Learning in university technology transfer offices: transactions-focused and relations-focused approaches to commercialization of academic research
Learning in university technology transfer offices: transactions-focused and relations-focused approaches to commercialization of academic research
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DOI：
10.1016/j.technovation.2014.11.003
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发表时间：
2015-07
期刊：
影响因子：
12.5
通讯作者：
Dagmara Weckowska
中科院分区：
文献类型：
--
作者：
Dagmara Weckowska
大学技术转移办公室需要广泛的能力，以促进研究成果的商业利用；然而，对于这些重要的能力是如何随着时间的推移而发展和完善的，我们知之甚少。我们利用基于实践的学习研究来创建一种新的学习过程概念化及其结果，并表明这种学习概念化提供了新的经验见解，以了解学习如何在TTOs中塑造其商业化实践。我们调查了六个英国TTOs的案例研究中的实践学习，并发现了两种商业化方法，即以交易为中心的实践和以关系为中心的实践。我们发现这两种实践在一些tto中共存并共同发展，而另一些tto则主要以事务为中心。对于后者来说，发展以关系为重点的办法是困难的，但如果有战略方向，并且如果TTO主任消除了惰性的根源，这是可能的。鉴于不断发展的实践不能完全用非正式的学习过程来解释，我们建议到目前为止，关于学习和战略制定的基于实践的文献应该集中在一起。本文讨论了进一步研究翻译能力的意义，并对政策和实践提出了一些建议。
University Technology Transfer Offices (TTOs) need a wide range of abilities to facilitate commercial exploitation of research outputs; however, we know relatively little about how these important abilities are developed and refined over time. We draw on practice-based studies of learning to create a novel conceptualization of learning processes and their outcomes in TTOs and show that this conceptualization of learning provides new empirical insights into how learning in TTOs shapes their commercialization practice. We investigate learning-in-practice in case studies of six UK TTOs and find two approaches to commercialization, namely transactions-focused practice and relations-focused practice. We find that both practices co-exist and co-evolve in some TTOs while other TTOs are predominantly transactions-focused. For the latter the development of a relations-focused approach is difficult, but possible if there is strategic direction and if sources of inertia are removed by TTO directors. Given that evolving practice cannot be fully explained by informal learning processes, we suggest that so far separate streams of practice-based literature on learning and strategizing should be brought together. The implications for further investigations of TTO abilities and some recommendations for policy and practice are discussed.