Macro, meso and micro perspectives of technology transfer

Abstract

Over the last few decades research into the different aspects of technology transfer has grown significantly that has taken in the main a macro perspective. This research has created a body of knowledge and an evidence base that has contributed original insights in developing the field and also has shaped policymaking and practice. Within the field there is a growing focus on meso and micro aspects of technology transfer and a growing interest in for example role individual actors such as scientists, principal investigators policy makers, TTO actors, supporting institutions and functions such as universities, professional research organizations, technology and knowledge transfer offices. This research is unearthing fine-grained nuances and insights that provide further evidence of how technology transfer activities are shaped and evolve in different geographical and organizational contexts. The purpose of this special issue is to provide a further understanding of macro, meso and micro perspectives of technology transfer and to provide an agenda for further research that blends these multi-level perspectives of technology transfer.

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

“…Consequently, there is a tendency for applied universities to offer their full range of standardized knowledge transfer activities in all instances of institutional interactions with industry, rather than adjusting knowledge transfer offerings to the specific context (Alexander and Martin 2013). This suggests that universities are not effectively aligning their strategic intentions to their knowledge transfer strategies resulting often in only single loop learning (Cunningham and O'Reilly 2018;Liu and Hsiao 2017;Kruss and Visser 2017). The short-term collaborations in which applied universities most frequently engage in suggests that achieving strategic harmonisation across different stakeholders or different departments as quickly as possible would be a priority in order to commence knowledge transfer; and unless this governance intention is acted upon by departments and the staff then organisational learning is effectively hampered.…”

“…In those instances, it is the organisation's absorptive capacity and cognitive dissonance which are key project level barriers to knowledge transfer (Cunningham and O'Reilly 2018;Xu et al 2017). One potential way to draw attention to flows which are abstract or invisible in their ambiguity is to derive a "sensitising framework" (Epp and Price 2008;Wacker 1998).…”

“…More recently Europe 2020, specifically targets 'smart growth' 1 through strengthening the connection between research institutions and industries (European Commission 2017). However, whilst there is considerable research exploring university-industry knowledge transfer (Cunningham and O'Reilly 2018;Perkmann et al 2013;Rothaermel et al 2007), understanding how to effectively manage this process on a day-to-day perspective still remains a challenge (Sharifi and Liu 2010).…”

“…Furthermore, the process of dissemination and diffusion of university knowledge is becoming more complex due in part to an increased number of actors involved in the process. Consequently, universities require the presence of effective internal mechanisms or frameworks to aid knowledge dissemination (Cunningham and O'Reilly 2018;Wit-de Vries et al 2018;Argote 2011;Easterby-Smith et al 2008).…”

Network dynamics of Chinese university knowledge transfer

“…Zald), could increase our understanding on how inter-organizational ties foster or impede the use of power and vice versa (Oliver 1990). In terms of geographical interest, our study addresses the imbalance of studies being predominantly based on western countries and universities (Cunningham and O'Reilly 2018;Perkmann et al 2013;Wang et al 2015a). While we discuss and contrast our findings with Western literature, additional efforts are needed to integrate findings from both literature streams and deduct best practices.…”