FULFILLMENT OF THE CONCEPTION OF THE RESEARCH UNIVERSITY ON THE EXAMPLE UNIVERSITY OF CENTRAL FLORIDA

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1 This case study was made possible by a grant from IREX (the International Research & Exchanges Board) with funds provided by the Carnegie Corporation of New York. The statements made and views expressed are solely the responsibility of the author. FULFILLMENT OF THE CONCEPTION OF THE RESEARCH UNIVERSITY ON THE EXAMPLE UNIVERSITY OF CENTRAL FLORIDA Victor Demine Dean of Radiophysics Department, Tomsk State University 1. INTRODUCTION 1.1 Why it is so important now for Russian higher education? [1-3] In 1725, in Russia the Imperial Science Academy was founded by Catherine I. By the same decree, the University was created; in this University academicians delivered lectures and reported the latest achievements of science at academic assemblies and introduced these achievements to students. The Academy had an affiliate high school that was preparing future University students. Thus, back in the XVIII th century natural integration of education and science was fulfilled. This natural way of integration turned out to be rather productive. For instance, tradition of mathematical science in Russia was simultaneously set up in the Academy, at the University, in high military and engineering schools. This fact made it possible for such bright personalities as Lobachevsky find their place in science. Many outstanding and world-famous Russian mathematicians never became academicians, but they were universally recognized while being just professors or University assistant professors - for example, Bunyakovsky, Ostrogradsky, Chebyshev, Lyapunov and others. Many higher education professors and scientists - physicists, chemists, biologists, historians, linguists, etc. - made a great contribution into the development of different spheres of science not only in Russia, but also worldwide. The best of those scientists later became academicians. It s important to point out the fact that scientists who had been teaching at Universities initiated the development of scientific Societies and conducting of scientific assemblies. This provided informal and democratic exchange of ideas and research results between University professors, academicians and practicing scientists, who for some reason were not working at the University or the Academy. This process was going on until the beginning of the XXth century. In the 20s and 30s the emphasis in the University education moved towards professional training and detachment of specialized research institutes and Universities. One of the characteristic features of science in the Soviet period was its division into academic, university and applied branches while the development of academic science was a priority. This approach taken into consideration, it is logical that by the 50s there existed a considerable gap between science and education. This gap became even wider in the 80s when new Universities were opened literally in every regional centre; they were, as a rule, based on pedagogical institutes. This gap exists at present as well. Naturally, it does not promote the high quality of professional training; moreover, it retards the chain-like process of knowledge exchange: producing of knowledge - its compilation and storing - its transference and expansion, including its application in practice.

2 It s important to note some of elite classical universities, such as Moscow, Leningrad (now St. Petersburg), Tomsk, Kazan, Voronezh, Gorky (now Nizhny Novgorod), Irkutsk, Perm, Rostov, Ural and Saratov universities, in which during all the time of their existence the academic and scientific processes were closely connected. These higher education establishments include well-known scientific schools dealing with various spheres of science, have close connections with the Academy of Science, branch institutes and industry. One of the best examples illustrating integration of fundamental science and higher education in the USSR is Novosibirsk State University which was established 1959; its structure was closely connected with main trends in scientific research in the Siberian Branch of the Academy of Science. That is why all the above mentioned Universities were given the role of base universities by the Ministry of Higher Education in the USSR and Russian Soviet Federal Republic. The main functions of a base university is the coordination of methodology and research work and staff training for Russian higher educational establishments. Nevertheless, the gap between education and fundamental scientific research is peculiar to most universities at the end of XXth century. This question became even more acute in the 90s with the overall establishment of private Universities and institutes which usually did not have scientific schools and connections with scientific research. To continue the above mentioned topic, at present the question of reforming the science and higher education in Russia is being actively discussed. The base for Russian scientific and technical policy is the integration of scientific research institutes with major Universities and industrial enterprises by creating of federal scientific centers. A number of leading classical universities, including Tomsk State University, is dealing with the development of concepts connected with higher education reforming. The chief problems to be solved are the following: - preservation and development of scientific pedagogical schools and sustaining of the high level of research at Universities and scientific organizations; - preventing of the drain of talented young specialists form the field of science and education and the training of scientific, pedagogical and managing high-level specialists; - concentration of intellectual and material resources of scientific and education spheres on key tendencies of scientific and technical progress; - creating a system of using the scientific and higher education potential in economics, mainly by innovations; - increasing the role of universities in Russia as a whole and in its regions, as social institutions that are responsible for its intellectual resources, their training and the boosting of cultural and moral level. Many of these problems are successfully solved within the limits of research university; it is quite regular that this concept is actively discussed in concern with the reforming of higher education Why is this topic important to Tomsk State University? The main rules of Tomsk State University are the following. Any University graduate must have experience of research work in his field of study as well as good theoretical knowledge. Students education should be based on the most up-to-date scientific achievements. That is why one of the most essential components of university education is integration of both research and academic work. Because of this reason, traditionally, the process of integration of academic and scientific work at Tomsk State University is of great importance. Every university teacher does scientific or methodical work, connected with the subjects taught. Specialists from research institutes of the Russian Academy of Science are invited to give lectures on special courses. Three research institutes are working in TSU. Beginning with the 3 rd academic year, even undergraduate students (B.S. program) under supervision of TSU teachers or specialists from above mentioned

3 institutes take part in research work. Of course this activity is obligatory for graduate students, Masters and. In recent years the Integration program has been actively developed. The essence of this program is in scientific and academic cooperation between different subdivisions and departments of TSU and research institutes. A number of academic and scientific innovation centers were established. In these centers students, teachers, postgraduate students of TSU and members of research institutes cooperate to conduct scientific research work, which trains students and postgraduate students and involves them in the research and innovation activities. The emphasis was given to the introduction of fundamental scientific achievements in practical elaboration. For this reason an increase in the number of innovation projects is planned. Industrial firms, including private ones, should be involved in these projects. The Department of Technology Transfer is created in TSU to coordinate this work. There are other ways of integration of academic and scientific work. In this respect it s advisable to study the experience of one of the American Universities and see if it is possible to use it in Tomsk State University As this integration is specific for every area of science, it is necessary to mark out the particular area of science. The author of the project intends to draw his attention to an account of the concept of a research university at departments connected with Physics, Optic and Electronic Systems, Laser Physics, Radiophysics, and Electronics. These fields of study were chosen as here the demand for integration of research and academic activities is of great importance, and also because the activity of the author at Tomsk State University is connected mostly with these departments. The main questions under research are the following: The structure of scientific and academic subdivisions of the University. Definition of the modern scientific trends in the corresponding fields of science. The coordination of the curriculum and scientific research activity. The system of control of the students academic and scientific progress. As a result of the research planned in the project, we intend to use the experience of the university in the USA in the academic and scientific process at Tomsk State University, at the departments of Physics, Radio - Physics, Physics and at the Technical Department. The main goal of this is an extended level of training for Bachelors, specialists, Masters and students, and their conformity to the world s level. For instance, it makes possible to create specializations between departments, scientific laboratories (including ones for students) working in modern trends, creating of centers of collective use, etc Why the experience of the University of Central Florida is useful for this research. [4] The Mission of the University of Central Florida The University of Central Florida is a public multi-campus, metropolitan research university, dedicated to serving its surrounding communities with their diverse and expanding populations, technological corridors, and international partners. The mission of the university is to offer high-quality undergraduate and graduate education, student development, and continuing education; to conduct research and creative activities; to provide services that enhance the intellectual, cultural, environmental, and economic development of the metropolitan region, address national and international issues in key areas, establish UCF as a major presence, and contribute to the global community. The mission of the university is unambiguous about the university s purpose and role. It clearly establishes UCF s identity as a metropolitan research university. This mission is comprehensive, its vision ambitious, its goals challenging, and its core values fundamental to its success. The UCF Strategic Plan is built on this foundation to identify the pathways that will lead to reaching the university s aspirations.

4 It is well known that aspiration is a pure upward desire for excellence. And it is clearly demonstrated in the UCF s vision. The University of Central Florida will be the nation s leading metropolitan research university recognized for its intellectual, cultural, technological, and professional contributions and renowned for its outstanding and partnerships. In short, the vision is prominence. The university established five goals in the UCF Strategic Plan. The goals are recognized among the university community and have been embedded in many of UCF s evaluation and planning processes. The Strategic Planning Committee and university community reviewed the goals and determined that they capture the essence of what it will take to achieve the university s vision. Therefore, these five goals supporting the university vision are the same for UCF Strategic Plan. UCF s Goals Goal 1: Offer the best undergraduate education available in Florida. Goal 2: Achieve international prominence in key of graduate study and research. Goal 3: Provide international focus to UCF curricula and research. Goal 4: Become more inclusive and diverse. Goal 5: Be America s leading partnership university Tomsk State University is one among the leading Russian universities. And of course, the above goals are very close to TSU s goals. Therefore it is very useful to research the UCF s experience. 2. BRIEF HISTORY AND MAIN FEATURES OF RESEARCH UNIVERSITIES IN THE USA [2,3]. The experience of American universities and their contribution in the development of main university ideas and practice in the new and newest period of history is of a particular interest. In the concept of American universities there was been the synthesis of democratic tradition adopted from an early medieval university on one hand and pragmatic German university tradition on the other. By the middle of the XXth century the leading American universities had turned into steady educational, research and industrial complexes, which are closely connected with business, industry and management systems. Scientific research activity is a leading trend at such universities as Johns Hopkins University (Baltimore, MD), Cornel University, Massachusetts Institute of Technology. Initially, universities in the USA had a specific judicial status, possessed their own regulations and constitutions that gave them a high level of independence but did not oppose it from society and authority. While it is true that universities had land of their own, and the price of this land increased rapidly due to its closeness to the intellectual community, in the course of time many universities became economically self-sustaining structures. Not only business with all its economic power but also ruling institutions were aspiring to American universities. It was reflected on the curriculum structure of university education, as one of the most popular specialties at universities turned out to be business and state management. Simultaneously at American universities the process of detachment of a special group of institutions was taking place. These institutions were research institutes that became leading scientific and educational complexes of the country and centers for conducting of independent surveys. The economic role and social status of such universities was constantly increasing. At present, it is obvious that American universities dominate in most university ratings of the world. Major American Universities, being scientific and educational centers of federal importance, in most cases perform the function of essential factor in the region development by means of establishing of technical park structures. As a number of authors believe, from the middle of the XXth century the integration of two notions - elite university and research university took place. Traditionally, an elite

5 university is understood as an educational establishment which provides one with access to the full volume of contemporary knowledge, and all levels of education, including Ph. D. The concept of any research university is based on closely conducted integration of education and scientific research within the university, including application of research in the teaching practice. By the present time, these two university philosophies have practically coincided. These very universities are the ones to get the maximum support from the federal government. For instance, 100 leading research universities of the USA acquire 95% of finances from the federal budget for research and educational purposes. 60% of all American future Ph. Ds have been trained in 50 research institutes. These universities also include the majority of students taking up the Master and. These universities also have a very favorable proportion between the number of teachers and students (approximately 1:6, while the usual proportion is 1:12). The author of the work [2] has given a very precise definition of the modern priorities (we will call them Features ) in the development of American research universities. 1) the multifunctioning of the university or its ability to develop as well as provide transference of contemporary knowledge; 2) strong tendency towards scientific research and development, mainly towards fundamental research; 3) existing of a system aimed at the training and giving degrees to specialists, including the cases when the number of those who take up the Master and exceed the number of students prepared for the acquisition of higher education; 4) orientation towards the most up-to-date trends in the science, high technologies and innovations in economics, science and technology; 5) a wide range of professions and specialties, including natural, social and humanity ones; 6) high professional level of teachers hired on the base of competition, including international contests, existence of opportunities for inviting and short-term employment of leading specialists form different countries of the world; 7) high degree of informational accessibility and integration into the international system of science and education; 8) ability to perceive the world s achievements and flexibility towards new trends in scientific research and methodology; 9) competitiveness and selective approach in the students enlistment; 10) creating of a highly intellectual atmosphere around the university; 11) forming of corporate ethics based on the science ethos, democratic values and academic freedoms; 12) forming of a specific scientific, technical and economic area around the university, that can be filled with technical park structures; 13) a strong tendency towards leadership and domination within the region, country and the world scientific and educational community as a whole. In a number of publications the chief functions of a classical research university were defined: I - the production of knowledge; II - accumulation and storing of knowledge; III - transference of knowledge; IV - expansion of knowledge. It is evident that the fulfillment of these functions requires the existence of leading scientific and pedagogical schools at the university, high level of libraries, museums, information structures (information and calculation network, Internet - resources, on-line based courses, etc.). One of the basic criteria of an American research institute is a close connection with industry. For instance, the biggest research university - Massachusetts Institute of Technology

6 has connections with approximately 300 corporations, more than a half of which are the biggest corporations in the USA. In some universities, research parks are established. Research parks are specific infrastructures which provide the connection of the research university and business. Such parks determine the foundation and support of small high-technology firms on the beginning stage. In research parks technology transfer is conducted, that is the transfer of new technologies that appeared at the research university as projects, into the industry. On one hand, the parks provide the commercialization of scientific projects and give an additional source of earning money for students, teachers and post-graduate students. On the other hand by creating commercial structures which are independent from the university itself they limit the excessive commercialization of the university. Research parks help scientists, engineers and computer programmers to conduct their research up to the commercial product stage, and in some cases to become businessmen and start their own small firms. An important role in this process is given to a technology incubator in which a scientist, after a careful examination of his project, gets the opportunity of reduced rent of workplace and equipment, business and lawyers advise. He also gets financial, organization and information support. Form the point of view or organization, this process is carried our by creating of a firm for development of this project and its promotion in the market of high technologies. In a few years this firm, in case of its stable development, becomes independent. In the initial stage of its development, a research park gets main financial support form its region, large industrial enterprises, local business and its university. It should be mentioned that the Program of small business support in the sphere of science and technology started its activity in the USA in Following this program, small business enterprises than are conducting work with low-profit organizations can get support form the state. The diversity of financial sources is peculiar to research universities. There are sources from federal and local government, grants, charity funds, business and profit form academic and research activity, and so on.

7 3. UNIVERSITY OF CENTRAL FLORIDA: COMMON DATA [4]. The University of Central Florida was established oh June, Formerly it was named Florida Technological University. The name was changed by action of the Florida Legislature on December 6, Table 1 Status: One of Florida's 11 public universities Location: 13 miles east of downtown Orlando Construction Began: January, 1967 Date of First Classes: October, 1968 Original Enrollment: 1,948 students Final Fall 2003 Enrollment: 41,685 Table 2 ACADEMIC PROGRAMS: (as of 06/2003) 84 Baccalaureate Programs 64 Master's Programs 3 Specialist Programs 23 Doctoral Programs Table 3 Degrees Awarded to Date: (thru Fall 2003 semester) Baccalaureate Degrees: 111,256 Master's Degrees: 21,743 Doctoral Degrees: 1,106 Specialist Degrees: 348 Table EOY EXPENDITURES** Budget Entity Education & General $270,769,351 Auxiliary Enterprises $68,079,295 Contracts & Grants $79,111,303 Local Funds $148,892,405 Total $566,852,354 **Source: UCF Budget Office Reports Table INITIAL OPERATING BUDGETS** Budget Entity Education & General $305,268,540 Auxiliary Enterprises $75,500,000 Contracts & Grants $89,800,000 Local Funds $198,657,600 Total $669,226,140 **Source: UCF Budget Office Reports

8 Table 6 EMPLOYEES BY CATEGORY: (AY ) Full-time Faculty 1,158 Part-Time Faculty (FTE's) 280 Graduate Teaching Assistants (FTE's) 203 Other Graduate Assistants (FTE's) 472 Executive & Administrative & Managerial (with academic rank) 132 Executive & Administrative & Managerial (other) 219 Other Professionals 1,039 Support 1,075 University Total 4,578 Source: IPED's Fall Staff - Fall Table 7 Faculty Information: (AY ) Fall Student/Faculty Ratio: [Fall Student FTE/Faculty FTE] 18.6:1 % of Faculty with Doctorate Degrees: 69% # of Full-time Faculty with Doctoral Degrees: 803 % of Full-time Faculty with Doctoral Degrees or Highest Terminal Degree: nav # of Full-time Faculty with Doctoral Degrees or Highest Terminal Degree: nav % of Faculty Tenured: 41% % of Faculty Non-Tenured on Track: 26% % of Faculty Non-Tenured Track: 33% Table 8 LIBRARY HOLDINGS: (as of June 30, 2003) Volumes held 1,517,004 Periodical subscriptions 11,665 Electronic journals 4,160 Microform units 2,821,936 Media materials 37,780 Table 9 Final Fall 2003 Headcount Enrollment

9 Table 10. UCF Degree Programs Accounting Actuarial Science Advertising/Public Relations Aerospace Engineering Anthropology Art Art - Animation Track Art - History Track Art - Studio Track Art Education Biology Biology - Preprofessional Concentration Cardiopulmonary Sciences Chemistry Civil Engineering Civil Engineering - Construction Engineering Concentration Communicative Disorders Computer Engineering Computer Engineering - Software Engineering Concentration Computer Science Criminal Justice Digital Media Early Childhood Education Economics (BA) Economics (BSBA) Electrical Engineering Electrical Engineering - Microelectronics Concentration Electrical Engineering - Wireless Communication Concentration Electrical Engineering Technology - Computer Systems Concentration Electrical Engineering Technology - Electrical Systems Concentration Elementary Education Engineering Technology - Design Concentration Engineering Technology - Operations Concentration Engineering Technology - Space Systems Concentration English - Creative Writing English - Literature English - Technical Writing English Language Arts Education Environmental Engineering Exceptional Student Education Film - B.F.A. Track Film - Cinema Studies Track Film - World Cinema Track Finance Foreign Language Combination Foreign Language Education - French Foreign Language Education - Spanish Forensic Science - Analysis Track Forensic Science - Biochemistry Track French General Business Health Information Management Health Sciences - Athletic Training Track Health Sciences - Generalist Track Health Services Administration History Hospitality Management Humanities Humanities - Religious Studies Track Industrial Engineering Information Systems Technology Information Technology Interpersonal Communication Journalism Legal Studies Liberal Studies Liberal Studies - Computer Information Technology Track Liberal Studies - Environmental Studies Track Liberal Studies - Liberal Arts Track Liberal Studies - Women's Studies Track Management Management Information Systems Marketing Mathematics - Applied Track Mathematics - Computational Track Mathematics - Engineering/Physics Track Mathematics - Pure Track Mathematics Education Mechanical Engineering Medical Laboratory Sciences Molecular Biology and Microbiology Music Music Education Music Performance Nursing Nursing - RN to BSN Track Nursing - RN to MSN Track Organizational Communication Philosophy Physical Education Physics Political Science Political Science - International Studies Track Political Science - Prelaw Track Psychology (BA) Psychology (BS) Public Administration Radio - Television Radiologic Sciences Restaurant and Foodservices Management Science Education - Biology Science Education - Chemistry Science Education - Physics Social Sciences Social Science Education Social Work Sociology Spanish Statistics Theatre (BA) Theatre (BFA) Theatre - Musical Theatre Track Vocational Education and Industry Training

10 UCF at Celebration UCF at Chiefland UCF at Clermont UCF at Cocoa UCF at Daytona Beach UCF at DeLand UCF at Deltona UCF Regional Campus System Fig.1. UCF Downtown UCF at Flagler UCF at Kennedy Space Center UCF at Kirkman Road UCF at Lake Mary UCF at Lecanto UCF at Leesburg UCF at Melbourne UCF at New Smyrna UCF at Ocala UCF at Osceola UCF at Palm Bay UCF at South Orlando UCF at Sumterville

11 Let us examine these common data if they are in general agreement with the main features of Research University (see chapter 2, features 1-13). First of all we can see a diversity of academic, including doctoral ones, as well as a broad set of the professions and specialization, including natural, social and humanitarian sciences (Tables 2, 3, 10). There are undergraduate, graduate,, as well as a lot of program tracks. It is in a good agreement with features 3 and 5. Tables 6, 7 show us rather high professional level of faculties. Analysis of UCF list of staff allows us to say that there are many visiting faculties from different universities and countries (feature 6). It is important to point that many graduates work as teaching assistants. We do the same in TSU but not often. So this practice can be useful for my home university. Student/Faculty Ratio (18.6:1) is very high to be acceptable for Research University. In TSU this ratio equals 9:1 but it is rather high as well. The good ratios for Research University are about 6:1 or even less. For example, at the Mechanical Engineering Department of Johns Hopkins University it is about 6:1 [5] (but in the Whiting School of Engineering of this same university it is 14:1 [6]), in Tomsk Polytechnic University - 4:1, in CREOL (UCF) about 4:1. UCF has many agreements of academic and research cooperation with different universities abroad. It is in a good agreement with features 7, 8. Fig. 1 (UCF Regional Campus System clearly demonstrates UCF aspirations to a leadership in Central Florida Region (feature 13). There are 21 Campuses. In comparison, TSU has 1 main campus (22 Departments and 135 Chairs), 5 branches and 45 pre-admission training centers located in different cities of Siberia and Kazakhstan. Tables 1, 9 allow us to say that UCF is a very quickly growing university because of drastic increase of students enrollment (more than 20 times for less than 40 years). Tables 4, 5 show us the existence of different financial sources that is usual for Research University. We can note that there is a rather big library in the UCF body (Table 8). This is very important for realizing functions II and III of a Research University (see chapter 2). There are 1,517,004 volumes and 11,665 periodical subscriptions. TSU library collection contains more than 2,000,000 books, copies of magazines. UCF has well configured web-site, numerous research and teaching resources. The base of on-line courses consists of 2400 courses. It is very useful because allows to solve one of the problem, which is the lack of rooms for teaching. Nevertheless, the majority of courses are the face-to-face ones. Brief review of the common data about UCF allows us to say that UCF has good base to become leading metropolitan research university. There is no discussion yet about UCF s research activity. We will discuss it first because it is this activity that provides the fulfillment of features 1, 2, 4, 8, 12 and functions I, IV. There is an actively discussed problem of research and teaching ratio in Research Universities (see, for example, [7-10]). Everybody agree that research must be the dominant element in the university s academic reward system. Some authors point that research came to dominate higher education and it is necessary to keep a balance between these kinds of activity. Nevertheless, it is obvious that only the research activity of university provides new knowledge (function I). That is why we discuss it first.

12 4. RESEARCH ACTIVITY IN UCF [4] Overview. As one of America's leading metropolitan research universities, UCF is committed to the pursuit of research excellence and intellectual growth. The University delivers comprehensive of teaching and research. UCF offers high-tech research in optics, lasers, communications, simulation, alternativeenergy, materials and distributed learning and, in partnership with industry, has developed world-class centers and institutes that focus on these and other points. The Carnegie Foundation has classified UCF as a Doctoral-granting Institution (Doctoral/Research - Intensive) University. According to MIT Technology Review 2002 annual survey of U.S. universities and their quest for intellectual property, UCF was ranked as number 38 out of 84 in technological strength. In addition, The UCF Technology Incubator is among the nation's Top 10 incubators according to the National Business Incubation Association. UCF is also ranked in the top 100 institutions in the country in the number of enrolled National Merit scholars. Because of UCF's location in the heart of the state's most rapidly growing technology cluster, a unique affinity with the businesses that comprise the growth and continued quality of students poised to run these businesses, the university is a proven leader in promoting and developing high-tech growth in central Florida. Fig. 2. UCF is fulfilling its promise to become America's leading partnership university through relationships on local, national and international levels. A significant amount of sponsored research UCF is provided by industry along Florida's High-Tech Corridor (fig.2). FHTC is very interesting example of path to leadership in a region. So let us cite a few words about it [4]. The primary goal of the FHTC is to attract, grow, and retain high technology companies in the Florida High Tech Corridor area. This program is specifically designed to expand the research activities of an FHTC industry partner by providing matching funds to leverage research

13 collaborations between Industry and UCF. Approximately $2,000,000 has been designated for the three program areas of the High Tech Corridor matching funds program for the current year. While projects may be proposed in any discipline, applications are particularly encouraged in areas contributing to the development of the high technology sectors encompassed within the Florida High Tech Corridor Initiative. The list below directly reflects the interest and goals of the Florida High Tech Corridor Council: Aerospace Nanotechnology Biotechnology Optic and Lasers Information Technologies and Services Renewable Energy Manufacturing Design Software Development Marine Technologies Simulation and Training Medical Products Solar Technology Medical Technologies Telecommunications Microelectronics Transportation Systems It is very important to note that funds are focused on limited areas decisive for region. This allows to get by with not too much money. The matter is that Florida was not a High Tech. state before and it is very difficult to convince the executives to make investment into high technology development. The second interesting detail connected with FHTC is that the map of UCF Regional Campus System (fig. 1) occupy only a half of FHTC territory. So UCF Regional Campus System must be extended to answer the purpose of FHTC and the feature 13 (chapter 2). In this case the vacancies of high technology companies in FHTC will become filled by UCF graduates (possibility of job) and FHTC will be continually expanding. Funding from state and federal agencies is also achieving record levels. UCF keeps regional, state, national, and international needs in the forefront when recruiting top students, faculty and staff, and developing the infrastructure to achieve global prominence in selected areas of research. Partnerships with the Central Florida Technology Incubator, UCF's Small Business Development Center, Florida High Tech Corridor Council, Enterprise Florida and regional economic development organizations solidifies the university's local connections and assists UCF researchers in transferring technology to the marketplace. Main scientific activity of UCF s Faculty members, researchers, and students is concentrated in University research Institutes and Centers The University has several nationally and internationally recognized research institutes devoted to research and development. Center for Research and Education in Optics and Lasers Advanced Materials Processing and Analysis Center BioMolecular Science Center Institute for Simulation and Training Florida Solar Energy Center Florida Space Institute Nanotechnology Research Other organized offer researchers and students additional support in pursuit of their research goals. These include: Center for Advanced Transportation Systems Simulation (CATSS) Center for Economic Education University of Central Florida Technology Incubator Florida Canada Linkage Institute Florida Eastern Europe Linkage Institute Florida Institute of Government at UCF National Center for Forensic Science Center for Executive Development Consortium for Research and Education in Arts & Technology

14 Small Business Development Center Florida Instructional Technology Resource Center Scientific research at Tomsk State University is conducted by 5 Scientific Institutes and the Scientific Research Department, comprising of 40 centers and laboratories. So the structure of scientific divisions of TSU is very similar to one of UCF. That is why the description of the infrastructure which coordinates such diverse research activity is very useful for my home university Office of Research The Office of Research at the University of Central Florida is dedicated to facilitating research and development across a wide spectrum providing support to the university s faculty, students and research institutes. The Office of Research (OOR) is the official liaison between UCF research and the commercial sector. The office establishes and oversees the university s policy for managing extramural funding. The Office helps establish connections with the agencies and individuals who invest in the promising areas of science. As a result OOF helps Faculty members and research centers to define the modern scientific trends in the corresponding fields of science. Faculty members at UCF attracted a university-record of $89 million in research funding from private and public sources through June A significant portion of these funded projects are tied to the university's initiatives to stimulate technological development along central Florida's High Technology Corridor (fig.2, chapter 4.1). Fig.3. Total Extramural Research Awards 2002 Fig Research Awards by Sponsor Type Table 11. Fig. 3 and Table 11 clearly demonstrate very quick development of Total Extramural Research Awards. Fig. 4 and Table 11 show the structure of these funding. It is amazing that for 4 last years the total amount of research funding has increased in 2.5 times. And

15 this is, of course, one of the main criteria of OOR effectiveness, as well as one of the main methods to define the modern scientific trends in the corresponding fields of science. Certainly, we can not compare total amount of UCF research funding with leading US research universities, for example MIT, but we can not compare even order of magnitude of their endowment as well University Technology Transfer Office. This is not the subject of my case study but it is very important part of research activity. In recent years, the emphasis at Tomsk State University was given to the introduction of fundamental scientific achievements in practical elaboration. For this reason an increase in the number of innovation projects is planned. Industrial firms, including private ones, should be involved in these projects. The Department of Technology Transfer is created in TSU to coordinate this work. That is why it is very useful to study this process at UCF. A direct result of sponsored research is technology innovation. The measurement of this technological innovation is patents as well as other intellectual property assets including copyrights and trademarks. The University is interested in making its innovations available through a technology licensing program managed by the University's Technology Transfer Office. The TTO assists a faculty member or a research scientist to find funding, to prepare proposals, if needed - to find partners inside the UCF, to bring together research group consisting of graduate and students and so on. The TTO was organized in 1992 and the results are rather impressive. At the present time, the University Technology Transfer Office works with about 350 proposals, 150 issued patents, 100 copyrights and trademarks. About 30 active licenses are in portfolio of UCF. Every year UTTO assists faculty member to prepare proposals. Many of the technological innovations advanced by the University of Central Florida have uses in products and services serving a wide range of markets and applications. Very useful for this process is Small Business Innovative Research Program (SBIR) which was created by NSF more than 20 years ago and legislated in The scheme of the Program is quite understandable from fig. 5. Small Business Technology Transfer (STTR) Program has the similar scheme. SBIR Innovation Model $100K 6 Months Phase IIB $500K 2 yr + $250K Matching Private Sector Investment PHASE I Feasibility Research PHASE II Research toward Prototype PHASE III Product Development to Commercial Market MatchMaker Taxes Federal Fig. 5. Small Business Innovation Research (SBIR) Program

16 4.4. The UCF Technology Incubator. The UCF Technology Incubator plays decisive role in final stage of technology transfer process. So let us say a few words about it. The Incubator is a University-driven community partnership providing early stage technology companies with the enabling tools, training and infrastructure to create financially stable high growth enterprises. The Incubator has been opened in It is located in the Central Florida Research Park. The UCF Technology Incubator provides a variety of services such as: - Adaptable space and flexible leases - Business guidance from on-site counselors in areas such as accounting/tax, human resources, organization, government contracting, international trade, marketing and PR, financing, and grant preparation, business and strategic planning, record keeping, insurance and risk management, and legal counsel-networking, mentoring, and conferencing opportunities with peer groups, area professionals, University faculty, and support organizations - Shared reception, secretarial services, conference rooms, and other support services - Access to the office equipment, University labs, test equipment, library, and support systems including high-speed internet connection - Access to sources of seed and expansion capital - Access to high-level executives through the Entrepreneur in Residence program The Incubator provides client companies with the experience and insight needed to create successful companies through relationships it has created with partners such as The Central Florida Innovation Corporation, UCF Small Business Development Center, its network of community advisors, professional business development partners, community outreach, as well as a dedicated staff. With the wealth of talent and resources developed by UCF and the benefits of its prime locations, the UCF Technology Incubator is poised to make a significant contribution to the economic development of the region's high technology sector. Combined with efforts by other organizations such as: the Florida High Tech Corridor Council; City of Orlando; Orange County Government; the Technology Research and Development Authority (TRDA); the Economic Development Commission of Mid-Florida, Inc; The Central Florida Technology Partnership; and others, the region will soon become one of the nation's premier locations for high-tech enterprises. Faculty Member (Results of Research) Technology Transfer Office. Realizing of commercial possibility Technology Transfer Office Patent procedure, Creating the team Funding for research (DAPHA, Companies, Army, ) Graduate Company with product in the market UCF Research Foundation The Company as a client of Incubator (Usually 3 years) Creating a Company UCF Technology Incubator Fig. 6.

17 The example of technology transfer from pure research to the Company with the product in the market is shown in fig. 6. Black arrows show the path, green arrows show the main points of financial support. Blue lines indicate possible feedbacks from new company to UCF. These can be funding for research, selection students for work, etc. Now about 50 students are working in companies-clients of the Incubator. The UCF Technology Incubator is among the nation's Top 10 incubators according to the National Business Incubation Association. Now 55 companies are the clients of Incubator, 9 companies have graduated from it. I think that the experience of UCF Office of Research will be very useful for Tomsk State University, especially for new Department of Technology Transfer. Fig. 7. One more detail must be pointed out in this chapter. UCF strategy of funding research centers and colleges is the same that one for Florida High Technology Corridor. UCF research funds are not big therefore UCF financial support is focused on several areas (5-6). About 10% of UCF state budget is invested to these focused areas. Fig. 7 shows the top 5 funded Colleges and Centers. In comparison with Table 11 we can note that these 5 centers summary funding is comparable with the UCF extramural research awards. We can see from fig. 7 that the level of funding is almost one and the same for each Center. One of these Centers is CREOL. This Center of Research and Education in Optics and Lasers was in main focus of my investigation because: 1) it is the Center where conception of research university is fulfilled most completely; and 2) its activity is dealing with Physics, Optic and Electronic Systems, Laser Physics in short, with areas of great importance for me. 5. SCHOOL OF OPTICS:CREOL/FPCE. The School of Optics is a graduate school for optical science and engineering education, and research. Its mission is to: - Provide the highest quality education in optical science and engineering - Enhance optics education at all levels - Conduct scholarly fundamental and applied research - To aid in the development of technology-based industries throughout Florida and the nation. The School of Optics is recognized as one of the top three independent optics academic departments in the nation. The School offers interdisciplinary graduate

18 leading to MS and degrees in Optics. CREOL, The Center for Research and Education in Optics and Lasers, and FPCE, the Florida Photonics Center of Excellence, are research centers within the school. The School of Optics has grown to an internationally recognized institute with 40 faculty members and associated faculty, 47 research scientists and 145 graduate students with research activities covering all aspects of optics, photonics, and lasers. It is housed in a state-of-the-art 82,000 sq. ft. building dedicated to optics research and education. The School of Optics offers Masters and Doctoral degrees in Optics. Additionally, optics tracks are offered within UCF s Physics and Electrical Engineering Graduate Programs. Currently, the School of Optics does not offer undergraduate optics degrees. The College of Engineering offers and undergraduate Electrical Engineering Technology degree with a specialty in Photonics. One of the main criteria of a research university is the existence the world-leading scientific schools. For example about 15 scientific schools of Tomsk State University are included in the list of world-leading scientific schools in Russia. There are approximately 40 faculty and associated faculty conducting world-leading research in the School of Optics, offering expertise over a broad range of optics and photonics. They also teach a total of more than 40 graduate optics and photonics courses. The School of Optics is interested in recruiting talented students into its graduate. Thanks to the high level of external research funding that the School of Optics attracts, it is able to offer competitive fellowships and assistantships to many of incoming graduate students. The School of Optics faculty and research staff research activities span over the spectrum from basic science to prototype development, and they pursue joint research projects with industry, academia, and government laboratories. These researchers/teachers are always seeking new opportunities to work with industry to expose students to the industrial environment and to aid in technology transfer. These research are supported by research grants and contracts from numerous federal and state agencies and industry. Current research areas include: Diffractive and Holographic Optics Display Technologies Image Analysis and Understanding IR Systems and Technology Laser System Development Laser-Aided Materials Processing Liquid Crystals Nanophotonics Nonlinear Optics Optical Design Optical Diagnostics Optical Glass Sciences Optical Materials Optoelectronics Photonic Information Processing Systems Remote Sensing, Laser Radar and Atmospheric Propagation Theoretical Optics Virtual Environments and Biophotonics Imaging X-Ray Sources and Technology Fast Facts About UCF Photonics Research World-record of one terabit of data from one diode laser set in percent of School of Optics faculty hold the rank of Fellow School of Optics faculty produce more than 300 scholarly works per year School of Optics received $16 million in research funding in 2002 This brief overview allows us to state that the School of Optics is the institution where conception of research university is fulfilled most completely. On the example of School of Optics:CREOL&FPCE we will try to investigate two of main questions of this case study, namely: The coordination of the curriculum and scientific research activity. The system of control of the students academic and scientific progress.

19 6. THE STRUCTURE OF ACADEMIC PROCESS. The freshman admits to one of the following UCF colleges: College of Arts and Sciences, College of Business Administration, College of Education, College of Engineering & Computer Science, College of Health & Public Affairs. We intend to investigate the academic process in the School of Optics (SOO). Therefore we have to consider the College of Arts and Sciences (Department of Physics) and the College of Engineering and Computer Sciences (mainly Electrical Engineering Tracks). It is these colleges whose undergraduate usually admit to the SOO. Both Colleges offer Undergraduate Degrees, Masters Degrees and : Department of Physics (College of Arts and Sciences) - Bachelor of Science (B.S.) in Physics, Minor in Astronomy, Minor in Physics - Master of Science (M.S.) in Physics (including Optical Physics Specialization, Space Physics Specialization, etc.) - Doctor of Philosophy () in Physics College of Engineering and Computer Sciences - Bachelor of Science (B.S.) in Electrical Engineering (B.S.E.E.), Computer Engineering (B.S.C.E.), etc. - Master of Science (M.S.) in Electrical Engineering (including Electro-Optics Track, Communications Track, etc.) - Doctor of Philosophy () in Electrical Engineering. The scheme of academic process is shown in Fig. 8. It is important to note that academic schedule in both Colleges is the same. The main feature of this scheme (including in SOO) is flexibility and diversity of passing trough the academic schedule. There are several examples of input into and output of the scheme. But in fact it is possible to admit or to stop in any year. Even duration of study is not fixed and it depends on skills and aims of student (Years on the scheme is given for the most common case). The second peculiarity is that student himself (or with advisor) plans the track which he (or she) will pass from admission to graduating. The existence of different tracks is in a full agreement with the conception of a research university. There are thesis and non-thesis option for Masters Degree and only non-thesis option for Bachelor Degree. It is definitely weakness of the system because students start their research, in fact, only after admission M.D. thesis option program or program. On the other hand, students have a 5 years program to get research skills. B.S. from both colleges can admit School of Optics program. Programs of Colleges courses are independent from the SOO courses. It is the case when flexibility of academic process is not promoting high level of first year SOO students. A lot of international students admit SOO. And again there are difficulties with equivalence of. Therefore the pre-application documents are examined in SOO very carefully. Very unusual (for Russian higher education) system of tuition payment exists in SOO/CREOL. First semester after admission the student tuition is paid by CREOL, then by student s advisor (faculty member) plus CREOL, and beginning from the second year by advisor only. The same situation is with student s stipend. It is very correct system because it stimulates both student and advisor responsibility for the result. This system stimulates faculty members permanent research to get grants or another funding. It is an obligatory condition at a research university.

20 College of Arts & Sciences (B.S.), Physics College of Engineering and Computer Sciences (B.S.E.E., B.S.E.E.T, ) B.S. program B.S. program 1 st year B.S. program B.S. program Tracs Other universities Foreign students B.S. program B.S. program Tracks 2 nd year 3 rd year B.S. program Tracs B.S. program Tracks 4 th year School of Optics: CREOL&FPCE M.S. M.S. thesis M.S. M.S. thesis 5 th year 6 th year 7 th year 8 th year 9 th year thesis thesis thesis Fig. 8.