Effective Technology Transfer Offices by James A. Cunningham & Brian Harney & Ciara Fitzgerald

Author:James A. Cunningham & Brian Harney & Ciara Fitzgerald
Language: eng
Format: epub
ISBN: 9783030419462
Publisher: Springer International Publishing

3.3.3 Focus on Core Activities and Developing Core Competencies

Research from best practice institutions stresses that as TTOs develop they need to become more strategic in their focus and develop expertise in specific areas in which they wish to excel (Brint 2005). In order to reduce the likelihood of being overburdened and missing commercialisation opportunities, there is a necessity to shed non-core activities so that resources and attention can be focused on previously identified strategic priorities. Fassin (2000) emphasises the need for TTOs to focus on their core competency, i.e. making deals. Where possible TTOs should minimise academic obligations and shed responsibilities for everything except technology transfer (MTAs, contracts, etc.). In the process of developing a strategic plan, activities should be prioritised in the context of resource constraints and the previously identified technology platforms and research priorities.

Research by Jones-Evans et al. (1999) has highlighted the more sophisticated approach of TTOs in the Swedish context. A longitudinal study of Chinese universities found that they create value through ‘dynamic management and active orchestration of assets’ (Yuan et al. 2018). While TTOs still serve as one stop shop, in practice this means that certain requests are referred to other offices/centres within the university, which have taken over and developed expertise in these areas such as career placement, student placement, etc. Universities and research institutions cannot be everything and must differentiate themselves and use their TTO to exploit the research that may prove most valuable. This means that they can focus on developing strong networks and build alliance capabilities that support effective technology transfer (Leischnig and Geigenmüller 2020). As Muscio (2010: 199) notes: ‘Managing a TTO requires special skills to facilitate the matching of academic knowledge, competencies and resources to business needs, and provide assistance in the commercialization and pricing of technology. The involvement of professional, non-academic managers in TTOs will support these activities and help to bridge the cultural gap between university and industry’. Moreover, with experienced staff and well-established policies are practices are more likely to attain better technology transfer results (González-Pernía et al. 2013). Therefore, TTOs need to consistently invest in developing individual and collective competencies and skills as well as putting in place clear policies and procedures that support TTOs.

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