We have been talking university technology transfer metrics.
First, that there aren’t any metrics. No one bothers to collect them or report them. Instead we get proxies of activity–number of patents, number of licenses. Once one has patents, then one creates a need for licenses. An invention might be taught–or might be developed independently–but once you have spent your $15K to get a patent, then for anyone else to legally (without threat from you to shut them down) practice that invention (howsoever they have got to it), they must get a license from you. Thus, counting patents identifies how much has been held back from broad access. The licenses attached to these patents–if ever–indicate how much of what administrators have held back has then been released, and with what scope and conditions. To get back to the open access that things started with, every invention that has been patented must be licensed. Merely counting patents (how much held back) and licenses (some stuff released) does not get at what the administrators have been doing. It merely records activity and proposes that others make a connection between the two counts.
Such metrics are worse than nonsense. They are deceiving. And it’s worse than deceiving, because the university administrators often deceive themselves that higher numbers of patents and licenses means (to their muddled minds) that they are doing a better job, a more important job. In short, the number of patents and number of licenses report bureaucratic make-work, not technology transfer or technology change relevance, or anything meaningful. Continue reading