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The author considers the success in practice of small firms in obtaining technology and new products from universities, under licensing agreements and through other technology transfer activities. His analysis draws heavily upon research into the use of technology licensing by small and medium sized firms, carried out at Bath University over the previous three years.

In this chapter, we discuss how to use technology to enhance teacher education through the discussion of teacher education programs at two Maryland universities. University of Maryland University College, a public university, was founded to address the needs of the military overseas following the end of World War II, as an offshoot of the University of Maryland College Park. It has become the largest primarily online public, not for profit, university in the United States. Its Master of Arts in teaching program was reinstituted in 2009, after a several year hiatus. The second university, Bowie State University (BSU), is a more traditional, historically black university (HBCU) founded as a teacher education institution in the 1800s and has been training teachers ever since. Both institutions of higher education are part of the University System of Maryland and the teacher education programs are certified by the Maryland State Department of Education (MSDE). These two universities were selected to highlight how different types of universities are implementing technology into their teacher education programs. The distinction illustrates a fully online teacher education program and a fully face-to-face teacher education program and the nuances between the two. These distinctions offer a broader view of how technology is used to enhance teacher education and to offer equal opportunity to students who want to become teachers. The chapter focuses on the uses of technology for the instruction of teacher candidates’ field experiences and internships. Technology enhancements provided in teacher preparation courses for student academic instruction and university faculty and school personnel training in the use of technology and Web 2.0 tools are discussed.

With respect to university technology transfer, the purpose of this paper is to examine the literature focused on the relationship between university research faculty and technology transfer office staff. We attempt to provide greater understanding of how research faculty’s personal values and research universities’ organization values may differ and why. Faculty researchers and tech transfer office (TTO) staff are perceived to be virtuous agents. When both are meeting each other’s needs, a “love” relationship exists. However, when these needs are not met, a “hate” relationship exists that is replete with doubt and uncertainty. This doubt and uncertainty creates tension and subsequent conflicts. There are many accounts where faculty researchers have not followed university policies and expectations, often violating policy and ethical standards. Likewise, faculty report numerous examples of how TTO staff members’ negligence in servicing their attempts to be good institutional citizens have failed them. This paper explores this love/hate relationship and reveals numerous conflicts that call into question ethical concerns. It also provides a set of recommendations for reducing and potentially alleviating these concerns. Literature review. Results from a thorough review of the literature on the relationship between faculty and university TTOs reveals that perceived job insecurity is the primary reason that some research faculty members as well as some TTO staff, unethically violate their university policy to disclose invention disclosures and select to not provide full services, respectively. One way to alleviate the conflict between faculty’s personal values regarding their inventions and university’s organizational values is to enact measures that build trust and reduce insecurity among faculty members and TTO staff. In this paper, we not only examine this faculty/TTO staff ethical conflicts, but we offer a set of recommendations that we believe will reduce the likelihood of unethical behavior while encouraging greater institutional commitment and trust.

Since the 1980s, US universities have greatly increased attention given to innovation and entrepreneurship out of a genuine commitment to enhancing American competitiveness. Although regional innovation and entrepreneurship can be enhanced by universities in multiple ways, the primary metrics of “success” remain patenting, licensing rates, and university spin-outs. While these metrics can be a useful proxy for the entrepreneurial university they tend to understate the many important contributions universities, including non-research intensive universities, make to their regional economies. In this chapter, we introduce a framework of capabilities that are essential to nurturing ecosystems of innovation and entrepreneurship at the regional level. We then describe the varied ways in which universities can support the development of these capabilities. Finally, we provide a framework of metrics, which can more comprehensively capture the value that universities represent to innovation and entrepreneurship in their regions.

This chapter considers the role of technology transfer intermediaries (TTIs) in the processes of innovation in networks involving universities, research and development centres, and business firms from an international perspective. A diversity of types of TTIs is recognised in terms of their particular interests in the operation of innovation processes and the conditions they impose in transactions involving intellectual property. It will identify the various objectives of sponsoring stakeholders as differentiating the missions and accountabilities and, in turn, determining the focus and roles of different types of TTIs and the interactions and networking between them, both formal and informal.

In discussion, the chapter will propose that the significance of systemic influence on the processes of technology transfer and innovation should be researched at two levels. At the micro-level of personal interactions, examining how systemic influences shape tacit knowledge transfer between and learning by individuals engaged in research and innovation processes. Second, at the level of national cultures, examining the ways in which the cultural context institutionalises patterns of innovation and technology transfer networking.

We review and synthesize the burgeoning literature on institutions and agents engaged in the commercialization of university-based intellectual property. These studies indicate that institutional incentives and organizational practices play an important role in enhancing the effectiveness of technology transfer. We conclude that university technology transfer should be considered from a strategic perspective. Institutions that choose to stress the entrepreneurial dimension of technology transfer need to address skill deficiencies in technology transfer offices, reward systems that are inconsistent with enhanced entrepreneurial activity, and education/training for faculty members, post-docs, and graduate students relating to interactions with entrepreneurs. Business schools at these universities can play a major role in addressing these skill and educational deficiencies through the delivery of targeted programs to technology licensing officers and members of the campus community wishing to launch startup firms.

With the growing climate problem, it has become a consensus to develop low-carbon technologies to reduce emissions. Electric industry is a major carbon-emitting industry, accounting for 35% of global carbon emissions. Universities, as an important patent application sector in China, promote their patent application and transformation to enhance Chinese technological innovation capability. This study aims to analyze low-carbon electricity technology transformation in Chinese universities.

This paper uses IncoPat to collect patent data. The trend of low-carbon electricity technology patent applications in Chinese universities, the status, patent technology distribution, patent transformation status and patent transformation path of valid patent is analyzed.

Low-carbon electricity technology in Chinese universities has been promoted, and the number of patents has shown rapid growth. Invention patents proportion is increasing, and the transformation has become increasingly active. Low-carbon electricity technology in Chinese universities is mainly concentrated in individual cooperative patent classification (CPC) classification numbers, and innovative technologies will be an important development for electric reduction.

This paper innovatively uses valid patents to study the development of low-carbon electricity technology in Chinese universities, and defines low-carbon technology patents by CPC patent classification system. A new attempt focuses on the development status and direction in low-carbon electricity technology in Chinese universities, and highlights the contribution of valid patents to patent value.

The planning and construction of innovative university science and technology parks are facilitated on the basis of urban planning reconstruction, and the sustainable development of our country is the main basis for the implementation of the innovation plan and future design of university science and technology parks. However, some aspects of the transformation of a city have impeded the planning and development of university science parks. In order to solve this problem, in this study, the overall planning and successful establishment of science and technology parks in well-known universities were analyzed; and “Cambridge Future” was selected as the practical example and basis for the construction of innovative university science and technology parks; and then CATIC Science City in Nanjing was used as the object of empirical analysis. In addition, the construction of these parks in universities was evaluated through the case analysis and the excellent design strategies and results, and the planning model and construction concept of these parks were proposed after the contradiction between the transition stage of cities and the design of university science parks was resolved.

This study aims to make government usage of technology research grants more efficient and to evaluate how to use university–industry–research cooperation to promote industrial innovation in Taiwan.

This case study aims to use the triple helix model and other references to develop indicators which can estimate the performance of university–industry–research cooperation in Taiwan. The study selects three facets: “(prior) mechanisms,” “(in-progress) regulations” and “(post-hoc) operations” to find out the critical indicators contributing the final outcome. The study found that a successful university–industry–research cooperation requires the following factors: strengthening review methods for the mechanisms; its relationships of rights and obligations; policy needs in regulations; and plan incentives in operations.

It is recommended that, to promote university–industry–research cooperation in Taiwan, resource distributors and program management units should not only continue program application incentives and strengthen interdepartmental resource integration, they should also consider the establishment of a fair, just and open review mechanisms, and they should enhance the relationship between the rights and obligations of university–industry–research cooperation.

The study of this program includes application review before, during and after the program, management examination and performance evaluation to formulate recommendations as reference points for resource distributors and grant recipients. And because of industry–university cooperation being the main way of research and technology development, the findings and suggestions of this study may also be helpful for other grant systems in the world.

Research has shown that information technology has a tremendous effect on higher educational (HE) institutions. The purpose of this paper is to develop a framework that would depict and highlight on the financial, cultural, political and social difficulties that affect the adoption of technology in HE institutions.

In this study, it is hypothesized that cultural, political and financial resources of the university administrative body, together with the employees’ background in terms of academic experience and education, shape the approach to a successful IT adoption. To investigate the proposed framework, a survey targeting employees, and an interview targeting IT managers were conducted.

The results indicate that the university structural framework together with IT knowledge and awareness at the university administrative level restrains any individual cultural and political effects on the IT adoption even if it is implemented partially.

First, the respondents were selected using the convenience sampling technique. Second, the data were collected through self-report questionnaires.

The results of this study are important for university administrators, technology suppliers and donors, as this may contribute to better understanding of the factors that could influence the adoption, management and use of ICT resources for enhancing the knowledge of the university capabilities.

This study is the first one to address the integration of IT in HE institutions in the region; the results have implications for IT adoption in such institutions. More importantly, the study suggests a framework that reveals multiple levels of influence that impact the adoption and implementation of IT in the institutions.