University technology transfer: leveraging experiential learning and TTO’s resources

Abstract

We examine how experiential learning from both previous technology transfer experience and the disclosure of discoveries impact universities’ technology transfer outcomes, in terms of the number of spinoffs created and licenses granted, while acknowledging that TTOs provide specialized resources that support technology transfer processes. By using panel data models on a sample of public Spanish universities for the 2006–2011 period, our model introduces discovery disclosures as an instrument to account for the endogenous nature of the scientific research process. Results show that spinoff creation and license granting depend on their own experiential learning and on the number of discovery disclosures, which in turn depends on its own experiential learning. Technology transfer is influenced by two learning processes connected to technology transfer outcomes and discovery disclosures. Also, the effect of TTOs’ specific resources appears as not significant. In the context of Spanish universities, the findings support the view that, compared to TTOs’ staff specialization, accumulated knowledge from their own experience adds more value for generating technology transfer outcomes.