Assessing the Impact of Organizational Justice on Academic Entrepreneurship: Qualitative and Quantitative Evidence From University Scientists

各大学设立了技术转让办公室（TTO），负责管理联邦资助的研究所产生的知识产权的商业化。教师谁专利，许可，或形成一个新的公司基于这一知识产权的指导工作，通过大学TTO，一个正式的技术转让过程。 然而，一些学术科学家选择绕过或绕过大学TTO，从事非正式的技术转让。本项目的目标是获得关于非正规技术转让决定因素的新证据。它为大学管理者和管理大学的政策制定者提供了有用的见解。了解是什么导致非正式技术转让，可以帮助机构采取有效的政策，以支持学术创业，并制定一个组织的气氛，更有利于正式的技术转让。该项目对旨在刺激教师和学生企业家创业的举措具有进一步的重要意义，例如NSF I-Corps计划。 这项研究解决了先前学术研究的主要局限性。重点是个别教师，谁是创新和潜在的创业精神的源泉。这项研究探讨了与个人和决定与大学TTO工作相关的关键心理变量。 具体来说，我们研究了TTO在教育教师学术创业方面所做的努力，支持大学管理人员的行为（例如，特别热衷于学术创业的大学校长），以及教师对公平和公正的看法（即，组织正义）。 本研究首次将组织公平原则应用于大学技术转移。我们使用定量和定性的方法。我们进行了几个详细的案例研究，并更广泛地调查了35所大学的教师。综合使用关于个人、学术部门、大学和抽样大学周边地区的数据，可以全面了解非正式技术转让。

Universities have established technology transfer offices (TTOs) to manage the commercialization of intellectual property arising from federally-funded research. Faculty members who patent, license, or form a new company based on this intellectual property are directed to work through the university TTO, a process of formal technology transfer. However, some academic scientists choose to circumvent or bypass the university TTO and engage in informal technology transfer. The objective of this project is to obtain new evidence on the determinants of informal technology transfer. It provides useful insights for university administrators and policymakers who govern universities. An understanding of what induces informal technology transfer can help institutions adopt effective policies to support academic entrepreneurship and also develop an organizational climate that is more conducive to formal technology transfer. The project has further important implications for initiatives designed to stimulate startup formation by faculty and student entrepreneurs, such as the NSF I-Corps program. This research addresses key limitations of prior studies of academic. The focus is the individual faculty member, who is the source of innovation and potential entrepreneurship. This research examines key psychological variables that are relevant to individuals and the decision to work with the university TTO. Specifically, we examine efforts on the part of TTOs to educate faculty regarding academic entrepreneurship, championing behavior by university administrators (e.g., university presidents who are especially enthusiastic about academic entrepreneurship), and faculty perceptions of fairness and equity (i.e., organizational justice). This is the first study to apply principles of organizational justice to university technology transfer. We use both quantitative and qualitative methods. We conduct several detailed case studies, and more broadly, survey faculty members at 35 universities. The combined use of data on individuals, academic departments, universities, and the surrounding regions of sampled universities, enables a comprehensive perspective on informal technology transfer.