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

2009 ◽  
Author(s):  
A. M. Aguiar ◽  
A. P. Reis
Keyword(s):  
Technology Transfer ◽  
Knowledge And Technology Transfer ◽  
European University

scholarly journals Exploring and Preparing for Successful Cross-continental Knowledge and Technology Transfer: A Case Study on International Open Innovation

2019 ◽  
Vol 5 (1) ◽  
pp. 60-76
Author(s):  
Alan Barrell ◽  
Joanne Hsu
Keyword(s):  
Technology Transfer ◽  
New Technology ◽  
Scale Up ◽  
Close Collaboration ◽  
Group A ◽  
Energy Innovation ◽  
Knowledge And Technology Transfer ◽  
The Uk ◽  
Rapid Transfer

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.

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

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

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

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.

scholarly journals KNOWLEDGE AND TECHNOLOGY TRANSFER: NOVEL RESULTS WHILE TEACHING ADVANCED COURSES

2005 ◽  
Vol 38 (1) ◽  
pp. 23-28
Author(s):  
G.M. Dimirovski ◽  
W.-L. Li ◽  
A. Serafimovski ◽  
Y.-W. Jing ◽  
A.T. Dinibütün
Keyword(s):  
Technology Transfer ◽  
Knowledge And Technology Transfer ◽  
Advanced Courses

scholarly journals Technology transfer in innovation networks

2017 ◽  
Vol 9 ◽  
pp. 184797901773574 ◽  
Author(s):  
Giovanna Ferraro ◽  
Antonio Iovanella
Keyword(s):  
Technology Transfer ◽  
Research Methodology ◽  
Network Science ◽  
European Countries ◽  
Innovation Networks ◽  
Science Approach

This article offers a network perspective on the collaborative effects of technology transfer, providing a research methodology based on the network science paradigm. We argue that such an approach is able to map and describe the set of entities acting in the technology transfer environment and their mutual relationships. We outline how the connections’ patterns shape the organization of the networks by showing the role of the members within the system. By means of a case study of a transnational initiative aiming to support the technology transfer within European countries, we analyse the application of the network science approach, giving evidence of its relative implications.

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