0
Innovation Commercializationand Licensing in Entrepreneurial       Business Education      March 23, 2013          NCIIA 1...
But after presentations like “Can You Milk a Rhino?”“Spreading the Fire,” and “Purple Dragon”….let’s try:
But after presentations like “Can You Milk a Rhino?”“Spreading the Fire,” and “Purple Dragon”….let’s try:   Innovation Com...
Innovation Commercializationand Licensing in Entrepreneurial       Business Education      March 23, 2013          NCIIA 1...
Research Topic• Purpose  • To test the utility of incorporating    university innovation commercialization    projects int...
Research Topic• Literature Review  • Tech transfer efforts enhanced by key    variables (Friedman and Silberman, 2003)    ...
Research Drivers• Wealth of university inventions and  intellectual property• Lack of a Technology Licensing Office  (TLO)...
Research Drivers• Meanwhile, we’ve got classes of  students studying innovation and  entrepreneurship  • Seeking actual ex...
Key Course Skills:Commercializing Innovation• Creating value through innovation• Technology and market S-curves• Deliverin...
Application• Work applied with graduate students  from a mid-size (5,000-10,000 students)  university• Students were in-pe...
Results and discussion• Each class resulted in multiple  commercialization plans  • Classes were not identical in size  • ...
Results and discussion• Each class resulted in multiple  commercialization plans  • Classes were not identical in size  • ...
Results and discussionConsider both  • Academic (student and pedagogical) outcomes  • Institutional (commercialization) ou...
Results and discussion• Student and pedagogical results  included assessments of  •   Business planning  •   Market survey...
Results and discussion• Innovation commercialization results  • Student work had created value  • Reduced administrative w...
Guarded Observations• Future research will measure the  efficacy of the revised teaching methods  • Requires additional ye...
Final thoughts• Demonstrates that introduction of these  projects can spur a dual benefit:  • Educating students with prac...
Questions?
Upcoming SlideShare
Loading in...5
×

Open 2013: Innovation Commercialization and Licensing

279

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
279
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
17
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Transcript of "Open 2013: Innovation Commercialization and Licensing"

  1. 1. Innovation Commercializationand Licensing in Entrepreneurial Business Education March 23, 2013 NCIIA 17th Annual Conference Darian Unger Associate Professor Howard University School of Business dwunger@howard.edu 202- 806-1656
  2. 2. But after presentations like “Can You Milk a Rhino?”“Spreading the Fire,” and “Purple Dragon”….let’s try:
  3. 3. But after presentations like “Can You Milk a Rhino?”“Spreading the Fire,” and “Purple Dragon”….let’s try: Innovation Commercialization: Unicorns in flames!
  4. 4. Innovation Commercializationand Licensing in Entrepreneurial Business Education March 23, 2013 NCIIA 17th Annual Conference Darian Unger Associate Professor Howard University School of Business dwunger@howard.edu 202- 806-1656
  5. 5. Research Topic• Purpose • To test the utility of incorporating university innovation commercialization projects into graduate coursework• Methodology • Application of innovation lessons to university-owned intellectual property • Tracking commercialization results • Feedback from inventors, professors, and innovation-oriented MBA students
  6. 6. Research Topic• Literature Review • Tech transfer efforts enhanced by key variables (Friedman and Silberman, 2003) • Location, compensation, tech transfer experience • Cultural barriers between universities and firms (Siegel, et. al., 2003) • Industrial responsiveness to university innovations (Breznitz, 2011)
  7. 7. Research Drivers• Wealth of university inventions and intellectual property• Lack of a Technology Licensing Office (TLO) or Technology Transfer Office (TTO)
  8. 8. Research Drivers• Meanwhile, we’ve got classes of students studying innovation and entrepreneurship • Seeking actual examples and case studies
  9. 9. Key Course Skills:Commercializing Innovation• Creating value through innovation• Technology and market S-curves• Delivering value through new product design and development• Appropriating value through • Patents • Standards and dominant design • Time to market • Licensing
  10. 10. Application• Work applied with graduate students from a mid-size (5,000-10,000 students) university• Students were in-person students rather than EMBA students• Students self-selected from a menu of university-owned intellectual property • Patents already applied for or granted
  11. 11. Results and discussion• Each class resulted in multiple commercialization plans • Classes were not identical in size • Groups of two students per invention
  12. 12. Results and discussion• Each class resulted in multiple commercialization plans • Classes were not identical in size • Groups of two students per invention
  13. 13. Results and discussionConsider both • Academic (student and pedagogical) outcomes • Institutional (commercialization) outcomesof student teamwork dedicatedperforming tasks normally performed byTTOs/TLOs
  14. 14. Results and discussion• Student and pedagogical results included assessments of • Business planning • Market surveys • Prototyping • Patent value assessments• Practical project grade variance was significantly greater than conceptual exam variance, and served to better distinguish
  15. 15. Results and discussion• Innovation commercialization results • Student work had created value • Reduced administrative workload • Improved expected time to market in 40% of cases, as evaluated by technology transfer contract staff • Some groups recommended patent exploitation while others advocate time to market as more important
  16. 16. Guarded Observations• Future research will measure the efficacy of the revised teaching methods • Requires additional years and greater sample sizes • Still useful as a baseline• Common metrics also occur on time scales much longer than the courses themselves • Number of patents • Level of licensing revenue
  17. 17. Final thoughts• Demonstrates that introduction of these projects can spur a dual benefit: • Educating students with practical examples • Aiding the commercialization of commercialization of university-associated IP• Prospect of symbiosis between innovation-oriented educational programs and university technology transfer and licensing efforts
  18. 18. Questions?
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×