The document outlines strategies for Florida State University (FSU) to become an entrepreneurial university, highlighting the need for a structured approach to motivate faculty and student involvement in technology commercialization. It discusses the challenges of patent costs, academic culture, and resource limitations while proposing solutions like focusing on a few promising projects and using an entrepreneur in residence model to guide commercialization efforts. Additionally, a comprehensive change management process is presented to facilitate the transformation into an innovative institution.

1. Ideas supporting FSU
becoming the Entrepreneurial
University
November 2012
© 2011, LearnSomething Inc.

2. How will we motivate behavior change
 Starts at top
 Dr. Barron has declared we want to become the Entrepreneurial University
 Need model for student and faculty involvement
 Defining Entrepreneur
 What is our entrepreneur in residence support structure
 How to motivate Faculty and student involvement in the process of disclosure to
commercialization
 How de-risk and cost of disclosures, layer in management and facilitate access to
third party Funding
 You get what you reward
 Distinguished Teaching Award
 Distinguished Scholarly & Creative Research Award
 Launch Innovation and Impact Award (IIA)
 Recognizes 2 or 3 faculty each year whose innovations had significant entrepreneurial
impact
© 2012 Glenn D. Prestwich

3. How will FSU define Academic Entrepreneurs?
 They are students and faculty who:
 Identify and solve real world problems
 Translate basic science to applied technology
 Create products as well as papers
 Strive to understand business of science, Music,
Film, education etc.
 Understand marketing and customers are key to
success of commercializing intellectual property
© 2012 Glenn D. Prestwich

4. Many Challenges and Risks
 Patent costs
 Inventor expectations
 University policies
 Faculty culture
 Shifting technology landscape
 Defining the product
 Finding a partner
 Early stage technologies
 Limited resources for technology/product development
 Changes in policies
 Conflicting goals of academic vs. commercial interests

5. Is the FSU challenge:
How do we find and commercialize value from Disclosures by professors and students?
I call it the “Di-Nanogistic Fantastic! That’s also a
bi-modulating energy great name for a company
conversion medical oscopy
combinating fragilisticator”
Some sort of
“Widget”
Inventor TCO Manager

6. The Engine model to:
Vet, De-Risk and promote Development
 Problems:
 Large number of disclosures (can be Dozens annually)
 Limited resources
 Patent cost are high
 Staff count low
 Variable outcome/execution requires resources not at University
 How to take GAP funding to next step is missing
 How to leverage SBIR funding and other grants
 Understanding newly developed technology
 How to take it to market
 Understanding how to systematically address opportunities
 Long development cycle for certain technologies
 Solutions:
 Limit investments to only a small number of best prospects!
 Vetting/De-Risking/Documentation process that attracts entrepreneurial talent and
funding
 Evolving model to select the few that are licensed or become startups with resources put behind them
 Decisions based on a combination of IP, funding, access to expertise and/or Business Model
milestones

7. The Engine Process
Go/No Go/Iterate Go/No Go/Iterate Go/No Go/Iterate
Technology Commercialization Path
2-Stroke 4 cylinder V8
What is it? What is Validation and critical Execute. Secure resources
the Opportunity path forward talent and funding
Additional Resources added as moves along path
Funding – Grant Writing – Management – Sponsored Research– Facilities – Prototyping

8. Define the Product and Path
 Define product and potential market(s) early
 What is the need? Who is the customer?
 What is the product development path?
 Seek feedback early
 Subject matter experts
 Potential customers or end-users
 Investors and business community
 Approaches
 Investors are looking for innovation but also management talent
 Build and draw on your network (investors, industry experts)
 Use inventor(s) as a resource but not as CEO
 Engage students/interns (marketing, MBA)

9. Entrepreneur in Residence (EIR) two distinct needs;
1) Teaching Entrepreneur in residence who is facilitating student experimentation
with entrepreneurship.
 Adjunct or full time faculty paid with benefits, but not incented with ownership or
motivated to leave University
 Recognizes that very few students are ready to be CEO of a start-up but allows them low
risk way to gain experience
 Funded by Business School
 Promotes student candidates to commercialization engine process
 Values to FSU include
 40 percent of students in program go on to work at startups
 Real world experience for students (resume builder)
 Attracts top students
 Commercialization relates to core mission of universities: education
 Bench to Bedside student competition
 Cross campus interaction
 Student commercialization support where University participates in ownership and
where there is a need to protect IP

10. EIR to facilitate leading companies thru commercialization
process
 Recognizes that very few faculty or students are equipped to be CEO of a Start up
 Recognizes that “expert committees” often lack commitment, experience and passion to complete the
start up process
 EIR often is contractor who can take equity stakes, often funded by entity other than Biz school (e.g.
President Office, foundations, alumni).
 EIR are involved with commercialization because of domain knowledge and are likely assigned to
colleges that match their expertise.
 Commercialization offices are often poorly equipped to select this kind of talent
 How do you pick these entrepreneurs for EIR programs? Especially if you are skeptical of
universities ability to recruit this type talent.
 Can partially judge talent by ability to raise money
 ASU believes in People selecting opportunities versus selecting the right people and paying them
more than EIRs (Cowboy Technologies)
 Helpful to vet and narrow activities.
 Help recruit or become management.
 Offers access to network to funding.
 U of U, ASU, MSU pay $4K-10 per month.(6-12 month contract)
 Payment and equity accumulation based on reaching milestones
 Compensation can include founder equity stake (up to 19%) often with earn out to avoid giving away equity to
unsuccessful entrepreneur candidate
 Most Universities want them to move to other investor funding with a company startup ASAP

11.  Supporting ideas on Change Management
 LearnSomething approach: not from the conference
 We use this model to help clients launch major new initiatives
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12. Some thoughts on a campus wide change effort to
redefine ourselves as Entrepreneurs
“Successful change of any
magnitude goes through all
eight stages, usually
in…sequence…. Although
one normally operates in
multiple phases at once,
skipping even a single step
or getting too far ahead
without a solid base almost
always creates problems.”
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13. Typical Eight-stage Change Process
1. Establishing a sense of urgency
2. Creating the guiding coalition
3. Developing a vision and strategy
4. Communicating the change vision
5. Empowering broad-based action
6. Generating short-term wins
7. Consolidating gains and producing more change
8. Anchoring new approaches in the culture
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14. Eight-stage Change Process:
1. Establishing a sense of urgency
 Examining the market and competitive realities
 Identifying and discussing crises, potential crises, or major opportunities
2. Creating the guiding coalition
 Putting together a group with enough power to lead the change
 Getting the group to work together like a team
3. Developing a vision and strategy
 Creating a vision to help direct the change effort
 Developing strategies for achieving that vision
4. Communicating the change vision
 Using every vehicle possible to constantly communicate the new vision and
strategies
 Having the guiding coalition role model the behavior expected of employees
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15. Eight-stage Change Process
5. Empowering broad-based action
 Getting rid of obstacles
 Changing systems or structures that undermine the change vision
 Encouraging risk taking and nontraditional ideas, activities, and actions
6. Generating short-term wins
 Planning for visible improvements in performance, or “wins”
 Creating those wins
 Visibly recognizing and rewarding people who made the wins possible
7. Consolidating gains and producing more change
 Using increased credibility to change all systems, structures, and policies that
don’t fit together and don’t fit the transformation vision
 Hiring, promoting, and developing people who can implement the change vision
 Reinvigorating the process with new projects, themes, and change agents
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16. Change Process
8. Anchoring new approaches in the culture
 Creating better performance through customer- and productivity-oriented
behavior, more and better leadership, and more effective management
 Articulating the connections between new behaviors and organizational success
 Developing means to ensure leadership development and succession
<Client> Kickoff Meeting, xx.xx.xxxx
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17. What happens next…..Change team
 Selected resources
 Project timelines
 Team schedules and holidays
 Potential impact of additional projects and critical
milestones
 Additional needs and definitions
 Any other concerns, issues, and potential constraints to
project success
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18. Supporting change often requires each individual be
aligned with desired outcome
Alignment implementation methodology uses a simple approach to communicate
change to faculty. Is each person impacted have a clear understanding of the initiative
importance and their role:
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19. Project Plan
 A project plan will be delivered
which outlines the following:
 Project activities
 Resources/responsibilities
 Critical milestones
 That plan will be maintained through the life of the
project and adjusted as needed to hit critical milestones.
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20. Calendaring a series of change events
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