The growing importance knowledge and innovation are acquiring as the basis for economic development and growth has lead universities to expand their traditional functions, spreading their commitment in the contribution to economic and social welfare through their so-called third mission. Certainly, universities have turned into one of the most important engines for regional development, therefore, they are called to play a paramount role in the provision of new knowledge, which is expected to have a positive impact in the innovation systems of their neighbouring regions. However, these new demands are not followed by a larger availability of resources. On the contrary, universities are struggling to simultaneously carry out teaching and research activities alongside with technology transfer ones. In this study we aim at scrutinize which are the determinants of technology transfer outcomes at universities. By means of an empirical analysis, we examine which combination of resources lead to higher technology transfer outcomes when these take the form of patents, spin-offs and R&D contracts. Data from the Spanish higher education system for the period 2004-2011 is used. Implications for policy and practice are discussed.