انتقال دانش در CERN  Knowledge transfer at CERN

1. Introduction CERN, the European Organization for Nuclear Research, is the world’s largest high-energy physics laboratory. Established in 1954, it has contributed significantly to our understanding of the world and the universe. The organization has a four-fold mission: to create new knowledge through conducting basic research, to develop new technologies for accelerators, detectors and Information and Communication Technologies (ICT), to train the scientists and engineers of the future and to unite people from all countries and cultures. Commercialisation of research and exploitation of intellectual property has for a while received increased focus (Nowotny et al., 2003). This can be seen in many aspects, such as the increased emphasis that the Horizon 2020 EC framework programme puts on innovation and job creation compared to its predecessors. Research funding is also moving more towards result-based models (Bentley et al., 2015). Thus, showing that one is contributing to economic prosperity has become more important, even in basic research. Many studies have been cond society. A recent cost–benefit analysis, evaluating the socioeconomic impact of CERN concluded that the Large Hadron Collider (LHC), had a net present value of 1.2 times the investment and 91% chance of a creating a positive return on investment over the projects lifetime (Florio et al., 2015). However, the long-term value of the pure basic research discoveries was not included in the analysis because of their unpredictable nature. Several studies have looked particularly at procurement activities at CERN, finding positive economic impact and learning benefits for suppliers (Autio et al., 2003; Bianchi-Streit et al., 1984; Schmied, 1982). Autio, Bianchi-Streit, and Hameri (2003) found that in most of the technology-intensive procurement contracts, the suppliers derived significant marketing reference benefits from CERN and in addition, 38% of the respondents developed new products or services as a direct result of the supplier project; 42% increased their international exposure, and 44% indicated significant technological learning. Studies have also looked at the creation of spin-off companies (Byckling et al., 2000) and impact from spinning-off human capital (Bruzzi and Anelli, 2014).