intellectual property rights enshrined in law in all developed countries. These laws restrict public use of these researches, which can only occur with the express permission of the owners of these works. But the research that is deemed worthy of state funding must pass a test of importance, and must be of enough social significance to make it worth doling out limited research and development money. Universities, as the important and vibrant centres of learning and research in the world, are a critical part of states’ efforts to remain relevant and competitive in a world of rapid technological change. States fund many universities, in much of Europe accounting for the vast majority of university funding as a whole, across the EU almost 85% of funding is from public sources,[1] and they currently do not get their money’s worth. Even when states gain partial ownership of the products of research and the patents that arise from state funding to university scientists and researchers they do not serve their full duty to the people they represent. Rather, the state should be ensuring that the information produced is made fully available to the people for their use and for the real benefit of all, not just the profit of a few institutions.

Universities are as aggressively protective of their patents and discoveries as much as any profit-seeking private firm, but the state should instead seek to minimize these urges by altering the sorts of arrangements it makes with universities. Research into new theories, medicines, technologies, etc. are all important to society and should be fostered with public funding where necessary. The state best ensures the benefit of society by making sure that when it agrees to fund a research program it guarantees that the information produced will be fully available to all citizens to enjoy and benefit from. More than just attaining a result, the state needs to give its funding maximum exposure so it can be maximally utilized.

[1] Vught, F., et al. (2010) “Funding Higher Education: A View Across Europe”, Ben Jongbloed Center for Higher Education Policy Studies University of Twente. http://www.utwente.nl/mb/cheps/publications/Publications%202010/MODERN_Funding_Report.pdf

These arrangements are so onerous that they will serve as a very real disincentive to universities taking public funding. Universities are rational in their decision-making, and they will be less likely to approve or participate in research projects that end up being of no long term benefit to them. The profit motive, even in the vaunted halls of academia, should be something to harnessed, not fought against. Furthermore, much public funding is used for the purpose of funding teaching hours anyway, and not into profitable research pursuits, which tend to be more amenable to other investors. The state’s role should only to be fund research when the private sector won’t, otherwise its funding should be ensuring the education of the country’s citizens.

By making publicly funded academic work freely available to society, the state throws open the door to far more long term progress and invention that has been so long shut by the jealous hoarding of information and research. The arenas of science, literature, critical theory, and all other fields of academic pursuit, benefit most from a proliferation of voices and opinions, this is why the peer review system exists. This is much as how crowdsourcing and openness helps with software development, there are more eyeballs to spot mistakes, as a result research, particularly of large data capture projects is increasingly being crowdsourced itself.[1] By expanding the range of people able to utilize the information produced, more new and interesting things can be developed from it. The state funds important work, work that might never be able to attract private investment but is still important to the public interest. But this funding must then be available so that it may be best used in that public interest. And oftentimes it is only after an unprofitable, academic pursuit is explored with state support that someone else finds a profitable new use for it. That new endeavour can only be realised if academic work is made available to the public. In 2011 universities in the United States earned $1.8 billion in royalties from research.[2] Rather than simply being allowed to profit on their own, the inventions and developments of state-funded academic work should be made freely available to the public.

[1] Dunning, A., (29 July 2011) “Is crowdsourcing dumbing down research?” Guardian Professional. http://www.guardian.co.uk/higher-education-network/2011/jul/29/crowdsourcing-funding-research-expertise

[2] Blumenstyk, G. (2012) “Universities Report $1.8 Billion in Earnings on Inventions in 2011”. The Chronicle. http://chronicle.com/article/University-Inventions-Earned/133972/

Universities that could build valuable technologies and explore new avenues of academic research and development are faced with a disincentive to accept public funding, and to pursue unprofitable research that might be dependent on state support. Universities are a critical part of a nation’s research infrastructure, and by harnessing the profit motives of those institutions, not spurning them, it can use its money to most effectively promote broader development. It should be remembered that profits made by universities will simply be ploughed back into education and more research, which is all to the benefit of society.

The developer of a new idea, theory, technology, invention, etc. has a fundamental intellectual property right. Academics in universities, through deliberate effort create new things and ideas, and those efforts demand huge amounts of personal sacrifice and invention in order to bear fruit. State funding is often given to pioneering researchers who eschew traditional roads in pursuit of new frontiers. Often there are no obvious profits to be immediately had, and it is only because of the desire of these individuals to expand the canon of human knowledge that these boundaries are ever pushed. It is a matter of principle that these academics be able to benefit from the fruits of their hard-won laurels.[1] The state stripping people of these rights is certainly a kind of theft. Certainly no amount of public funding to an institution can alter the fundamental relationship that exists between creator and the product of their endeavour. The state-funded University of Illinois, for example, has led the way in many technologies, such as fast charging batteries, and has spawned dozens of high-tech start-ups that have profited the university and society generally.[2] The state can easily gain a return on its investments in universities by adopting things like licensing agreements that can provide the state with revenue without taking away the benefits from the developers of research. Furthermore, this policy strips control of researchers’ control over their works’ use. State funding should obviously come with some requirements in terms of some sharing of revenues, etc., but it is also important to consider the extent of the impact work may offer the world. For example, the team that produced the atomic bomb at the University of Chicago became extremely worried after seeing what their invention could wreak, yet the power over their invention was taken over entirely by the state.[3] Certainly that is an extreme example, but it highlights the risks of stripping originators of control over what they produce.

[1] Sellenthin, M. (2004). “Who Should Own University Research?”. Swedish Institute for Growth Policy Studies. http://www.innovation.lv/ino2/publications/A2004_013.pdf

[2] Blumenstyk, G. (2012) “Universities Report $1.8 Billion in Earnings on Inventions in 2011”. The Chronicle. http://chronicle.com/article/University-Inventions-Earned/133972/

[3] Rosen, R. (2011). “’I’ve Created a Monster!’ On the Regrets of Inventors”. The Atlantic. http://www.theatlantic.com/technology/archive/2011/11/ive-created-a-monster-on-the-regrets-of-inventors/249044/

Publicly funded research is not the sole property of researchers, indeed Universities demand to keep the rights not the individual researchers so the individual inventor or researcher is not benefiting at all from any profits.[1] When the state chooses to fund an area of academic work it is doing so for the benefit for all of society, not just for the profit of a single researcher, group, or university organisation. The only way for the state to fully do its duty in providing for its citizens is for it to demand that the products of its funding be made available to the public who pay for its development.

[1] Anon. (28 July 2005) “Guidelines on the Ownership of Data University of Louisville”, University of Lousiville. http://louisville.edu/research/policies-procedures/guidelines-on-the-ownership-of-data-university-of-louisville.html

Universities often use the revenues from their more profitable researches to fund the less financially valuable intellectual fields. This often takes the forms of patent revenues from science and engineering departments going to pay for philosophy and English departments. While there is always a chance a new development in polymers or chemicals will generate some future profit, this is rarely the case for experts in medieval history. Yet universities, as the centres of learning and knowledge in society, value all avenues of academic exploration. State funding tends to go toward the development of new technology and other “hard” disciplines, as they can be explained to voters as valuable investments in society’s future. It is easy for them to sell investment in engineering projects. It is much harder for a politician to explain the need for funding a study in 19^th century feminist critical theory. The result of this policy is to create a serious depletion of universities’ resources for cross-discipline funding, meaning that the study of the humanities and arts becomes less tenable. It is essential that universities retain the freedom to invest in all aspects of human knowledge, not merely those that might provide economic benefits. The quality of the human experience cannot be measured in euros or dollars alone, but must account for the understanding of things like the human condition. Only by allowing universities to keep the well-earned fruits of their researches can society hope to be able to explore all fields of human understanding.

If universities want to invest in pursuits that will not have any tangible benefit for society then they are welcome to do so. But they should not expect to be able to do that on the government dime. If people want to study the humanities they can pay the tuition fees needed, and universities should be able to prioritize its funding as they prefer. The state acts best when it serves the public interest. By making the research and work of academics who receive state funding available to the public it does its job by freeing people to use vast amounts of information to the betterment of all. If that means a few less books about Marxist-Feminist literary theory, then that is a cost the state should be willing to pay.

Research and development relies on the profit motive to spur it on, even in the hallowed halls of academia. Without the guarantee of ownership over the products of state-funded research the desire to engage in such activities is significantly blunted. This is a major blow to the intellectual development of society because it serves as a breaker between two institutions that work best when their interests are aligned, the state and the university. Universities are the great bastions of learning, institutions that bring together the best and brightest to dedicate themselves to the furtherance of human understanding. The state has the resources of a nation to deploy in the public interest. By funding academic research in universities, the state can get more valuable information more cheaply it can through setting up its own research institutions. The universities have the expertise and the basic infrastructure that the state is best served not duplicating unnecessarily. But partnerships between universities and the state are only possible when the universities and their researchers are guaranteed the protections necessary to merit their own investment and attention to the state-funded project. Thus the best system is one that harnesses the brain power and financial incentives of the universities and channels their efforts to the public interest.

While Universities and the State cooperate on most research the State is often unwilling to fully fund research with for example many federal agencies in the United States demanding cost sharing when sponsoring projects.[1] This means that the university still needs to find funding either from foundations or other private sources. These third parties, particularly if they are institutions that desire profits, will strongly object to not being able to realise any profit from the research and are therefore much less likely to engage in joining such research. When universities retain full ownership rights while the information they create may not be freely available, at least it comes into existence in the first place and can then be put to profitable and socially valuable work by the universities.

[1] Anon. (November 2010), “Research & Sponsored Projects”, University of Michigan. http://orsp.umich.edu/funding/costsharing/cost_sharing_questions.html

The expansion of knowledge that throwing all information generated in universities with state-funded research into the public domain would precipitate a vastly more influential effect on the process of research and development. Far from stifling innovation, more people would be able to examine and build upon research, magnifying the value of the initial work. What is lost from the disincentives of some institutions from taking public funding will be more than made up for by the vast knowledge base of the whole of society that now has the ability to generate derivative works for everyone’s further benefit.