Situated learning in university knowledge transfer offices: ‘science push’ and match-making approaches to commercialisation of academic research

University Knowledge Transfer Offices (KTOs) need a wide range of capabilities to support effective commercialisation of academic research. Our understanding of the learning process through which such abilities are developed and refined over time remains limited. This paper takes a practice-based view on organisational knowledge and learning to address this gap in the literature. The case studies of six university KTOs in the United Kingdom reveal that KTOs develop different approaches to commercialisation. Two type of commercialisation practice are identified – each based on different implicit assumptions about generating science-based innovation and associated with a different set of abilities. The paper illustrates how situated learning of KTO?s staff and strategic actions of KTO and university management transform commercialisation practices over time. The implications for future research, practice and policy are discussed