Academic Entrepreneurship Research Articles

Organizational support as a moderator on academic entrepreneurship performance in state universities

Engaging in academic entrepreneurship enhances the potential for academics to generate scientific advancements, capitalize on findings, and create impactful contributions. This study examines how organizational support affects the relationship between entrepreneurial orientation and role integration on academic entrepreneurship performance at state universities in Indonesia. The population includes lecturers from eleven state universities with research results that can be commercialized. A purposive sampling method selected 330 respondents, focusing on science and social sciences lecturers with research at a technological readiness level of 6 to 9, demonstrating pilot stages and commercialization readiness based on national assessments. Data analysis used variance-based structural equation modeling and partial least squares (PLS). The findings indicate that entrepreneurial orientation significantly affects academic entrepreneurship performance (p < 0.05), and role integration significantly affects academic entrepreneurship performance (p < 0.05). Additionally, organizational support moderates the relationship between entrepreneurial orientation and academic entrepreneurship performance (p < 0.05), and organizational support moderates the relationship between role integration and academic entrepreneurship performance (p < 0.05). AcknowledgmentsWe would like to thank the lecturers at eleven state universities in Indonesia who contributed to this investigation. Their assistance allowed the authors to obtain data that met the study criteria and generate accurate and exact data analysis per the research goals.

Accessible training for academic clinicians and researchers to address the need for academic entrepreneurs.

Accessible training for academic clinicians and researchers to address the need for academic entrepreneurs.

Philippe Albert, an academic entrepreneur and a pioneer of entrepreneurship in France

Philippe Albert, an academic entrepreneur and a pioneer of entrepreneurship in France

Academic entrepreneurship in the humanities and social sciences: a systematic literature review and research agenda

Academic entrepreneurship in the humanities and social sciences: a systematic literature review and research agenda

Inspiring Entrepreneurship by Spreading New Technologies and Innovative Methods that Popularise Science and Art

In recent years a new term related to GPT (Generative Pre-trained Transformer) has become very popular among professional society members who develop and use computing applications. This trend has inspired entrepreneurship in education in the following aspects: Academic – in the Computer Science and Management Departments Non-academic - studies for high school pupils and for adults who wish to enrich their education. The purpose of these studies is to popularise science, technology, and art using innovative methods to make these subjects attractive. Academic entrepreneurship requires students to be innovative, namely, to create a project using their acquired professional skills. The work, called the final project, is a part of the students’ academic requirements at universities. As a promoter of these projects, I have been giving the students proposals, suggestions, and inspiration for the subjects of their projects. The article mentions and describes a database with hundreds of recommendations for subjects for projects as well as projects completed by students who previously finished their final project. This project’s database is used as a model for the current students. The database includes the project’s hierarchical classification along with subsections, according to their theme, innovation level, and completeness, indicating their practical or theoretical properties. The following projects are a sample demonstrating the variety of the final projects, for example: “Analysing the voiceless languages”, “Double buffer economic boiler”, and “Creating the most consensual coalition”. The second aspect of the entrepreneurship being developed is a series of lectures “The Popularisation of the Science and the Art”. This collection of lectures includes an innovative method for preparing and presenting the lectures, connecting attractively the way in which science and art are popularised together for an audience in a wide spectrum of society. The Power-Point presentations contain built-in programs, demonstrating dynamic and user-friendly theoretical issues that are accessible using artistic, visual, and acoustic effects, such as known clips, classical and modern paintings, sculptures, music, and other artistic creations. Some of the subjects in this series of lectures are as follows: “Cryptology”, “Illusions”, “Architecture and Mathematics”, and “Polarisation index in the society”. The main difference between the two above entrepreneurships is that in the first case, the main innovation lies in finding the subject of each final project, whereas in the second case, the innovation relies on its implementation, namely, its multi-media and multi-disciplinary presentation.

Academic Entrepreneurship Overview: New Program Development Using Entrepreneurship Principles

This paper examines human dimensions of innovation within the context of complex problem solving and solution generation. We review theories and methodologies used in entrepreneurship, identifying similarities and implications. In an illustrative case study, we describe process used to launch a new academic program in a university. Program faculty used frameworks, perspectives, and analysis that are fundamental to entrepreneurship with the goal of launching an academic program in response to local industry requests. We conclude with a discussion of implications for research and practice.

The role of non-economic goals in academic spin-offs

AbstractActing as a crucial link between academia and the business world, Academic Spin-Offs (ASOs) play a key role in translating innovative technologies from academic discoveries into commercial applications. Despite their potential for technological advancements, ASOs often struggle with challenges in financial performance and growth. Traditional explanations attribute these challenges to a lack of commercial resources and competencies. However, since ASOs often demonstrate prolonged survival, such explanations may not fully explain the paradox in ASOs’ outcomes. This paper offers a novel perspective, highlighting how non-economic goals, deeply ingrained in the academic context in which ASOs originate, shape their behavior and outcomes. These goals, related to the dimensions of control, identity, and emotions, go beyond financial gains, reflecting concerns that are specific to the academic environment. Integrating the organizational goals literature with insights from academic entrepreneurship research, we present a conceptual model describing the origins and nature of these goals and explain how they can help shedding light on some paradoxes in ASOs’ development, growth, and performance events. Our model bears significant implications for the academic entrepreneurship literature and related public policy.

Academic Entrepreneurship in Higher Education: A Scoping Study

Academic Entrepreneurship in Higher Education: A Scoping Study

Contextualizing Lean Startup and Alternative Approaches for New Venture Creation: Introducing the Special Issue

The Lean Startup movement fundamentally changed entrepreneurial education and the way new ventures evolve. While Steve Blank and other founders of the movement embraced academic ideas, the movement grew among practitioners largely disconnected from academic entrepreneurship research. The purposes of this special issue are (1) to better connect Lean Startup practice to academic entrepreneurship research and (2) to advance theory regarding Lean Startup practices and their outcomes. After a brief and personal story of Lean Startup’s beginnings by its founder, Steve Blank, the first set of papers in this special issue juxtapose Lean Startup with alternative approaches to new venture creation developed by scholars outside the influence of the Lean Startup movement. The second set of papers describe how Lean Startup might be contextualized for different unique situations. The third set dives into different Lean Startup practices to help researchers and practitioners think more deeply about decisions and trade-offs made during implementation of Lean Startup.

The Impact of Transdisciplinary Academic Entrepreneurship upon Entrepreneurial Ecosystems

The Impact of Transdisciplinary Academic Entrepreneurship upon Entrepreneurial Ecosystems

Training Academic Entrepreneurs to Innovate for the Future: Evidence from the I-Corps Program

Training Academic Entrepreneurs to Innovate for the Future: Evidence from the I-Corps Program

Commercialization of R&D and opportunities for the development of academic entrepreneurship in Kazakhstan

The transition to an innovative economy requires greater attention to creating favorable conditions for the commercialization of scientists’ developments and the possibility of realizing the accumulated scientific potential. This study aimed to examine the commercialization process in the Republic of Kazakhstan and identify factors influencing the development of academic entrepreneurship in universities. It examines a gradual change in legislation on technology transfer and the dynamics of implemented commercialization projects during 2016–2022. Structured interviews were conducted with academics of the biggest 14 universities in Kazakhstan with a sample of 209 respondents to identify factors influencing the desire of scientists to engage in academic entrepreneurship. The findings revealed that the most attractive factors for academics are flexible working hours (4.67 of 5), the opportunity to implement their own innovative ideas (4.12), and an increase in income (3.63). In turn, negative factors include the lack of qualified personnel (4.56), difficulties in legislation (4.27), and bureaucratic barriers (3.78). The study revealed that gender and age moderately affected scholars’ desire to engage in academic entrepreneurship (Cramer’s V = 0.3025). The greatest desire to start their own business was demonstrated by men aged 26-35 years and by women aged 36-45 years. The findings also show that the scientific fields positively affect the number of ready-made ideas, patents, and technologies that academics offer to businesses. AcknowledgmentThis study is funded by the Science Committee of the Ministry of Education and Science of the Republic of Kazakhstan (Grant No. AP13268750).

Examining the minimal combined effects of gender and minoritized racial/ethnic identity among academic entrepreneurs

PurposeThis study examined differences related to gender and racial/ethnic identity among academic researchers participating in the National Science Foundation’s “Innovation-Corps” (NSF I-Corps) entrepreneurship training program. Drawing from prior research in the fields of technology entrepreneurship and science, technology, engineering and mathematics (STEM) education, this study addresses the goal of broadening participation in academic entrepreneurship.Design/methodology/approachUsing ANOVA and MANOVA analyses, we tested for differences by gender and minoritized racial/ethnic identity for four variables considered pertinent to successful program outcomes: (1) prior entrepreneurial experience, (2) perceptions of instructional climate, (3) quality of project team interactions and (4) future entrepreneurial intention. The sample includes faculty (n = 434) and graduate students (n = 406) who completed pre- and post-course surveys related to a seven-week nationwide training program.FindingsThe findings show that group differences based on minoritized racial/ethnic identity compared with majority group identity were largely not evident. Previous research findings were replicated for only one variable, indicating that women report lower amounts of total prior entrepreneurial experience than men, but no gender differences were found for other study variables.Originality/valueOur analyses respond to repeated calls for research in the fields of entrepreneurship and STEM education to simultaneously examine intersecting minoritized and/or under-represented social identities to inform recruitment and retention efforts. The unique and large I-Corps national dataset offered the statistical power to quantitatively test for differences between identity groups. We discuss the implications of the inconsistencies in our analyses with prior findings, such as the need to consider selection bias.

Academics and entrepreneurs: Enablers of hybrid identity centrality among university researchers

ABSTRACT As universities evolve through mission expansion and grapple with the increasing need to bridge academic work with practical relevance, researchers are finding themselves in the complex terrain of simultaneously embracing their entrepreneurial and academic identities. This study investigates the factors enabling hybrid identity centrality—a conscious recognition of being both an academic and entrepreneurial individual—among university researchers. Drawing on a sample of 312 researchers from two multifaculty universities, the findings show that researchers’ perception of a university’s entrepreneurship strategy implementation and their society—industry orientation significantly influence the likelihood of hybrid identity centrality. Notably, the society-industry orientation moderates the relationship between entrepreneurship strategy implementation and the adoption of a hybrid identity. The study contributes to the research on the complementarity of academic and entrepreneurial identities and adds novel insights to the organizational research on academic entrepreneurship by suggesting that entrepreneurship strategy alone may not suffice in promoting hybrid identity.

From academia to enterprise: how work value and organisational factors influence academic entrepreneurship

Scholars in the social sciences have paid attention to the work value, but little is known about its significance from an entrepreneurship point of view. The purpose of this study is to look into how an organisational factor influences the relationship between academician work value and academic entrepreneurship engagement. This is a first attempt to investigate academician work values from higher learning institutions in developing nations, adding to the body of knowledge regarding the elements that impact academic entrepreneurship engagement. The selected higher learning institutions provided 381 of their academicians for the study, which employed a quantitative cross-sectional design. Structured questionnaires were used to gather data, and structural equation modelling was used to assess the results. The results show that, when organisational factors act as the moderator, work value in terms of terminal values increases its impact on academic entrepreneurship; on the contrary, organisational factors have no moderation effect with the instrumental value when influencing academic entrepreneurship. The study provided implications for higher learning institutions, academicians, and the government.

The market of academic texts in Russia (according to a qualitative survey)

In Russia, there exists a market where academic texts are sold and bought, from student qualification papers to scientific articles and dissertations. Although its existence violates the formal norms and values of the scientific community, it functions sustainably. The authors analyze the established practices of writing academic texts on demand (with an emphasis on the study of the social behavior of actors) as part of a specific organizational field, a kind of market. The study is based on semi-structured interviews with six direct actors, so-called scriptors (or ghostwriters) and four experts representing NGOs in the field of science and higher education. Destructive entrepreneurship in the system of higher education and science is characterized as a complex system, the actors of which are not only informally “self-employed” scriptors, but also formal organizations that provide contact between customers and performers of academic work. The stability of quasi-scientific texts market in Russia is associated at the macro level with the high demand for higher education and scientific degrees as a status attribute, as well as with a significant supply from scientific and pedagogical workers, thus compensating for the limited opportunities for legal academic entrepreneurship by informal destructive entrepreneurship. At the meso level, the institutional conditions are the rigidity of Russian universities, which continue to be primarily educational institutions, where legal academic entrepreneurship of an innovative type is developing very modestly, and low salaries of staff members. At the micro level, it is an attempt to impose publication activity as the main criterion of academic success in conditions where a significant part of university staff perceive themselves as teachers, not researchers, and do not seek (or do not have the opportunity) to change this situation.

University double bind: How academic entrepreneurship works in Russia

University double bind: How academic entrepreneurship works in Russia

Financing Model of Innovative Entrepreneurial projects in colleges and Universities Based on Blockchain Technology

The financing of innovative entrepreneurial projects within colleges and universities presents a unique challenge due to the inherent risks associated with nascent ideas and the limitations of traditional funding channels. Blockchain technology, with its decentralized architecture and transparent ledger system, offers a promising solution to these challenges. By leveraging blockchain, academic institutions can enhance the efficiency, transparency, and accessibility of the financing process for entrepreneurial ventures. This paper explores the application of blockchain technology in the financing model of university-based entrepreneurial projects, examining its potential benefits, challenges, and implications. Through a comprehensive review of literature, case studies, and theoretical frameworks, we elucidate the mechanisms through which blockchain can facilitate funding, foster collaboration among stakeholders, and democratize access to capital. Moreover, we discuss the unique characteristics of blockchain technology and its alignment with the values and objectives of academic entrepreneurship. While blockchain holds immense potential to transform the financing landscape, its adoption also presents regulatory, scalability, and governance challenges that require careful consideration. By contributing to the discourse on blockchain, entrepreneurship, and academia, this paper aims to inform policymakers, educators, and entrepreneurs about the transformative potential of blockchain in shaping the future of innovation and education.

An Investigation of the Mechanisms of Technology Transfer and Automation in Universities: A Case Study on Promoting Entrepreneurship and Startup Ecosystems at Bangladesh Open University

This study conducts a thorough analysis of the processes involved in technology transfer, automation, and entrepreneurship at Bangladesh Open University (BOU), using a qualitative research methodology. The study utilizes thematic analysis, supported by NVivo, to extract valuable insights from interviews with 30 important stakeholders, including academics, students, and administrators. The results indicate moderate achievements in the transfer of technology, characterized by difficulties in commercializing university research and developing robust industry connections. Within the field of automation, the study emphasizes the important role it plays in improving access to education, while also acknowledging the difficulties created by limited digital skills and unequal distribution of resources. The expansion of the entrepreneurship ecosystem at BOU is clearly visible, but, it is limited by a requirement for stronger support systems, namely in the areas of mentorship and funding. These qualitative views provide a detailed and subtle viewpoint on how BOU aligns with or deviates from well-known ideas like the Triple Helix Model and Academic Entrepreneurship Theory. They emphasize the distinct problems and opportunities that arise in an open university environment. The study’s results make significant contributions to scholarly discussions, highlighting the importance of customized approaches in incorporating technology and fostering entrepreneurial growth in higher education, particularly in the context of developing nations.

Mechanisms for facilitating academic entrepreneurship in higher education

PurposeThe 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/approachOur 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.FindingsThe 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/implicationsThe 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 implicationsObserved 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 implicationsthe 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/valuePoCs 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.