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Bill Clark: Innovation for What?


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Bill Clark: Innovation for What?

  1. 1. Innova&on  for  What?   Presented  by     William  C.  Clark     Harvey  Brooks  Professor  of  Interna9onal  Science,  Public  Policy  and   Human  Development   Harvard  Kennedy  School  of  Government     As  an  Introduc-on  to  the  Session  on     Innova&on:  Pushing  Boundaries  to  Generate  New  Ideas     Interna9onal  Sustainable  Campus  Network  Conference  2014     June  3,  2014  -­‐-­‐  MIT  
  2. 2. Innova-on  for  What?     Some  Proposi-ons  for  Discussion…     •  Sustainable  campus  ini-a-ves  have  made   substan-al  progress  in  selected  areas,  eg.  GHGs   •  Depth  of  these  ini-al  efforts  means  many   campuses  have  not  fully  engaged  broader   perspec-ves  on  sustainability  now  infusing  work   of  leading  academics,  corpora-ons,  ins-tu-ons   •  Time  to  bring  those  broader  views  back  into   campus  efforts,  thus  promo-ng  balanced  range   of  innova-ons  for  sustainable  development.  
  3. 3. Innova-on  for  What?   Sustainable  Development  (not  just  GHG  &  greening)   “Environment  is  where  we  live;   development  is  what  we  all  do  in   aVemp-ng  to  improve  our  lot   within  that  abode.   The  two  are  inseparable….”       “Humanity  has  the  ability  to  make   development  sustainable:       To  ensure  that  it  meets  the  needs  of   the  present  without  compromising   the  ability  of  future  genera-ons  to   meet  their  own  needs.”   3  
  4. 4. Sustainable   Development?     Inclusive  Human  Well-­‐being,     (ie.  well-­‐being  across  and  within   genera-ons  that  doesn’t  decline)  
  5. 5. Sustainable  Development  as     Inclusive  Human  Well-­‐Being?   •  Defined  as  the  well-­‐being  of  individual  people   – Aggregated  within  and  across  genera-ons     – Where  that  aggregate  does  not  decline  with  -me   •  Cons9tuents    in  specific  contexts  as  mix  of     – General  capability,  freedom  to  shape  own  life  (Sen)     – Specific  aVributes  specified  by  stakeholders  in   par-cular  contexts….  
  6. 6. Cons&tuents  of     Human  Well-­‐being   (these  examples  from  OECD,  with   rela-ve  weights  determined   individually  by  each  country)   Q1:  What  are  the  most   important  cons&tuents  of   Human  Well-­‐Being     explicitly  considered  in  the   sustainable  development  plans   of  your  university?  
  7. 7. Innova-on  to  enhance     Inclusive  Human  Well-­‐being?   •  Should  target  well-­‐being’s  ul-mate  determinants   –  What  we  seek  to  pass,  “uncompromised”  to  future   •  These  are  stocks  of  assets  from  which  each   genera-on  shapes  its  own  well-­‐being   –  Not  just  flows  of  goods  or  services  from  the  assets   –  Examples?    Factories,  farmland,  [GHG],  biodiversity   •  For  sustainable  development…   –  The  social  value  of  the  stock  of  assets  passed  on  to   successive  genera-ons  should  not  decline   •  Which  stocks  of  assets?  
  8. 8. Core  stocks  of  assets  for  sustainability:   Manufactured,  natural,  human,  social,  knowledge     •  Manufactured  capital     –  Housing  stock,  electrical  genera-ng  capacity,  transport  net…   •  Natural  capital   –  Biodiversity,  soil  quan-ty  &  quality,  land  cover   –  Capacity  to  fix  energy  from  sun,  shield  UV,  regulate  climate   •  Human  capital   –  Popula-on  size  and  distribu-on;  its  health  and  educa-on   •  Social  capital   –  Values,  norms,  laws,  ins-tu-ons…  and  trust  in  them   •  Knowledge  capital   –  “Social”  knowledge  in  books,  patents,  culture;     –  Capacity  to  innovate  
  9. 9. Core  stocks  of  assets  for  sustainability   On  Your  Campus   •  Manufactured  capital     •  Natural  capital   •  Human  capital   •  Social  capital   •  Knowledge  capital   •  Q2:  On  your  campus…   –  What  are  the  specific  capital  assets  most  relevant  to   enhancing  inclusive  well-­‐being  of  ‘your’  community?   –  How  well  do  you  monitor  and  report  on  the  size  and   quality  of  those  asset  stocks?   –  On  which  stocks  of  capital  assets  do  you,  and  don’t   you,  focus  innova&on  for  sustainability?    Why?  
  10. 10. Produc-ve  Base   Human  Well-­‐Being   Consump-on  Processes   (mediated  by  culture,  power)   Produc-on  Processes   (environmental,  economic,  social)   Goods  &  Services   Cons&tuents  of  Well-­‐being  (W)     Material  needs   Health   Educa9on   Opportunity   Community   Security   Determinants  of  Well-­‐being   Natural  capital  (Cn)   Human  capital  (Ch)   Manufactured  capital  (Cm)   Social  capital/Ins9tu9ons  (Cs)   Knowledge  capital  (Ck)   10   Dynamics  (f)   Flows  connec9ng  cons9tuents   of  inclusive  well-­‐being  with   their  determinants   W  =  f  (Cn,  Ch,  Cm,  Cs,  Ck  |chance)   Conceptual  framework  :  Innova&on   for  Sustainable  Development  
  11. 11. Panel  Discussion  on  Innova-on:     Pushing  Boundaries  to  Generate  New  Ideas   •  Objec-ve   –  To  iden-fy  models  for  driving  innova-on  that  will  support  and   promote  sustainable  development  on  our  campuses  and   globally   •  Key  ques-ons   –  Innova-on  for  what?  (Inclusive  well-­‐being  and  asset  stocks)   –  What  are  the  sustainability  areas  you  think  campuses  have  the   furthest  to  go  on?  What  should  be  the  priori-es?       –  How  are  you  adap-ng  your  sustainability  program  to  address   the  full  range  of  sustainability  challenges?       –  What  role  does  innova-on  play  in  your  program?     –  What  are  good  models  for  driving  innova-on  for  sustainability?     11  
  12. 12. Innova&on  for  What?   Three  points  for  discussion…   1.  To  promote  sustainable  development  (of  course)   – Broadly  conceived  as  inclusive  human  well-­‐being…   – Determined  by  stocks  of  capital  assets  we  hand  on.   2.  To  tackle  specific  innova-on  challenges  that…   – Are  significant  barriers  to  sustainable  development   – Private,  government  agents  are  unlikely  to  undertake   3.  To  inculcate  habits  of  innova-on  for   sustainability   – In  our  schools,  faculty,  staff,  partners  and  students