Entrepreneurial University Research Articles

SUSTAINABLE FUTURES: ENTREPRENEURIAL UNIVERSITIES AND THE PATH TO ENVIRONMENTAL STEWARDSHIP

The purpose of the research - is to explore the significant role of universities in integrating Sustainable Development (SD) and fostering sustainable entrepreneurship within higher education. The methodology of the research is based on a detailed literature review and analysis of various models adopted by entrepreneurial universities. The study examines how these institutions are reorienting their educational, operational, and research frameworks towards sustainability in environmental, social, and economic dimensions. The practical importance of the research lies in its potential to guide universities in becoming more effective agents of societal transformation towards sustainability. By show­casing diverse models of integrating Sustainable Development (SD) and fostering sustainable entrepreneurship within higher education, the research provides actionable insights for acade­mic institutions. The results of the research demonstrate that entrepreneurial universities engaging in sustainable development initiatives often adopt innovative models that integrate education, innovation, and collaboration to drive environmental stewardship and social well-being. These models, illustrated by case studies from leading institutions, demonstrate how universities can act as catalysts for sustainability, fostering a culture of entrepreneurship aimed at addressing environmental and societal challenges. The originality and scientific novelty of the research stem from its comprehensive exploration of how universities can serve as pivotal agents for societal transformation towards sustainability. Unlike traditional studies that may focus narrowly on environmental education or campus sustainability initiatives, this research delves into the entrepreneurial aspect of universities, showcasing how they integrate Sustainable Development (SD) across all facets of their operations, education, and community engagement. It brings to light innovative models of sustainability and entrepreneurship adopted by leading universities worldwide, illustrating a multifaceted approach that encompasses not just education and research but also operational practices and broader community engagement.

University incubators and entrepreneurial universities: a case study of the process of setting up a university incubator in a developing country

University incubators and entrepreneurial universities: a case study of the process of setting up a university incubator in a developing country

Higher Education Institutions and Multistakeholders’ Engagement: A Longitudinal Study of an Anchor Institution's Legitimacy and Dynamism

Higher education institutions (HEIs) often serve as the social glue of a community. They are place-bound institutions with strong regional ties that typically play a crucial role in shaping the socioeconomic development of local ecosystems. Although their role as anchor institutions—large institutions that impact community life and economies over generations—is clear, there are few studies on how these universities actually evolve. How do their structures change over time? And what, if any, are their strategies for maintaining their status as an anchor institution? This research presents a longitudinal case study spanning a seven-year period in the life of the University of Turin (UniTo), a large generalist university in Northern Italy. During this period, UniTo successfully transitioned from an ivory tower into an entrepreneurial university and a civically engaged institution embedded in its local region. Our analysis identifies the main challenges in evolving from one model to the other, along with the strategies used by UniTo to both face these challenges and maintain its status as an anchor institution. Our findings show that, in the HEI sector, an institution's organizational structures need to be dynamic. Structured, top-down relationships, such as those between the institution and the municipality, need to work in tandem with spontaneous, bottom-up one-to-one relationships. Overall, what emerges from this research is a new concept of legitimacy, called <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">anchored legitimacy</i> , that is built on both spontaneity and structuralism and persists over decades and centuries.

Identification and Validation of Entrepreneurial University Model Indicators for the University of Tabriz

Objective: The aim of this research is to identify and validate the indicators of the entrepreneurial university model for the University of Tabriz. Methodology: The research methodology is a mixed-methods approach. This research is applied in terms of its objective and descriptive-survey in terms of data collection. The statistical population of the study included all the elites in the field of entrepreneurship at the University of Tabriz, all faculty members of the University of Tabriz, and all employees of the University of Tabriz, totaling 1,557 individuals. For sampling in the qualitative section, 14 individuals were selected using a purposive sampling method, and in the quantitative section, 308 individuals were selected using the Krejcie-Morgan table and simple random sampling. Data collection tools included researcher-constructed open-ended questions in the qualitative section and a researcher-constructed questionnaire, designed based on qualitative research results, in the quantitative section. For data analysis, coding methods were used in the qualitative section. In the quantitative section, the Kolmogorov-Smirnov test was used to check the normality of variable distributions; the one-sample t-test was used to determine the level of core category, main, and sub-components; and second-order confirmatory factor analysis was used to examine construct validity and model validation. Findings: The findings from inductive content analysis indicated that the entrepreneurial university model comprises fourteen main factors classified into four general categories: knowledge application factors, human factors, managerial factors, and environmental factors. Model validation results using the AMOS test showed that the extracted model from the present research had a good fit. Conclusion: The findings indicate that the developed model, comprising 14 main components categorized into four major factors—knowledge application, human, managerial, and environmental—has a good fit and is effective for transforming the University of Tabriz into an entrepreneurial university. This model can also be cautiously applied to other universities, considering their specific conditions and criteria.

A Transition Pathway Proposal Based on Development Context for Entrepreneurial University Transformation

A Transition Pathway Proposal Based on Development Context for Entrepreneurial University Transformation

An Entrepreneurial University Ecosystem for Sustaining the Twin Transition Through a Complex Adaptive System Approach

An Entrepreneurial University Ecosystem for Sustaining the Twin Transition Through a Complex Adaptive System Approach

A transition pathway proposal based on the development context for entrepreneurial university transformation

A transition pathway proposal based on the development context for entrepreneurial university transformation

New missions for universities in the era of innovation: European and global perspectives for excellence and sustainability

Analyzing the evolving landscape of higher education, the article looks at historical, political, and contemporary challenges. It highlights the global impact of innovation doctrines over the last fifty years, and their influence on public policy and societal structures, and especially higher education. It highlights the major shift in the dominant regime of knowledge production that has taken place over the same period, leading to the dominance of the entrepreneurial university, utilitarian knowledge and “strategic research”. This transformative paradigm has led to the conceptualization of the “third mission” of economic and societal development. By examining European and national programs such as the Excellence Initiatives, the article shows how universities are adapting while contributing to national innovation systems. The analysis reveals different perspectives on knowledge production, emphasizing rationalization and productivity while highlighting the complex consequences of societal activities on their production and environment.

Developing intellectual property management skills and the entrepreneurial university element: an educator perspective

Developing intellectual property management skills and the entrepreneurial university element: an educator perspective

Creating an Entrepreneurial University Just Like That? Developing Students&amp;#8217; Empowering Entrepreneurship Competence in a University&amp;#8217;s Short-Term Innovation Challenge Course

Creating an Entrepreneurial University Just Like That? Developing Students&amp;#8217; Empowering Entrepreneurship Competence in a University&amp;#8217;s Short-Term Innovation Challenge Course

Entrepreneurial university ecosystems: does the country's level of development differently affect the students entrepreneurial intention A perspective from public universities in Spain and Mexico

Entrepreneurial university ecosystems: does the country's level of development differently affect the students entrepreneurial intention A perspective from public universities in Spain and Mexico

University Entrepreneurship Programmes and their Implications for Youth Development in South Africa’s Developmental Agenda: Case Studies from KwaZulu Natal

University Entrepreneurship Programmes and their Implications for Youth Development in South Africa’s Developmental Agenda: Case Studies from KwaZulu Natal

The Influence of Entrepreneurial Motives, Family Environment and Financial Literacy on Entrepreneurial Intentions

The high level of poverty and low entrepreneurship ratio in Indonesia have encouraged the government to increase the number of young entrepreneurs. By focusing on students of the Jakarta State University Entrepreneurial Student Program (Program Mahasiswa Wirausaha/PMW), this research aims to explore the influence of entrepreneurial motives, family environment, and financial literacy on entrepreneurial intensity. quantitative and uses survey research methods. This research uses dependent variables and independent variables. The results of quantitative research with 165 respondents show that partially entrepreneurial motives and family environment have a positive and significant influence on students' entrepreneurial intensity. Research recommends the need for entrepreneurship development programs that can strengthen entrepreneurial motives and create a family environment that supports student entrepreneurial activities. Although financial literacy has not been proven to have a significant effect, research highlights the importance of paying attention to other aspects that may be more dominant in motivating students to become young entrepreneurs. These findings provide a basis for development policies and educational programs that are more effective in increasing the intensity of entrepreneurship among students, so that they can make a positive contribution to the economy and reduce poverty levels.

자원의존론적 관점에서 학교기업지원사업의 운영 양상 탐색 연구

The purpose of this study is to identify the problems of the School-Based Enterprise system and diagnose the causes and patterns of resource-dependence of School-Based Enterprise support projects in terms of organizational theory. To this ends, three rounds of FGI were conducted with field stakeholders (professors, practitioners) who have operated school-based enterprises and participated in support projects and experts who have conducted related research.&#x0D; The results showed that the regulatory laws and systems underlying the establishment and operation of school-based enterprise hindered its stable operation. In addition, the goals set for the organization were higher than the capacity of the organization, which caused considerable burden on school-based enterprises. In addition, the school-based enterprise support project provided essential resources for the operation of the organization, but the performance indicators and selection and evaluation methods added to the burden of school-based enterprises. Overall the above factors hindered the activities of school-based enterprises preventing them from achieving internal organizational innovation and organizational growth as a unique enterprise.&#x0D; Based on the results of the study, it was suggested that regulatory reform of the school-based enterprise system should be carried out to realize the transformation of entrepreneurial universities and achievement of university innovation and that performance indicators should be improved and step-by-step support should be provided to prevent the problem of resource dependence in higher education financial support projects.

Exploring the Students’ Perceptions of Entrepreneurship Courses at Indonesian Higher Education

Entrepreneurship education serves as an essential foundation within the mission of entrepreneurial universities. It plays a pivotal role in shaping students' mindsets and competencies. Achieving this objective also requires effective entrepreneurship teaching and curriculum design to align with the main goals of its implementation. The present study seeks to explore the overall students’ perceptions on the entrepreneurship courses. This is important to evaluate the course curriculum, delivery and other considerations to effectively facilitate students’ competencies, motivation and mindset to pursue entrepreneurship. Quantitative approach using survey method was employed to a small sample of 35 students (m=9, f=26) of undergraduate program of Management at Universitas Negeri Medan, Indonesia. The findings from the quantitative descriptive analysis reveal positive attitudes towards entrepreneurship courses, with students acknowledging their effectiveness in enhancing knowledge, fostering creativity and innovation, and increasing motivation towards entrepreneurship. This study recommends that entrepreneurship educators, instructional designers, and faculty members should carefully consider the selection of learning materials, teaching methods, and evaluation tasks. Additionally, facilitating or encouraging students to engage in extracurricular activities and providing counseling services are essential steps to involve students in practical, real-life entrepreneurial scenarios.

STUDENTS’ ENTREPRENEURIAL INTENTIONS DURING THE COVID-19 PANDEMIC IN THE CONTEXT OF THE DARK TRIAD TRAIT

Aim: Despite research on how the constellation of the dark triad traits relates to entrepreneurial intention, it still remains to be seen how nuanced such relationships were during the COVID-19 pandemic in Europe. In this article, we investigate this phenomenon by elaborating on the relations between components of the dark triad traits concerning pull and push factors affecting entrepreneurial intention. Methods: Using 4,056 datasets from the Global University Entrepreneurial Spirit Students’ Survey (GUESSS) 2021 and data on unemployment rates and GDP per capita of 22 European countries, we employed multivariate regression analysis to examine the antecedents of entrepreneurial intention. Results: Our results show that GDP per capita is inversely related to entrepreneurial intention, with statistical significance also found for the unemployment rate and narcissism in their influence on entrepreneurial intention. More so, we found that COVID-19 unlocked the hidden potential of student entrepreneurship for the represented European countries. We also found interesting results on how the intensities of the dark triad influence entrepreneurial intentions. Conclusions: Difficult situations such as COVID-19 might trigger the manifestation of dark triad traits, which – to a greater extent – influence entrepreneurial intentions.

The Incubation and Business Development Program for Students of University of North Sumatra (USU)

The Business Incubation and Development Program for USU Students aims to create new independent entrepreneurs based on science and technology, enhance the network between university entrepreneurship and the community, industry, and other institutions, and establish a suitable entrepreneurial guidance model for PMW/P2MW students, those initiating business ventures. This program is slated to run for 3 (three) years, from 2023 to 2025. In its inaugural year, it will nurture 20 (twenty) tenants, consisting of 1 (one) P2MW student and 19 (nineteen) PMW students forming 18 groups who are venturing into new businesses. The program begins with the Pre-Immersion Phase, involving the recruitment process for participants (tenants), followed by training encompassing 3 (three) stages: Product Design Training, Creativity and Business Innovation Training, Design Thinking and Business Model Training. Subsequently, participants undergo the Immersion Phase, engaging in internships at SMEs, followed by the Post-Immersion Phase involving business coaching, mentoring, business gatherings, curation, demo day, pitching, and concluding with program monitoring and evaluation. The output of this KBM program aims to generate 5 (five) new student entrepreneurs.

Re-viewing the entrepreneurial university: strategic challenges and theory building opportunities

Re-viewing the entrepreneurial university: strategic challenges and theory building opportunities

Compatibilities of University Entrepreneurship Program and Students' Entrepreneurial Characteristics in Indonesia

Compatibilities of University Entrepreneurship Program and Students' Entrepreneurial Characteristics in Indonesia

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.