Indicators of university–industry knowledge transfer performance and their implications for universities: evidence from the United Kingdom

Rossi, Federica; Rosli, Ainurul

doi:10.1080/03075079.2014.914914

Cited by 161 publications

(111 citation statements)

References 36 publications

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“…Existing research has presented a fragmented view of the challenges, barriers and motivator of knowledge transfer management in a university-industry context (Perkmann et al 2013;Rossi and Rosli 2013). University-industry knowledge transfer continues to be of high importance in policy, research and practice (Witty 2013;Dowling 2015;Industrial Strategy 2017).…”

Section: Discussionmentioning

confidence: 99%

University–industry collaboration: using meta-rules to overcome barriers to knowledge transfer

et al. 2018

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University-industry knowledge transfer is an important source wealth of creation for all partners; however, the practical management of this activity within universities is often hampered by procedural rigidity either through the absence of decision-making protocols to reconcile conflicting priorities or through the inconsistent implementation of existing policies. This is problematic, since it can impede operational effectiveness, prevent inter-organisational knowledge-creation and hamper organisational learning. This paper addresses this issue by adopting a cross-discipline approach and presenting meta-rules as a solution to aid organisational decision making. It is proposed that meta-rules can help resolve tensions arising from conflicting priorities between academics, knowledge transfer offices and industry and help facilitate strategic alignment of processes and policies within and between organisations. This research contributes to the growing debate on the strategic challenges of managing knowledge transfer and presents meta-rules as a practical solution to facilitate strategic alignment of internal and external stakeholder tensions. Meta-rules has previously only been applied in a computer intelligence context however, this research proves the efficacy of meta rules in a university-industry knowledge transfer context. This research also has practical implications for knowledge transfer office managers who can use meta-rules to help overcome resource limitations, conflicting priorities and goals of diverse internal and external stakeholders.

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Section: Discussionmentioning

confidence: 99%

University–industry collaboration: using meta-rules to overcome barriers to knowledge transfer

et al. 2018

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“…Given the devolution of the Higher Education sector and the related differences in sources of funding and policy initiatives across England, Scotland, Wales and Northern Ireland, this paper focuses on the higher education sector in England alone. The Higher Education Funding Council for England (HEFCE) is the main funding body for the English HEIs and provides resources to support universities' knowledge exchange and entrepreneurship activities (Kitagawa and Lightowler 2013;Rossi and Rosli 2015). In England, the Higher Education Funding Council (HEFCE) has funded 'third stream' initiatives since the late 1990s, initially through the Higher Education Reach Out to Business and the Community initiative (HEROBC) and since 2001 through the Higher Education Innovation Fund (HEIF).…”

Section: Higher Education Institutions and University Entrepreneurshimentioning

confidence: 99%

Evolving missions and university entrepreneurship: academic spin-offs and graduate start-ups in the entrepreneurial society

2017

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A recent call has urged to broaden the conceptualization of university entrepreneurship in order to appreciate the heterogeneity of contexts and actors involved in the process of entrepreneurial creation. A gap still persists in the understanding of the variety of ventures generated by different academic stakeholders, and the relationships between these entrepreneurial developments and university missions, namely, teaching and research. This paper addresses this particular gap by looking at how university teaching and research activities influence universities' entrepreneurial ventures such as academic spin-offs and graduate start-ups. Empirically, we analyse the English higher education sector, drawing on institutional data at the university level. First, we explore the ways in which teaching and research activities are configured, and secondly, we examine how such configurations relate to academic spin-offs and graduate start-ups across different universities over time. Our findings suggest, first, that the evolution of USOs and graduate start-ups exhibit two different pathways over time; and second, that teaching and research both affect entrepreneurial ventures but their effect is different.

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“…Indeed, developing more collaborative university technology commercialisation processes involving diverse stakeholder engagement is highly complex and still not fully understood (Markmann et al 2008;Perkmann et al 2013;Sharif, Liu and Ismail 2014;Rossi and Rosli 2014). Whilst the benefits to be derived from university, industry, end users and government collaboration is evident such as access to knowledge, development of scientific competence relevant to the marketplace, obtaining a competitive advantage through acceleration to the marketplace (Dooley and Kirk 2007) significant challenges remain regarding how to manage such relationships.…”

Section: Challenges Of Quadruple Helix Stakeholder Engagementmentioning

confidence: 99%

Understanding Quadruple Helix relationships of university technology commercialisation: a micro-level approach

McAdam

Miller

McAdam

2016

Studies in Higher Education

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Given recent demands for more co-creational university technology commercialisation processes involving industry and end users, this paper adopts a micro level approach to explore the challenges faced by universities when managing quadruple helix stakeholders within the technology commercialisation processes. To explore this research question, a qualitative research methodology which relies upon comparative case analysis was adopted to explore the technology commercialisation process in two universities within a UK region. The findings revealed that university type impacts Quadruple Helix stakeholder salience and engagement and consequently university technology commercialisation activities and process. This is important as recent European regional policy fails to account for contextual influences when promoting Quadruple Helix stakeholder relationships in co-creational university technology commercialisation.

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Indicators of university–industry knowledge transfer performance and their implications for universities: evidence from the United Kingdom

Cited by 161 publications

References 36 publications

University–industry collaboration: using meta-rules to overcome barriers to knowledge transfer

University–industry collaboration: using meta-rules to overcome barriers to knowledge transfer

Evolving missions and university entrepreneurship: academic spin-offs and graduate start-ups in the entrepreneurial society

Understanding Quadruple Helix relationships of university technology commercialisation: a micro-level approach

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