Abstract
A University–Industry Collaborative Entrepreneurship Education Program as a Trading Zone: The Case of Osaka University
Highlights
To foster entrepreneurship and its skills, both formal education in novel theory and experiential learning in practical fields are needed Academic theory gives us rational and logical ways of thinking about technologies and management, and experience tells us how they work in practice (Etzkowitz, 2004; Gibb, 1996; Ollila & Williams-Middleton, 2011)
We confirmed that knowledge exchange happened between university students and practitioners within the Global Technology Entrepreneurship and Commercialization (G-TEC) program, and that it is promoted by program facilitators and the program’s “special atmosphere” and conditions of this short-duration program
Based on past conceptual studies (e.g., Cyert & Goodman, 2007) and our evidence that the exchange of knowledge occurred in education through university–industry collaboration, we offer the following proposition: Proposition 1: Education for technological entrepreneurship based on university–industry collaboration is characterized by the exchange of knowledge among different groups: faculty members, practitioners, and university students
Summary
To foster entrepreneurship and its skills, both formal education in novel theory and experiential learning in practical fields are needed Academic theory gives us rational and logical ways of thinking about technologies and management, and experience tells us how they work in practice (Etzkowitz, 2004; Gibb, 1996; Ollila & Williams-Middleton, 2011). In recent years, universities have tried to introduce experiential learning to help students understand how theories can be applied to the real world (Gibb, 1996). Among these efforts, university–industry collaboration, which encourages two-way interactions and learning, holds great promise (Dooley & Kirk, 2007; Perkmann & Walsh, 2007) because university students can obtain rich and insightful experiential know-how from industry-side participants and practitioners can gain theoretical knowledge from students. A University–Industry Collaborative Entrepreneurship Education Program both university students and industrial practitioners jointly tackle a social, business, or technological problem. Examples of entrepreneurship education through university–industry collaboration can be seen in several universities in diverse countries (Etzkowitz & Leydesdorff, 2000; Lundqvist & Williams-Middleton, 2013)
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