Spin-off companies from Chalmers University of Technology

McQueen, David M.; Wallmark, J. T.

doi:10.1016/0166-4972(82)90010-4

Cited by 56 publications

(30 citation statements)

References 4 publications

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“…The study reported a substantial increase in public investments in university research and in other initiatives designed to endorse the capabilities of universities to produce academic spin-offs (Autant-Bernard et al, 2013;Mustar et al, 2008). McQueen and Wallmark (1982) introduced one of the earliest definitions of an academic spin-off. They argue that academic spin-offs should meet the following criteria: (1) founders have to come from a university, (2) the activity of the company has to be based on technical ideas generated in the university environment, and (3) the transfer from the university to the company has to be direct and not through intermediate employment.…”

Section: Setting the Contextmentioning

confidence: 99%

The impact of university-based incubation support on the innovation strategy of academic spin-offs

2016

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This paper develops understanding about how incubation support and innovation strategy can determine the performance of academic spin-offs. Using a sample of spin-offs from the United Kingdom, the Netherlands and Norway, we analyse the potential moderating effect of incubation support (networking and entrepreneurial support) on innovation strategy effectiveness. The empirical results demonstrate: (1) a technology and market exploitation strategy has a stronger and more positive effect on the performance of spin-offs than a technology and market exploration strategy. In relation to an ambidextrous technology and market exploration and exploitation strategy, a market growth strategy (combining technology exploitation and market exploration) has a positive effect on performance while a product development strategy (combining technology exploration and market exploitation) has little effect on performance; (2) incubation support in the form of networking and entrepreneurial support has a positive effect on the performance of spin-offs; (3) networking support moderates the relationship between an exploitation strategy and spin-off performance while entrepreneurial support moderates the relationship between a market growth strategy and spin-off performance. By examining the interactions between types of innovation strategies and incubation support, this study provides a more refined understanding of the strategy selected by spin-offs. In doing so, it offers new insights about the role of incubator support in enhancing the effect of strategy on performance.

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Section: Setting the Contextmentioning

confidence: 99%

The impact of university-based incubation support on the innovation strategy of academic spin-offs

2016

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“…Shane [28] also emphasized that part of the wealth creation motivation for university inventors to establish spin-offs is a realization among the inventors that much more money could be made establishing a successful company than by licensing an invention to an established firm. Although several scholars reported that desire for wealth is an important motivational factor, McQueen and Wallmark [17] reported that it is not true that the founders of spin-off companies expect to earn large salaries and get rich in the short term. 3.…”

Section: Hypotheses Developmentmentioning

confidence: 98%

“…A desire to bring technology into practice [e.g. 5,6,17,24,28,34]. Inventors often start companies because they believe that establishing a spin-off is an effective way to bring their technologies into practice [24].…”

Section: Hypotheses Developmentmentioning

confidence: 99%

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The influence of ten different motivational factors on academic entrepreneurial intentions

Prodan

Gomezel

2009

PICMET '09 - 2009 Portland International Conference on Management of Engineering &Amp; Technology

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Understanding what motivates academics to be involved in entrepreneurial activities could be crucial in technology transfer from academic organizations to industry. Using a data set of 547 academics employed at two different universities (University of Cambridge and University of Ljubljana), this study investigates (using multi-sample analysis and structural equation modeling) the impact of ten different motivational factors as predictors of academic entrepreneurial intentions. The following ten motivational factors were studied:(1) dissatisfaction with the academic environment, (2) desire for independence, (3) desire for safe and permanent employment, (4) desire for taking on and meeting broader responsibilities, (5) desire for wealth, (6) desire to bring technology into practice, (7) desire to disseminate findings through the scientific literature, (8) desire to do something others could not, (9) desire to pursue technological perfection, and (10) desire to secure additional research funding. The study's results show that desire for safe and permanent employment and desire to disseminate findings through the scientific literature have a negative significant influence on academic entrepreneurial intentions, while desire for independence, desire for taking on and meeting broader responsibilities, desire for wealth, and desire to bring technology to practice have a positive significant influence on academic entrepreneurial intentions.

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“…L'acception originelle, formulée par McQueen et Wallmark (1982), envisage l'essaimage académique comme une entreprise créée par un ou plusieurs membres d'une organisation publique de recherche afin d'exploiter commercialement une innovation. Cette définition adopte une approche restrictive.…”

Section: Cadre Conceptuel Et Hypothèsesunclassified

Les déterminants de la croissance des essaimages académiques1

Bessière

Gomez-Breysse

Messeghem

et al. 2016

ipme

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Les essaimages académiques se sont fortement développés en France depuis le début des années 2000. Cependant, malgré ce développement, la compréhension de leur processus de croissance et la durabilité de cette croissance restent peu explorées. À partir d’un échantillon de 118 essaimages académiques français de la même génération, cet article analyse les facteurs qui déterminent leur croissance au-delà de leur 5e année d’existence. Ces facteurs sont dérivés de l’approche par les ressources et des capacités dynamiques. Les résultats de notre étude quantitative montrent que 5 facteurs expliquent la croissance des essaimages académiques étudiés : l’orientation entrepreneuriale (et plus largement les ressources cognitives), l’acquisition de compétences tout au long du processus entrepreneurial, le montant des fonds levés (publics et privés), la capacité technologique et l’accompagnement.Academic spin-offs (ASOs) have developed considerably in France since the 2000s. However, despite a strong increase in the number of new ventures, little is known about their ability to experience growth and to sustain it beyond the five first years. Based on a sample of 118 French ASOs from the same generation, this article analyses the factors that determine their growth just after their 5th year. These factors are derived from the resource-based view (RBV) and the dynamic capabilities approach (DCA). The results of our quantitative study show that 5 factors determine growth of ASOs after the 5th year : entrepreneurial orientation (and broader cognitive resources), the acquisition of skills along the entrepreneurial process, the amount of public and private financing, the technological capability and the support program.Desde los años 2000, el número de las spin-off universitarias creadas en Francia ha aumentado considerablemente. Sin embargo, a pesar de este desarrolló, la comprensión de los procesos de crecimiento y la perduración de este crecimiento quedan poco exploradas. A partir de los datos extraídos de una encuesta de 118 spin-off universitarias francesas de la misma generación, tratamos de los factores que influyen el crecimiento de ellas más allá del quinto año de existencia. Estos factores están derivados del enfoque para los recursos y las capacidades dinámicas. Este estudio contribuye a explicar el crecimiento de las spin-off universitarias a partir de los 5 factores siguientes : la orientación emprendedora, el adquisitivo de competencias durante el proceso emprendedor, el importe de los recursos financieros, la capacidad tecnología y las infraestructuras de apoyo

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Spin-off companies from Chalmers University of Technology

Cited by 56 publications

References 4 publications

The impact of university-based incubation support on the innovation strategy of academic spin-offs

The impact of university-based incubation support on the innovation strategy of academic spin-offs

The influence of ten different motivational factors on academic entrepreneurial intentions

Les déterminants de la croissance des essaimages académiques1

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