University Technology Transfer from a Knowledge-Flow Approach—Systematic Literature Review

Abstract

This study aims to review and synthesize the rapidly evolving literature on technology transfer from universities, and the concepts and models included in it, from a knowledge-flow approach to find the factors contributing to its performance. This article provides a perspective on recent work, focusing on empirical studies on technology transfer in universities conducted in the last 32 years from a knowledge-based vision. The study was carried out from a systematic literature review in the Scopus, Web of Science, ScienceDirect, and SpringerLink databases on 135 articles selected and evaluated by peers from critical surveillance factors such as technology transfer, knowledge flow, and university–industry relationship, among others. It was possible to identify 75 factors that, from a knowledge-based vision and specifically from a knowledge-flow approach, permit and contribute to the performance of technology transfer generated from research processes in universities. We classified studies into four categories according to their approaches, each with their dimensions and factors: management of knowledge, resources and capabilities, management of technological transfer, and the university–industry relationship. This classification permitted not only identification but also the systematization of the different factors and related authors that, from a knowledge-flow approach, contribute to the performance of technological transfers in universities, reflecting their efficiency and effectiveness. In this respect, absorption capacity and open innovation are topics which are worthy of exploration.

Sustainable university – Knowledge and technology transfer channels to enterprises

“…Universities have the potential to address sustainability challenges through academic and structural innovations (Serna et al, 2022). The transfer of knowledge and technology from universities to enterprises is an important aspect of sustainable development (Padilla Bejarano et al, 2023). Tech companies' strategies, such as investing in faculty development and fostering their entrepreneurial culture, can help universities achieve sustainability (Văduva et al, 2022).…”

Perceptions of Digital Education to Accelerate the Flow of Knowledge

“…Knowledge flow is a process that an organization utilizes in order to absorb and apply new knowledge [25]. The authors [26] emphasize the establishment of continuous relationships between universities and industry which is necessary to generate an adequate knowledge flow. Next, governmental support is needed to promote these relationships through regulatory laws, group organization, education, and research incentives [26].…”

“…The authors [26] emphasize the establishment of continuous relationships between universities and industry which is necessary to generate an adequate knowledge flow. Next, governmental support is needed to promote these relationships through regulatory laws, group organization, education, and research incentives [26]. In conditions and in relation to universities and education, knowledge flow was analyzed in numerous studies, for example: in terms of personalizing an e-learning system driven by knowledge flow [27]; in terms of engineering education in universities [25]; as the critical issue of learning and knowledge convergence in knowledge-intensive organizations [28]; in terms of the correlation between organizational learning, knowledge management, and organizational performance [29]; in terms of technology transfer in universities from a knowledge-flow perspective [26].…”

Technology Transfer Assessment in Regional Business Contexts

“…The literature on U-I collaboration can be grouped under several categories, such as organizational structures, regional or international comparisons/case studies, types of collaboration, barriers and obstacles, impacts of university research, tangible outputs of university research (patents, licenses, and spin-offs), and efficiency of university research transfer. Moreover, academic engagement has been studied by different authors [8,10,[12][13][14][15][16][17].…”