The greatest source of tech entrepreneurs

Journalists love anniversaries, particularly ones with big round numbers. Politicians (and others seeking publicity) love them two. They’re what we call a “news peg.”

On Sunday, the San Jose Mercury published a long article by Scott Duke Harris celebrating the 100h anniversary of the founding of Federal Telegraph and Telephone in Menlo Park. The article mentioned two other Stanford-related startups founded in the first half of the 20th century — HP [founded in 1937] and Varian Associates [1948] — as well as the familiar list of IT firms from the 1980s and 1990s.

Harris used this history to make a point about Stanford’s role in promoting high-tech entrepreneurial culture:

Stanford University's 100-year tradition of entrepreneurialism, which has spawned such tech giants as Hewlett-Packard, Cisco Systems and Google, has been recognized as a catalyst to Silicon Valley's emergence as the globe's pre-eminent tech hub.

Alas, to quote Will Rogers, “It isn't what we don't know that gives us trouble, it's what we know that ain't so.”

OK, I’m a little biased here. I’m an MIT grad, active in the local MIT club, and onetime entrepreneur alum. I have been researching MIT-trained entrepreneurs as part of a book tentatively named From MIT to Qualcomm. There are also key Stanford rivalries, with strong personal and family ties to the UC system, and today teaching tech entrepreneurship in the shadow of the world’s second richest university. (Full disclosure: I was accepted by Stanford the only time I applied, as a high school senior).

And by no means do I want to minimize the role that Stanford has played in sparcing alumni (and faculty) entrepreneurship in Silicon Valley, starting with Cypress Semiconductor, Electronic Arts and Sun Microsystems in 1982, and extending through Cisco, Yahoo and Google (among many others). After benign neglect by the business school, Stanford’s engineering school has played an incomparable role in promoting technology entrepreneurship among students at Stanford and elsewhere, with efforts like the Stanford Technology Ventures Program and its free iTunes U podcasts.

However, after talking to Silicon Valley historian (and Palo Alto native) Stephen B. Adams, I believe claims of Stanford’s role in the early 20th century are greatly exaggerated. As Steve wrote me in an email responding to the Merc article:

The early start-ups (pre HP) did not take because the Valley lacked critical mass of high tech talent. Therefore, local firms such as Federal and Farnsworth moved to areas (New York/New Jersey and Philadelphia respectively) that already had clusters going. The 1939 Census of Manufacturing showed the same thing that Fred Terman later said: by then the Valley had fewer than 100 scientists and engineers in industry. Not exactly critical mass!

In fact, there wasn’t much to HP until it wartime orders swelled its ranks to 200 employees, and it laid off more than half of those after the war.

At best, Stanford’s role as an entrepreneurial incubator began when Fred Terman was appointed engineering dean in 1946, or when Stanford decided in 1951 to allocate some of its land to form the pioneering Stanford Industrial Park. Even in the 1970s, Stanford’s role in creating startups was not obvious. Shockley (and then Fairchild and Intel) put the “silicon” in Silicon Valley without direct ties to Stanford.

Adams points out that Stanford was aggressively ahead of Berkeley for a very simple reason: without Berkeley’s ongoing support from Sacramento, Stanford badly needed the money. Necessity is the mother of invention.

Which brings me to the other point. As Anna-Lee Saxenian documented in her 1994 book, Regional Advantage, Silicon Valley surpassed Route 128 in the 1980s and never looked back. Saxenian says it’s because of the valley’s open culture, but others argue that it’s because Boston bet on minicomputers while the Bay Area bet on PCs.

However, in the period 1920-1970, there was no question which university was inspiring and fueling technological entrepreneurship: it was MIT.

Losing its land grant status and rejecting a proposed merger with Harvard, in the early 1920s MIT was scrambling to raise resources both for the Institute and for its faculty. (Remember, big Federal R&D spending started with WW II).

During the interwar era, MIT invented its industrial cooperative program (allowing students like Andy Viterbi to work in real jobs to pay for their schooling). It also invented the now-standard consulting rubric used by all American research universities, the “one day a week rule.” This is well recounted by Henry Etzkowitz and his fascinating book, MIT and the Rise of Entrepreneurial Science.

Through the end of the 1960s, MIT was also the world’s leading university in creating the field of electrical engineering and establishing computer science as an academic discipline. MIT has its own list of alumni- and faculty- (co)founded companies, with an impressive run of electronics-related startups from 1922-1985 in both Massachusetts and California that included Raytheon (co-founded in 1922 by Vannevar Bush), EG&G, BBN, TI, DEC, Bose, Lotus, PictureTel, 3Com, and Qualcomm. Among those launching its many Bay Area startups were the two men who put the Silicon in Silicon Valley: William Shockley and Robert Noyce.

By the way, where did Terman (son of a Stanford psychologist) learn his trade as a radio engineer? As one biographical article recounts:

Stanford’s own Electrical Engineering Department chairman told Terman that the biggest and best EE department in the country was at MIT. So in 1922 Terman joined a generation of promising EE graduate students on a pilgrimage to Cambridge.

At MIT, Fred undertook graduate study under Vannevar Bush. Fred earned his Doctorate Degree in electrical engineering in 1924, and having a fascination with all of the exciting events at MIT, Fred was to accept a teaching position there.

Due to health reasons, Terman returned to Stanford, but he spent 1941-1945 running the Harvard Radio Research Laboratory, an auxiliary to the much larger MIT Rad Lab.

Today, both MIT and Stanford have exceptionally qualified faculty, undergraduate and graduate students in engineering and the sciences. MIT’s technical role remains strong, but certainly (as the Merc argues) Stanford has taken the lead in fostering tech startups. Stanford has a much better local environment for entrepreneurs, but it’s an open question whether that’s due to West Coast vs. East Coast cultural differences, the availability of VCs, or the wealth of successful entrepreneurs (and entrepreneurial wealth).

If MIT has been eclipsed by Stanford in firm creation, there’s no guarantee that the latter will remain pre-eminent indefinitely. Stanford’s main rival will not be Cal (or even MIT), but instead Tsinghua or the various campuses of IIT.

I don’t think it will happen right away: these other schools may be able to imitate Stanford’s talent, but it will be longer before than can replicate the ecosystem that lies in its back yard. So even if the Merc has the history garbled, the contemporary story of Stanford’s entrepreneurial success is true (at least for the time being).

Forbes discovers mobile phone classes

As a follow up to my earlier post on teaching mobile phone programming, this evening Forbes reported on programming classes. Reporter Elizabeth Woyke talked to professors at MIT, Stanford (iPhone), Columbia (iPhone and Android), as well as a Google evangelist.

The overlap between her story and our visit was the course taught by Prof. Hal Abelson and Andrew Yu, MIT's head of mobile services (who we did not meet). Woyke reported:

Abelson and Yu view themselves as training the next generation of mobile entrepreneurs. The course is structured around weekly critiques to teach students project management and presentation skills. Adult mentors who work in the mobile industry provide guidance in and out of class. "There's a lot of asking, 'Why will people use this?'" Abelson says. "We tell the mentors to treat them like real start-ups."
...
As more mobile development courses pop up, they will naturally become more specialized, Abelson says. He advises future classes to embrace themes, such as creating applications for the developing world, to keep things challenging. "Making something for a phone will be old news. There has to be some other spin," he says.

As with my own first-hand observations, these accounts suggest a win-win proposition. Students get credit for taking a class on programming, but by developing applications in a new and emerging industry segment — as with PCs in the 80s or the web in the 90s — they develop cutting edge skills that may be immediate relevant in a commercial (or entrepreneurial) context.

Teaching mobile programming

1st of 4 parts.

I’ve spent time the last two weeks visiting various universities to see how they do research and teaching on mobile phone programming. I’m posted on the research elsewhere, but wanted to summarize here what I learned about teaching at MIT, Georgia Tech and UCLA.

Based on what I’ve seen, the model for a mobile phone programming class would be a project-based class that combines needs analysis, use cases and prototype system development. Add in some sort of revenue model analysis, and you have a course that introduces budding software engineers to the possibility of entrepreneurship. (Absent revenue model analysis you have the typical engineering “make something cool and let’s see if we can sell it.”)

The class assumes students already have basic programming down pat, and also have at least one project course under their belt. This would be either a master’s level class or an upper division class that follows (say) software engineering.

MIT

Building Mobile Applications. The most famous course on this topic probably that by Hal Abelson, who is now the dean of teaching programmers at MIT. 24 years ago he shifted the EECS introduction to programming to Scheme (MIT’s local dialect of Lisp) with his text, Structure and Interpretation of Computer Programs.

We met with Abelson for nearly an hour to discuss his Spring and Fall 2008 classes offered to MIT CS undergraduates. The spring course (Building Mobile Applications with Android) got great writeups, perhaps because one of his teams won $300K in prize money from the Android Developer Challenge, Google’s Java programming contest.
The student application, Locale, was one of the first made available on the Android Market, and the team is evaluating commercial possibilities. Not a bad return for a 13-week class.

This semester, the class has 10 teams and about 40 students. For Abelson, a founding director of the Free Software Foundation, the iPhone was ruled out due to Apple’s NDA requirements for iPhone developers (abandoned too late for this semester). The projects are instead spread across three platforms.

Instead of being entirely about Android, the Fall course has more balance. Four projects are using Android in Java. Three are using Microsoft Visual Studio and the Windows Mobile SDK, supported by Microsoft Research New England. The remaining three are supported by the Nokia Research Center in Cambridge — two Java applications and one using Python (PyS60).

The class is extremely labor-intensive. Abelson credited Andrew Yu, (manager of mobile services for MIT) with much of the work. Each team has an industry veteran mentor — essentially a voluntary TA. Paul Oka of MSR said he spends 3 hours/week in the class and team meeting, and as much as another 5 hours early in the semester when the students are getting started.

Pervasive Computing. Abelson’s was not the first mobile phone programming course at MIT. Larry Rudolph taught a series of pervasive computing courses, first with the iPaq and then with Nokia phones using PyS60. From this effort, he wrote a boo to provide a Bluetooth programming tutorial and a 2003 pedagogy article in IEEE Pervasive Computing.

NextLab. Abelson’s course is not even the only mobile phone course at MIT this semester. If Rudolph’s course was more technology-oriented than Abelson’s, then the Nextlab course at the Media Lab is more project and need oriented, with a distinct social entrepreneurship spin. The “NextLab” course is part of MIT’s “Next Billion Network,” referring to the next 1 billion cell phone users expected to be added over the next four years — mostly in less developed countries.

We met one of the NextLab instructors (Luis Sarmenta) and visited a class session run by the other (Jhonatan Rotberg). We heard presentations by three projects, servicing Mexican farmers, rural Indian mobile commerce, and Boston low income preschool parents.

UCLA

In Spring 2008, Deborah Estrin taught “Current Topics in Computer System Modeling Analysis.” The class held 25 students — typical for a lab class — mostly master’s students, and was taught uses PyS60 with the Nokia N95.

The assignments are consistent with Estrin’s large research project on mobile sensing, with the students assigned to gather location and sound data and plot the data using Google map APIs. The 12 projects tended (not surprisingly) towards mobile social media.

Georgia Tech

At the College of Computing, there was other interest in mobile computing among researchers. I found two classes.

Mobile Computing. Thad Starner is a longtime (and prolific) researcher on pervasive and ubiquitous computing. Thus, it’s not surprising he’s taught several courses on “Mobile & Ubiquitous Computing.” I couldn’t find the website, but Starner said this semester he’s teaching about 45 students using the OpenMoko handset. Openness is a big deal to Starner, who is well known around Tech for not doing any business with Microsoft.

Augmented Reality Games. Conversely, Blair MacIntyre is teaching augmented reality (the intersection of virtual reality and reality) game programming using Gizmondo. This discontinued Windows CE-based handheld gaming console has limited communications capabilities.

Other Schools

My list is of necessity incomplete: I haven’t been able to visit all of the top C.S. programs in the country. Each school visit took a minimum of 2.5 hours, and then there’s the matter of the plane tickets. Here are a few that I found on the web.

Stanford. At least one faculty that I met this week mentioned Stanford’s course, “iPhone Application Programming,” being offered this quarter (Fall 2008).

Carnegie Mellon is offering a course this semester entitled “Mobile and Pervasive Computing.”

Tracking MIT tech startups

If you’re looking for technology entrepreneurship, most academics think of MIT and Stanford. Both schools — driven more by the entrepreneurial attitudes of their engineering students than their business schools — have spawned thousands of tech-based startups. Of course, I’m a little biased (as an MIT alumnus and a keeper of the Silicon Valley myth of exceptionalism).

Looking for something else, I found the Xconomy blog, founded (by among others) by the former editor of MIT’s magazine, Technology Review. Although it’s organized as a blog, it’s more like an online magazine.

Last year, they had two really interesting articles on MIT entrepreneurship. One contrasted MIT and Harvard tech transfer. Another chronicles recent Boston tech startups (including a list of the startups).

On a lighter note, they profile the entrepreneurial activities of the successful MIT blackjack team fictionalized in the movie 21 (based on the book Bringing Down The House).

There are plenty of blogs about Silicon Valley tech entrepreneurship — led by VentureBeat and ValleyWag. Xconomy seems to be the only comparable Boston blog, and as long as MIT alumni continue to create tech startups, one worth monitoring.