An Australian experience.

I have been asked to talk about the Australian experience, but I am also here to learn about the New Zealand experience. There may, ofcourse, be some valuable things that we can teach you, but I have appreciated learning from the two talks that I have already heard. In my talk I plan, first, to make specific points, then to give a few figures. I will then discuss what I call "blockers" and "drivers", describe some Australian Government mechanisms, and condude with the biggest lessons that I have learned in Australia. But first, three important points: (1) What works for Australia will not necessarily work for Austria, or Zimbabwe or New Zealand. This is so, even ifNew Zealand and Australia still owe an allegiance w one Queen and draw much (of coutse, not all) of our heritage from 20,000 kilomettes away. (2) This talk will focus more on industry-university collaboration. I was asked to talk about the Australian experience, not just in relarion to universities and industry, but also to Crown h c h Institutes. Your institutes are, however, so different from our government research laboratories that it seems to me that the safest course is to stay clear, even of the CSIRO, and certainly not to uy to talk about the CRI concept. (3) The big unremarked industry-university interaction is the flow of.knowledge arising when a student moves from university to industry. I I i n k that most of the public policy debate takes a major part of indusuy-university interaction for ganted; it fails to remark upon the fact that one of the great flows that occurs-the flow of knowledge and people that drives this interaction--arises when a new graduate marches off with a degree and gers a job in industry.