Exploring Knowledge Transfer at UC Engineering School

Hector Gaete Fica

doi:10.4067/s0718-27242018000300064

Abstract

I explore the degree to which patents represent magnitude of knowledge transferred from University to Industry. Building on the Agrawal & Henderson (2002) framework, I compare two MIT engineering departments and the School of Engineering of the Pontificia Universidad Catolica de Chile (UC Engineering). Based on quantitative and qualitative data I estimated the relative importance of patenting as a knowledge transfer mechanism. I found that in UC Engineering patenting and publishing activity have increased steadily, in line with faculty size increase. However, patenting is perceived by academics as a relatively less important technology transfer channel, and in terms of production counting it appears much less relevant. Although in terms of relative importance of publishing over patenting as a technology transfer channel both are relatively similar, in the perception of faculty; in terms of production counting there is a substantial difference. I suggest some plausible explanations, proposing new avenues for research.

Highlights

In the absence of better innovation data, patents have frequently been used as indicators of industrial innovation (Kleinknecht & Jan Reinders, 2013)
I found that patenting is an activity undertaken by a small portion of the faculty members at UC Engineering
The academic inventors published about 50% more than the population mean and patented a great deal more and were active over 50% more time during the period considered

Summary

Introduction

In the absence of better innovation data, patents have frequently been used as indicators of industrial innovation (Kleinknecht & Jan Reinders, 2013). In respect to the exploration about the degree to which patents are representative of the magnitude of the knowledge transferred from university to industry, I found that in UC Engineering, in general, during the last 10 years patenting and publishing activity have been increasing steadily in line with faculty size increase.

Results

Conclusion