Industry and Higher Education

In the past, the promotion of university spin-off companies and university–industry links has been extremely weak in Italian universities. However, while previously certain factors and constraints rendered the involvement of university professors and researchers in private companies almost impossible, with the passage of time there has been a slow build-up of such links. This increase has been in part due to new government policies. This paper examines these new policies, in the context of financial support and initiatives for companies which are leading to a breaking down of the barriers between university and industry and a relaxing of the regulations under which a researcher can found a spin-off company.

This paper examines the role of university business incubators (UBIs) in supporting the creation of new knowledge-based ventures. UBIs are described as effective mechanisms for overcoming weaknesses of the more traditional public incubating institutions. They offer firms a range of university-related benefits, such as access to laboratories and equipment, to scientific and technological knowledge and to networks of key contacts, and the reputation that accrues from affiliation with a university. The empirical analysis is based on the Turin Polytechnic Incubator (TPI) and on case studies of six academic spin-offs hosted at TPI. While TPI does not effectively resolve such problems as inadequate access to funding capital and the lack of management and financial skills in its tenant companies, the networking capacity of incubating programmes is seen as a key characteristic that may help new knowledge-based ventures to overcome such difficulties.

This paper explores the experience of the University of Aveiro in attempting to promote a favourable environment for innovation in the Portuguese industrial region in which it is located. The authors first discuss the barriers faced by peripheral regions in their attempts to establish the continuous interactive process that feeds innovation. They then highlight the role played in such regions by higher education institutions (HEIs) as the main sources of knowledge, and as crucial agents in fostering the social learning processes needed to sustain regional competitiveness. Against this background, the organizational challenges and requirements associated with the role of HEIs in peripheral regions are explored. Finally, the authors emphasize the need for specifically designed intermediate structures linking academia and society and, using the case of Aveiro, examine the process of institutional innovation and learning.

Mechanical Engineering and Commerce students were teamed up with the task of developing a new product, using a patented technology provided by a corporate sponsor. The context in which students worked resembled a real business setting as the tasks to be performed were similar to those of a cross-functional team responsible for the design of a new product or of an entrepreneurial team involved in a high-technology start-up. Students rated the experience as very positive: it represented an opportunity to get a taste of the ‘real world’ and learn about both new product development and the venture start-up process. The corporate sponsor also benefited from the project as it revealed a new commercial application for the company's patented technology.

The teaching of the concept of function is considered as an example of the problems encountered by social science students in learning mathematics at the level of an introductory college course. The key notions of learning cycles and teaching strategies are presented as guidelines to overcome some of the cognitive problems that students have. Finally, some training implications of learning mathematics are discussed.

This paper considers technology diffusion and develops a model at the level of the small firm in Wales. Technology diffusion, in the form of new or improved technology, and the transmission of knowledge or technical expertise are considered. This involves spill-overs through formal and informal networks, enabling learning by interacting, and an absorptive capacity to assimilate new technology developed elsewhere. A temporal model of technology diffusion is developed including external sources, channels of technology transfer, and mechanisms involved in the transfer of technology into the innovative small firm. The model is related not only to ‘best practice’ but also to cases in which ‘low’ activity can be improved. The implications for policy relevant to technology and entrepreneurship that arise from the model are also investigated and conclusions are drawn.

The authors report results of a survey of industry licensing executives who identified personal contacts between their R&D staff and university personnel as the most important source of university technologies. Journal publications and presentations at professional meetings were also important. While the least important sources were marketing efforts by universities and canvassing of universities, a number of executives did indicate that they were important. For those who do not license-in from universities, the most important reasons for not licensing-in (other than limited overall license-in activities) were reasons related to the nature of university research. A number cited university policies regarding delay of publication and ownership.

Transgenic mice are phenomenal research tools that are of interest to both industry and academic researchers. Many technology transfer offices will be faced with the challenge of licensing transgenic mice. In this paper the authors illustrate some of the unique issues that arise in licensing transgenic mice and provide some strategies for successful commercialization. They discuss patent and licensing options and provide examples from their own experience in transgenic mouse licensing at the Massachusetts Institute of Technology.