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Entrepreneurial Universities: A Case Study Comparison in Two European Regions
Abstract
An entrepreneurial university is a natural incubator that tries to provide a supportive environment in which the university community can explore, evaluate and exploit ideas that could be transformed into social and economic entrepreneurial initiatives. Entrepreneurial universities are involved in partnerships, networks and other relationships to generate an umbrella for interaction, collaboration and co-operation. Rapid developments in science, the multidisciplinary nature of frontier research, legislative changes such as the Bayh–Dole Act and demands from business and society have shaped knowledge-based entrepreneurship within universities. Despite sharing similar historical backgrounds, economic conditions and cultural and social structures, entrepreneurial universities in most countries remain distinct from one another by their institutional arrangements, traditions and characteristics unique to each organization. Interestingly, no comparative research has been conducted to understand the similarities and differences of the conditioning factors and the outcomes/outputs of entrepreneurial universities in different regions that share similar social, economic and political conditions. This paper addresses this research deficit, adopting institutional economics and resource-based view. We compare entrepreneurial universities in two European regions (Spain and Ireland) using an in-depth qualitative approach based on multiple case studies (two Spanish universities and two Irish universities) between 2006 and 2010. The findings provide organizational practices and approaches relevant to the transformation process of other regional universities seeking to become entrepreneurial.
... Acadеmic rеsеarch is sееn as producing discovеriеs and tеchnologiеs with commеrcial potеntial that can bе transfеrrеd to thе privatе sеctor via commеrcialization activitiеs [2]. This procеss of univеrsity tеchnology transfеr and rеsеarch commеrcialization is viеwеd as a vital mеchanism for translating public invеstmеnts in R&D into еconomic growth and compеtitivеnеss [8]. ...
... Futurе rеsеarch should еxplorе various aspеcts of univеrsity rеsеarch commеrcialization, including: Effеctivеnеss of diffеrеnt univеrsity-industry collaboration modеls [1], [8]. Impact of govеrnmеnt policiеs and rеgulations on thе procеss [11]. ...
... Rolе of univеrsitiеs in fostеring rеgional innovation еcosystеms [5], [10]. Casе studiеs of succеssful univеrsity spin-offs and еntrеprеnеurial univеrsitiеs [2], [8]. ...
This study explores a significant research gap concerning university research commercialization within developing economies, with a specific focus on North Macedonia as a representative case. Employing a novеl and rеplicablе mеthodological approach that combinеs in-dеpth qualitativе intеrviеws with rеsеarchеrs and comprеhеnsivе quantitativе data analysis, thе study providеs a uniquе and comprеhеnsivе analysis of thе factors influеncing rеsеarch commеrcialization in this spеcific contеxt. The research extends its scope beyond the identification of key strengths, such as high research productivity, by also delineating critical weaknesses that impede commercialization efforts. To addrеss thе wеaknеssеs, thе study proposеs concrеtе and actionablе rеcommеndations, including targеtеd proof-of-concеpt grants, еnhancеd еducation on intеllеctual propеrty and commеrcialization stratеgiеs, strеngthеnеd tеchnology transfеr officе capabilitiеs, and intеnsifiеd collaboration with thе privatе sеctor. This study addrеssеs this crucial gap by invеstigating thе factors influеncing univеrsity rеsеarch commеrcialization in North Macеdonia, a rеprеsеntativе casе of a dеvеloping еconomy. This rеsеarch not only еnrichеs thе acadеmic discoursе on univеrsity еntrеprеnеurial еcosystеms in non-wеstеrn contеxts but also offеrs valuablе insights applicablе to othеr dеvеloping еconomiеs. By prеsеnting a rеplicablе framеwork for еvaluating univеrsity rеsеarch commеrcialization еfforts on a global scalе, thе study analyses univеrsity rеsеarch commеrcialization, particularly within dеvеloping еconomiеs. Thе study's mеthodological approach, combining qualitativе insights and analytical survеy tеchniquеs, offеrs a rеplicablе tеmplatе for еxamining univеrsity еcosystеms.
... Furthermore, Guerrero and Urbano (2014) argue that most studies on academic entrepreneurship are limited by the complexity and dynamic characteristics of university economic outcomes. However, they provide a clear explanation on how the core and traditional activities of academics (teaching and research) can generate revenue for higher education institutions and extra income for faculty and students involved in entrepreneurial activities. ...
... Similarly, by adopting the institutional economic theory and RBV, Guerrero et al. (2014) suggest that entrepreneurial universities, regardless of their similarities and distinctiveness, have the potential to harness the wealth of knowledge capital as a factor of production to promote economic development through the commercialisation of research and creation of new enterprises. ...
... Like Guerrero and Urbano (2014), Guerrero et al. (2015) In addition, academic entrepreneurship is regarded as a panacea for economic development where the joint efforts of higher education institutions worldwidethrough knowledge sharing and technology transferhave a positive effect on economies (Bozeman et al., 2013;Guerrero et al., 2015). For instance, Rasmussen and Wright (2015) advocate the creation of TTOs, whose activities aim to provide constant returns to scale and high productivity. ...
This chapter explores how academic entrepreneurship contributes to economic and societal development. Using an integrative review approach, the chapter provides a synthesis of the literature on academic entrepreneurship by examining how higher education institutions’ entrepreneurial activities, through the commercialisation of their core roles (teaching and research), lead to socioeconomic development. The chapter presents its results in the context of three overarching themes concerning the main theories related to academic entrepreneurship as a wellspring for economic development and as a propellant of societal development. Ultimately, the findings reveal that entrepreneurial universities can significantly improve socioeconomic development by creating technology transfer offices, developing knowledge sharing, creating job opportunities, promoting effective ecosystems, and building social capital and social networking opportunities. Implications and agendas for future research are also provided.
... As mentioned in the introduction, the needs and pressures of modern society call for universities to take on a more entrepreneurial orientation in their approaches and goals Guerrero et al., 2014;Hahn et al., 2020;Lehmann et al., 2022b;Paleari et al., 2015). This results in a modern university business model known as the entrepreneurial university (Audretsch, 2014;Guerrero & Urbano, 2012;Otto et al., 2021). ...
... This results in a modern university business model known as the entrepreneurial university (Audretsch, 2014;Guerrero & Urbano, 2012;Otto et al., 2021). Scholars have identified that the entrepreneurial university plays a vital role in an entrepreneurial society by fostering an environmental conducive to turning ideas into opportunities for social and economic purposes Guerrero et al., 2014), by serving as the connective tissue for entrepreneurial networks and partnerships alongside the external community (Guerrero & Urbano, 2012), by improving relative efficiencies and creating and distributing knowledge that improves economic competitiveness in multiple locational contexts (Audretsch et al., 2019;Cunningham et al., 2019). Owing to these operational advantages and improvements that universities achieve through an entrepreneurial organizational alignment (Audretsch & Belitski, 2021;Guerrero & Urbano, 2012), the entrepreneurial university model has proven to have substantial economic impacts for the societies in which they exist (Guerrero et al., 2015), particularly as entrepreneurship has emerged as a key component and determinant of economic prosperity (Audretsch et al., 2023). ...
The proliferation and intensity of modern grand challenges, and the current broad public awareness of them, has resulted in a demand for entrepreneurship with an eye toward environmental, social and governance (ESG) matters, not just profits and economic gain. When it comes to economic applications, this realigned focus on impact-oriented entrepreneurship has significantly altered the way in which entrepreneurial universities address their third mission of service to society. The overall paradigm shift toward an ESG orientation drives these entrepreneurial universities to structure their efforts in technology transfer and creating academic spinoffs to produce startups which heavily employ impact entrepreneurship and ESG principles. This paper finds that governments can assist with this transition by creating funding programs, or updating existing funding programs, which favor the selection of impact entrepreneurship focused spinoffs that make use of ideas and knowledge from the university sphere. The EXIST program from the German government serves as a prime example of just such a financial mechanism that has evolved across multiple decades to more heavily incentivize academic spinoffs that place ESG at the core of what they do, in addition to the original goals of producing economic and technological development and increasing local, regional and national competitiveness. These findings bear implications for government and university leaders in regard to technology transfer policy and academic spinoffs at entrepreneurial universities.
... Thus, in order to achieve this they need to introduce tools that foster entrepreneurial activities of the universities. The higher education institutions by enforcing new learning tools and techniques that stimulate knowledge, skills and competences might contribute on changing the mindset of students and enable them to become more innovative (Guerrero et al., 2014). To this extent, the higher education institutions need to be aware of its new role. ...
... Thus, in order to achieve this they need to introduce tools that foster entrepreneurial activities of the universities. The higher education institutions by enforcing new learning tools and techniques that stimulate knowledge, skills and competences might contribute on changing the mindset of students and enable them to become more innovative (Guerrero et al., 2014). ...
... policy by Etzkowitz et al. (2008); Amiri, Kavonsy and Hussemi (2009); Meyers and Pruthi (2011); Urbano and Guerrero (2013) ;Shah, Shahjehanb and Afsarb (2018); five articles explain the relationship with the external organizational environment (Amiri, Kavonsy & Hussemi, 2009;Meyers & Pruthi, 2011;Guerrero and Urbano, 2012;Urbano and Guerrero, 2013;Guerrero, Urbano. Cunningham & Organ, 2014c). ...
... The partnership amid firms and universities actually enables a new way of having scientific research to be established. Guerrero, Urbano, Cunningham and Organ (2014c) examine the environmental factors that affect the educational programs for entrepreneurship. The Spanish and Irish universities pose similar facets of the climate. ...
Academic entrepreneurship has received a lot of attention in the academic community and policy makers (Teixeira & Nogueira, 2016). The underlying objective to present study is to conduct the systematic literature review on academic entrepreneurship and its role in developed and developing countries. Total 365 papers from 1990 to 2016 and 158 papers were published during the 2017 to 2020 in Scopus and Web of Science databases, after considering the inclusion and exclusion criteria, total 146 papers were considered in current study. The findings of present study reveals that the definition of academic entrepreneurship is still unclear and most of the studies are from developed economies and so far, literature in unable to consider the research ambidexterity among the individual faculty members. The findings of present study will facilitate the academicians, researchers, universities, and policymakers in understanding the role and significance of academic entrepreneurship.
... Students have direct access to business ideas, with intensive use of the knowledge they acquire while learning, and they can exploit this to initiate spin-off creation. In this way, the intensity of interaction and cooperation processes among the creators, users and suppliers of knowledge has a great influence on a region's competitive and technological development (Debackere et al., 2005;Grundel & Dahlström, 2016;Guerrero et al., 2012). ...
... For ESD, "the impact of academic entrepreneurship is important for spin-offs' growth, but over time, what will affect continued growth is the cooperation that can be established with suppliers and other entities." This idea is reinforced by Debackere et al. (2005), Guerrero et al. (2012) andLópez Jiménez et al. (2021), who state that the intensity of interaction and cooperation processes between creators, users and suppliers of knowledge has a great influence on a region's competitive and technological development. ...
Cooperation between Higher Education Institutions and Enterprises (HEI-E-C) is extremely relevant in regional economic development. Therefore, this study aims to understand the role of HEI in academic spin-off creation. To achieve this objective, we adopted the qualitative approach (case study method) and focused on a cooperation relation involving a Portuguese HEI and two academic spin-offs. For data collecting, several interviews with key informants and direct observation were used. Content analysis of the interviews with founders of these academic spin-offs and lecturers teaching the curricular unit of entrepreneurship in the HEI studied, the results identified some essential aspects to understand this type of cooperation (HEI-E): (1) the role of academic entrepreneurship and its importance in the growth of spin-offs for regional economic growth, (2) the influence of academic entrepreneurs’ characteristics in the process of creating a spin-off, and (3) academic motivations to create spin-offs and the benefits of cooperation with HEIs. This study also presents implications for theory and educational and business practice.
... Thus, in addition to teaching and research, the entrepreneurial university adopts a third mission for enhancing economic development (Etzkowitz et al., 2000). In an entrepreneurial society, where knowledge-based entrepreneurship is a driving source (Audretsch, 2009), the entrepreneurial university is both knowledge producer and a disseminating organization to the society (Guerrero et al., 2014). The emergence of the entrepreneurial university is a response to the increasing importance of knowledge in national and regional innovation systems (Etzkowitz et al., 2000). ...
... In Guerrero and Urbano's (2012) model, the outcomes of entrepreneurial universities are a function of formal and informal environmental factors and internal resources and capabilities. Guerrero et al. (2014) adapt and extend Guerrero and Urbano's (2012) model to show the link between these factors and universities' outcomes (teaching, research and entrepreneurial activities) and their impact on economic and social outputs. ...
... Another concept used to describe the role universities have played in regional growth is the entrepreneurial university (Guerrero et al, 2014). The concept of the entrepreneurial university has expanded the role of universities to recognize their potential in offering a leading role in an ecosystem and how they act in the creation, application, and exploitation of knowledge to promote economic and social development (Trippl et al., 2015). ...
... However, what is striking when we examine the body of work relating to the evolving missions of universities is that there seems to be a greater level of knowledge and understanding around the direct economic activities of universities and their impact when compared to more social or governance-oriented ones. For example, there is an established body of work on spinouts (Clarysse et al., 2005), patents and licenses (Chapple et al., 2005;Sine et al, 2003), and technology transfer (Dolmans et al., 2022;Phongthiya et al., 2022), following the "entrepreneurial university" concept (Guerrero et al, 2014), but much less about the social mission that universities engage in. This finding is critical as the regions require universities to solve both economic and societal problems. ...
Around the world today, universities are expected to play a unique role as creators of regional growth and innovation. While there appears to be a consensus that the role of universities has been expanded, critiques show that the contribution of universities to their regions is still not well defined. There have been some developments in the literature on the concept of modern universities such as the triple helix, entrepreneurial university and engaged university. However, those concepts focus on enforcing universities’ roles in a single domain such as entrepreneurship, innovation, or civic engagement. Little is known about how universities can facilitate regional growth that goes beyond knowledge transfer activities such as spin-off creation, licensing, and patenting. This paper contributes to a more comprehensive understanding of universities’ role in regional growth through the theoretical lens of ambidexterity. Using ambidexterity, universities with a regional focus were distinguished from those engaged in research commercialization and traditional third-mission roles. Through two case studies, this study found that teaching, research, and engagement should not be separated, since they can serve both economic and social missions. As a result, a new model of multidextrous universities is proposed where universities meet both economic and social missions through teaching, research, and engagement. Contrary to previous contributions which presented universities as ambidextrous organizations where tension appears only between research commercialization and research publication or between teaching and research, this study suggests that universities need to overcome tensions and incorporate a sense of place in all activities to successfully contribute to regional growth.
... Thus, in order to achieve this they need to introduce tools that foster entrepreneurial activities of the universities. The higher education institutions by enforcing new learning tools and techniques that stimulate knowledge, skills and competences might contribute on changing the mindset of students and enable them to become more innovative (Guerrero et al., 2014). To this extent, the higher education institutions need to be aware of its new role. ...
... Thus, in order to achieve this they need to introduce tools that foster entrepreneurial activities of the universities. The higher education institutions by enforcing new learning tools and techniques that stimulate knowledge, skills and competences might contribute on changing the mindset of students and enable them to become more innovative (Guerrero et al., 2014). ...
... In this view, the support from various other stakeholders, such as the university departments (Rasmussen, Mosey, and Wright 2014) and intermediary organizations (e.g., Konttinen, Suvinen, Nieminen 2009;Suvinen, Konttinen, Nieminen 2010) is also essential. Nevertheless, prior research has typically addressed the stakeholders' roles from a macrolevel perspective, with limited focus on the scientists' individual views on commercialization (Grimaldi et al. 2011;Guerrero et al. 2014). Also research on universities and their commercial activities, in general, has mainly been conducted at the national, regional, or organizational level (e.g., Mansfield and Lee 1996;Arundel and Geuna 2004;Segarra-Blasco and Arauzo-Carod 2008). ...
... However, to understand the complexities involved in commercialization further, more microlevel analyses are required. Scholars in our field have called for more analyses from the scientists' perspective (Grimaldi et al., 2011;Guerrero et al., 2014;Holloway 2015;Balven et al. 2018). ...
Since the mid-1980s, along with the opening up of the Finnish economy, the pressure to commercialize university research has steadily increased in Finland. This is in line with the growing importance of innovations in an ever-globalizing world in which purely production- cost-based strategies are about to become obsolete. However, in comparison to other Nordic countries and Western European industrial countries, Finnish investments in research have fallen short in their ability to increase high-technology export levels (Kotiranta and Tahvanainen 2018). Moreover, Finnish academia faces challenges in creating university-based economic activity (Nikulainen and Tahvanainen 2013). In order to help to understand these challenges, this article examines the phenomenon within the context of an entrepreneurial ecosystem according to which various stakeholders are involved in the birth and development of university-based economic activity. As prior research has mainly taken a macrolevel view of the stakeholders involved, we aim at extending the extant research by adopting a qualitative, microlevel approach.
More specifically, we provide a qualitative analysis of interviews with Finnish scientists, focusing on their experiences in stakeholder relations at the early stages of academic commercialization. Our article provides an overview of the different stakeholders and their involvement and exposes the opportunities and possible pitfalls taking place within these different stakeholder relations. We offer a critical examination of the current support mechanisms and propose ideas for how academic entrepreneurship in Finnish universities could be enhanced through closer stakeholder collaboration.
... This particular finding agreed with earlier studies that found that institutional systems such as microfinance Isa et al (2016), favorable social and business environments Mozumdar et al (2020) are prominent determinant factors for women entrepreneurs' business performance. Guerrero et al (2014) had earlier found factors influencing the process of becoming entrepreneurs was mainly support related to motivations, infrastructures, and resources received from the government. Regarding mediation analysis, it was revealed support for institutional support system as a positive mediator between entrepreneurial orientation and business performance of the women entrepreneurs in Iran. ...
... The researchers also noted the importance of education in illuminating potential new business avenues. As a result, numerous programs for training aspiring entrepreneurs are being developed by educational institutions such as universities and business incubators (Guerrero et al., 2014). Potential entrepreneurs who feel they are lacking in knowledge, skills, and attitude after launching a business often enroll in these types of programs in the hopes that they will help them develop the necessary skills to seize and pursue opportunities as they arise (Roomi & Harrison, 2008). ...
This research aims to analyze the impact of institutional elements, including students’ exposure to entrepreneurship education, faculty support for students’ development of entrepreneurial skills, and the prevalence of an entrepreneurial mindset, on undergraduate students’ propensity to engage in entrepreneurial behavior. Additionally, the study considers the entrepreneurial mindset as a moderator and institutional backing as a facilitator. The research focused on a selection of private, middle-ranking universities in Lahore, Pakistan. A web-based survey was conducted, and 384 participants were chosen for the partial least squares structural equation modeling (PLS-SEM) analysis. All hypotheses regarding both direct and indirect connections were confirmed by the data. Furthermore, except for one, hypotheses regarding the moderating relationship of institutional support showed significant moderation. This study provides new insights into how universities can enhance entrepreneurial culture through a comprehensive teaching and mentoring program that considers institutional support. It serves as a guide for private, middle-class institutions aiming to cultivate an entrepreneurial spirit among their business students. The researcher’s contribution to the existing literature includes a focus on the entrepreneurial mindset in the context of private higher education institutions in Lahore, Pakistan. The study employs entrepreneurial institutional factors, entrepreneurial attitude as a mediating variable, and institutional support as a moderating variable to foster a growth mindset among students, distinguishing it from previous research.
... In this study, we proceeded from the assumption that the management and faculty of a modern university are in a constant search of ways to increase the efficiency of their current work [29] and of new directions in the use of assets [30] to create such value for the consumers of educational and scientific services [31] that would allow them to obtain monetary and other resources in exchange [32,33]. ...
The development of research and innovation should be a strategic direction of state policy in the sphere of education. This imposes additional functions connected not only with fundamental and applied research, which is the traditional type of research work of universities, but also with the inclusion of universities' research activities into the unified innovation process of the creation and practical application of new knowledge to obtain new goods or services with new properties. The aim of the article is to determine the ability of international scientometric databases to assess the research and innovation activity of Russian universities. The key research method is regression analysis used to establish the relationship between the Hirsch index values for research papers in the Scopus and Google Scholar databases. The paper shows the possibility and expediency of using Google Scholar to evaluate the results of research and innovation activities of medical universities' faculty. This allows increasing the efficiency of the scientometric evaluation of researchers under external information constraints. This corresponds well to the principles of functioning of an entrepreneurial university. The advantage of Google Scholar is the consideration of Russian-language publications in the indexing.
... Entrepreneurial universities are one of the vital drivers to underpin innovation (Clark, 1998). They are considered as knowledge producers and disseminating organizations to the broader society (Guerrero et al., 2014). The European Commission and Organization for Economic Co-operation and Development (OECD) initiated the HEInnovate framework (OECD, 2018). ...
... Entrepreneurial Universities are gradually driving the humanities into extinction by encouraging several academics to seek patents for their innovative ideas, search for contracts through research, and establish partnerships with private companies. There is a diversity of conceptual approaches to the Entrepreneurial University phenomenon, ranging from the entrepreneurial activities of the academic community members (Etzkowitz 1983;Chrisman et al 1995;and Kirby 2006) to the institutionalisation of strategies for the creation of enterprises, including changes in the organisational structure of the university (Salamzadeh et al 2011;Guerrero-Cano, Urbano, Cunningham, and Organ 2014). Central to the core mandate of an Entrepreneurial University is the motive to generate private capital and establish connections with the productive and service sectors of the global economy to attract investment (Etzkowitz 2004). ...
This chapter examines the fate of the liberal arts in the context of the clamour for Entrepreneurial Universities and what it means for the decolonisation of education in Africa. The fate of the liberal arts is uncertain given the recent shift toward Entrepreneurial Universities in Africa. However, in this era where, due to neoliberalism, governments are encouraging self-funding of public universities as a conditionality requirement by the Western neoliberal and capitalist economy, what is the place of an Entrepreneurial University within the clamour to decolonise African universities? I argue that the erosion of the humanities in the wake of Entrepreneurial University is germane to the colonialist exploitative entrapment from which Africa is struggling to disentangle itself. I recommend a more fruitful approach to engaging entrepreneurial education within the remit of the clamour to decolonise Africa’s education systems in a manner that does not threaten the existence of the traditional humanities.
... As the role of universities in economic development is still not totally understood (Bramwell & Wolfe, 2008), previous studies examined the impacts of university entrepreneurship and technology transfer. As information is difficult to obtain most of the researchers did case studies (Chrisman, Hynes, & Fraser, 1995;Guerrero, M., Urbano, Cunningham, & Organ, 2014;Iacobucci & Micozzi, 2012;Mesny, Pinget, & Mailhot, 2016) or input-output analysis of specific regions or countries and their universities (Goldstein, Harvey & Drucker, 2006;Goldstein, Harvey A., 1990) (Goldstein 1990) or more sophisticated methods (Carree, Della Malva, & Santarelli, 2014). Literature found evidence that there is a positive relationship between the universities' activity and the economic growth of their regions (Guerrero, Maribel, Cunningham, & Urbano, 2015;Russo, van den Berg, & Lavanga, 2007). ...
Economic development is associated with innovation, which is why the innovation management practices and systems of the universities became essential. This research aimed to benchmark five Romanian and Hungarian universities close to the Romanian-Hungarian border to identify the strengths and weaknesses of the different approaches. The benchmarking included economic data and indicators connected to the innovation of the five biggest universities along the border regions. The analysis was performed using data derived from The Higher Education Word Ranking and Eurostat. For the qualitative part, the web pages of the universities were analyzed. The research found that although the universities on the Hungarian side of the border seem more developed, regional economic development is stronger and more natural on the Romanian side of the border. According to the literature, it is clear that geographical factors play an important role in the development of innovation systems. The closing part of this paper makes an attempt to list the possible causes of the results.
... Previous literature recognizes the important role that organizational innovation plays in improving the quality and curbing the raising costs of healthcare services and especially the challenges related to sustaining grassroots innovation starting from the frontline clinicians themselves [25]. The Bayh-Dole Act of 1980 helped introduce the concept of "entrepreneurial university" in favor of the previously dominant "professor's privilege", giving the universities patent rights over research projects financed by the federal government [26,27], a concept often sought to be replicated in Europe [28,29]. This concept still significantly influences medical innovation, especially through innovation-driven medical specialization, where resources are concentrated in academic teaching centers [5]. ...
This article deals with the under-researched phenomenon of rural health entrepreneurship and its major characteristics. The purpose of this study is to explicate the process of providing health services in rural areas of a developing country and their relation to SDGs. The paper is based on six semi-structured interviews conducted with Serbian health entrepreneurs in rural areas (two private practices, two policlinics, and two dental practices), a review of laws and strategies relevant to the field, and three sessions of discussions with eight experts (four authors and four additional experts). The research methodology follows an empirical, mixed-method case study research procedure. The results are presented in relation to the aspects of frugality, family orientation, and sustainability-oriented innovation. The timeline of the six case studies demonstrates the increasing importance of health entrepreneurs in rural areas due to the aging population and, therefore, increased needs for quality healthcare in these areas. The financing instruments have also become more formal and substantial in recent years, enabling the growth of healthcare businesses in rural areas. However, a major obstacle to further sustainable development remains the non-refundability of services before the state-owned, obligatory health fund, creating major social inequalities, especially in rural areas.
... Entrepreneurial universities reside within a surrounding entrepreneurial ecosystem that nurtures the creation and dissemination of cutting-edge scientific knowledge and technology (Guerrero et al., 2014;Hayter, 2016;Siegel & Wright, 2015). This entrepreneurial ecosystem comprises various intermediary organisations that optimise the contributions of universities by empowering aspiring entrepreneurs, facilitating knowledge exchange, expediting efforts aimed at technology commercialisation and bolstering the emergence of innovative start-ups (Fuster et al., 2019;Hayter, 2016). ...
Plain English Summary
What spurs entrepreneurship graduates to actively engage as alumni in the entrepreneurial university ecosystem? Our theory and findings shows a nuanced view of alumni engagement, emphasising two key functions: the resource providing function where alumni share hands-on experiences, and the connecting function, mediating stakeholder relationships. Rooted in stakeholder theory, our study elucidates the substantial impact of social, behavioural and affective drivers on alumni engagement. Notably, the significance of peers emerges as a pivotal factor, shaping both the providing and connecting functions. This underscores the critical role of the social aspect in propelling alumni engagement, accentuating the importance of social networks and entrepreneurial communities in fostering entrepreneurship within the university. The study calls for a comprehensive understanding of the value of cultivating enduring alumni relationships, positing them as co-creators essential for fortifying the entrepreneurial university’s third mission. In essence, our findings advocate for strategies that prioritise and nurture social bonds among entrepreneurship graduates to enhance the entrepreneurial university’s vibrancy.
... The strategy punctuated by the interviewee is aligned with others found in the literature. In addition to the main objectives of the partnerships, there is a range of mechanisms that generate other kinds of collaboration, interaction, and cooperation and expand the initial objectives in other forms of benefits for institutions (Guerrero et al., 2014;Guerrero, et al., 2020;O'Kane et al., 2020). Still, according to Kruss and Visser (2017), the factors that lead a company to collaborate with the university are multiple. ...
This article aims to describe the dynamic of a university innovation and entrepreneurship ecosystem, as well as the actions developed by a private university in southern Brazil to create it. Through a descriptive qualitative approach, the research strategy consisted of a case study in which data were obtained through six interviews, non-participant observation, and documentary analysis. The results demonstrated that the university managed to reach an innovation and entrepreneurship ecosystem once they reinforced favorable institutional conditions for entrepreneurship and developed a structured department of entrepreneurship education that gives support to future entrepreneurs. Once the theme has not yet been widely explored in the literature, this article aims to contribute both to broaden the debate and to present a case of a South American private university that may serve as a model for other educational institutions that wish to create or reinforce their university innovation and entrepreneurship ecosystems.
... In a highly competitive business environment, producing new knowledge, training highly qualified professionals, and generating highquality research outcomes become crucial resources (De Silva, 2016;McClure, 2016;Uslu et al., 2019). Consequently, HEIs are evolving from solely centers of education and research to business-oriented universities that actively foster academic entrepreneurship (Guerrero et al., 2014;Miller et al., 2018;Schmitz et al., 2017). These institutions, often referred to as "Third Mission" universities, are transcending their conventional roles and are recognized now as the driving forces of the knowledge-based economy Nelles, 2008, 2009;Sánchez-Barrioluengo and Benneworth, 2019). ...
This study investigates the essence and characteristics of entrepreneurial universities during wartime in Ukraine by applying theoretical abstraction and expert survey methods. A statistical analysis of hypotheses reveals a positive impact of the entrepreneurial model on university innovativeness. The research highlights a notable deficiency in understanding the forms and methods of business-university collaboration, constituting a significant hindrance. Factor analysis discloses three operating mechanisms for entrepreneurial universities based on internal, external, or combined resource orientation. A cluster of Ukrainian HEIs closely aligned with the entrepreneurial model is discerned, encompassing KNU Shevchenko, Kyiv and Lviv Polytechnic, Sumy National, and Ukrainian Catholic Universities. The study determines the most auspicious avenues of cooperation between businesses and HEIs. Hypothesis testing with regards to critical university activities during wartime underscores the importance of retaining students, professors, and other higher education staff and provides financial support for their activities. Financing HEIs during wartime involves state support, revenues from educational services, and grants. The study findings can assist university management in selecting appropriate methods for implementing an entrepreneurial model during and after wartime. Public educational authorities could effectively deploy the proposed methodologies to scrutinize the efficacy of entrepreneurial models introduced by Ukrainian HEIs.
... Individual traits and human capital influence intrapreneurial employee behavior [16]. A comprehensive capability indicator known as entrepreneurial competence is a key factor in determining employee intrapreneurship behavior [17]. Scholars have elucidated the content of entrepreneurial competence, which includes opportunity perception, risk taking, and resource allocation abilities. ...
Effectively promoting employees’ intrapreneurial behavior has become the focus of enterprises. This study takes the middle and grassroots employees in enterprises as subjects and explores the configuration effect of multiple influencing factors on employees’ intrapreneurial behavior. Based on employee expectation theory and individual-environment matching theory, this study collates six influencing factors: entrepreneurial self-efficacy, entrepreneurial competence, task school level, perceived value, management support, and reward mechanism. A total of 163 samples were obtained, and the qualitative comparative analysis method based on fuzzy set was used to analyze the influence mechanism and result path of employees’ intrapreneurial behavior from the perspective of the interaction between individual factors and organizational factors. Six influencing paths of employees’ high intrapreneurial behavior were found, which can be divided into ability-driven and value-driven factors, revealing that the six factors can produce equivalent results in different configurations. Furthermore, five influencing paths of employees’ non-high intrapreneurial behavior were divided into three types: ability obstacle type, perception obstacle type, and value obstacle type. These have an asymmetric causal relationship with employees’ high intrapreneurial behavior. This study provides management support for effectively stimulating employees’ intrapreneurial behavior.
... But from a conceptual perspective, entrepreneurial universities are known to adapt to environmental changes. Entrepreneurial universities are characterized by their ability to innovate, recognize opportunities, and respond to challenges (Guerrero, Urbano, Cunningham, & Organ, 2014). These universities offer an optimum platform for their internal stakeholders to explore entrepreneurial opportunities. ...
The purpose of this chapter is to illustrate the role of higher education establishments in Middle Eastern countries specifically Saudi Arabia. The contributions of higher education establishments are particularly significant in relation to regional and national innovation system, which have been earmarked as engine for growth of the local economy across the region. Our study has chartered the dynamic nature of higher education in the region and their networking capabilities in order to be recognized as key stakeholders of the emerging economy. The study is informed by theoretical dimensions of "open innovation" and how the framework can accommodate the dynamic nature of higher education establishments in order to provide further impetus to ambitious projects such as Vision 2030 in Saudi Arabia. Our study is limited by further empirical evidence but has implication for the region in offering new insights around the evolving conceptualization of entrepreneurial universities and national innovation system.
... First, they increase the supply of finance through direct subsidies, equity investments, university-affiliated fund investments (Atkinson 1994;Corsi and Prencipe 2018;Herber et al. 2017;Widding, Mathisen, and Madsen 2009), and proof-of-concept programs (Munari et al. 2016). Second, university funding is often seen as a positive signal to attract external funding, as a financial investment from the parent research organisation has a positive effect on the growth of the company (Bock, Huber, and Jarchow 2018;Gubitta, Tognazzo, and Destro 2016;Munari, Pasquini, and Toschi 2015). 1 Third, university funding supports the overall entrepreneurial ecosystem, as university-led seed funds are recognised as a critical entrepreneurship ecosystem element and have a positive impact on regional competitiveness (Algieri, Aquino, and Succurro 2013;Brown 2016;Degroof and Roberts 2004;Guerrero et al. 2014;Jacob, Lundqvist, and Hellsmark 2003;Jefferson et al. 2017;Mustar and Wright 2010;O'Shea et al. 2005;Pierrakis and Saridakis 2019;Pique, Berbegal-Mirabent, and Etzkowitz 2018;Swamidass 2013). In this respect, Wright et al. (2006) posited that these funds are needed because venture capitalists do not invest in earlystage companies. ...
... Guerrero, M., Urbano, D., Cunningham, J., Organ, 2014) proposes a model that university entrepreneurial outcomes (in the form of education, research and entrepreneurial activities) are a function of formal and informal factors, internal resources and capabilities impact on economic and social outcomes. ...
Islamic universities are increasingly paying attention to the academic development of entrepreneurship. The purpose of this study was to investigate the best barriers and opportunities in the transformation of the state Islamic university Sjech M. Djamil Djambek Bukittinggi into an entrepreneurial university. Islam itself strongly directs humans to live their lives through the Qur'an which functions as a guide for humans (hudan linnas) and guidance for people who are pious (hudan lil muttaqin).This study was conducted through a survey among experts in the field to identify the best barriers and facilitators in the transformation of the State Islamic University of Scjeh M. Djamil Djambek Bukittinggi into an entrepreneurial university.The results of the research survey show that there are internal and external barriers and facilitators of entrepreneurial transformation at UIN Sjech M. Djamil Djambek in Bukittinggi. This research study is expected to increase awareness of the internal challenges to make UIN Sjech M Djamil Djambek more entrepreneurial as well as the factors that can facilitate the transformation process and the need to strengthen the entrepreneurial ecosystem at the University. Policy holders should pay attention to external barriers to transformation and in particular to the need for collaboration with stakeholders and exploring funding sources.This study tries to explore what factors are the obstacles and opportunities for realizing UIN which is towards an entrepreneurial university.Through this research, it is possible to increase awareness of the internal challenges to make Islamic universities of UIN Sjech M. Djamil Djambek Bukittinggi more entrepreneurial through factors that can facilitate the transformation process and the need to strengthen the entrepreneurial ecosystem at Islamic universities of UIN Sjech M. Djamil Djambek Bukittinggi. Institutional leaders should also focus on external barriers to transformation, especially on building partnership networks. This study tries to focus on internal and external interests as an appropriate context. This can be found in the Qur'an surah al Jumuah verse 10, surah ash-shaf verse 10-11 and surah al-Qashash verse 77. In addition, it is also supported by a hadith narrated by Imam al-Bukhari sourced from Miqdam Ibn Ma'dikarib ra and narrated by Ibn Asakir from Anas ra.
... Signs of institutional innovation can be also found in Romanian universities: research laboratories and university institutes which promote knowledge transfer and support innovation; research centers and centers for technology transfer which aim to improve research capitalization through innovation, with impact on economic agents and knowledge transfer; consulting centers, business incubators, technology parks, partnerships with private companies and public institutions, cooperation on joint projects, participation in international research networks, student involvement in research, courses included in the curriculum useful for students to start their own business and to stimulate their interest in researchinnovation, and also sponsorships (funding) (Leovaridis & Nicolăescu, 2008). Entrepreneurial universities exploit knowledge as entrepreneurial opportunities and thus contribute to economic and social development through its multiple missions (Guerrero et al., 2014). ...
... Later research has help to both bolster and counter that argument. A growing body of literature has argued that the university context influences students' entrepreneurial values, attitudes, and self-confidence (Bergmann et al., 2018;Guerrero et al., 2014;Guerrero & Marozau, 2022;Guerrero & Urbano, 2019). Institutional conditions at the country-level have negatively influenced the university innovation and 40 The Disruptive Role of Private Higher Education exploitation process by only focusing on teaching activities (De Clercq et al., 2010;Marozau & Guerrero, 2016). ...
By early 2000s, Western Balkans governments relaxed their monopoly on higher education. Ever since, a large number of private universities have emerged, transforming higher education from a selective model to mass higher education. Initially being ridiculed as diploma mills, private universities have attracted large numbers of students. High enrollments brough about large incomes, which helped private universities to address their logistic and academic capacities. This chapter visits the disruptive role of private universities in the region. It argues that the disruptive role of private universities in the Western Balkans affects society at two levels. First, by helping to forge entrepreneurship and individual responsibility, they disrupt the communitarian culture of social tutelage perpetrated, among others, by public universities. Second, by introducing new academic and administrative practices, private universities disrupt an atrophied university culture carried on by public universities. Eventually, such disruptions would lead to significant social changes in the region.
... 一、前言 为加快建设科技强国，实现高水平科技自立自强，大学作为重要的人才培养与知识创 造场所，亟需在模式上进行转型创新，以更好服务国家创新驱动发展战略的需要。2020 年 9 月，习近平总书记在主持召开科学家座谈会上指出，要加强高校基础研究，布局建设 前沿科学中心，发展新型研究型大学。2021 年 3 月发布的《中华人民共和国国民经济和 社会发展第十四个五年规划和 2035 年远景目标纲要》提出，支持发展新型研究型大学、 新型研发机构等新型创新主体。然而，学术界对新型研究型大学的界定还尚不十分明晰， "新型研究型大学究竟新在何处？""新型研究型大学的质量如何保障？""新型研究型 大学该如何发展？"等诸多问题仍需作进一步探讨。 目前，现有关于新型研究型大学的研究还较少，且主要聚焦在概念辨析 [1,2] 、历史起 源 [3,4] 、经验借鉴 [5] 和未来路径 [6] 四个方面。学者们大都将新型研究型大学等同于新兴的研 究型大学，强调其建立时间之"新" [ [9] ，大学也逐渐从传统的教学和科研两大使命向社 会参与这一第三使命迈进 [10] 。1998 年，Clark [10] 提出了创业型大学这一概念，由此，关于 创业型大学的研究开始逐渐受到关注。 当前，国际社会对创业型大学的研究主要集中在如下四方面：一是创业型大学在区域 经济发展中的作用及其角色演变。创业型大学的演进最初由 Etzkowitz [12] 梳理，基于此， 许多学者进一步丰富了这一内涵；Pugh 等人 [13] 探讨了创业型大学的理念及其在不同地区 和机构环境中的差异，认为创业型大学在区域经济发展中承担着支持者、引导者和推动者 三个角色；Audretsch [14] 认为随着经济从物质资本驱动发展到知识驱动，再到创业驱动， 大学在创业社会中的重点从增强创业资本和促进行为转至促进创业社会繁荣；Cai 和 Ahmad [15] 基于创新系统到创新生态系统的转变，提出了可持续创业型大学的概念，以更好 描述大学在创新生态系统中的性质及社会角色。二是聚焦影响创业型大学发展的核心要素。 现有研究通常认为核心要素包括环境和内部两大要素，而环境又由正式和非正式因素组成， 如多样化的资金基础、政策和技术、使命和目标、管理和治理以及文化等。内部要素则由 资源和能力因素构成 [16] ，如人力资本、商业资源、地位以及定位等。Guerrero 和 Urbano [17] 从制度理论出发，强调了创业型大学的环境因素和内部因素之间的相互作用关 系，认为这些因素间的作用会制约着创业大学的发展；三是关注当前时代创业型大学的制 度特征及其启示。Staniulyte [18] 基于委托代理理论，解释了大学向创业型大学转变的制 度过程中存在的中微观层面的关系，探究大学内部因素，并提出相应激励措施；Guerrero 等人 [19] 依据制度经济学和资源基础的观点，采用定性方法对欧洲两个地区(西班牙和爱 ...
In order to support the national strategic development, in recent decades, neo-type research universities emerged rapidly in China. Based on the empirical research of neo-type research universities in China, the study examines the organizational innovation in teaching, research and social service of Chinese neo-type universities. Furthermore, the study proposes to develop quality assurance mechanisms in place under the guidance of the input-process-output-context model to ensure the expected high-quality development of neo-type research universities to be delivered. In so doing, the study provide support for the high-quality development of neo-type research universities in China.
... An entrepreneurial university acts as a pathway to entrepreneurial activities that will contribute to long-term economic and social development through its multiple missions (for example, teaching, research and entrepreneurial activities) (Guerrero, Urbano & Fayolle, 2016). Thus, university entrepreneurship; while it has a strong and direct relationship with three parameters consisting of education, research and entrepreneurship activities, these three parameters have an indirect and positive relationship with economic growth (Guerrero, Urbano, Cunningham & Organ, 2014). In this sense, technology-transfer offices in non-profit universities actively seek commercial partners to license patents (Pisano, 2006). ...
... Alguns fatores, tais como o progresso científico, o desenvolvimento de novas formas colaborativas de pesquisa multidisciplinar, a diminuição do financiamento universitário e as mudanças nas demandas e expectativas da sociedade em relação ao papel das universidades, podem ser considerados antecedentes do processo de transformação que muitas universidades experimentam, a fim de se tornarem empreendedoras (Guerrero, Urbano, Cunningham & Organ, 2014). Para esses autores, a universidade empreendedora tenta prover um ambiente de suporte no qual a comunidade universitária pode explorar e avaliar ideias que possam ser transformadas em iniciativas empreendedoras sociais e econômicas. ...
Desde a década de 1980, um número crescente de universidades, como parte de sua missão, passa a assumir transformações internas a fim de se adaptar às condições externas e legitimar o seu papel na economia, dando origem a um novo tipo de universidade: a universidade empreendedora. Este estudo analisou os elementos determinantes da orientação empreendedora (OE) nas universidades públicas federais da Região Nordeste do Brasil, por meio da utilização da escala Entre-U, desenvolvida pelos autores Todorovic, McNaughton e Guild (2011), tendo como construto as dimensões denominadas mobilização da pesquisa, não-convencionalidade, colaboração com o setor produtivo e política universitária. Essa escala foi constituída, especificamente, para analisar a OE nas universidades públicas. Foram utilizados a metodologia quantitativa e o método de pesquisa survey. Os dados foram analisados com o uso de análise fatorial exploratória e os resultados apontaram, entre outros aspectos, a dimensão mobilização da pesquisa a que melhor representou a OE e cujas práticas focam no envolvimento do aluno para a participação em pesquisa aplicada.
... Some of these universities have varying strategic agenda for excellence while others work for strong alliances with industries, local government units (LGUs) and civil society organizations (CSOs) to sustain continuous growth and development in their human, physical and financial resources. By nature, entrepreneurial universities are involved in partnerships, networks and other relationships to generate an umbrella for interaction, collaboration and cooperation (Guerrero et al., 2014). It is essential for HEIs to find creative ways to encourage and develop strong university-industry collaboration (UIC) to stimulate the establishment of startups for technocities or technoparks for internship programs of students (Genc et al., 2020). ...
The potential of a state university for entrepreneurial university transformation is determined in this study by using the mixed method, specifically the concurrent triangulation design. Strengths, weaknesses, challenges and issues are highlighted based on the guiding framework for entrepreneurial universities by the European Commission – Organization for Economic Cooperation and Development (EC-OECD). Middle level managers of the institution served as participants providing data through survey instrument and interviews. Results revealed that generally the university is Going Entrepreneurial, particularly in leadership and governance; organizational capacity, people and incentives; entrepreneurship development in teaching and learning; and pathways for entrepreneurs. It is Almost Entrepreneurial in its business/external relationships for knowledge exchange, and as an internationalized institution; and only in measuring the impact of entrepreneurial university that it is described as Initially Going Entrepreneurial. Challenges and issues identified that may affect the internal system consist political leadership openness to support development plans and projects; presence of internationally-popular eco-tourism, farm tourism, cultural and heritage tourism potentials; booming business atmosphere in the province and the region; availability of local and international scholarships and fellowships for staff and students; presence of commercial banks offering loan credits; and presence of private colleges and learning centers. Recommendations for internal policy consideration include the revisit and inclusion in the strategic plan of an entrepreneurial agenda; appropriation of budget to support the entrepreneurial projects or start-ups by the faculty, staff and students; and exploration of functional engagements and linkages with external (local and international) stakeholders and willing business partners, experts and entities who could help put up or invest on incubators, science parks and the like.
... This research contributes to filling this gap, aiming to present a case study of two leading Chinese universities -Tsinghua University and Jiao Tong University -and their relationship with the local environment. As pointed out by Guerrero et al. (2012), "entrepreneurial universities remain distinct from one another by their arrangements, traditions and characteristics unique to each organization" and thus, through the lenses of Vaz and Nijkamp's framework (2009), understanding the interactions between local and global dimensions of a country with a distinct socio-economic, cultural and political context has many benefits. ...
... Etzkowitz, 2004;Pertuzé et al., 2010;Wright, Birley, & Mosey, 2004). Vale destacar que, além dos objetivos principais das parcerias, há um leque de mecanismos que geram outras formas de colaboração, interação e cooperação e expandem os objetivos iniciais em outras formas de benefícios mútuos para as instituições (Guerrero, Urbano, Cunningham, & Organ, 2014). No que se refere ao surgimento das parcerias, as evidências coletadas revelam que estas foram firmadas sob situações diversas. ...
A universidade empreendedora é entendida como capaz de promover novas alternativas em sua comunidade, à medida que identifica novas oportunidades de empreendimentos que trazem impactos sociais e econômicos A literatura desenvolvida sobre o tema nas últimas décadas denota a preocupação dos pesquisadores em compreender o que pode ser feito para aperfeiçoar e impulsionar as universidades no desenvolvimento de atividades empreendedoras. Este estudo tem como pergunta norteadora central: como as universidades paranaenses desenvolvem atividades empreendedoras por meio de suas agências de inovação/NITs? Essas agências são de fundamental importância no suporte à criação e à transferência das tecnologias e no desenvolvimento de ações empreendedoras das universidades. Foi realizado um estudo qualitativo por meio da estratégia de estudo de casos múltiplos com sete universidades localizadas no Estado do Paraná e a análise dos casos permitiu a comparação das principais atividades empreendedoras desenvolvidas nas universidades. Esse estudo tem como contribuição teórica ampliar a compreensão de como as atividades empreendedoras desenvolvidas pelas agências de inovação/NITs nas universidades podem orientar a sua atuação para atender as demandas da sociedade e dos mercados. Além disso, novos insights sobre o tema podem levar gestores a assegurar vantagens que garantam a sustentabilidade da universidade e responder prontamente aos desafios.
... A central issue of this body of work is that the university is more than just a passive knowledge provider but plays an active role in its region, not just responding to specific demands or creating spill-over knowledge, but working in partnership with regional stakeholders to anticipate needs and co-create local initiatives (Allison and Keane 2001;Watson et al. 2011). Whilst much of the literature on the entrepreneurial university (Guerrero et al. 2014;Compagnucci and Spigarelli 2020) sees this role in terms of economic development, and largely driven by university needs, the engaged university perspective sees a more altruistic responsibility, reflecting the role of the state in the provision of funding. As the US Kellogg Commission on the Future of State and Land-Grant Institutions (2000) put it, this is about 'renewing the covenant' between the universities and the public to advance the common good. ...
There has been demand in many countries for the establishment of small campuses in more rural locations to spread the benefits of higher education both through the provision of university courses and through the positive economic spill-overs for these communities. Evaluations of the impacts of these universities according to current models show limited effects due to their small scale and specialization. Yet whilst there are clearly spill-over benefits from rural campuses into local communities, these are not only of the traditional (knowledge and economic) variety. Rather, regional campuses create social infrastructure that supports these places’ quality of life. This article seeks to develop a proposal for how such social impacts of regional campuses could be evaluated by creating a conceptual framework that articulates how university-region learning communities contribute to socio-economic development trajectories of rural regions. Our overarching hypothesis is that social rural campuses are places where local learning communities work with globally sourced knowledge to make it useful and usable in particular local contexts. Over time, these activities form the basis of regular contact networks, and the benefits they bring become woven into the provision of place-specific welfare services. As a result, the university’s contributions play a more structural role, and the students are involved in creating more lasting benefits by providing the interaction underpinning these structural collaborations. Our model is exemplified through an exploration of the context of the status of rural university campuses in Norway, and a case study of the Academy of Music, an outpost of the multi-campus University of Tromsø (UiT The Arctic University of Norway).
... A fundamental question is, what drives regional economic growth, and what role do universities play? In addressing this question, many economic, industrial, and technology policy discussions have focused on the knowledge-driven economy and the exploitation of scientific and technological research in universities (Etzkowitz and Klofsten 2005;Guerrero et al. 2014;Klofsten et al. 2019). Although governments at many levels consider universities as having a significant role to play in regional development, policies have often been implemented on the assumption that 'one size fits all'. ...
This paper explores the idea of the entrepreneurial university and how it differs in diverse regional and institutional settings. From the analysis of university engagement in a regional economic development programme in fifteen city-regions in England (UK), this study identifies three roles that entrepreneurial universities play in regional economic development as growth supporter, steerer, and driver. The roles vary depending on regional characteristics, the university’s motivation and its capability to engage in third mission activities and the constellation of active stakeholders working towards regional development. In addition to advancing the concept of entrepreneurial universities, this paper explores the contemporary policy trend towards placing a stronger emphasis on universities as drivers of regional economic development.
... Notwithstanding the growing literature on the entrepreneurial university phenomenon, there is still limited understanding regarding academics' perception of their university's entrepreneurial orientation (Kalar and Antoncic, 2015). Moreover, despite the similarities and comparable factors influencing the advent of the entrepreneurial university worldwide, entrepreneurial universities remain distinct from one another in terms of their arrangements, traditions and characteristics, unique to each institution (Guerrero et al., 2014a). Thus, there is a need to devise a methodology that will allow each aspiring entrepreneurial university to measure the institution's state of evolution towards the new university model (Todorovic et al., 2011). ...
This article addresses the following research question: does the entrepreneurial orientation of a university influence the entrepreneurial propensity of its academics? To answer this question, the authors conducted a two-phase study. First, based on a literature review of the entrepreneurial university and Nelles and Vorley’s theoretical framework on entrepreneurial architecture, they developed a conceptual model and research instrument to assess academics’ perceptions of the characteristics most likely attributed to the entrepreneurial university and their effects on an academic’s entrepreneurial propensity. Second, the authors used the research instrument to conduct a pilot study of the effect of a Canadian university’s entrepreneurial orientation on its academics’ entrepreneurial propensity. The pilot study, using the proposed methodology with detailed accounts of collecting, analyzing and interpreting the data, suggests that the proposed methodology is appropriate for measuring the relationship alluded to in the research question. Furthermore, the methodology can help university leadership in designing possible interventions to correct identified deficiencies in the university’s entrepreneurial architecture to stimulate academic entrepreneurship on campus.
Purpose
The commercialization of research produced by universities constitutes a core facet of academic entrepreneurship (AE). Academic literature reveals the need to shed light on entrepreneurial processes in higher education institutions (HEIs). This study intends to fill this gap by researching the mechanisms for facilitating AE and the variables that can moderate the relationship between such mechanisms and AE in Portuguese HEIs.
Design/methodology/approach
Our research model aims to assess the mechanisms of academic entrepreneurship (AE) within a sample of 125 Portuguese public higher education institutions (HEIs). To test our research hypotheses, we employed a structural equation model (SEM) using the partial least squares (PLS) method. Additionally, our evaluation examines the potential moderating effects of incubator programs, support initiatives, and proof-of-concept programs (PoCs). Our research model seeks to evaluate the mechanisms for facilitating AE and explore the effects of including incubator programs, support initiatives, and PoCs as moderators. The seven variables (Research mobilization, Unconventionality, Industry collaboration, University policies, Incubator programs and support initiatives, Proof-of-concept programs, and academic entrepreneurship) were measured using a 7-point Likert scale.
Findings
The results revealed that different drivers of AE influence the creation and development of entrepreneurial activities. Our findings also show the moderating effects of incubator programs, support initiatives, and proof-of-concept programs on AE. We find that incubator programs, other support initiatives, and PoCs maintain a moderating effect on AE and benefit their respective HEIs.
Research limitations/implications
The study examines only the Portuguese HEI context. Therefore, generalizing these results necessitates reservations. However, the responses came from various actors in HEIs, from different academic backgrounds and research interests. This makes the results more generalizable. Limitations are evident in external validity, given that we gathered the data over a relatively short period.
Practical implications
Observed factors are explored to gain a deeper understanding of their influence on the mechanisms of AE. The implications arise from the new perspective presented and the methodology used to identify mechanisms capable of fostering AE. We hope this research will encourage other researchers to study this topic further.
Social implications
the engagement of universities at the global level should be emphasised in future policy. While universities in innovation systems often have a local focus, their engagement in innovation ecosystems transcends the boundaries of geographic locations.
Originality/value
PoCs had a significant positive moderating effect on the impact of research mobilization and university policies on AE. Thus, we find interactions between universities and industry boost AE. This study demonstrates how AE benefits HEIs by extending orientation towards mobilizing research, unconventional approaches, cooperation with industry, and university policy implementation. We thus advocate a new approach, demonstrating the influence that the mobility of research, unconventionality, industry collaboration, and university policies hold over AE.
Purpose
The purpose of the study was to examine the factors that are important for strengthening university–industry collaboration (UIC). This study also investigates the outcome of UIC in the light of creativity, skill, knowledge, and research work.
Design/methodology/approach
A survey method has been used to collect data for the study. This study applied a purposive judgmental sampling technique where particular types of respondents like university faculty members and the top officials of the organizations were selected who are knowledgeable and can provide the desired information. The current study used the structural equation modeling method to analyze the data. In the first stage, this research assessed the demographic factors of the respondent. Then this study conducts confirmatory factors analysis and convergent and discriminant validity and reliability test. Finally, the hypotheses are tested by using nonparametric.
Findings
This study finds that knowledge transfer mechanism, governmental factors, organizational design factors, technology transfer and the collaborative network has a significant impact on strengthening UIC, which ultimately facilitates creativity, knowledge creation, skills development and supply of graduate according to the requirement of the industry, good research work.
Originality/value
The current study identified some important determinant that has a substantial influence on strengthening UIC. According to the study organizational design, government, technology, collaborative network and mechanism for knowledge transfer play very crucial roles in strengthening collaboration that ultimately increases the creativity, skills, knowledge and research capability of graduates.
Purpose
The purpose of this paper is to examine the evolution of the literature on technology transfer and culture, identifying the main contents of the current body of knowledge encompassing culture and technology transfer (TT), thus contributing to a better understanding of the relationship between TT and culture based on bibliometric and multivariate statistical analyses of the relevant body of literature.
Design/methodology/approach
Data for this study were collected from the Web of Science (WoS) Core Collection database. Based on a bibliometric analysis and in-depth empirical review of major TT subjects, supported by multivariate statistical analyses, over 200 articles were systematically reviewed. The use of these methods decreases biases since it adds rigor to the subjective evaluation of the relevant literature base.
Findings
The exploratory analysis of the articles shows that first, culture is an important topic for TT in the literature; second, the publication data demonstrate a great dynamism regarding the different contexts in which culture is covered in the TT literature and third, in the last couple of years the interest of stimulating a TT culture in the context of universities has continuously grown.
Research limitations/implications
This study focuses on culture in the context of TT and identifies the main contents of the body of knowledge in the area. Based on this first insight, obtained through more detailed bibliometric and multivariate analyses, it is now important to develop and validate a theory on TT culture, emphasizing the dimensions of organizational culture, entrepreneurial culture and a culture of openness that fosters economic and societal spillovers, and to link those dimensions to the performance of TT activities.
Practical implications
From the practical point of view, managers in companies and universities should be aware of the importance of identifying those dimensions of culture that contribute most to the success of their TT activities.
Originality/value
Despite several literature reviews on the TT topic, no studies focusing specifically on culture in the context of TT have been developed. Therefore, given the multifaceted nature of the research field, this study aims to expand and to deepen the analysis of the TT literature by focusing on culture as an important and commonly cited element influencing TT performance.
The idea and practice of the entrepreneurial university has emerged in response to growing expectations of universities contributing to economic development and has, in turn, been subject to a growing body of research. However, much of the work is focused on individual activities or institutions, typically overemphasising commercialisation activities and certain types of universities. Furthermore, much of this research is de-contextualised and does not consider the systems in which universities operate. As a result, we have a variety of unit theories of constituent parts of the entrepreneurial university without considering the wider (feedback) effects and implications — in other words: we are, in effect, not seeing the forest for the trees. Drawing on in-depth quantitative and qualitative field work and the literature, we develop a programmatic theory of the entrepreneurial university and the institutionalised entrepreneurial activities. Using causal loop diagrams, we capture the systemness and the interdependencies between universities’ entrepreneurial activities and their dynamic capabilities. The model highlights how universities are part of a larger system and how this influences their external engagement activities. The result is a more holistic understanding of entrepreneurial universities that reconciles existing work and guides future research. We discuss practical implications and policy levers derived from this systemic perspective.
Purpose
The purpose of this study is to investigate university–industry partnerships in Armenia from the viewpoint of universities. By doing so, it contributes to the existing literature on university–industry collaboration by identifying and addressing the specific challenges that impede the establishment of successful university–industry partnerships in Armenia and other post-Soviet countries.
Design/methodology/approach
A comprehensive literature review was conducted to examine the barriers, benefits and institutional, functional framework of collaboration. Additionally, this study used a survey methodology to gather data from faculty managing staff members at six Armenian higher educational institutions on various aspects of university–industry collaboration as well as the perceptions and experiences of the participants.
Findings
The results show that the effectiveness and applicability of the university–industry collaboration channels and institutional structures in six higher educational institutions are limited. Specifically, the channels that rely on academic entrepreneurship and innovation were found to be currently unviable. Moreover, the existence of spin-offs and start-ups is notably absent. Furthermore, limited access to funding and inadequate entrepreneurial support systems pose significant barriers to developing university–industry partnerships in Armenian reality.
Originality/value
This study represents a pioneering effort within the context of Armenian higher educational institutions, as it is the first time a survey has been organized to specifically investigate the topic of university–industry partnerships. Before this study, there was a lack of empirical research and data collection on this topic in Armenian higher education settings. Therefore, this research holds significant originality and contributes to filling the existing gap in knowledge regarding university–industry partnerships in Armenia. The research is shedding light on a previously unexplored area and providing a valuable contribution to the field of university–industry collaboration research in Armenia and other post-Soviet countries.
The article provides a systematic literature review on faculty entrepreneurial engagement from 2011 onwards. Faculty entrepreneurial engagement means faculty participation in all different activities that lead to fulfilling Higher Educational Institution’s all three missions—teaching, research and entrepreneurship. The article consolidated research on the concept of faculty entrepreneurial engagement, its scope, determinants and prominent antecedents. Research results suggest that faculty entrepreneurial engagement has two dimensions—faculty can be academic entrepreneur or entrepreneurial academic—two forms of engagement, formal and informal. Their effective participation is influenced by array of individual, organizational and institutional factors. Faculty participation is often stimulated by entrepreneurial eco-system built and motivation provided by organizations which is the scope of future research.
The study investigates the possible positive impact of organizational innovation (OI) on Intellectual Capital (IC) and blue ocean strategy (BOS) relationship in sustainable higher education. The study was carried out by emailing questionnaires to 76.616 academicians working in universities throughout Turkey and analyzing data collected from 497 samples. Due to a large population, quantitative analysis was used in this study. SPSS 24.0 and AMOS 24.0 software were used for the statistical analysis of the data. Pearson test was used to determine the correlation between the points obtained from the IC, OI and BOS scales, and the structural equation model was used in mediation analysis. The results obtained from the above-mentioned methods verify the full mediation impact of OI in the connection between IC and BOS. Making use of all previous studies this research is the first to examine the mediation impact of OI on IC and BOS connection in universities.
Educational services are a commodity that benefits primarily those who consume it (individuals and the state). In the context of this topic such aspects as the quality of the workforce, a high level of income, high wages for workers and sustained economic growth are very important. All this defines the investment nature of educational services. Consequently, education in the context of its interaction with business can be understood as a social institution, which trains a skilled workforce in accordance with market requirements, the state of culture, changes in science and technology, as well as oriented towards the dynamic development of society and the growth of competitiveness of national (regional) economy. The ongoing reforms in higher education still leave many problems and challenges unresolved. The State Programme of Education and Science Development for 2020–2025 implemented in Kazakhstan requires a new level of relations between educational institutions, business, and society. Undoubtedly, business understands both the challenges and difficulties of higher education and in general is ready to participate in such processes as development of professional standards, formation of the content of educational programmes, monitoring of labour market needs in development of innovative education. However, new effective models and mechanisms of interaction between HEIs and business, based on a systematic approach including economic, managerial and legal aspects, are needed. The aim of the study is to develop theoretical, practical, methodological recommendations for improving the models of interaction between universities and business structures, which will allow the implementation of high quality innovative education.
Despite progress in recognising the popularity of explaining a university’s entrepreneurial orientation (EO), the literature still lacks clear and systematic means of evaluating and measuring university EO. This study seeks to assess the different ways of measuring university EO and develop recommendations for future research to address this gap. Based on a systematic EO review of empirical research were identified three thematic groups: (i) EO and academic entrepreneurship, (ii) EO and entrepreneurial universities, and (iii) EO and academic spinoffs. These results allow for a greater understanding of the research topics and develop an integrated framework, thus helping to measure and refine operationalisations of EO that can help formulate future quantitative studies and increase the empirical accuracy of the field.
Todays, university plays an important role in the knowledge-based economy and the innovation cycle, while it can be considered as a driving force of human knowledge and pursues the growth and excellence of societies. In this field, the entrepreneurial university plays an important role both as a producer and as a knowledge disseminating institution. The purpose of this study is to identify and prioritize the factors affecting the success of university entrepreneurship. The orientations of this research are a combination of applied and developmental research. The philosophical basis of this research is positivism and in terms of approach, it is inductive. The research strategy is also survey type and in terms of method, it is considered as a quantitative research. The statistical population includes all professors and administrators of Yazd University that using purposive sampling method, 10 people were selected who participated in the prioritization stage of each factor using the hesitant fuzzy TOPSIS technique. The results showed that 33 factors in educational, research, organizational, economic, inter-organizational, cultural and human dimensions, among which the factors of financial and moral support of the government for entrepreneurial activities of universities, the amount of budget allocated by the university for research and development activities, support of senior university administrators for people with ideas, attracting financial support from independent institutions, large companies and external resources, and development of ideas, plans and business models, respectively are most important effective factors are the success of university entrepreneurship.
University business incubators (UBIs) are established with a vision to promote entrepreneurship at university levels by providing people with support services. The purpose of this approach is to stimulate the growth and development of new startups, spin-offs, TTOs (Technology transfer offices), and existing firms. (UBIs) are dedicating a facility by providing subsidized office space, consultation, and other services. The current study is aimed to systematically review the literature of university business incubators and accelerators by keeping in view the importance of (UBIs). Besides, it also focuses on their roles of performance in economic and social development by promoting entrepreneurship at university campuses. This study is unique in a sense that it contributes to the university business incubation research by reviewing, synthesizing, and evaluating its literature with ‘citations-based analysis approach’. Data of this research has been analyzed with the ‘Scopus Database’ since, 2001 to 2020. Articles have been screened and shortlisted based on predefined eligibility criteria. We have used ‘R-Studio Biblioshiny Software’ for articles’ scientometric analysis including most influential journals, authors, articles, and top contributing countries. Quantitative analysis has performed including yearly publications trend, citations trend, and top articles based on average citations. VOS-Viewer Software has also been used to perform co-occurrence analysis and co-authorship analysis. The content analysis of top 50, highly cited articles has been conducted to identify the methodological approaches, variables, and theoretical underpinnings. Findings contribute to university business incubation’s (UBIs), literature by analyzing the articles individually, start-ups, incubators, networks, and university levels. Theoretical underpinnings used in (UBIs), represent the ‘institutional theory’, ‘knowledge spillover theory of entrepreneurship’, ‘resource-based view’ (RBV), ‘structural theory’, and ‘triple helix model’.
This is an exploratory study, commissioned to develop an understanding of the way(s) in which the knowledge exchange activities of higher education providers (HEPs) and place interact. This includes examinations of if and how place drives particular knowledge exchange activities, and what the potential place impacts of knowledge exchange might be.
Scholars who study entrepreneurship have lent great value by exploring the factors that explain how entrepreneurs create new businesses and thus, how societies and economies grow and prosper. Although there has considerable research based on psychological and economic approaches to entrepreneurship, the influence of socio-cultural factors on enterprise development remains under studied. Therefore, the aim of this paper is to integrate, from a theoretical perspective, the socio-cultural factors and entrepreneurial activity. In this sense, the article points out that the institutional approach could be an apt framework to develop future research analyzing the socio-cultural factors that influence the decisions to create new businesses. Also, a brief overview of the content of each of the papers included in this special issue is presented.
This paper investigates how university spinout companies develop. The capabilities framework is used to investigate the development of nine different spinout companies. Each venture is found to move through a number of distinct phases and to come up against "generic" problems whilst attempting to move from one phase to another. We identify four critical junctures that spinout companies need to overcome to succeed. The entrepreneur or the entrepreneurial team need to possess key entrepreneurial capabilities to overcome these critical junctures.
Although there is great interest in the new knowledge economy, less favoured regions seem permanently disadvantaged because they lack a critical mass of knowledge capital to initiate accumulation, growth and economic development processes. This is a problem for policy-makers seeking to promote economic growth and territorial cohesion in such regions. Despite this, examples from two such regions, Newcastle, UK and Twente, the Netherlands, suggests that such companies can be very successful. This paper seeks to develop a conceptual model of how university spin-off companies (USOs) can improve their regional economies. The economic benefits that such companies bring are explored, to identify those elements which can potentially upgrade regional economies through knowledge accumulation, which are termed ‘building up territorial knowledge pools’. This paper concludes by developing a conceptual framework for the operation of the territorial knowledge pool; highlighting four different roles played by USOs in improving regional innovation environments and considering the conceptual and policy implications raised by the framework model.
We build on an emerging strategy literature that views the firm as a bundle of resources and capabilities, and examine conditions that contribute to the realization of sustainable economic rents. Because of (1) resource-market imperfections and (2) discretionary managerial decisions about resource development and deployment, we expect firms to differ (in and out of equilibrium) in the resources and capabilities they control. This asymmetry in turn can be a source of sustainable economic rent. The paper focuses on the linkages between the industry analysis framework, the resource-based view of the firm, behavioral decision biases and organizational implementation issues. It connects the concept of Strategic Industry Factors at the market level with the notion of Strategic Assets at the firm level. Organizational rent is shown to stem from imperfect and discretionary decisions to develop and deploy selected resources and capabilities, made by boundedly rational managers facing high uncertainty, complexity, and intrafirm conflict.
Entrepreneurial universities where multifaceted efforts are made to ensure their contribution to regional economic development have been the focus of many case studies. Using institutional economics as the theoretical framework, we conducted two empirical investigations to advance the literature concerning entrepreneurial universities. First, experts in the field evaluated the appropriateness of several competing definitions of the entrepreneurial university. They also rated facilitators and barriers to universities becoming more entrepreneurial and suggested criteria for evaluating the success of such efforts. Second, the facilitators and barriers previously identified were examined for their relationship to the entrepreneurial success criteria using ratings from the faculty at the Autonomous University of Barcelona (Spain). Although the facilitating factors were positively associated with success indices of the entrepreneurial university, the expected negative relationship between the barriers and success criteria was not observed. Copyright © 2011 ASAC. Published by John Wiley & Sons, Ltd.
A study explored entrepreneurship in theresearch university. The data were collected in 2 surveys conducted in 1985 -one of a sample of life scientists located in major research universities andthe other of key administrators in the same universities. Five types ofacademic entrepreneurship were identified: 1. engaging in externally fundedresearch, 2. earning supplemental income, 3. gaining industry support foruniversity research, 4. obtaining patents or generating trade secrets, and 5.forming or holding equity in private companies based on a faculty member's ownresearch. Individual attitudes and characteristics were the most importantpredictors of large-scale science and supplemental income, while local groupnorms played a more important role in predicting active involvement incommercialization. (Publisher abstract)
Empirical research has recently paid considerable attention to the role of environmental factors in explaining regional variations in entrepreneurial activity. However, cognitive models have not usually included these factors in their analyses. Therefore, the main objective of this study is to identify some of the environmental cognitive elements that may explain regional differences in start-up intentions. Thus, an entrepreneurial intention model is developed, theoretically based on the planned behaviour approach, institutional economic theory and social capital theory. The empirical analysis is carried out using structural equation techniques over a sample of 549 final year university students from two Spanish regions (Catalonia and Andalusia). Results confirm that valuation of entrepreneurship in each region helps explain regional differences in entrepreneurial intentions. As expected, social valuation of the entrepreneur was higher in the more developed region (Catalonia), positively affecting perceived subjective norms and behavioural control. In Andalusia, the influence of perceived valuation of the entrepreneur in the closer environment was more important, affecting attitude towards the behaviour and subjective norms. These results explain some of the differences in the pool of potential entrepreneurs in each region. They also justify the need by public-policy decision-makers to promote more positive entrepreneurial values in relatively backward regions.
On the 30th anniversary of enactment of the Bayh-Dole Act in the U.S., we consider the rationale for academic entrepreneurship and describe the evolving role of universities in the commercialization of research. We also discuss and appraise the effects of legislative reform in several OECD countries relating to academic entrepreneurship. The article synthesizes papers from the special section and outlines an agenda for additional research on various aspects of academic entrepreneurship in terms of system, university and individual levels. We also consider measurement and methodological issues that must be addressed in additional research.
There is general agreement that attitudes towards entrepreneurship are determinant factors to decide to be an entrepreneur.
In this context, this research is focused on analyzing the relationship between desirability and feasibility on university
student’s intentions to create a new firm in Catalonia. A structural equation model supported by Krueger & Brazeal’s Model
was tested with different groups of students. The main results reveal most of university students consider desirable to create
a new firm, although the perception of feasibility is not positive. Also, there is a statistical significant and positively
relationship between credibility and the intention to create a new firm.
An entrepreneurial society refers to places where knowledge-based entrepreneurship has emerged as a driving force for economic
growth, employment creation and competitiveness. In this context, entrepreneurial universities play an important role as both
knowledge-producer and a disseminating institution. In the literature, several studies contributed with relevant findings.
Most of these studies reveal a tendency to use case studies to explain this phenomenon justified by the embryonic nature of
the topic field, and with the lack of a robust theoretical framework to understand it. No empirical study, however, has highlighted
the interrelations among environmental and internal factors that conditioned the development of entrepreneurial universities
with the teaching, research and entrepreneurial missions that they need to achieve. This paper aims to contribute to a better
understanding of these interrelations identifying the most critical factors that conditioned these missions and to this end
brings a proposal model to measure this phenomenon empirically in the light of the Institutional Economics and the Resource-Based
View. The methodology adopted is integrated by the Spanish Entrepreneurial University Scoreboard to identify this phenomenon
and Structural Equation Modeling to analyze the relationships among independent and dependent variables that integrate the
proposal model of entrepreneurial university. This research could cover invaluable strategies to bring further benefits to
society (in terms of the creation of new business and employment) and, in particular, to educational institutions.
KeywordsEntrepreneurial universities–Institutional economics–Resource-based view–Higher education–Knowledge transfer–Technology transfer
Burton Clark, in Creating EntrepreneurialUniversities, defined the characteristics of what henamed `innovative universities''. The paper considersthese characteristics -- particularly suchuniversities'' willingness to adapt to changingenvironments and how they seek to do so. Itidentifies the challenges facing universities andconsiders why universities need to adapt theirresearch, teaching and learning, and knowledgetransfer. Innovative universities do seek to escapehistory -- they adapt to change.
Privatization in higher education is usually understood either as the surge of private institutions or as universities’ growing reliance on private sources of funding or otherwise operating more like firms. Joining the growing literature on university entrepreneurship, this is a case study on the less examined problem of entrepreneurial universities in developing countries. In a period of roughly 15 years, the Pontificia Universidad Catlica of Chile, founded in 1888, turned itself from a mostly teaching institution to a research-oriented university, responsible for one-fourth of the Chile’s mainstream scientific output and 40% of all Ph.D.s awarded nationally. Yet, public funding represents today only 17% of its revenues, down from almost 90% in 1972. How such academic development could have occurred as the State withdrew and the market took hold of Chilean higher education after the reforms introduced by the military rule of Augusto Pinochet (1973–1990) is the theme of this work. Universidad Catlica’s policies and strategies are described, and the factors contributing to its success, together with their limitations, identified. The case suggests that orientation to the market can be more a means for survival and growth under the pressure of privatization, than a result of a ‘Triple Helix’ strategy of universities, government and industry to generate innovation out of academic knowledge. Secondly, while in the industrialized world, higher education entrepreneurship is associated with knowledge production for economic development (‘Mode 2’), entrepreneurial universities in the context of developing countries may just be finding their way to the academic, disciplinary mode of research.
The main argument of the presentation of this special issue is that entrepreneurship research based on institutional theory
is a promising field of research. After a brief explanation of the nature, scope and philosophical foundation of institutional
theory and the distinction between old and new institutionalism, an attempt is made to justify why entrepreneurship research
using the institutional approach is promising. A reference to some previous research in this field illustrates not only its
potential but also the long tradition in institutional economics. A brief reference to the content of each of the articles
included in this special issue closes this presentation.
The success of business incubators and technology parks in university settings is often determined by how well technology is transferred from the labs to their startup firms. University technology transfer offices (UTTOs) function as “technology intermediaries” in fulfilling this role. Yet, entrepreneurship theory and research on the role of the UTTO in business incubation and new venture formation is sparse. To move the research along, we use grounded theory to build a framework to address two questions: (a) Which UTTOs' structures and licensing strategies are most conducive to new venture formation; and (b) how are the various UTTOs' structures and licensing strategies correlated with each other. Our findings reveal a complex set of relationships between UTTO structure and strategies, new venture formation, and business incubation.Based on interviews with 128 UTTO directors, we show that whereas for-profit UTTO structures are positively related to new venture formation, traditional university and nonprofit UTTO structures are more likely to correlate with the presence of university-based business incubators. Licensing-for-equity strategy is positively related to new venture formation while sponsored research licensing strategy is negatively related. Interestingly, the licensing-for-cash strategy, the most prevalent transfer strategy, is least correlated to new venture formation. A content analysis of UTTO mission statements also revealed an overemphasis on royalty income and an underemphasis on entrepreneurship. The paper concludes with a discussion that outlines some of the implications and limitations of our model.
The purpose of this paper is to test whether the Knowledge Spillover Theory of Entrepreneurship holds for regions. We do this by linking investments in knowledge by universities and regions to the amount of entrepreneurial activity associated with each university. Using binomial regressions we estimate how the number of young and high-tech firms located around universities depends on regional factors and the output of universities. The results clearly show that the number of firms located close to a university is positively influenced by the knowledge capacity of this region and the knowledge output of a university. Thus, there is considerable evidence suggesting that the Knowledge Spillover Theory of Entrepreneurship holds for regions as well as for industries.
This article provides an inductive empirical investigation into how university high-technology spinout companies develop. A university spinout (USO) is defined as a venture founded by employees of the university around a core technological innovation which had initially been developed at the university. Data were collected using in-depth face-to-face and telephone interviews with representatives from the nine USO, as well as each of their financial investors and seven associated universities over the twelve-month period from July 2001 to July 2002. Critical junctures refers to a complex problem that occurs at a point along a new high-technology venture's expansion path preventing it from achieving the transition from one development phase to the next. Critical junctures occur precisely because of the conflict between a USO venture's existing level and type of resources, capabilities and social capital, and those required to perform in the proceeding phase of development. As a result of the idiosyncratic development of each USO through each development stage, deficient social capital, resource weaknesses and inadequate internal capabilities were all dependent upon the unique evolutionary path each USO followed.
- This paper describes the process of inducting theory using case studies from specifying the research questions to reaching closure. Some features of the process, such as problem definition and construct validation, are similar to hypothesis-testing research. Others, such as within-case analysis and replication logic, are unique to the inductive, case-oriented process. Overall, the process described here is highly iterative and tightly linked to data. This research approach is especially appropriate in new topic areas. The resultant theory is often novel, testable, and empirically valid. Finally, framebreaking insights, the tests of good theory (e.g., parsimony, logical coherence), and convincing grounding in the evidence are the key criteria for evaluating this type of research.
Though the composition of the populace of industrial nations has changed dramatically since the 1950s, public discourse and scholarship, however, often remain welded to traditional concepts of national cultures, ignoring the multicultural realities of most of today's western societies. Through detailed studies, this volume shows how the diversity affects the personal lives of individuals, how it shapes and changes private, national and international relations and to what extent institutions and legal systems are confronted with changing demands from a more culturally diverse clientele. Far from being an external factor of society, this volume shows, diversity has become an integral part of people's lives, affecting their personal, institutional, and economic interaction. © 2003 Christiane Harzig and Danielle Juteau. All rights reserved.
'The structure of the book and the organisation of material within chapters are well thought out with the authors skilfully weaving empirical material from diverse sources into an easily readable holistic account of the university spin-off phenomenon. . . Many of the lessons learned and conclusions drawn from this work are applicable to academic entrepreneurs in whichever faculty or subject area they work.' - David Woollard, International Journal of Entrepreneurial Behaviour and Research. © Mike Wright, Bart Clarysse, Philippe Mustar and Andy Lockett, 2007. All rights reserved.
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In this landmark work, a Nobel Prize-winning economist develops a new way of understanding the process by which economies change. Douglass North inspired a revolution in economic history a generation ago by demonstrating that economic performance is determined largely by the kind and quality of institutions that support markets. As he showed in two now classic books that inspired the New Institutional Economics (today a subfield of economics), property rights and transaction costs are fundamental determinants. Here, North explains how different societies arrive at the institutional infrastructure that greatly determines their economic trajectories. North argues that economic change depends largely on "adaptive efficiency," a society's effectiveness in creating institutions that are productive, stable, fair, and broadly accepted--and, importantly, flexible enough to be changed or replaced in response to political and economic feedback. While adhering to his earlier definition of institutions as the formal and informal rules that constrain human economic behavior, he extends his analysis to explore the deeper determinants of how these rules evolve and how economies change. Drawing on recent work by psychologists, he identifies intentionality as the crucial variable and proceeds to demonstrate how intentionality emerges as the product of social learning and how it then shapes the economy's institutional foundations and thus its capacity to adapt to changing circumstances. Understanding the Process of Economic Changeaccounts not only for past institutional change but also for the diverse performance of present-day economies. This major work is therefore also an essential guide to improving the performance of developing countries.
This article examines how and why the role of the university in society has evolved over time. The paper argues that the forces shaping economic growth and performance have also influenced the corresponding role for the university. As the economy has evolved from being driven by physical capital to knowledge, and then again to being driven by entrepreneurship, the role of the university has also evolved over time. While the entrepreneurial university was a response to generate technology transfer and knowledge-based startups, the role of the university in the entrepreneurial society has broadened to focus on enhancing entrepreneurship capital and facilitating behavior to prosper in an entrepreneurial society.
This paper considers the way in which the changing environment in which the university carries on its activities, and the consequent pressure to change the management structure of the university, can lead to an increased potential for litigation.
This article examines the role of political elites in the Europeanisation of regional governance, arguing that domestic conceptions of governance shape the way in which elites view their participation in European Union (EU) decision-making. It compares and contrasts the experiences of Scotland and Catalonia, two ‘regions’ that have recently obtained greater political autonomy. The article begins by examining how European integration encouraged the decentralisation of power, providing contextual information on the devolution process and the current status of domestic constitutional arrangements in the United Kingdom and Spain. It then examines how political elites are seeking greater participatory rights within the EU, evaluating the effectiveness of domestic and European channels of influence. Despite lacking formalised points of access to the EU policy process, the article argues that Catalan and Scottish elites have been successful in placing issues on the EU agenda and sustaining the debate on regional participation in EU decision-making. While the gradual formation of institutionalised channels of co-operation could lead to greater influence in the EU policy process over the long term, it would be more appropriate in the short-term to focus on the agenda-setting powers of regional elites.
This article examines the drivers that have shaped a more proactive and entrepreneurial approach to the creation of high-technology centers through three detailed case studies of research universities: the University of California, San Diego; the University of Texas at Austin; and the University of North Carolina-Chapel Hill, North Carolina State University, and Duke University in Research Triangle Park. The cases show the importance of committed leadership, the power of a mobilizing event, the influence of an organization that can effect change, the acceleration that can come from the arrival of key corporations, the value of compelling role models, the impact of financial resources, and the benefit of a tolerant mind-set. Above all, they highlight the critical importance of a research university that can serve as instigator; promoter; collaborator; and magnet for talent, technological innovation, and entrepreneurial activity.
Recent thinking on open innovation and the knowledge-based economy have stressed the importance of external knowledge sources in stimulating innovation. Policy-makers have recognised this, establishing publicly funded Centres of R&D Excellence with the objective of stimulating industry–science links and localised innovation spillovers. Here, we examine the contrasting IP management practices of a group of 18 university- and company-based R&D centres supported by the same regional programme. Our analysis covers all but one of the Centres supported by the programme and suggests marked contrasts between the IP strategies of the university-based and company-based centres. This suggests the potential for very different types of knowledge spillovers from publicly funded R&D centres based in different types of organisations, and a range of alternative policy approaches to the future funding of R&D centres depending on policy-makers’ objectives.
Examines the role that institutions, defined as the humanly devised constraints that shape human interaction, play in economic performance and how those institutions change and how a model of dynamic institutions explains the differential performance of economies through time. Institutions are separate from organizations, which are assemblages of people directed to strategically operating within institutional constraints. Institutions affect the economy by influencing, together with technology, transaction and production costs. They do this by reducing uncertainty in human interaction, albeit not always efficiently. Entrepreneurs accomplish incremental changes in institutions by perceiving opportunities to do better through altering the institutional framework of political and economic organizations. Importantly, the ability to perceive these opportunities depends on both the completeness of information and the mental constructs used to process that information. Thus, institutions and entrepreneurs stand in a symbiotic relationship where each gives feedback to the other. Neoclassical economics suggests that inefficient institutions ought to be rapidly replaced. This symbiotic relationship helps explain why this theoretical consequence is often not observed: while this relationship allows growth, it also allows inefficient institutions to persist. The author identifies changes in relative prices and prevailing ideas as the source of institutional alterations. Transaction costs, however, may keep relative price changes from being fully exploited. Transaction costs are influenced by institutions and institutional development is accordingly path-dependent. (CAR)
In this paper the process of the business development of spin-off companies from universities is described. The authors discuss each phase of development (awareness, feasibility, start-up, growth and maturity) and provide examples of each phase. They describe in particular the example of the University of Twente and its spin-off programme, TOP (Temporary Entrepreneurial Positions). Secondly, they focus on university spin-off programmes: what are the arguments against and in favour of such initiatives? The arguments that led the University of Twente to favour investment in spin-off programmes are discussed. The final section of the paper concerns the EU-supported UNISPIN project, a systematic approach to university spin-off development throughout all member states of the European Union.
GIBLIN M. and RYAN P. Tight clusters or loose networks? The critical role of inward foreign direct investment in cluster creation, Regional Studies. The purpose of this paper is to investigate the role of inward foreign direct investment in instigating a clustering process. In particular, the study examines the situation in which foreign direct investment is initially attracted to a region as a result of public policy initiatives rather than the existence of sophisticated local capabilities. Under these circumstances, the presence of large foreign-owned multinational corporations is shown to result in local knowledge transfers and regional reputation effects. These effects give rise to a clustering process, which contrary to other perspectives, shows that external economies can be captured locally from foreign direct investment.
A sample of 337 men and women were grouped according to their perception of their parent entrepreneur's performance or the absence of such a role model. The groups were assessed on relationships between personality variables and entrepreneurial career preference variables. Personality and entrepreneurial career preference were complementary for individuals with a parent perceived to be a high performer. An inverse relationship between personality and entrepreneurial career preference was observed for both individuals with a parent entrepreneur perceived to be a low performer and those without a parent entrepreneur.
We shall analyse the different characteristics of entrepreneurs, the self-employed, and employees in public, private and non-profit organisations, based on a sample of young European higher education graduates. Using graduates’ self-assessment from a survey, several sets of characteristics such as social-demographic traits, educational and occupational experiences and levels of competences are considered. A descriptive analysis shows, first, that graduates who start their own business have different profiles in relation to elements leading to their occupational decision after graduation; and, second, that labour market status achieved by entrepreneur graduates implies relatively more demanding activities, higher earnings and higher job satisfaction than non-entrepreneur graduates.
The seemingly incompatible objectives of highereducation excellence and local economic development are examined using a casestudy of the University of Twente in the Netherlands. Interviewees believed that practices and attitudes of the University ofTwente favored private sector and competitive reforms; the University of Twenteviewed itself as being an "entrepreneurial university;" the monitoringsystem was shown to be effective and well-received; there was an adoption of astate control model and state supervising model; and the University of Twenteplayed a key role in the development of a knowledge economy and integrated anentrepreneurial culture into its research activities (e.g., spin-offcompanies). The findings suggest that relevance (local) and excellence (global) arecompatible objectives and can be simultaneously pursued, even by new orpoorly-endowed universities.However, universities need to adopt andimplement entrepreneurial principles and practices in order to achieve theseobjectives, as has been done in Twente. (NEE)
Analyzes the effects of entrepreneurial team dynamics onthe performance of academic spinoffs. First, the definition of entrepreneurialteams is offered, and the link between team structure and performance isexamined. Next, data from a detailed field study of ten academic spinoffs inFlanders are used to explore the central research question. The data indicate that some researchers who are actively involved in thefirst phase of the spinoff process (i.e., market opportunity recognition)choose to stay with the parent firm instead of completing the spinoff process.Other researchers become impatient as the spinoff attempts to prove itsviability and leave the project. Once the spinoff has proven its viability, theremaining researchers stay and take the spinoff to maturity. In other cases,surrogate entrepreneurs are attracted to set up the venture. As a whole, the findings suggest that a team's heterogeneity changes as itevolves through the various stages of the spinoff process. Although newadditions to the team bring unique experiences to the spinoff, they generallyshare the initial team members' view of the business of launching spinoffs.(SAA)
Examines the role that institutions, defined as the humanly devised constraints that shape human interaction, play in economic performance and how those institutions change and how a model of dynamic institutions explains the differential performance of economies through time. Institutions are separate from organizations, which are assemblages of people directed to strategically operating within institutional constraints. Institutions affect the economy by influencing, together with technology, transaction and production costs. They do this by reducing uncertainty in human interaction, albeit not always efficiently. Entrepreneurs accomplish incremental changes in institutions by perceiving opportunities to do better through altering the institutional framework of political and economic organizations. Importantly, the ability to perceive these opportunities depends on both the completeness of information and the mental constructs used to process that information. Thus, institutions and entrepreneurs stand in a symbiotic relationship where each gives feedback to the other. Neoclassical economics suggests that inefficient institutions ought to be rapidly replaced. This symbiotic relationship helps explain why this theoretical consequence is often not observed: while this relationship allows growth, it also allows inefficient institutions to persist. The author identifies changes in relative prices and prevailing ideas as the source of institutional alterations. Transaction costs, however, may keep relative price changes from being fully exploited. Transaction costs are influenced by institutions and institutional development is accordingly path-dependent. (CAR)
In many universities, heads, administrators and faculty seek to increase the propensity to engage in commercialization of research activity through the spinoff of new companies. The highly complex mechanism of spinoff generation is typically considered the result of either the characteristics of individuals, organizational policies and structures, organizational culture, or the external environment. Explanations of spinoff activity have in the main focused on only one of these dimensions at a time. In this paper we integrate these four dimensions of academic entrepreneurship to develop a more systemic understanding of spinoff activity at the university level. Using the case of Massachusetts Institute of Technology (MIT), a top spinoff generator in the United States, a systemic analysis is presented. We identify the inter-related factors that have contributed to successful academic entrepreneurship in MIT. We argue that MIT's success is based on the science and engineering resource base at MIT; the quality of research faculty; supporting organizational mechanisms and policies such as MIT's Technology Licensing Office; and the culture within MIT faculty that encourages entrepreneurship. However, to understand why MIT has developed these resources and organizational mechanisms, it is necessary to understand the historical context and emergence of MIT, and in particular the historical mission of the university, the role of key individuals and university leaders in supporting this mission, and the impact of past success at commercialization activity. Finally, we suggest that MIT's success needs to be understood in the context of the local regional environment. We argue that university administrators and academics can learn from the case of MIT, but that efforts at transposing or replicating single elements of MIT's model may only have limited success, given the inter-related nature of the drivers of spinoff activity.
How continuing education and technology transfer organizations are placed in a university makes a difference in their effectiveness.
Your father most likely enjoyed the security of life-time employment with a major corporation. No more. While the previous generation had an average of four employers over the course of their lifetimes, the current generation will hold four different jobs by the time they reach 30. One of their employers will be either someone they know or themselves. If you're not an agent of change by contributing to innovation and doing something different and better today than yesterday, don't expect your job to be around for much longer. Over two-thirds of college students will be their own boss at some point in their lifetime. You can either take a job or, by becoming an entrepreneur, create jobs for others. Entrepreneurship is good not just for individuals. It is also the link to growth, jobs and competitiveness in a global economy. The too often missing link in communities, cities, states, and entire countries plagued by rising unemployment and stagnation is entrepreneurship. What saved America from going under in a sea of imports flooding in from Japan and Europe? The same thing that has emerged as the positive and proactive response to globalization-- entrepreneurship. The world has woken up and stands at the crossroads: Welcome to the entrepreneurial society. Available in OSO: http://www.oxfordscholarship.com/oso/public/content/economicsfinance/9780195183504/toc.html
Much of the literature examining the impact of the Bayh-Dole Act has been based on the impact on patenting and licensing activities emanating from offices of technology transfer. Studies based on data generated by offices of technology transfer, suggest a paucity of entrepreneurial activity from university scientists in the form on new startups. There are, however, compelling reasons to suspect that the TTO generated data may not measure all, or even most of scientist entrepreneurship. Rather than relying on measures of scientist entrepreneurship reported by the TTO and compiled by AUTM, this study instead develops alternative measures based on the commercialization activities reported by scientists. In particular, the purpose of this paper is to provide a measure of scientist entrepreneurship and identify which factors are conducive to scientist entrepreneurship and which factors inhibit scientist entrepreneurship. This enables us to compare how scientist entrepreneurship differs from that which has been established in the literature for the more general population. We do this by developing a new database measuring the propensity of scientists funded by grants from the National Cancer Institute (NCI) to commercialize their research as well as the mode of commercialization. We then subject this new university scientist-based data set to empirical scrutiny to ascertain which factors influence both the propensity for scientists to become an entrepreneur. The results suggest that scientist entrepreneurship may be considerably more robust than has generally been indicated in studies based on TTO data.
In this paper we explore the degree to which patents are representative of the magnitude, direction, and impact of the knowledge spilling out of the university by focusing on the Massachusetts Institute of Technology (MIT), and in particular, on the Departments of Mechanical and Electrical Engineering. Drawing on both qualitative and quantitative data, we show that patenting is a minority activity: a majority of the faculty in our sample never patent, and publication rates far outstrip patenting rates. Most faculty members estimate that patents account for less than 10% of the knowledge that transfers from their labs. Our results also suggest that in two important ways patenting is not representative of the patterns of knowledge generation and transfer from MIT: patent volume does not predict publication volume, and those firms that cite MIT papers are in general not the same firms as those that cite MIT patents. However, patent volume is positively correlated with paper citations, suggesting that patent counts may be reasonable measures of research impact. We close by speculating on the implications of our results for the difficult but important question of whether, in this setting, patenting acts as a substitute or a complement to the process of fundamental research.
This chapter explains why and how entrepreneurship has emerged as a driving force for economic growht, job creation and competitiveness.
A framework is provided for understanding entrepreneurship in the global economy and why entrepreneurship policy has emerged
as a bonafide instrument for growth and development.
This paper describes the process of inducting theory using case studies-from specifying the research questions to reaching closure. Some features of the process, such as problem definition and construct validation, are similar to hypothesis-testing research. Others, such as within-case analysis and replication logic, are unique to the inductive, case-oriented process. Overall, the process described here is highly iterative and tightly linked to data. This research approach is especially appropriate in new topic areas. The resultant theory is often novel, testable, and empirically valid. Finally, framebreaking insights, the tests of good theory (e.g., parsimony, logical coherence), and convincing grounding in the evidence are the key criteria for evaluating this type of research.
University research center is one of the most attractive external sources of technology for the industry. In an industrialized country, there exists a strong linkage between university and industry to facilitate the exchange of technology. This paper attempts to identify the different modes of technology transfer at university research centers. The authors reviewed and compared technology transfer activities of three university research centers in Singapore. Comparing three research centers according to their activities and performances in technology transfer, it can be seen that higher the commitment in motivating industry to participate in technology transfer projects, the more successful the technology transfer practices become. Among different technology transfer mechanisms, joint R&D project is an efficient way to ensure high commitment of industry and increase the transferability and willingness to industry. The role of the government is also critical for successful relationship between research centers and industry, to assist the research centers and provide the funding and other resources.
The commercialization of university research has become an increasingly important issue, given concerns regarding licensing and the university's desire to maximize the returns to intellectual property (IP). In this paper, we assess the impact of university resources and routines/capabilities on the creation of spin-out companies. We find that both the number of spin-out companies created and the number of spin-out companies created with equity investment are significantly positively associated with expenditure on intellectual property protection, the business development capabilities of technology transfer offices and the royalty regime of the university. These results highlight the importance not just of resource stocks, but also of developing appropriate capabilities of technology transfer officers in spinning-out companies. The results suggest that universities and policy-makers need to devote attention to the training and recruitment of technology officers with the broad base of commercial skills.
This paper investigates the development of university spinout companies (USOs). Employing a case-based research method, our study found that there are two important elements in their development. First, USOs go through a number of distinct phases of activity in their development. Each venture must pass through the previous phase in order to progress to the next one but each phase involves an iterative, non-linear process of development in which there may be a need to revisit some of the earlier decisions and activities. Second, at the interstices between the different phases of development we found that ventures face “critical junctures” in terms of the resources and capabilities they need to acquire to progress to the next phase. The different phases are critical as these ventures cannot develop into the next phase without overcoming each of the junctures. We identify four different critical junctures that spinout companies need to overcome if they are to succeed: opportunity recognition, entrepreneurial commitment, credibility and sustainability.