By Keith
McDowell
“Hear no evil,
see no evil, and speak no evil” is an intriguing credo worthy of consideration
in some instances, but also typically an excuse to avoid confronting the
obvious truth in situational encounters. Consider, for example, the case for
the infallibility of university faculty members; namely, the notion that
faculty are always right. How does that aphorism work with respect to the commercialization of technology?
The answer, of course, depends on whom you ask.
By all accounts,
the process of transforming an idea or research discovery into a viable
commercial product or service is a complex one populated with numerous
evaluation procedures and decision branches. Not to be too harsh on faculty,
but the experience of most technology transfer and commercialization
professionals is that faculty members as a general rule are not prepared to
undergo such a journey and in some cases willfully subvert the process to their
own disadvantage. Why would anyone behave in such a manner and what is the
nature of that behavior and their ignorance?
In the interest
of addressing these questions while hopefully avoiding some proverbial
dime-store psychology, I’ll “speak some evil” and relate my own experience in
dealing with faculty members and the process of technology commercialization.
Here are some of the issues that I’ve experienced or seen.
· Most faculty members don’t know or
understand the process for moving an idea or discovery through the pipeline to
commercialization, although this situation has been changing in recent years.
Even worse, they fail to understand the technology commercialization jargon and
confuse, for example, the meaning and differences between an idea, a discovery,
an invention, or a commercial product. But believing themselves in the
infallibility of faculty, they refuse to accept their ignorance and pretend
otherwise, typically to the detriment of everyone involved.
· Far too many faculty members think they
know better than the professionals about how to commercialize their discovery.
· As a general rule, the “slow step” in
technology commercialization is not the office of technology commercialization
but the faculty member. It’s one of those “see, hear, and speak no evil”
moments.
· Most faculty members don’t understand and
often refuse to accept that the university owns the intellectual property
resulting from an invention disclosure, often as a direct result of the
Bayh-Dole Act combined with the contract between the university and the faculty
member. To everyone’s credit, such contractual arrangements are now being more
fully explained in an up-front manner to all the parties involved, especially
given recent court actions. The game of IP walking out the back door continues,
but is better understood and being addressed.
· Faculty members refuse to invest the
necessary sweat equity into getting the details properly done during the
invention disclosure process. They just don’t believe the details are needed
for a proper valuation by the university prior to patenting or choosing another
branch in the decision tree. And it’s part of a knee-jerk culture primed to
always fight against perceived administrivia.
· Faculty members vastly overestimate the
potential commercial value of their invention disclosure. I’ve lost track of
the number of times I’ve seen estimates ranging into the hundreds of millions
of dollars. The presumptive value of such estimates is their power to convince
the university to pursue full patent protection and downstream commercialization.
· Some faculty members enjoy invoking the
publication conundrum; that is, the perceived conflict between the timing
involved in the publication of research and the patenting process. While there
are certainly issues to be considered, university technology transfer
professionals fully understand them and the entire issue is easily and almost
always well managed. This is one of those “much ado about nothing” concerns
causing lots of angst and little else.
· Most faculty members significantly
underestimate the development process and don’t accept scale-up or
manufacturing related concerns as issues. Although a downstream problem, it
sometimes affects the early stages, especially the juncture where the
university decides to pursue or not pursue an invention disclosure or return
full rights to pursue to the faculty member.
· Contrary to folklore and the conventional
wisdom of pundits, universities often return the right to pursue an invention
disclosure through the commercialization pipeline to the faculty member. And
it’s done in a timely manner. Universities don’t sit on such invention
disclosures. There are many reasons why universities don’t pursue invention
disclosures including the lack of funding to pay for the patent process. No one
gains from sitting on potential intellectual property and university
administrators understand that proposition.
· Many faculty members don’t appreciate and
are confused about the variety of ways to obtain value from their invention
disclosure as intellectual property, whether through monetization (“cash on the
barrel head” to us old guys), royalties, or the differing kinds of stock
options in a startup company as the most obvious examples. It’s a game of
managing expectations and working with the faculty member to obtain an optimal strategy
for all the participants.
· Faculty members struggle with the issue
of becoming personally and directly involved in technology commercialization.
Such concerns include becoming an investor, a consultant, an entrepreneur, a
research administrator in a startup company, and a host of other possible
configurations. Sadly, many faculty members become sucker bait for fast-talking
entrepreneurs and venture capitalists. Every technology commercialization
professional has their own collection of stories about such episodes, including
me. Rescuing people from such foibles is part of the business.
· Faculty members are sometimes confused
about the choice between licensing to a startup company versus a mature
business. Too often, they see gold at the end of the rainbow in the startup.
Proper valuation
and proper decision-making at each stage in the process of technology
commercialization is difficult and involves the interplay of people and all
that that entails. When correctly done, effective and full communication to and
with all parties is an essential factor. And for universities, that begins with
a training program before the fact to prepare faculty members for what they
will experience. Ignorance of the process must never be an excuse for someone
to fall back on the myth of faculty infallibility as a reason to bully or to be
truculent.
I’ve often been
asked by faculty members the following question: so what do I get from playing
the game and working with the university instead of taking my invention out the
back door? My answer is simple. You get trained and experienced professionals
who know what they are doing and who understand the consequences of all the
actions taken. You get lawyers and contacts to entrepreneurs, venture capital,
and mainstream industry. And it doesn’t cost you a penny other than the time
involved to provide the essential details in your invention disclosure. Best of
all, history proves that the financial remuneration that you ultimately receive
from your idea and discovery will be maximized when you play the game the right
way. While there are some outstanding exceptions that appear to disprove this
rule, there are also the many failures that no one knows about aside from the
insiders.
Faculty members
are not infallible. Neither are technology commercialization professionals. But
when both groups work together in common cause and a full understanding of each
other, the potential for an innovation to succeed is limitless.
[Image copied
from Amazon.com.]