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Technology Transfer Centres (TTCs) have been analyzed in the last few years\ud by focusing on the relationship between a TTC, provider of knowledge-intensive services,\ud and a firm client-receiver. Less attention has been devoted to a more complex relationship\ud which involves in the dyadic provider-receiver tie a third relevant body, University. We\ud provide both a theoretical and an empirical contribution by studying whether TTCs can\ud bond the academic and industrial system and we define the activities that make-up this role\ud such as: scanning and selection of R&D opportunities, bridge building, semantic translation\ud of domain specific knowledge, co-production of new knowledge. The boundary\ud spanning role of TTCs is discussed drawing on different and complementary theoretical\ud perspectives. Moreover, we test research hypotheses on the antecedents of boundary\ud spanning activity from a knowledge-based perspective. We argue that TTC boundary\ud spanners need to leverage on both technical skills and networking competences. Empirical\ud investigation has been carried out with a survey of the TTC population of North East Italy.\ud The research findings highlight the task coordination activities implied by a boundary\ud spanning role in joint R&D projects and show that the endowment of human capital at\ud individual level and a qualified social capital at individual and organizational level are the\ud main determinant

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Despite literature acknowledges that emotional, social, and cognitive (ESC) competencies favor entrepreneurial success, research has scantly investigated if they influence entrepreneurial intentions. Moreover, studies use work and extracurricular activities as proxies for competency possession without investigating their impact on competency development. To address this void, we analyze the direct and mediating effects of ESC competencies on self‐employment intentions. Results from a sample of university students demonstrate that higher levels of ESC competencies predict entrepreneurial intent, and only international and cultural experiences indirectly favor self‐employment intentions. This study offers insight to the debate on competency development in entrepreneurial education.