Below are abstracts from some of the scholarly presentations I have authored or co-authored:

Clements, Margaret M. (2009). University Patents and Knowledge Diffusion: Modelling the Complex System of University Innovation. Paper presented at the annual meeting of the Association for the Study of Higher Education, ASHE, November 4-7, 2009. Vancouver, B.C.
During the 1980s, several policy initiatives were enacted to stimulate a stagnant economy through the protection and enforcement of patents.  Among those changes was the 1980 Bayh-Dole Act which aimed to encourage the transfer of technology from university laboratories to the marketplace. Whereas university patents accounted for less than one-half of 1 percent of all U.S. patents prior to 1980, university patents currently comprise 5 percent of all U.S. patents (NSB, 2008). Yet, there is no real agreement among scholars about the overall impact of this legislative change. A primary objective of this study is to reveal the “invisible college” of institutions and inventors through which knowledge and resources flow.

Clements, Margaret M. (Oct. 2009) Dynamic Processes of Scientific Collaboration: The Evolution of the U.S. University Inventor. Paper presented at the Atlanta Conference on Science and Innovation Policy. October 2-3, 2009. Atlanta, GA.
This study examines U.S. university inventors as dynamic actors in the evolution of scientific research collaboration.  At the epicenter of the real world processes that translate university research into usable technologies, university inventors play an important role in shaping the complex system of scientific innovation.  As ongoing deliberations propose to change national intellectual property policies, the growing complexity of university inventor collaborations have on the system of innovation must be reckoned with.  These collaboration networks have evolved dynamically since important policy changes were made to the laws and structures governing intellectual policy protection, university technology transfer, and intellectual property enforcement during the 1980’s. The purpose of this study is to examine the dynamic processes of knowledge diffusion by analyzing community structure from relevant evidence that knowledge exchange is occurring: the intellectual property jointly developed and owned by inventors and institutions in the form of a patent.

Clements, Margaret M. and Powers, Joshua B. (Oct. 2009). The Diffusion of Innovation in Genetic Science. Paper presented at the 2009 T2S Conference. October, 2009. Greensboro, NC.
This study analyzes the diffusion of federally funded genetic/genomic research by examining licensing practices of technologies developed at universities, academic research institutes, federal research labs, and academic health centers.  Culling data from multiple sources over a five year period, this study explores the balance between secrecy and openness that is at the center of the debate concerning the commercialization of publicly funded research for private profits.  Specifically, this study examines license deals drawn from the Recombinant Capital database (a comprehensive source of information involving the biotech sector) which are matched to the United States Patent and Trademark Office databases, the Securities and Exchange Commission database and the World of Science to examine the relationship between exclusive licensing deals and other forms of knowledge diffusion.  Measures of knowledge diffusion include citation strength of the patent, inventor collaborative ties on patents, ensuing research articles, and follow-on patents concerning the licensed technology.

Clements, Margaret M. (Aug. 2009). Higher Education Policy and University Tech Transfer: The Importance of the Bayh-Dole Act. Invited paper presented at Tyumen State University, August, 2009. Tyumen, Russia.

Clements, Margaret M. (2009). A Network Analysis of Inventor Collaboration and Diffusiveness on Patents Granted to U.S. Universities. Paper presented at ISSI 2009: The 12th International Conference on Scientometrics and Informetrics. July 14-17-2009. Rio de Janeiro, Brazil.
By matching individual level data contained in the 2004 United States Patent and Trademark Office (USPTO) data files, inventor networks from 44,394 patents granted to 47,556 unique inventors at 326 U.S. universities, and 722 other commercial and international institutions between January 1, 1975 and December 31, 2004 are analyzed. The networks are studied at five year intervals to limit distortions in the data and to lend stability to the structure of the network for comparative purposes. This study ultimately provides a lens through which the Bayh-Dole Act of 1980 is both analyzed and visualized.  This paper:  1) describes features of participation in the co-inventor networks of affiliation on patents granted to U.S. universities from 1975-2004; 2) examines the changing dynamics of inventor productivity as measured by patents produced; 3) analyzes the changing dynamics of collaborative strength and collaborative diversity on patents as measured by frequency and uniqueness of collaboration between inventors; 4) interprets the diffusive impact of U.S. university inventors as measured by citation strength, collaboration strength and collaborative diversity.

Clements, Margaret M. (2008). Thirty Years of U.S. University Patents:  Visualizing the Complex System of Institutional Collaborations. Prepared for the Networks and Complex Systems Open House at the Information Visualization Lab Open House, Indiana University, School of Library and Information Science, October 27, 2008.
The complex system of collaborations between universities and other institutions and organizations is analyzed over a thirty year period. As a self-organizing, non-random system, the network is described by power law relationships where there are a few highly connected nodes and many not so well connected nodes. It is interesting to note that the network reached complexity in the 1990-1994 time period and that the network is dissassortative in that highly connected nodes affiliate with nodes that are not so well connected.

Clements, Margaret M. and Herr, Bruce W. (2008). Co-Institution Collaboration Network on U.S. University Patents 1975-2004. Paper presented at the International Conference of Network Science 2008, June 27th, Norwich, UK.

The 1980 Bayh-Dole Act was passed into legislation to encourage technology transfer from the university laboratory into the marketplace.  Prior to 1980, universities were allowed to patent technology developed with public funds on an exceptional basis.  This legislation has resulted in the growth of university participation in marketplace activities.  Whereas university patents accounted for less than one-half of 1 percent of all U.S. patents prior to 1980, university patents currently comprise 5 percent of all U.S. patents (NSB, 2006).  Furthermore, both federal funding and patents have been concentrated at a few universities for many years (Leaf, 2005; Morgan and Strickland 2001; National Science Foundation, 2005). Given this growing participation of U.S. universities in the marketplace, more should be known about the actual relationships that result in patents granted to universities because of the seeming concentration of resources. This study explores co-institutional collaboration on patents issued to U.S. universities between 1975 and 2004.  By depicting the inter-connectivity between academic institutions, commercial, governmental and international institutions, we explore the relationships between patents assigned to universities, collaborative diversity and collaborative strength of institutions participating on patents, and the importance of the patent as determined by citation strength.

Clements, Margaret M. (2008). Mapping International Institutional Relationships on U.S. University Patents. Paper prepared for the 2008 Annual Meeting of the Comparative and International Education Society, March 18, 2008, New York, NY.

Despite the growing relevance of United States university participation in the marketplace, little is known about the actual relationships that result in patents granted to universities.  This study explores emergent trends in international scientific collaborations involving higher education.  Revealing an expanding interconnectedness between scientific researchers, this study has important ramifications for who is participating in the creation, ownership, diffusion and control of knowledge.  This paper analyzes trends in research and development involving patents issued to United States (U.S.) universities.  Extracting patents granted to universities from the United States Patent and Trademark Office (USPTO) data files, conducting a scrape of the USPTO patent server for co-assignee data and citation metrics, I conduct a network analysis of institutional and researcher collaboration on patents granted to U.S. universities between January 1, 1975 and December 31, 2004.  This network analysis reveals a highly centralized but non-randomly evolving core of institutional and individual innovators with growing external linkages to commercial, governmental, international and other domestic academic institutions and innovators within this core.
Clements, Margaret M. (2007). The Global Importance of the U.S. University Laboratory: A Network Analysis of University Patenting Activities. Paper prepared for the annual meeting of the American Education Research Association, April 9-13, 2007, Chicago, IL.

Important trends in international scientific collaborations involving higher education are emerging that indicate an expanding interconnectedness between scientific researchers.  These trends have important ramifications for who is participating in the creation, ownership and control of knowledge.  This paper analyzes trends in research and development involving patents issued to United States (U.S.) universities. Extracting patents granted to universities from the United States Patent and Trademark Office (USPTO) data files, I conduct a network analysis of institutional and researcher collaboration on patents granted to U.S. universities between January 1, 1975 and December 31, 2004.  This network analysis reveals a highly centralized core of institutional and individual innovators with growing linkages between both institutions and innovators within this core.
Clements, Margaret M., Holloway, Todd, Koh, HyunSeung, and Mutsuddi, Adity (2006). Visualizing the Landscape of U.S. University Patents at Twenty Patenting Intensive Universities. Paper presented at the NetSci 2006: International Workshop and Conference on Network Science, May 16-25, 2006, Bloomington, IN.

In this paper, we present a visualization of the demography of U.S. University patenting activities between 1969 and 2000 at twenty universities producing the highest number of patents during the same time period. Extracting patents granted to U.S. universities from the United States Patent and Trademark Office [USPTO] data sets, we analyze the data to explore the relationships between university assignee, and classification structures at sixty-five of the most highly funded universities with regard to total research expenditures as reported by the National Science Board (1).  For the purposes of this analysis, we visualize three different time frames:  1969-1980; 1981-1990; and 1991-2000 in order to understand how time and policy initiatives have impacted patenting activities at these twenty research intensive universities.

Clements, Margaret M. , 2005. Transforming the Opaque into the Transparent: Gender Issues in Doctoral Student Mentoring. Paper prepared for the 2005 Annual Meeting of the American Educational Research Association, April 11-15, 2005, Montreal, Canada.

This paper investigated issues of personal and institutional accountability in doctoral programs in education at two research-intensive universities from student, faculty and administrative perspectives. Through student surveys, taped and transcribed in-depth interviews with students, faculty and key administrative personnel, this study analyzed multiple perspectives on the intricacies of communication that muddy the transparency of successful doctoral program completion.  Findings revealed institutional accountability issues that inhibit adequate mentoring practices as well as gender differences in communication styles that influenced time to degree and successful degree completion at the doctoral level.  This analysis warrants improved administrative oversight of, and systemic faculty rewards for, doctoral degree completion.
Clements, Margaret M. y Alcantara, Armando (2005). La tutoría en los programas de doctorado en educación de México y los Estados Unidos: un estudio comparativo.

Esta ponencia es la síntesis de estudio internacional llevado a cabo en los programas de doctorado en educación de tres instituciones universitarias: dos de Estados Unidos y una de México en un esfuerzo por entender y documentar el proceso de obtención del doctorado. Puesto que se trata de un análisis comparativo, el estudio pone a prueba tres diferentes perspectivas que tienen como objetivo común establecer los medios para la obtención del grado máximo de estudios en los dos países. Mediante el análisis de los datos de una encuesta, así como la grabación y transcripción de entrevistas en profundidad con estudiantes, profesores y coordinadores académicos, además de la revisión de documentos y notas extraídas de reuniones públicas relacionadas con la tutoría a estudiantes de doctorado, la información fue triangulada y analizada incorporando múltiples puntos de vista sobre las vicisitudes de la relación tutor-alumno. La investigación realizada clarifica prácticas y experiencias que obstaculizan o promueven la obtención del grado en las tres instituciones. Los hallazgos encontrados en relación con diferencias en género, aspectos culturales y programáticos en cuanto al acceso y el grado de satisfacción en las relaciones tutorales entre profesores y estudiantes, representan elementos importantes para el mejoramiento de los programas de doctorado.

Clements, Margaret M. and Alcantara, Armando (2005). Mentoring Practices in Doctoral Programs in Mexico and the United States:  Growing Wiser Together. Paper prepared for the 49th Annual Meeting of the Comparative and International Education Society, March 22-26, 2005.  Palo Alto, CA:   Stanford, University.

This paper is an international study of doctoral programs in education at three research institutions in an effort to lend transparency to the opaque process of obtaining a doctorate.  As a comparative analysis, this study probes three elemental perspectives with the goal of creating a holistic view of the means of doctoral degree attainment in two countries.  Specifically, through analyzed survey data, taped and transcribed in-depth interviews with students, faculty and administrators, and reviews of documents and notes from public meetings related to mentoring doctoral students, the data are triangulated and analyzed incorporating multiple points of view on the intricacies of mentor-protégé relationships.  This study clarifies practices and experiences that both hinder and promote degree completion at the doctoral level at these research universities.  Finding gender, cultural and programmatic differences in access to and satisfaction with mentoring relationships between doctoral students and faculty, this study warrants improved administrative oversight of doctoral degree programs.
McCarty, Luise, Clements, Margaret M. and Hinderliter, Deborah (2004). Enhancing Visibility of the Intricacies of Ph.D. Attainment: Three Perspectives on Mentoring and the Doctorate. Paper prepared for the annual meeting of the American Education Research Association, April 12-16, 2004, San Diego, CA.

This paper studies one Midwestern institution's doctoral programs in education in order to lend transparency to the opaque process of obtaining a doctorate.  As comparative scholars, we probe three elemental perspectives for inclusion in this study with the goal of creating a holistic view of the means of doctoral degree attainment.  Specifically, through analyzed survey data, taped and transcribed in-depth interviews with students, faculty and administrators, and reviews of documents and notes from public meetings related to mentoring doctoral students, we triangulate our data to analyze multiple points of view on the intricacies of mentor-protege relationships.  This study clarifies practices and experiences that both hinder and promote degree completion at the doctoral level at this research university.  Our findings reveal gender, cultural and programmatic differences in access to, and satisfaction with, mentoring relationships between doctoral students and faculty.  Our study warrants improved administrative oversight of, and systemic rewards for, doctoral degree completion.
Arnove, Robert F. and Clements, Margaret M. (2003). Master Teachers and the Development of World-Class Talent: The Shared Responsibility of Quality Programs for Student Development. Paper prepared for the annual meeting of the American Education Research Association, April 21-25, 2003, Chicago, IL.

We examine how talent is defined and cultivated in different fields of endeavor – principally music and dance, athletics, chess, and mathematics.  It specifically focuses on teachers and coaches who are widely recognized as extraordinary in their disciplines and who attract outstanding students of world-class quality. A central thesis of this inquiry is that world-class performance and achievement in the arts, athletics, and other fields is most commonly the outcome of extended, deliberate practice guided during critical periods by master teachers and coaches (Ericsson & Faivre, 1988; Ericsson, 1996).  The development of exceptional talent in a variety of fields almost invariably involves the intervention of extraordinary (“master”) teachers.  These teachers raise the level of performance of promising individuals to world-class heights and refine their unique contributions to a particular field of practice.  We believe that the study of characteristics of these master teachers/coaches, the nature of their instruction and approaches to developing talent, has significant implications for the education not only of those considered to be “gifted,” but for all children.  With this goal in mind, we have interviewed over 40 public school teachers in the State of Indiana who have been identified as outstanding teachers in order to draw comparisons with those teachers and coaches who work outside the public school system in conservatories, academies, higher education institutions, sports associations, and on their own.  To provide insight into how the identification and development of exceptional talent is influenced by differing sociocultural contexts, we also include a brief discussion of  a sample of nationally renowned artists in Japan, some of whom have been designated as “living national treasures” (Hamanaka and Ohmi, 1999).
Alcantara, Armando and Clements, Margaret M. (2002). Intellectual Property and the Cultural Aspects of Collaboration: Comparisons between Mexico and the United States. Paper prepared for the annual meeting of the Comparative and International Education Society, March 2002, Orlando, FL.

Institutions of higher education, particularly in the developing world, increasingly look to other countries to develop, through research collaboration, new technologies that contribute to knowledge and institutional development as well as increase revenues. Furthermore, the pressures and benefits of a global economy have motivated the expansion of international research alliances. However, these alliances are frequently constructed between unequal partners in terms of both intellectual and material resources. This disequilibrium ultimately reinforces the social construction of marginality as dependency on scientific and technological resources is cultivated. This paper explores the international and institutional aspects of university collaboration on research and technology transfer between Mexico and the United States. To do so, we first examine international issues concerning intellectual property policy for universities in the developing world.  Second, we explore challenges and dilemmas that universities in the United States (U.S.) currently face in their academic culture regarding intellectual property management and commercialization. Issues such as academic freedom, scientific communication, community service, financial reform, freedom of inquiry, and policy are all implicated in this rapidly changing academic culture. Third, we describe a series of regulatory changes implemented at Mexico’s UNAM to protect intellectual property rights (industrial property and copyright).  Finally, we broadly describe programs for technology transfer between Mexico and U. S. institutions of higher education. Some of the implications of the collaborative initiatives are discussed as well.

Clements, Margaret M. (2001). Planning for Affirmative Student Loans for Higher Education: A Tranformative Possibility? Paper prepared for the annual meeting of the Comparative and International Education Society, March, 2001, Washington, D.C.

Despite the diverse demands, cultures, histories and clients for higher education throughout the world, very diverse nations are increasingly connected by their policy decisions and the ensuing repercussions. For higher education, the decade of the 1990s was a period of financial crisis around the world. Factors contributing to this financial crisis include: 1) costs of incorporating technology to this sector of education; 2) increasing pressures to prioritize research functions—especially in developing countries; 3) economic stagnation and instability; 4) the social prioritization of access to previously excluded groups; and 5) political instability (Altbach, P. and Johnstone, D.B., 1993; Johnstone, D.B., 1998; Shugurenski, D., 1999; Task Force 2000). Ultimately, these similar financial pressures have led to surprisingly similar reforms for higher education in economically and politically diverse settings. For the purposes of this study, the issue of shifting costs to the individual and his/her family in the form of student loan programs receives primary emphasis. Student loan programs now exist in more than fifty countries (Salmi,1999; Woodhall, M. 1992). The World Bank has historically supported student loan projects in several developing nations since 1953. However, in recent years, there has been an increasing trend in World Bank supported student loan projects (Johnstone, 1998; Salmi,1999; Task Force, 2000; Woodhall, M.1992). This study critically examines that trend to see if student loans promote access to educational opportunity.