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Big Science is a fertile learning environment for the transfer of knowledge and technology to suppliers since it boosts economic performance, innovation and reputation. However, despite the growing importance of this topic in the literature, empirical evidence is still limited. This paper investigates technology transfer from Big Science through procurement relationships related to the need to develop front-end technologies for Big Science research infrastructures. The results show that the benefits generated for companies include intangible dimensions, such as the acquisition of technical knowledge and improved reputation. In addition, this procurement relationship leads to organizational changes such as the introduction of new specific organizational units and improved investment in R&D. In turn companies are able enter new markets thanks to the newly acquired competencies.

The literature on Entrepreneurial University has emphasised the importance of encouraging and supporting the entrepreneurial intent of students, both PhDs and undergraduates. However, more research is needed about how PhD students can be supported in their entrepreneurial and technology transfer initiatives. This study seeks to contribute to this field by investigating how the entrepreneurial intent and entrepreneurial education of PhDs can impact their creation of new ventures and their involvement in technology transfer activities. With this objective, we use a unique dataset of 396 PhD students enrolled in Italian universities. The results show that higher levels of entrepreneurial intention of PhDs lead to a higher number of new ventures and higher involvement in TT activities. Furthermore, our findings also show that entrepreneurship education encourages PhDs to create new ventures only through increased entrepreneurial intention. Finally, education on technology transfer directly pushes them to be more involved in commercialisation activities.

Purpose: This study aims to combine open innovation (OI) and organizational learning (OL) literature in the context of strategic alliances. Design/methodology/approach: The authors develop a conceptual framework that links OI to OL literatures. The authors empirically validate this framework through four representative cases of dyadic strategic alliances in which the allied partners have (mainly) adopted an inbound or outbound OI strategy and (mainly) used an experiential or experimental learning approach to access knowledge in the alliance. Findings: The authors propose and validate a framework that links two well-known OI strategies (inbound and outbound) and two types of OL, namely, experiential and experimental learning. This, in turn, allows us to propose four different typologies of learning opportunities that could be pursued by alliance partners. Research limitations/implications: The research offers a framework that links experiential and experimental learning to inbound and outbound OI strategies. However, the authors focused on inbound and outbound OI. The authors are aware that sometimes coupled innovation could take place in alliances. Practical implications: This study proposes best practices for companies willing to open their innovation processes with alliance partners by bearing in mind the learning outcomes that may be exploited through the alliance. Originality/value: This study highlights four alliance archetypes emerging from the nexus between OI strategies to OL methods.

Purpose: This study investigates the role of "soft" factors of total quality management – in terms of empowerment and engagement of employees – in facilitating or hindering organizational performance of the university technology transfer offices. Design/methodology/approach: The authors developed an Ordinary Least Squares (OLS), multiple regression model to test if empowerment and engagement affect organizational performance of the university technology transfer offices. Findings: The authors found that "soft" factors of total quality management – in terms of empowerment and engagement – facilitate the improvement of organizational performance in university technology transfer offices. Practical implications: The authors' analysis shows that soft total quality management practices create the conditions for improving organizational performance. This study provides practical implications by showing that, in the evaluation of the technology transfer office, not only the "hard" variables (e.g. number of employees and employee experience) but also the "soft" one (e.g. empowerment and engagement) matter. Therefore, university technology transfer managers or university technology transfer delegates should take actions to promote not only empowering employees but also create a climate conducive to employees' engagement in the university technology transfer offices. Originality/value: With regards to the differences in organizational performances of university technology transfer offices, several studies have focused their attention on technology transfer professionals in technology transfer offices, but only a few of them have examined the "soft side" of total quality management. Thus, this study examines the organizational goals of technology transfer offices through "soft" factors of total quality management in terms of empowerment and engagement employees. [ABSTRACT FROM AUTHOR]