Types of Support Programs for Creating Spin-offs in Universities: The United Kingdom and Spain

Diverse authors have proposed different models for academic spin-off support programmes (Clarysse et al. 2002; Clarysse et al. 2005; Degroof 2002; Roberts and Malone 1996; Wright et al., 2007). This study identifies different models of support programmes for creating spin-offs at universities in the United Kingdom and Spain, and analyses the differentiating characteristics of each model. Since each of these two countries has specific contexts and characteristics as well as different degrees of experience with this type of program, it is reasonable to assume that there is no single model. Also, identifying and characterizing groups of universities with similar programmes will make it easier to propose guidelines to orient university action so that support for spin-off creation is more effective. The analysis was performed using data collected through a survey targeted at the heads of university spin-off support programmes, to which the cluster analysis technique was applied. This analysis made it possible to identify four significantly different types of spin-off support programmes in British universities and another four in Spanish universities. It also confirmed the existence of programmes in the United Kingdom that differ in terms of resources, university commitment, proactivity and selectivity. In the Spanish universities, besides these four variables, differences were noted in terms of experience and the number of spin-offs created. Likewise, among the various types of programmes identified, one in the United Kingdom and two in Spain appear to be models for success. Results also affirm the importance given in the literature to the presence of a favourable environment for the success of these programs.