@article {1208,
	title = {Strategy-as-Process in a Technology Venture: A Case Study of Pivots, Pauses, Partners, and Progress},
	journal = {Technology Innovation Management Review},
	volume = {9},
	year = {2019},
	month = {01/2019},
	pages = {9-19},
	publisher = {Talent First Network},
	address = {Ottawa},
	abstract = {Technology commercialization is an often nonlinear process that tends to pass through various {\textquotedblleft}stages{\textquotedblright} or {\textquotedblleft}phases{\textquotedblright} as a venture attempts to shepherd a technology from the laboratory to marketplace. Between these phases are {\textquotedblleft}junctures{\textquotedblright} or {\textquotedblleft}transitions{\textquotedblright} that present particular challenges for entrepreneurs as they often comprise fundamental changes to the venture instead of simply scaled versions of previous challenges. In this study, we use a participant-observer methodology to deeply explore how a technology venture in the renewable energy sector negotiated these transitions. Our findings highlight the development of a {\textquotedblleft}repertoire{\textquotedblright} of tools entrepreneurs can use to help successfully negotiate these transitions. },
	keywords = {innovation systems, managing critical junctures and transitions, process research, technology commercialization, technology entrepreneurship},
	issn = {1927-0321},
	doi = { http://doi.org/10.22215/timreview/1208},
	url = {https://timreview.ca/article/1208},
	author = {Andrew G. Earle and Michael J. Merenda and J. Matthew Davis}
}
@article {1083,
	title = {A University{\textendash}Industry Collaborative Entrepreneurship Education Program as a Trading Zone: The Case of Osaka University},
	journal = {Technology Innovation Management Review},
	volume = {7},
	year = {2017},
	month = {06/2017},
	pages = {38-49},
	publisher = {Talent First Network},
	address = {Ottawa},
	abstract = {Two complementary problems are that busy practitioners find it difficult to access academic knowledge and university students lack practical experience. University{\textendash}industry collaborative education is a potential solution for both of these problems by bringing together theoretical insights from universities and experiential know-how from industry. However, university{\textendash}industry collaborative education has not been sufficiently studied to offer clear frameworks and mechanisms to foster effective knowledge exchanges between these two groups. In this article, we propose the metaphor of a {\textquotedblleft}trading zone{\textquotedblright} as a potential analytical framework for implementing this method of education. Applying this framework to the analysis of a university{\textendash}industry collaborative education program, this study proposes that the exchange of knowledge between students and practitioners is the essential learning experience and that it is made more meaningful by the heterogeneity between students and practitioners. The shared language provided by the program and those who deliver it make the exchanges efficient, and the temporary and extraordinary nature of the program accelerate those exchanges. Here, we analyze the case of Osaka University in Japan to illustrate the framework and develop associated propositions to encourage further study and validation of the framework.},
	keywords = {entrepreneurship education, experiential learning, technology commercialization, trading zone, university{\textendash}industry collaboration},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1083},
	url = {http://timreview.ca/article/1083},
	author = {Koichi Nakagawa and Megumi Takata and Kosuke Kato and Terumasa Matsuyuki and Toshihiko Matsuhashi}
}
