1,182 research outputs found
The Effectiveness of University Technology Transfer: Lessons Learned from Qualitative and Quantitative Research in the U.S. and U.K.
In recent years, there have been numerous studies of the effectiveness of university technology transfer. Such technology transfer mechanisms include licensing agreements between the university and private firms, science parks, incubators, and university-based startups. We review and synthesize these papers and present some pointed recommendations on how to enhance effectiveness. Implementation of these recommendations will depend on the mechanisms that universities choose to stress, based on their technology transfer "strategy." For example, institutions that emphasize the entrepreneurial dimension of technology transfer must address skill deficiencies in technology transfer offices, reward systems that are inconsistent with enhanced entrepreneurial activity and the lack of training for faculty members, post-docs, and graduate students in starting new ventures or interacting with entrepreneurs. We conjecture that business schools are best positioned to address these skill and educational deficiencies through the delivery of targeted programs to technology licensing officers and members of the campus community wishing to launch startup firms.
Analyzing the Effectiveness of University Technology Transfer: Implications for Entrepreneurship Education
We review and synthesize the burgeoning literature on institutions and agents engaged in the commercialization of university-based intellectual property. These studies indicate that institutional incentives and organizational practices both play an important role in enhancing the effectiveness of technology transfer. We conclude that university technology transfer should be considered from a strategic perspective. Institutions that choose to stress the entrepreneurial dimension of technology transfer need to address skill deficiencies in technology transfer offices (TTOs), reward systems that are inconsistent with enhanced entrepreneurial activity, and education/training for faculty members, post-docs, and graduate students relating to interactions with entrepreneurs. Business schools at these universities can play a major role in addressing these skill and educational deficiencies, through the delivery of targeted programs to technology licensing officers and members of the campus community wishing to launch startup firms.
Incubators as catalysts of academic spin-offs: evidence from the Israeli case-study
There is already a respectable body of evidence that connect industrial innovation with knowledge spillovers from academic research, and many suggest that university research units can play a helpful role in small firm innovation, but very few take into account their role in the making of âinnovation systemsâ, as promoters of innovative spin-offs. In addition, the theory does not distinguish sufficiently between different patterns that foster the spatial concentration of new activities. Dealing with the processes of knowledge generation and diffusion, this paper explores the behaviour of development agencies, i.e. of incubators, in order to increase interactions between academic research and firms, expressly Small and Medium Enterprises (SMEs). Through a survey of Israeli Technological Incubators Programme (TIP), this paper both attempts to individuate specific behaviours and aims at identifying the interdependence of universities, firms and development agencies in stimulating innovative dynamics. Through a questionnaire and on field investigations, it put in evidence âformalâ and âinformalâ interdependences between universities and incubators. In particular, it has been achieved an empirical analysis on a sample of university incubators, in order to reflect on successful experiences and limitations of their methodologies in the entrepreneurial promotion. These âenabling structuresâ are intended to increase the level of basic education through actions of continuous learning and to develop efficiently a process of networking. The Israeli case-study put in evidence that: 1. information or codified knowledge, as in the collaboration between RTD institutions, but also tacit knowledge, know- how and competencies circulate in the incubators; 2. âsoftâ infrastructures and institutions can remove those obstacles which usually hinder the diffusion of âtechnology spilloversâ and stimulate the opening of the local district to the external world, thus favouring its relations with research centres and technologically-advanced businesses; 3. such agencies need a necessary institutional background in order to sustain âknowledge and innovation networksâ at local and inter-regional level; 4. innovative projects can be supported by action tools based on a âtransactiveâ approach that stimulate cooperation amongst the different actors and facilitate their mutual relations. Finally, it seems to be indispensable the creation of a subject âintegratingâ the technological relations amongst the businesses in the different sectors thus assuring an unitary governance of the interactive process of technological development.
What do business models do? Narratives, calculation and market exploration
Building on a case study of an entrepreneurial venture, we investigate the role played by business models in the innovation process. Rather than debating their accuracy and efficiency, we adopt a pragmatic approach to business models -- we examine them as market devices, focusing on their materiality, use and dynamics. Taking into account the variety of its forms, which range from corporate presentations to business plans, we show that the business model is a narrative and calculative device that allows entrepreneurs to explore a market and plays a performative role by contributing to the construction of the techno-economic network of an innovation.WP abstract: Analyzes the uses and functions of business models through original, qualitative case studies focused on research-based spin-offs.Business models; spin-offs; innovation; commercialization; calculation; exploration; R&D; entrepreneurship
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Are researchers deliberately bypassing the technology transfer office? An analysis of TTO awareness
Most universities committed to the commercialization of academic research have established technology transfer offices (TTOs). Nonetheless, many researchers bypass these TTOs and take their inventions directly to the marketplace. While TTO bypassing has typically been portrayed as deliberate and undesirable behavior, we argue that it could be unintentional as many researchers may simply be unaware of the TTOâs existence. Taking an information-processing perspective and using data on 3250 researchers in 24 European universities, we examine researcher attributes associated with TTO awareness. Our evidence confirms that only a minority of researchers are aware of the existence of a TTO at their university. TTO awareness is greater among researchers who possess experience as entrepreneurs, closed many research and consulting contracts with industry partners, conduct research in medicine, engineering or life sciences, or occupy postdoctoral positions. Policy implications of these findings are discussed
Collaboration with entrepreneurship education programmes : building spinout capacity at universities
As the University Spin Out (USO) has become a highly desirable outcome for commercialization efforts, the development of entrepreneurial capacity within the university system becomes increasingly more important. We hypothesize that entrepreneurship education (EE) programs ceterus paribus may play a role in developing this capacity. This paper examines the attitudes and perceptions of academics who are directly involved in the field of EE programs with four research goals in mind: 1) to determine whether or not there are perceived advantages to collaboration between EE programs and technology transfer departments, 2) identify specific factors that influence these perceptions, (3) query academics as to perceived barriers to collaboration, and (4) to identify whether collaborations already exist and categorize them. Our findings suggest that significant advantages from collaboration between these two functions are perceived and that indirect linkages are believed to be more important than direct linkages.<br /
What do business models do? Narratives, calculation and market exploration
http://www.csi.ensmp.fr/Items/WorkingPapers/Download/DLWP.php?wp=WP_CSI_012.pdfCSI WORKING PAPERS SERIES 012International audienceBuilding on a case study of an entrepreneurial venture, we investigate the role played by business models in the innovation process. Rather than debating their accuracy and efficiency, we adopt a pragmatic approach to business models -- we examine them as market devices, focusing on their materiality, use and dynamics. Taking into account the variety of its forms, which range from corporate presentations to business plans, we show that the business model is a narrative and calculative device that allows entrepreneurs to explore a market and plays a performative role by contributing to the construction of the techno-economic network of an innovation.WP abstract: Analyzes the uses and functions of business models through original, qualitative case studies focused on research-based spin-offs.Analyse des usages et fonctions des "business models" Ă partir d'Ă©tudes de cas originaux dans le domaine des entreprises innovantes issues de la recherche
The Evolution of Entrepreneurial Competencies: A Longitudinal Study of University Spin-Off Venture Emergence
This paper aims to better understand the development of entrepreneurial competencies to create new ventures within the non-commercial academic environment. We build upon the evolutionary perspective considering where resources come from to help define these competencies and explain their paths of development. The study follows the creation and early growth of four university spin-offs within the UK and Norway. We identified three competencies of opportunity refinement, leveraging, and championing that appeared crucial for the ventures to gain credibility. Although selected competencies were inherent within the academic founders, the specific competencies for venture creation had to be developed or acquired. This was achieved iteratively through entrepreneurial experience and accessing competencies from disparate actors such as industry partners and equity investors. Propositions are offered to guide future empirical research based upon our framework
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