Now, the field of biomedical entrepreneurship teachers are not uncommon, but the beginning of biological knowledge for the real business world, biology teacher entrepreneurial Shique difficult. How do the scientific research results go from the laboratory to the company, and what are the twists and turns that need to be experienced? Anyone with an entrepreneurial ideal should know about it.
An academic paper published in November 1973 changed the relationship between universities and industries in the biological sciences. The academic paper, "Building Bacterial Plasmids with Biological Functions in Vitro," describes how to cleave two different plasmids, the extra-chromosomal self-replicating circular DNA molecules, into fragments and rejoin each other. , creating a new plasmid with two maternal molecular features and capable of self-replication.
The emergence of DNA recombination technology
This technique of recombining DNA fragments from two different sources and creating new DNA sequences laid the foundation for the development of a new industry. This new industry is largely created by scientists with a value of $360 billion. Since the 19th century, scientists have played an important role in various industries, from chemistry to electronics to agriculture. However, in the late 1970s and early 1980s, the role played by scientists in the birth of the biotechnology industry was completely different. In the past, university professors played roles as consultants, inventors, and even company founders. However, while they play these roles, they also recognize that there is a clear dividing line between universities and industry.
For colleges and universities, the majority of colleges and universities will officially or informally adhere to the "one day a week" principle. Colleges and universities allow and even encourage teachers to work in an off-campus institution one day a week, arguing that this kind of cooperation with the "real world" is beneficial to both parties. At the same time, working hours restrictions also remind college teachers who are too keen on off-campus work, whose primary responsibility is to serve colleges and universities that pay for them. In the past, if scientists participate in business activities too deeply, they will resign from college. Occasionally, scientists, especially engineers in the engineering field, travel between colleges and industries. Of course, this situation is rare. It is also believed that scientists will not be both at the same time, and the line between these two tasks is relatively clear.
However, the development of biotechnology has changed this situation. Biotechnology was born in a discipline that has almost nothing to do with the industry. It has opened up an old-fashioned model and instead advocates a school-enterprise relationship with mutual integration and blurred boundaries. At the beginning of the development of the biotechnology industry, college teachers not only served as corporate consultants but also as entrepreneurs. They founded the company and worked for the board of directors, and their latest developments were not only published in scientific journals, but also at press conferences. Earlier, only a small percentage of people had the knowledge they needed to conduct biotechnology research, and these people were almost exclusively employed in colleges and universities. Most of these scientists have no intention of resigning from college to an industry that is not yet clear in the future. Venture capitalists who want to start a business have to find ways to attract scientists to start a business without resigning from college.
As a result, many scientists continue to work in colleges and universities while starting a company. When the company grows to the point where it is difficult to balance, they will choose to leave the university. Developing startups also need to demonstrate their scientific rationality in order to convince venture capitalists and multinational companies that cannot judge the technical viability of startups to invest. Therefore, a scientific advisory committee composed of well-known scientists came into being to explain to potential investors the rationality of this approach. This is not just about a professor, but a number of professors associated with a business, and their personal interests and economic benefits are closely related to the success of the business.
Between 1979 and 1982, the biotechnology industry flourished, attracting more teachers to participate in such entrepreneurial activities. A small number of professors have experienced a skyrocketing personal wealth after the initial public offerings (IPOs) of startups. In 1980, even those teachers who had claimed to have no interest in it began to participate. Although this entrepreneurial spirit has caused concern among some people, this kind of entrepreneurial activity is still developing rapidly. By the early 1980s, entrepreneurial activities in some areas were already widespread, and these entrepreneurial activities have continued to this day.
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