Organizational learning, knowledge and technology transfer: a case study

Shanghai Energy Corporation—SHEnergy Group, a major Chinese enterprise in energy provision and the development of continuous improvements in energy conservation within urban development, is undertaking a major initiative in establishing the Shanghai International Energy Innovation Centre (SIEIC). Within the programme, study visits to London and Cambridge in the UK led to a decision to seek close collaboration with established and mature centres of excellence in technology transfer and the support of new company development and scale up, providing the rapid transfer of methodology and process and in addition to establishing longer term connections and relationships enabling the identification, curation, funding and eventual adoption of promising new technology from Cambridgexf and other UK and Western centres by SIEIC—in ways bringing benefits to all parties.

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Knowledge and technology transfer between universities and firms: A case study from a European University

2009 IEEE International Conference on Industrial Engineering and Engineering Management ◽

10.1109/ieem.2009.5373533 ◽

2009 ◽

Author(s):

A. M. Aguiar ◽

A. P. Reis

Keyword(s):

Technology Transfer ◽

Knowledge And Technology Transfer ◽

European University

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Knowledge and Technology Transfer Relationship between a Research Center and the Production Sector: CIMAT Case Study

Latin American Business Review ◽

10.1080/10978526.2016.1232577 ◽

2016 ◽

Vol 17 (4) ◽

pp. 271-288 ◽

Cited By ~ 1

Author(s):

Edgar René Vázquez González ◽

Salvador Estrada Rodríguez

Keyword(s):

Technology Transfer ◽

Research Center ◽

Production Sector ◽

Knowledge And Technology Transfer

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Collaboration as an enabler for circular economy: a case study of a developing country

Management Decision ◽

10.1108/md-10-2018-1111 ◽

2019 ◽

Vol ahead-of-print (ahead-of-print) ◽

Cited By ~ 9

Author(s):

Jyoti L. Mishra ◽

Kudzai Dominic Chiwenga ◽

Khaoula Ali

Keyword(s):

Developing Countries ◽

Technology Transfer ◽

Organizational Learning ◽

Developing Country ◽

Circular Economy ◽

Developing Economies ◽

Stakeholder Collaboration ◽

Content Type ◽

Multi Stakeholder

PurposeThe purpose of this paper is twofold: first, to advance the knowledge of Circular Business Models (BMs) over linear models by focusing on new dynamics which are unique to developing countries and have mostly been overlooked by contemporary literature; and second, to bring to the fore aspects of human-sphere which are currently under-researched in the circular economy (CE) domain. Therefore, the research explores how collaboration can facilitate the transition of a developing country’s economy through the creation of value from circular BMs and human-sphere.Design/methodology/approachTo fulfill the research objectives, the authors apply natural resource-based view (NRBV) theory to an in-depth case study. The authors draw the data from semi-structured interviews and observations in North African manufacturing companies.FindingsIt was found that multi-stakeholder collaboration is pertinent in implementing CE, especially in developing countries. Collaboration between companies, focusing on CE BMs, with other companies/SMEs could lead to technology transfer and organizational learning necessary for resource efficiency (RE) and clean technology (CT) – the basis for CE. The authors propose a model for collaboration as an enabler for CE.Research limitations/implicationsThe analysis found multi-stakeholder collaboration to be an important antecedent to CE implementation in a developing country context. Furthermore, the authors found multinational companies who implement CE BMs generate a beneficial symbiotic relationship with local businesses. These benefits mainly revolve around technology transfer and organizational learning which is necessary for RE and CT – the basis for CE. Therefore, to advance knowledge and practice in this area, the authors propose a model for collaboration as an enabler for CE.Practical implicationsThe authors argue for the importance of collaboration in advancing CE practices which can yield tangible benefits for developing economies.Originality/valueThis paper helps address the lack of theory driven research in CE. The paper is a pioneer in this research field as it proposes a theoretical framework for collaboration in CE drawing on from NRBV.

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Students as Scientists’ Co-pilots in the Onset of Technology Transfer: A Two-Way Learning Process

10.31235/osf.io/tv52f ◽

2021 ◽

Author(s):

Ferran Giones ◽

Kari Kleine ◽

Silke Tegtmeier

Keyword(s):

Technology Transfer ◽

Positive Impact ◽

Multiple Case Study ◽

Ongoing Debate ◽

Collaborative Models ◽

Multiple Case ◽

Knowledge And Technology Transfer ◽

University Setting ◽

Student Team

To generate knowledge and technology transfer, universities are exploring new collaborative models. These new models aim to include actors that can have a positive impact on the technology transfer efforts of engaged academics. While open and collaborative models for technology transfer are seen as promising alternatives to the patent-centric linear model, there are limited insights on how these collaboration processes unfold and on their possible implications for the commercialization of new technologies.We explore the dynamics between the focal actor, i.e., the scientist, and a new actor in technology transfer, i.e., the students, in a university setting. We use an inductive, embedded multiple-case study to explore the contribution of knowledge interactions between scientists and students on the first steps of the technology transfer process.Our results suggest that the students’ contribution in the initial stages of the technology transfer process is influenced by the level of the scientist-student team consensus on the technology function as well as the flexibility and openness of the scientist to reconsider the technology meaning. We contribute to the ongoing debate on alternative technology transfer models and on the possible roles of students in academic ecosystems

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Technology Transfer between Industry and Higher Education

Industry and Higher Education ◽

10.1177/095042229100500207 ◽

1991 ◽

Vol 5 (2) ◽

pp. 97-104

Author(s):

S. Connor ◽

J. Farmer ◽

J. Wylie ◽

A. Young

Keyword(s):

Higher Education ◽

Technology Transfer ◽

Organizational Learning ◽

Case Studies ◽

Advanced Technology ◽

Transfer System ◽

The Uk

This article is concerned with a technology transfer system – the Teaching Company Scheme – which has been operating for some years in the UK. The Scheme is intended to foster a two-way flow of advanced technology between higher education and industry. The authors report on a number of case studies of Teaching Company Programmes and draw conclusions about the effectiveness of the Scheme. A complimentary article on the Teaching Company Scheme was published in the March issue of Industry and Higher Education, focusing on the Scheme in the context of organizational learning (Christine Tiler and Michael Gibbons, ‘A case study of organizational learning: The UK Teaching Company Scheme’, Industry and Higher Education, Vol 5, No 1, 1991, pp 47–55).

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Students as scientists’ co-pilots at the onset of technology transfer: a two-way learning process

The Journal of Technology Transfer ◽

10.1007/s10961-021-09880-3 ◽

2021 ◽

Author(s):

Ferran Giones ◽

Kari Kleine ◽

Silke Tegtmeier

Keyword(s):

Technology Transfer ◽

Transfer Process ◽

Technology Transfer Process ◽

Collaborative Models ◽

Collaborative Processes ◽

Attractive Option ◽

Multiple Case ◽

Knowledge And Technology Transfer ◽

University Setting

AbstractTo provide further knowledge and technology transfer to society, universities are exploring new collaborative models. These new models are regarded as promising alternatives to the patent-centric linear model. However, their implementation requires revising the roles of the actors in the technology transfer process and their relationships. While collaborative models could indeed be an attractive option for universities, there is limited evidence on how these collaboration processes could be effectively introduced. We use a longitudinal embedded multiple case study to explore the contribution of knowledge interactions between scientists and students in the preliminary steps of the technology transfer process. We investigate the learning dynamics between the focal actor, i.e., the scientist, and the students in a university setting to decipher how the introduction of such collaborative processes can contribute to knowledge and technology transfer. Our results suggest that students enrolled in an educational program can contribute to the scientist’s interest and engagement in technology transfer. However, we find out that the extent of the students’ contribution depends on the shared consensus over the technology function and the openness of the scientist to reconsider the technology’s meaning. We contribute to the ongoing exploration of alternative models for technology transfer and the identification of additional roles that students can take in entrepreneurial university ecosystems.

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