Entrepreneurial University Model Research Articles

Advancing sustainable entrepreneurial universities: sustainability transformations of university business incubators in Germany

AbstractGiven the profound environmental and societal challenges, many higher education institutions (HEI) have adopted sustainability as a central mission to induce desirable societal impacts. While previous research investigated the transformation processes of HEIs toward sustainability, few studies took an explicit entrepreneurial perspective and questioned its implications for the Entrepreneurial University (EU) model. To address this gap, our study explores the emergence and pursuit of a Sustainable Entrepreneurial University (SEU). We specifically focus on the role of sustainable university business incubators (UBIs) as primary institutions of entrepreneurship within the SEU model. Using a multiple-case study of four German UBIs, we illustrate how they embarked on their sustainability journey, developed internal capacities to support sustainable entrepreneurship, and overcame various barriers during their transformation trajectories. Our analysis identifies six distinct sustainability transformation stages and proposes a stylized model to explain the emergence of sustainability in UBIs. Based on these findings, our study discusses several theoretical implications for the SEU. We illustrate that SEU sustainability impacts evolve over time and that continuous leadership commitment is a mediating factor. Moreover, our results suggest that SEUs strategically engage in external partnerships with alternating functions. Given the urgency to promote sustainable entrepreneurship in HEIs, the study concludes with several practical recommendations for practitioners and policymakers. Moreover, it offers suggestions for future research to explore the potential of SEUs and their contribution to addressing pressing societal and ecological challenges.

The place of the higher education system in the innovation sphere in solving the problem of staffing the innovative economy. Part II

This article continues the study of the Innovation sphere role in the higher education system for innovative economy personnel training. It is devoted to the problem of the network project-based learning development within the framework of the entrepreneurial university model implementation. The core of the problem is development of entrepreneurial competencies in technical universities to promote technological startups through usage of expertise acquired by the Innovation students. The following article, as well as the previous one, is based on Basadur simplex method to find a range of factors which contribute to the solution of non-standard management problems. Identification of barriers to interaction is the most important factor in the development of a successful collaboration. Barriers of insufficient acquaintance with a partner, or low innovation susceptibility to the collaboration, are considered serious. The purpose of the study is to determine the external factors of innovative susceptibility to network interaction by universities that provide innovations. Low demand in the labour market is said to be the main barrier to the innovative susceptibility towards an innovation manager. There is no standardisation of his activity under the conditions of a high role of the Russian labour market regulation aspect. As a result, the author’s vision of key requirements set for the development of professional innovation standards is proposed to promote the innovation manager and increase innovative susceptibility of the market to his qualification level.

Higher education system placement in the innovation sphere in solving staffing innovative economy problem. Part I

The article analyzes specifics of training personnel in innovation management in Russia. The object of the study is the direction of the Innovation training, which implements the methodology of training specialists in innovation management in all spheres of economy. The purpose of the article is to assess compliance of the training methodology in innovation management with the requirements of the modern concept of practice-oriented education and conducting fundamental and applied research in universities that are in demand in innovative economy. The objective is to formulate the problem of implementing such requirements for higher education system as adaptability of graduates and their ability to implement projects and facilitate innovative development. The research is based on the application of Basadur’s simplex method to solve non-standard management problems and forms of comprehensive understanding of training personnel problems and use of professional competencies of innovation manager in the project education methodology for entrepreneurial university model implementation. As a result, the task of forming a technical universities collaboration with a pool of technological uncommercial startups has been formulated, as well as with universities that train innovation managers as specialists in promoting a startup to market.

The relationship of the third academic mission with traditional teaching and research activities

In the process of adapting to environmental changes, universities are moving towards new organizational models, with emphasis on the entrepreneurial university model. This is a global phenomenon that takes place in different economic and social contexts. In that regard, this research aims to identify the different ways of accomplishment of the third academic mission in universities and their relationship with traditional teaching and research activities. For this sake, this research is a case study focusing on two Brazilian universities: the Pontifical Catholic University of Rio Grande do Sul (PUCRS) and the Pontifical Catholic University of Rio de Janeiro (PUC-Rio). The results show the use of several actions and mechanisms of innovation and entrepreneurship towards an entrepreneurial university model, with the establishment of links with both teaching and research. Furthermore, the studied cases show synergistic relationships between the third academic mission and the traditional academic missions, especially with research.

Towards an entrepreneurial university model: evidence from the Palestine Polytechnic University

This study aims to introduce a proposed model for transforming the Palestine Polytechnic University (PPU) into an entrepreneurial university. Towards that end, a quantitative approach using statistical techniques of t test, ANOVA, Kruskal–Wallis test, and Pairwise comparisons supported by explanatory and qualitative discussions were utilized. The main findings show that the applicability of entrepreneurship at PPU was relatively fair for the aspects of the compatibility of curricula with the labor market needs, community relations and partnerships, academic exchange, entrepreneurship culture, entrepreneurial education, and university internationalization. Entrepreneurship as a policy objective was moderately acceptable for university policies and regulations, scientific research and innovation, and university leadership, but the university environment was less than moderate. The findings also show that the university leadership acknowledges the importance of achieving entrepreneurship, while they pay insufficient attention to the academic exchange. Offering other supportive funding resources can accelerate entrepreneurship. Given that, this study is likely to provide a proposed model to transform PPU into an entrepreneurial university and effectively achieve the university’s pioneering vision that contributes to the university’s development and presents this model to the decision makers.

A Literature Review on Entrepreneurial University policies: Definitions, Factors and Theories

The entrepreneurial university model has gained popularity in recent years, as universities seek to increase their impact on the economy and society by promoting innovation and entrepreneurship. Many universities now see entrepreneurship as an important part of their mission and are working to create an entrepreneurial culture that encourages and supports innovation and commercialization of scientific research. This paper is based on the literature review methodology and highlights the essential points about the entrepreneurial university discourse, provides the formal and informal factors that make possible the transformation of a university into an entrepreneurial one, as well as the theoretical models of entrepreneurial approaches. Being new to the entrepreneurial concept, the Albanian universities face a variety of challenges. The current status of universities into the modern society requires them to play a dual role in setting high teaching standards and students’ competence oriented learning and, on the other hand, play a boosting role in innovation and economic development of the country. This paper is of interest to Albanian universities that would like to establish and formalize entrepreneurial policies and overcome implementation obstacles.

The Death and Rebirth of the Entrepreneurial University Model

The Death and Rebirth of the Entrepreneurial University Model

Designing an Entrepreneurial University Model with an Organizational Learning Approach in Higher Education (Case Study: Educational Units And Centers Of Khorasan Razavi Azad University)

هدف: در قرن 21 رسالت دانشگاه، تربیت نیروی انسانی و نسل آینده‌ای متعهد، مبتکر و کارآفرین است و بنابراین ایجاد تفکر کارآفرینی و ورود به کسب‌ وکار در میان دانش‌آموختگان دانشگاهی باعث می‌شود که آنها با بهره‌گیری از استعدادهای بالقوه خود، افرادی خلاق، نوآور و کارآفرین شوند و خود را باور نمایند. بنابراین هدف از مطالعه حاضر، طراحی الگوی دانشگاه کارآفرین با رویکرد سازمانی در آموزش عالی بود.طراحی/ روش‌شناسی/ رویکرد: این پژوهش از نظر هدف کاربردی-توسعه‌ای، از نظر ماهیت توصیفی و از لحاظ روش، ترکیبی (آمیخته) است. جامعه آماری در بخش کیفی20 نفر شامل افراد خبره در حوزه آموزش کارآفرینی و اعضای مراکز کارآفرینی و در بخش کمی اعضای هیات علمی دانشگاه‌های آزاد خراسان رضوی به تعداد 967 نفر بود که 258 نفر به عنوان نمونه آماری انتخاب شدند. روش نمونه‌گیری در بخش کیفی روش هدفمند و گلوله برفی و در بخش کمی روش نمونه‌گیری سهمیه‌ای بود. روش جمع‌آوری اطلاعات به روش کتابخانه‌ای و میدانی و ابزار اندازه‌گیری در بخش کیفی استفاده از تکنیک دلفی و در بخش کمی با توجه به شرایط کرونا، پرسشنامه محقق ساخته آنلاین بود که سوالات آن برگرفته از داده‌های حاصل از مصاحبه بود. به منظور آزمون فرضیه‌های تحقیق، از روش مدلسازی معادلات ساختاری استفاده شد و بدین جهت از نرم‌افزار آماری AMOS نسخه 24 استفاده گردید.یافته­‌های پژوهش: در بخش کیفی در دور اول دلفی و با توجه به نظر صاحب‌نظران برای متغیر دانشگاه کارآفرین 154 بعد و 597 مولفه و برای متغیر یادگیری سازمانی 37 بعد و 14 مولفه طراحی گردید. در نهایت و پس از پایان دور سوم، مدل مفهومی تحقیق شامل 21 بعد و 34 مولفه برای متغیر دانشگاه کارآفرین و 6 بعد و 6 مولفه برای متغیر یادگیری سازمانی شد که پرسشنامه بخش کمی را تشکیل می‌داد. نتایج این تحقیق، ابعاد دانشگاه کارآفرین و یادگیری سازمانی و اولویت هر کدام از آنها را مشخص نمود و نشان داد که هر 21 بعد دانشگاه کارآفرین از عوامل موثر بر مدل دانشگاه کارآفرین بود. با توجه به میزان تاثیر (بار عاملی) مشاهده شد که ابعاد عوامل محیطی، ایجاد کسب و کار جدید و رهبری کارآفرینانه به ترتیب دارای اثر بیشتری در دانشگاه کارآفرین بودند. همچنین نتایج نشان داد که هر شش بعد کار گروهی، ایجاد فرهنگ حمایتی در سازمان، سبک رهبری، استراتژی سازمان، ساختار سازمانی و نقش مدیریت عالی از عوامل مؤثر بر سنجش یادگیری سازمانی محسوب می‌شوند و مشاهده گردید که ابعاد استراتژی سازمان، ساختار سازمانی و سبک رهبری به ترتیب دارای اثر بیشتری در سنجش یادگیری سازمانی بودند. یافته‌ها حاکی از آن است که یادگیری سازمانی با ضریب تاثیر 79/0 در کارآفرین شدن دانشگاه نقش دارد و موثر است. چهارچوب حاصل از این بررسی منجر به ارائه مدل دانشگاه کارآفرین با رویکرد یادگیری سازمانی در آموزش عالی شد و زمینه توجه به اولویت عوامل دانشگاه کارآفرین را در دانشگاه‌های آزاد خراسان رضوی فراهم آورد.محدودیت­‌ها و پیامدها: این تحقیق به علت کمبود زمان و هزینه بر بودن در دانشگاه‌های سطح کشور صورت نپذیرفت. همچنین به دلیل وجود شرایط کرونا و به دلیل عدم استفاده از مشاهده از روش مثلث‌سازی استفاده نگردید و به همین دلیل، نمونه گیری در بخش کمی از نوع نمونه گیری سهمیه ای انجام شد.پیامدهای عملی: چهارچوب حاصل از این پژوهش می تواند منجر به ارائه مدل دانشگاه کارآفرین با رویکرد یادگیری سازمانی در آموزش عالی گردد و زمینه توجه به اولویت عوامل دانشگاه کارآفرین را در آموزش عالی فراهم آورد.ابتکار یا ارزش مقاله: پژوهش حاضر تنها تحقیق در زمینه طراحی مدل دانشگاه کارآفرین در آموزش عالی بوده که با توجه به رویکرد یادگیری سازمانی صورت پذیرفته است. نوع مقاله: مقاله پژوهشی

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 Entrepreneurial University:”

The notion of the “Entrepreneurial University” refers to a type of educational institution that enhances university-industry cooperation, applies innovative learning methods, and promotes multidisciplinary approaches. This article explores new challenges that Azerbaijani universities have faced as part of the Azerbaijani higher education transformation in the post-Soviet period. The research investigated the experiences of Western-style universities that have been building relationships with Western partners with substantial leadership experience in university innovation and, specifically, in establishing entrepreneurial universities. This paper argues that Azerbaijan's transition to a knowledge economy will require a substantive transformation of the country’s higher education system and, as such, must develop the entrepreneurial university model that has been embraced as an effective response to the challenges of our time by some U.S. universities.

Identifying the entrepreneurial environmental challenges in developing countries context: a study of public universities in Kurdistan Region – Iraq

PurposeThis study aims to indicate the most significant entrepreneurial environmental challenges that motivate universities of Kurdistan to become more entrepreneurial.Design/methodology/approachThis qualitative study of 24 in-depth semi-structured interviews with deans and heads of department in the universities of Kurdistan Region deals with what is meant by being an entrepreneurial university and what challenges motivate universities toward adopting the entrepreneurial university model. Interviews were organized, coded and grouped using template analysis approach.FindingsThe results showed that most significant entrepreneurial environmental challenges that push universities in Kurdistan Region to becoming more entrepreneurial are university funding, having collaborations, contributing to the regional development, developing entrepreneurial competencies, globalization challenges, the need for innovation and the emergence of the opposition forces.Research limitations/implicationsThis study examines only the entrepreneurial environmental challenges that have been identified by Gibb et al. (2013). Also, it does not consider the role of leadership in dealing with these challenges.Originality/valueThis study extends the framework of Gibb et al. (2013) of the entrepreneurial environmental challenges that push universities to become more entrepreneurial by considering the challenges that universities in developing countries face. Then, this study adds greater clarity to the challenges that motivate universities to become more entrepreneurial in developing countries.

Features of the Entrepreneurial University Model

The article considers the main approaches to the definition of the concept of “entrepreneurial university”, identifies the features of research and entrepreneurial activities in higher education institutions, the main problems of entrepreneurial university development. The main features of entrepreneurial universities are described on the example of the U.S. The main problems in the formation of entrepreneurial universities are identified. The global experience of entrepreneurial university formation is analyzed from the perspective of creating and developing entrepreneurial universities in Ukraine.
 In the context of globalization of educational systems, increasing competition on the market of educational services, increasing requirements for the provision of educational services faced by educational institutions, there is a need to change and transform the paradigm of university behavior. The governments of many countries around the world are trying to move away from direct state funding for the education sector and attract support of investors and businesses. When exploring the structure of the global education area, it is important to emphasize that it is a complex and open system that is constantly transforming and evolving. The increasing competition between universities and countries has direct impact on ways and solutions aiming to expand the boundaries of their activities.

Dimensions of Entrepreneurial Orientation in the Academic Environment

The establishment of entrepreneurial orientation (EO) in the academic environment, through its basilar conceptual dimensions such as proactiveness, innovativeness, and risk-taking, has been the subject of relevant debate for academics, higher education managers, and policy-makers. In this context, this article aims to analyze the establishment of EO in the academic environment, pursuing an entrepreneurial university model. Thus, the strategy of multiple case studies was adopted, based on three universities: two in Brazil, the Pontifical Catholic University of Rio Grande do Sul (PUC-RS) and the Pontifical Catholic University of Rio de Janeiro (PUC-Rio), and one in Sweden, the Lund University (LU). Results show that the EO established by the universities studied is seen in several times and in different ways through its conceptual dimensions, suitable to the academic context. The movements observed in the three cases researched show non-sporadic behaviors towards an entrepreneurial university model over time.

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?

How Entrepreneurial University Model is changing the Indian COVID–19 Fight?

How Entrepreneurial University Model is changing the Indian COVID–19 Fight?

How Entrepreneurial University Model is changing the Indian COVID–19 Fight?

It is indeed a great misnomer to analyze the dimensions of academic capitalism with the steady rise of entrepreneurial university in lines with Western educational policies. It is indeed a long treaded journey in emerging underdeveloped economies which has given the notion of a dream of the next superpower wherein entrepreneurial universities are a very recent concept post liberalization of economy and change in governmental practices and loosing hold over bureaucratic affairs which has led more stronger the innovation landscape of industry–education–government nexus in building the nation. Recent years have seen the great crisis of COVID pandemic which has changed the ideologies and theoretical models underlying economic welfare states and the velocity of money running through society. Amidst huge literature in entrepreneurial university studies, very little work has been done which answers the very pertinent question and research gap of how the triple helix model arrived in India and how the central government in India changed its beliefs globally by inheriting such model in its innovation practices to champion the cause of bringing new products, economic welfare, product development; which transformed India’s idea of being an importer of healthcare facilities to an expert and exporter of medical facilities thus completely reversing the cycle of trade and global logistics in healthcare economic practices. This paper works on such exploratory case study concerning India’s success story in employing triple helix model of innovation in national policy practices and world economy.

Key factors of entrepreneurial university transformation: a model development using ISM method and MICMAC analysis

PurposeThis study aims to develop a new entrepreneurial university model that will provide a comprehensive picture and explain how universities can become entrepreneurial by considering several factors, both internal and external.Design/methodology/approachThis research collected data by conducting a survey and elaborates on the judgments of informants who are experts in their fields. The gathered data were analyzed with the ISM method and MICMAC analysis.FindingsThis study identifies key factors of entrepreneurial university transformation, specifically, five key success factors and one constraint factor.Research limitations/implicationsThis study has limitations in terms of its in conducting interview techniques. Data collection, which should be maximized in producing agreement through focus group discussions, can more acutely identify factors through consensus.Practical implicationsThis study provides an overview of how universities may transform, following a path to become entrepreneurial by paying attention to the factors driving this transformation. The model demonstrates that while the university plays a central role, the participation of other parties within the ecosystem is also important.Originality/valueThis modeling technique deconstructs a complex system into several sub-systems, so that it can be studied in greater depth. Using ISM and MICMAC, a hard system methodology, this study advances a different and more comprehensive model.

The Structural Transformation of Neo-liberalism in Higher Education and the Transformation of Education into Investment: The Entrepreneurial University Model

The Structural Transformation of Neo-liberalism in Higher Education and the Transformation of Education into Investment: The Entrepreneurial University Model

The Entrepreneurial Orientation in the Transformation of Universities

Universities are a relevant and little-explored context to the study of strategic action, considering their need to adapt to environmental dynamics and establish a closer relationship with society. This study contributes to shedding light on how the changing process from a traditional university model to amore entrepreneurial model takes place. Thus, this study aims to analyze the role played by the universities’ strategic management to the establishmentof entrepreneurial orientation (EO) in the academic environment. For this sake, we did a multiple case study focusing on managers’ decisions at the strategic level. The selected cases are three universities, two in Brazil and one in Sweden, recognized for their academic entrepreneurship approach in their environments. Based on these cases, the study reveals the influence of top-management decisions for the establishment of EO and how traditional institutions can pursue an entrepreneurial university model. The results emphasize the key role played by the universities’ strategic management in establishing EO, through different levels of participation, but with recurrent behaviors in the implementation of the third academic mission.

The Entrepreneurial University Model and Policy Implications for University Governance in Vietnam Public Universities

Along with the advances of science and technology, higher education has had a substantial transformation towards autonomy associated with entrepreneurship, innovation, and creativity. Vietnam is facing the challenges of changes in governance for public universities. From the general theory and academic literature review of the entrepreneurial university, especially in organizational structure, the article offers policy suggestions to promote university governance in line with the trend of the transformation of entrepreneurial university model for public universities in Vietnam.