To provide further knowledge and technology transfer to society, universities are exploring new collaborative models. These new models are regarded as promising alternatives to the patent-centric linear model. However, their implementation requires revising the roles of the actors in the technology transfer process and their relationships. While collaborative models could indeed be an attractive option for universities, there is limited evidence on how these collaboration processes could be effectively introduced. We use a longitudinal embedded multiple case study to explore the contribution of knowledge interactions between scientists and students in the preliminary steps of the technology transfer process. We investigate the learning dynamics between the focal actor, i.e., the scientist, and the students in a university setting to decipher how the introduction of such collaborative processes can contribute to knowledge and technology transfer. Our results suggest that students enrolled in an educational program can contribute to the scientist’s interest and engagement in technology transfer. However, we find out that the extent of the students’ contribution depends on the shared consensus over the technology function and the openness of the scientist to reconsider the technology’s meaning. We contribute to the ongoing exploration of alternative models for technology transfer and the identification of additional roles that students can take in entrepreneurial university ecosystems.

为了向社会提供进一步的知识和技术转让，大学正在探索新的合作模式。这些新模型被视为以专利为中心的线性模型的有前途的替代品。然而，它们的实施需要修改参与者在技术转让过程中的角色及其关系。虽然协作模式确实对大学来说是一个有吸引力的选择，但关于如何有效引入这些协作过程的证据有限。我们使用纵向嵌入式多案例研究来探索科学家和学生之间知识互动在技术转移过程的初步步骤中的贡献。我们调查了焦点参与者之间的学习动态，即科学家，以及大学环境中的学生来解读这种协作过程的引入如何促进知识和技术转移。我们的结果表明，参加教育计划的学生可以提高科学家对技术转让的兴趣和参与度。然而，我们发现学生的贡献程度取决于对技术功能的共同共识以及科学家重新考虑技术含义的开放性。我们致力于不断探索技术转让的替代模型，并确定学生可以在创业大学生态系统中扮演的其他角色。我们的结果表明，参加教育计划的学生可以提高科学家对技术转让的兴趣和参与度。然而，我们发现学生的贡献程度取决于对技术功能的共同共识以及科学家重新考虑技术含义的开放性。我们致力于不断探索技术转让的替代模型，并确定学生可以在创业大学生态系统中扮演的其他角色。我们的结果表明，参加教育计划的学生可以提高科学家对技术转让的兴趣和参与度。然而，我们发现学生的贡献程度取决于对技术功能的共同共识以及科学家重新考虑技术含义的开放性。我们致力于不断探索技术转让的替代模型，并确定学生可以在创业大学生态系统中扮演的其他角色。