Concept Of Entrepreneurial University Research Articles

The entrepreneurial university concept as a narrative of change in HEIs

ABSTRACT The literature on entrepreneurial universities has grown exponentially over the past three decades. Concomitantly, the meanings attached to the terminology of entrepreneurial universities has proliferated, creating confusion amongst users. To fill this gap, an inductive analysis of entrepreneurial university conceptualisations from the term's first introduction to the literature in 1983–2021 was conducted. The results showed that, although conceptualisation approaches widely differed in their focus, normative appraisal, scope, and level of specificity, they tended to cluster around the core idea of change in higher education institutions that began to take shape in the early 1980s. The change process was found to be ongoing, context-sensitive, and contested, closely aligning with the framework of essentially contested concepts, as revised by Collier, Hidalgo, and Maciuceanu (2006, Essentially Contested Concepts: Debates and Applications. Journal of Political Ideologies 11 (3): 211–46). By showing the essentially contestedness of the entrepreneurial university concept, the current study not only offers a useful mechanism for understanding and explicating the proliferation of meanings but also interrogates the suitability of classical conceptual categorisation approaches commonly used in the entrepreneurial university literature. Furthermore, it calls for the use of flexible conceptual lenses, such as family resemblance and cluster concepts, and studies that establish a better link between the characteristics and context of entrepreneurial universities through individual and cross-case comparisons.

Assessment of the university entrepreneurial potential (comparative analysis)

Relevance. The relevance of the study is due to the need to conduct a comparative analysis of the Kazakhstan�s universities with entrepreneurial universities from the leading countries of the world in order to assess their entrepreneurial potential.Purpose. This article is aimed at identifying the universal criteria that define the concept of entrepreneurial university, with the help of which it is possible to assess how a university corresponds to the definition of entrepreneurial university, as well as to make assessment of the universities� entrepreneurial potential.Methodology. The method of analyzing economic processes is the leading approach to the study of this problem, which allows considering in details the significant events and trends in the economic and social development of countries that has occurred as a result of implementation of the idea of entrepreneurial universities. In addition, the following research methods were used: online questioning of experts, comparative analysis, work with sources, system analysis, logical analysis, methods of synthesis and deduction.Results. In this article, there are the results of the study: it has been identified the universal criteria that define the concept of entrepreneurial university, with the help of which it is possible to assess how a university meets this definition; it has been conducted an online survey of experts to assess the compliance of universities in Kazakhstan, the USA, Germany and India with the criteria of entrepreneurial university; it has been carried out a comparative analysis of entrepreneurship and entrepreneurial universities of these countries based on the data identified during the analysis; it has been given the general recommendations on the formation and development of entrepreneurial university.Conclusions. The materials of this article are valuable for science, as they contain recommendations for the formation and development of entrepreneurial university, based on the experience of the leading countries in this field, and in addition, it has been described the universal criteria for entrepreneurial university that will help in determining its entrepreneurial potential.

FUNDAMENTAL TENETS OF A RURAL-BASED ENTREPRENEURIAL UNIVERSITY: A SOUTH AFRICAN PERSPECTIVE

This study aims to identify the key initiatives that should characterize a rural-based higher education institution experimenting with the entrepreneurial university concept in South Africa. Using an exploratory case study design, primary data was collected from key stakeholders and analysed using Atlas-ti v8 software for thematic analysis and inferential statistics through IBM SPSS Amos v27. The results generated five fundamental tenets - entrepreneurial knowledge-building that resonates with practical skills, enterprise formation/commercialization, integration of indigenous entrepreneurship concepts, embedding resourceful stakeholders in the value chain, and engaged scholarship. The findings indicate that integrating indigenous concepts is aligned with the development of entrepreneurial knowledge-building and commercialization efforts; together, these tenets promise a successful rural-based entrepreneurial university in the study area, although stakeholder engagement and community partnership are also crucial components for success. In the context of this study, the concept of a rural-based entrepreneurial university is oriented towards inclusive economic development, social relevance, and mutual benefit, in contrast to profit-driven models seen in many entrepreneurial universities worldwide. These findings provide valuable insights for policy and research, paving the way for developing an index to guide rural-based universities in South Africa and beyond. It is recommended that the University of Venda, where this study was conducted, integrates the key findings into its strategic plans and utilizes them effectively to advance its entrepreneurial university aspirations.

Factors and Structures that contribute to the formation of an Entrepreneurial University

Entrepreneurship is a strategic element for promoting the socio-economic development of countries or regions, encouraging the creation of new businesses and the generation of technological innovations. In this context, the concept of entrepreneurial university emerges, an institution based on the generation and transfer of knowledge, from the development of teaching, research, extension and entrepreneurial activities. Thus, this research sought to identify in the scientific literature factors and structures that contribute to the formation of an entrepreneurial university. Therefore, a search was performed in the SCOPUS database with the search string "entrepreneurial university" or "enterprising university" and then applied the filters 'All Open Access' and 'Sort on: Cited by (highest)'. The articles were analyzed according to the following elements: year; title; objective; summary; key words; conclusion; and number of citations. The main results indicate that the conception of the entrepreneurial university requires planning and the existence of management models that contemplate, in addition to basic activities, entrepreneurial actions focused on developing entrepreneurial behavior and promoting economic and social development. In addition, the scientific literature has presented models of several factors and structures that contribute to the formation of the entrepreneurial university.

Towards a Conceptual Understanding of an Effective Rural-Based Entrepreneurial University in South Africa

There is a considerable discussion about the entrepreneurial university concept in academia, likewise, debates on its different facets and overarching socio-economic benefits globally. However, the transformation pathways from traditional to entrepreneurial higher learning institutions in Africa are still under-researched. Similarly, while the concept contributes significantly to innovation and growth of developed countries, it is less clear how this can create meaningful value to stimulate local economy in developing economies on the African continent. This exploratory qualitative case study seeks to identify conditions that can serve as pathways for determining an effective rural-based entrepreneurial university with the potential to meet societal needs, as well as impact positively on local economy. A sample of 33, specifically, individuals with deep knowledge of entrepreneurial university, was drawn from diverse groups using snowball and purposive sampling techniques to co-interact the phenomenon. The data collection was performed following hybrid (physical and digital) methods. Excerpts drawn primarily from stakeholders based on semi-structured questions were fitted and modelled on Atlas-ti v8 software open coding system, for thematic data analysis. Five conditions emerged as key findings. These include (1) entrepreneurial knowledge and skills building; (2) integration of indigenous entrepreneurship systems; (3) engaged scholarship; (4) value creation and venturing, and (5) embedding resourceful stakeholders in the university value chain network. These conditions set a foundation for the systemic institutional design that follows. Future research may consider examining the conditions on a broader scale to develop an index for measuring a rural-based entrepreneurial university with the potential to foster local economic development agenda in South Africa.

Entrepreneurial University Concept Review from the Perspective of Academicians: A Mixed Method Research Analysis

Understanding the role of the factors that contribute to the development and growth of entrepreneurial universities is important for both the university itself and the global economy as a whole. Therefore, this study aimed to gain a deep understanding of the entrepreneurial university. The study was designed with a mixed-method approach in which quantitative and qualitative methods were used together. In the quantitative part of the mixed-method research, a systematic literature review of the entrepreneurial university concept was done and based on the results of the literature search obtained by quantitative methods, general concepts and categories and their relations with the contexts were revealed. In the qualitative part of the mixed-method research, in order to explain the entrepreneurial university understanding, semi-structured interviews were conducted with academicians in universities. According to the findings, it was found that conceptualization was very important to understand the entrepreneurial university. The university was considered as an institution that serves students and companies via some channels, such as research reports, an academic publication, or a patent received at the end of a project. As the entrepreneurial university paradigm is being studied by various institutions in the world, this study contributes to the literature both as a theoretical study and as a study that reveal the concepts of the entrepreneurial university. By providing a conceptual framework, the research will contribute to the literature as a theoretical study by aiming to explain the service systems (universities, government, firms) based on the exchange of skills and the creation of common value in the knowledge-based society on the entrepreneurial university paradigm, which is extremely popular in the world. Fındings from the systematic literature review and interviews with academicians were analysed comparatively, and a conceptual framework that evaluates the concepts and variables of the entrepreneurial university with a holistic view is presented.

Entrepreneurial University in the Emerging Country: An Exploratory Study in CAMES Area

The entrepreneurial university is recognized as an organization capable of maintaining an active link with the actors of its environment and of impacting socio-economic development. However, while it should be noted that the entrepreneurial university concept has been developed from the experience of advanced economies in the West, there is a lack of theoretical considerations and empirical evidence on whether the entrepreneurial university model is applicable in the contexts of less developed countries. Building on the understanding that the evolution of an ideal entrepreneurial university model is facilitated by certain institutional logics in advanced economies, this paper takes the case of CAMES area in Africa (19 emerging countries) as an example to explore the entrepreneurial practices supported by the regulatory framework documents. It also looks at the practices in the field in order to identify those that are most common compared to the models found in the literature. Our study presents new possibilities of understanding for entrepreneurial university from Africa contexts. It shows that despite the absence of certain key factors characteristic of the entrepreneurial university in the regulatory and institutional documents, the actors have informal practices that contribute to some extent to the purpose of the entrepreneurial university. The conclusion reinforces the need to see entrepreneurial university through the lens of less developed countries' contexts, highlighting opportunities for future studies.

The Development of the Concept of an Entrepreneurial University in Russian Higher Educational Establishments: New Method of Evaluation

Launched in the summer of 2021 the «Priority 2030» Strategic Academic Leadership Program, despite being a logical extension of the Russian Academic Excellence Project, differs significantly from it in terms of its priorities. While the Russian Academic Excellence Project was primarily oriented on achieving the increase of the global competitiveness of Russian universities, the new Program primarily encourages universities to actively participate in the socio-economic development of the regions of the Russian Federation. The priorities of the new program happen to coincide a lot with the concept of an entrepreneurial university proposed by Burton R. Clark in his «Creating Entrepreneurial Universities». According to this concept, the attention is focused on such elements of university development as a strengthened material core, an expanded periphery of development, a diversified financial base, stimulated academic structures and integrated entrepreneurial culture. All of them are directly related to the function of the university as a driver of regional development. This concept has become so familiar to the general public in the recent decade that the notion of the development of universities according to it is seen as a matter of course. But are Russian universities indeed capable of following this concept in their development and are they in fact doing so? How prepared are they to actually achieve the goals set by the program «Priority 2030»? To answer these questions, the authors of the article have developed a new set of tools for accessing the development of higher educational establishments in the paradigm of the concept of entrepreneurial university.The article presents a detailed analysis of how the main elements of this concept are reflected in the practice of Russian universities. The results of the study showed that all leading universities have the characteristics of an entrepreneurial university. However, the development of the elements of an entrepreneurial university tends to be quite stretched out timewise, which creates corresponding risks affecting the effectiveness of the implementation of the «Priority 2030» project. The set of tools, suggested in the article, can be used for further analysis of the development of Russian higher educational establishments according to the concept of entrepreneurial university.

Mapping the entrepreneurial university literature: a text mining approach

ABSTRACT Since the introduction of the concept of entrepreneurial university in 1980s, the number of studies has dramatically increased, in particular since 2015. This had made the literature on the entrepreneurial university complex, fragmented and difficult to navigate. This paper provides a comprehensive review of all topics covered in the body of literature on the entrepreneurial university and identifies the most salient topics and papers within this literature, making use of text-mining techniques. Our paper employs topic modelling that reveals the underlying semantic structure of texts to identify the different underlying. Our study systematically analyses 1,110 papers over the period 1983–2020 using the Latent Dirichlet Allocation algorithm. Our analysis shows that the entrepreneurial university is fragmented around different topics that are very diverse. We find a total of 20 differentiated topics. Our study suggests that topics related to the overarching theme of academic entrepreneurship, in particular to commercialisation of research and the triple helix model are very popular within the entrepreneurial university literature. Finally, our analysis reveals that case-study type of research is losing momentum, giving path to nascent topics of research in the areas of entrepreneurial capability and university-industry alliances, which are becoming very popular within the entrepreneurial university literature.

What Counts as the Environment in Epigenetics? Knowledge and Ignorance in the Entrepreneurial University

ABSTRACT Epigenetics research is well-known for its attention to the ‘environment,’ as it explores how what surrounds the genes impacts gene regulation. In addition, epigenetics has commonly been described as the new socio-biology capable of capturing how the broadly defined social environment, structured by social inequalities, shapes biology. Yet, this vision is not realised in the context of the entrepreneurial university. In the two laboratories where ethnographic fieldwork was conducted, scientists focus their research on narrow articulations of the notion of environment, around individual ‘lifestyle’ or micro-environments within which tumours develop. While the entrepreneurial university is characterised by multiple authoritative agencies evaluating and legitimising research, the narrowing of research priorities in epigenetics can be explained by the overlap of multiple scales of environment in which such authoritative agencies exercise authority: a disciplinary environment with peer-reviewed journals, an institutional environment with research managers, a market environment with funding bodies and commercial firms. In a general context of precarity, these environmental scales successively shape the content of research, by imposing filters on researchers’ practices, while implementing incentives encouraging certain forms of research. In particular, it favours a certain type of epigenetics research that is individualised and clinically centred, while leaving unexplored the social determinants of health and its biological corollary. This article adds to existing scholarship by, first, operationalising the broad concept of entrepreneurial university through the analysis of authoritative agencies and their role on research practices, and second, by providing empirical evidence of the interplay between research content and research environment.

INOVAÇÃO E EMPREENDEDORISMO NO DESENVOLVIMENTO LOCAL A PARTIR DO MODELO DE HÉLICE TRÍPLICE

The article presents the history of the model, some concepts, tangible and intangible stimuli and obstacles to it. The aim of this paper is to present and reflect on the relationship between university-business-government, in search of theoretical evidence to support that organizations can develop innovations. Variables between barriers and facilities are presented in the relationship between the three spheres. The proposed methodology was the bibliographic study, in which a research was carried out about the relationship of the Triple Helix model and its contribution to the innovation process. Among the results, we highlight the understanding that innovation can be developed in other environments, as well as the concept of entrepreneurial university, which emerges from the model and is capable of generating development through entrepreneurial processes.

Integral estimation of activity of entrepreneurial universities: practical aspect

Investigated problem. Implementation of the concept of an entrepreneurial university necessitates the formation of a system of activity indicators of educational institutions.
 The main scientific results. It is specified that the activity of entrepreneurial universities and educational institutions that try to comply with this concept should be systematically rated. The author analyzes modern approaches to estimation of the activity of entrepreneurial universities. The own viewpoint to this evaluation on the basis of calculation of an integrated indicator is offered. The main stages of the algorithm for estimating the activity are described. An integrated activity indicator for five universities has been calculated. The ranking of educational institutions in accordance with the calculated desegregated measures and the concept of entrepreneurial university has been held. The results of the analysis showed that the studied educational institutions from the United States are more in line with the concept of the entrepreneurial university than European ones.
 The area of practical use of the research results. The practical results of the study can be used in the process of estimating the activity of entrepreneurial universities.
 Innovative technological product. The scientific approach to the evaluation of the activity of entrepreneurial universities proposed by the author allows to form their rating, to track the position of each educational institution in the dynamics.
 Scope of application of the innovative technological product: educational policy at the micro- and macroeconomic levels.

How the World Economy revolves round Entrepreneurial University Model: Cases from India

Academic capitalism is quite different in perspective when speaking about the triple helix model or the entrepreneurial dimensions of University-Industry-academic nexus which gained prominence quite late in few countries as other so called developed countries had such a build up quite early when it left the gilded innovation structure to a more liberal perspective of academics and knowledge management. Research has shown that crisis and disasters have made innovation thoughts easier with greater transition potential across borders in the form of tacit knowledge via trade exchanges. Previously earlier to the 1980s emerging or the underdeveloped countries rarely witnessed autonomy in state owned academic institutions where universities were merely a place for teaching. With greater liberalization and moving towards free markets, emerging economies like India realized the importance of autonomy in institutions and got rid of the license raj which was destroying the foundations of economy. This paper scrutinizes the research gap in Entrepreneurial university concept applications in India firstly which can be applied to other developing countries were the nexus between industry and academic pursuits are gaining momentum and very little literature is available which can put forth policy grounds for government and national agenda holders to create sustainable paths leading to successful innovation products which can contribute to economic growth and development of society at large. The paper primarily is build on case studies which analyses and answers global thoughts hovered around Why Academic Capitalism was late in developing countries? Can the world too learn from Triple Helix applied to innovation system nationally in relatively poor country like India which is still a agrarian economy at large?

Cooperation and relationship in the triple helix model of innovation

During the last decades the cooperation between universities, companies and government has helped generate new knowledge, transfer technology and create incubators of small and medium enterprises (SME), and spin-offs. The triple helix model, which is the focus of this research, represents a paradigm for the university within this three-way relationship, with the development of the entrepreneurial university concept. In fact, business-minded universities have grown significantly in socio-economic terms, with the development and registering of patents, as well as in activities related to spin-offs. Spin-off companies created from universities help transfer knowledge and scientific research to the business sector, and facilitate communication between universities, the market and society. In recent years, technological change and cooperation between business and universities have become increasingly important. Competition in business, and the need for companies to collaborate more closely, is reshaping universities in terms of the research they undertake and their relationship with the state.

The Entrepreneurial University: How to Develop the Entrepreneurial Orientation of Academia

In the last years, universities have assumed a prominent role in the science and technology-based economic development. The concept of entrepreneurial university, a key concept in the triple helix model developed by Etzkowitz, identifies the evolution of the university role with the addition to the traditional missions of university (education and research) of a third mission that is to contribute to the economic development through the transfer of research results from the laboratory to the economic system. The objective of the research is to analyze how universities are implementing this new mission and investigate factors affecting their entrepreneurial orientation. More specifically, our paper aims to investigate the existence of a relationship among the entrepreneurial orientation of university and some factors representing the internal and external context in which the university is involved.

Analysis of Knowledge Exchange Between Higher Education Institutions & Businesses for Establishing Entrepreneurial Universities in Quetta, Balochistan

The term "Entrepreneurial University" has prominent attention in the western world after the "Triple Helix Model" presented by Leydesdorff and Etzkowitz where it shaped the research outcomes in the form of patents, marketable brands, products and services that paved the way for traditional universities to transform into entrepreneurial university and the higher education institutions became self-sufficient in monetary terms and contribute to the economic growth of the nations. Though there are remarkable acceptance for this concept and many western higher education institutions, developed Asian countries and their universities benefited from transforming their research into valued monetary research while less developed countries still struggling in this direction to transform their higher education institutions as "Entrepreneurial University". The current paper presents the concept of entrepreneurial university in the less developed world, i.e. Pakistan and especially the case of Balochistan province. The research is qualitative in nature using thematic analysis through a semi-structured interview method and questionnaires to corroborate the responses. Six main themes emerged from data that include i. perception of entrepreneurial university ii. human development to technology development iii. entrepreneurial skills for academia iv. SOPs to transform research into innovation. v. regionally developed brands. vi. collaboration & communication with the private sector. The research also contributed the efforts done by higher education commission of Pakistan, and the progress of imitative of "office of research and innovation center university of Balochistan".

The Emerging Concept of Entrepreneurial University: A Case Study of Public Sector Universities in Pakistan

The Emerging Concept of Entrepreneurial University: A Case Study of Public Sector Universities in Pakistan

Girişimci Yenilikçi Üniversite

Bu çalışmada girişimci ve yenilikçi üniversite kavram ve uygulamaları ele alınmakta girişimci ve yenilikçi üniversiteye yol açan koşullar ve gelişmeler üzerinde durulmaktadır. Çünkü üniversiteler toplumsal kalkınma açısından da büyük sorumluluk taşımaktadır. Devlet, sektör ve üniversite; işbirlikleri sağlama ve sorunlara çözüm getirme amacıyla yenilikçi ve girişimci üniversite yapısı arayışına girmişlerdir. Bu durum gelişmiş ve hatta sanayileşmiş toplumlarda daha hızlı görülmüştür. Bu çalışmada girişimci ve yenilikçi üniversite kavram ve yapısı betimsel olarak mütalaa edilmektedir. Makalede gelişmiş batılı ülkelerdeki girişimci üniversite modelleri üzerinde durulmuş, girişimcilik, yaratıcılık ve yenilikçi üniversite kavramlarına değinilmiştir. Bu gelişmelerin ışığında girişimci üniversite kavramı ve girişimci üniversite modelinin temelleri konuları tartışılmıştır. Ayrıca temel konu girişimci üniversite olunca girişimci, üniversite ve ekonomik kalkınma kavramları çoğunlukla birlikte değerlendirildiğinden 2000’li yıllar sonrasındaki ekonomik kalkınma girişimcilik ve üniversite konulu bazı çalışmalar irdelenmiştir. AB ve ABD’deki farklılıklar kısmen ele alınmış kısaca araştırma ve patent konusunda üniversitelerin önemi üzerinde durulmuştur. Sonuçta ise girişimci ve yenilikçi bir üniversite olmak için gerekli unsurlar olan girişimcilik kültürünü geliştirme yönlü çabalar ve buna ilişkin üniversite yöneticilerinin destekleri olması gerekliliği ifade edilmiştir. Girişimci üniversite konusunda uygulamaların birden çok ve farklı düzeylerde gerçekleşebildiği vurgulanmıştır. Girişimci üniversite uygulamalarına yönelik olarak akademisyen, öğrenci, çalışan ve araştırmacılarının girişimcilik, yenilik veya yaratıcılık anlamında gelişimini sağlayabilir.

THE ROLE OF UNIVERSITIES IN THE NATIONAL INNOVATION SYSTEM

The intensification of innovations required system approach, including at the macro level, which resulted in creation of national innovation systems (NIS). Such systems are designed to support and ensure innovation processes, including creation of favorable conditions for interaction of their different actors (various kinds of business; universities; scientific institutions; state). Each of the actors performs its own role in NIS, which contributes to the total innovation productivity. Methodology. Universities playing a specific role in NIS are an integral subject of innovative activity. Despite considerable attention to this problematics, this role is disclosed in a fragmented manner. Therefore, the research is focused on clarification of theoretical and methodological background to study of the role of universities in NIS, justification of the evolution of universities and definition of their functions in the NIS structure, specification of the key aspects of the disclosure of this role implementation. Results. This paper highlights the increasing importance of education in innovation processes and changed requirements to it, which causes respective changes in curricula, organizational models and approaches to external cooperation with science and business. In this context, the paper discloses the key aspects of interaction between universities and entrepreneurial sector, as well as evolution of universities by a number of features (dominant functions of science; universities as knowledge providers; universities as providers of high-skilled employees; universities as mobilizers of entrepreneurs). The major contradictions of the concept of entrepreneurial university are highlighted. Practical implications. The paper describes the key functions of universities in NIS, including education, R&D, development and promotion of innovations. It is suggested considering the role of universities in NIS within the framework of six key aspects: integrators of ecosystem for innovations; providers of innovations for economy; platform for cooperation; concentrators of resources needed for innovations; mechanism for knowledge transfer and source of skills; pillars of the advanced science and providers of new knowledge. In this context, the emphasis is laid on the need to develop resource and infrastructural potential of universities as well as innovation capabilities. Value/ originality. When summarzing the functions of universities, it is suggested taking into consideration the impact of university activities on the local economic development (regional, urban economy), and considering their role in interaction with international environment. A number of practical recommendations to improve the efficiency of educational and innovative activities in NIS are identified. This will be a basis for future researches.

Innovation performance and the role of clustering at the local enterprise level: a fuzzy-set qualitative comparative analysis approach

ABSTRACTThis study, utilizes an innovative methodological approach, fuzzy-set Qualitative Comparative Analysis (fsQCA), investigating the drivers of heterogeneous geographies characterizing English Local Economic Partnerships (LEPs). The fsQCA technique offers a novel configurational alternative to regression-based approaches investigating the effects of clustering in conjunction with firm-level innovation, university third-sector activity (TSA) and entrepreneurship, on LEPs innovation performance. The findings, offer contributions to the theories of industrial clusters and innovation, regional innovation systems, knowledge spillovers and entrepreneurial university innovation within LEPs. First, supporting fsQCAs, no individual variable generates either a positive/negative innovation outcome. Second, while all positive innovation recipes include presence of the cluster variable, for negative innovation recipes, only one does not identify absence of clustering as relevant. Given that the cluster variable does not appear in any recipes without at least one of the other variables suggests activity concentration does not exist in isolation to generate innovation outcomes without other localized conditions existing, e.g. firm-level innovation. Third, there is evidence for the non-cluster-based aspects of knowledge spillover theory of entrepreneurship with respect to university activity and the entrepreneurial university concept. Instead, roles of entrepreneurship and university TSA, while important, appear to be more peripheral and geographically context specific.