Research on academic engagement and technology transfer or commercialization offers important insights into the relationship between characteristics, activities and abilities of individual academic researchers, with outcomes such as successful technology transfer and commercialization. In particular, the activity of boundary spanning proves central in the successful transfer and commercialization of university developed technologies. However, the process by which academic researchers become boundary spanners remains relatively unexplored.Within the process of university technology commercialization, the individual academic researcher is often a core component (Cohen et al., 2002; Miller et al., 2018; Perkmann et al., 2013) as (s)he typically needs to engage in transferring highly specialized knowledge across boundaries (Kidwell, 2014). When an academic offers expertise to suggest solutions to a collaborating organization (Perkmann et al., 2013) it constitutes academic engagement.Individual abilities, however, are developed over time based on feedback and learning through repeatedly engaging in an activity. So, while individual characteristics may influence initial level and/or form of academic engagement, the activity itself may serve as a basis for learning and new abilities. Such ability development may become evident in behaviors, actions and attitudes of academics over time. Study in the area of academic engagement and technology commercialization devotes significant attention to questions around the characteristics of academics, but the abilities individuals may develop during such activities remain relatively unexplored. A better understanding of ability development during academic engagement promises to shed new light on the relationship between individuals and relevant outcomes to the knowledge transfer process. Support this podcast: https://podcasters.spotify.com/pod/show/catalina-pfeffer/support