Technology Entrepreneurship Education Research Articles

INFLUENCE OF TA’AWUN (MUTUAL COOPERATION) IN SUSTAINING CREATIVITY AND INNOVATION AMONG ENTREPRENEURSHIP DEVELOPMENT CENTRES OF UNIVERSITIES IN MALAYSIA

Creativity and innovation in entrepreneurship contribute to economic growth and employment opportunities. In any economy, policies on social, political, technology, and economics should encourage long-term economic growth. Creative technology entrepreneurship may be used as a feasible alternative to contribute towards the economic growth. Creative technology entrepreneurship provides the 'sustainability' feature to face continuous uncertainty. In doing so, creative technology entrepreneurship education plays a significant role in providing university students not only with formal training but also hands-on competency to apply creative technology entrepreneurship. The primary objective of this study was to explore the influence of ta’awun (mutual cooperation) in entrepreneurship development centres of universities in sustaining creativity and innovation. The study interviewed policymakers and educators of technology entrepreneurship to investigate the phenomenon. The results of the study showed that ta’awun has been incorporated in the formal tertiary education programme among entrepreneurship development centres to meet the requirements of creativity and innovation. The findings suggest that follow-up studies use a larger size of informants and a greater scope of the study to obtain more robust, comprehensive, and generalizable results.

The Appropriateness of Design Cognition for Entrepreneurship Education of Engineering Students

The study argues that the needs of engineering students for managerial education are distinct and evolving over time towards entrepreneurial mindset due to new industrial and technological trends. Consequently, managerial education of engineering students is shifting towards Science and technology entrepreneurship education (STEE). Moreover, considering the relevance of design cognition in entrepreneurship and engineering, it is argued that STEE can tackle the challenge more effectively by incorporating design cognition in the education process. Propositions are derived from research literature, and a teaching model approach is proposed that elaborated on the incorporation of cognitive acts of design in various aspects at ontological, didactical, and contextual levels in STEE. The proposed framework views education as a process of co-construction, centered on students where the role of teacher is like a coach. Students work in teams and practice the cognitive acts of design that lead to the development of interpersonal, entrepreneurial, and managerial skills. For this purpose, open-ended questioning, real life case studies, problem and project based learning, and lean methodology are proposed as effective content and pedagogies to promote the entrepreneurial behaviors required in the current industrial scenario.

Reinventing science and technology entrepreneurship education: The role of human and social capitals

•How academic structures shape their entrepreneurship education programs to anticipate changes in the business environment?•Pedagogical experiments based on business school's expertise in education help responding to current students’ challenges.•Academic programs deal more with general human capital transfer approach, and then evolve into a more specific one.•Pooling individuals from different disciplines in an entrepreneurial education program favours venture creation.•Mixing human and social capitals in academic technology centres favours innovation and entrepreneurship.

Designing technology entrepreneurship education using computational thinking

While Computational thinking (CT) has been adopted in various educational settings, it has not been fully utilized in entrepreneurship education. In particular, technology entrepreneurship education involves project-based learning for creating business value. To help students improve learning outcomes, we propose a new framework of entrepreneurship education that combines business model development and CT. We applied this framework to a capstone course for social innovation, in which undergraduate students were asked to define a social problem, develop a solution, and finally implement the appropriate products and services using Arduino, Raspberry Pi, sensors, and actuators. To evaluate the students’ learning outcomes, we conducted a survey and an interview after the course had finished. The results demonstrate that the students acquired various skills, including technical and implementation skills, and that their awareness of the broad applicability of computing increased. It was also determined that students’ self-efficacy in terms of their software development abilities increased as a result of the course. We discuss the benefits of the various strategies used in the design and implementation of the course and issues that need to be discussed further. Finally, we provide guidelines for designing and implementing CT-based project courses.

Addressing academic researcher priorities through science and technology entrepreneurship education

A key feature of the movement to create more entrepreneurial universities is incentivizing researchers to move discoveries beyond the laboratory and into society. This places additional expectations on Ph.D. students and faculty in science and engineering disciplines, who are encouraged to explore the commercialization of their research to promote the role of universities in innovation and job creation. A major barrier to this movement is that traditional Ph.D. training does not prepare researchers to participate in entrepreneurial activity, and as such its relevance to scientific work may not be evident. In this paper, we propose a course model for science and technology entrepreneurship education that has been designed to enable academic researchers to play a more active and informed role in the commercialization of their discovery. Its curricular foundation is a set of 14 factors that address the following four priorities: (1) technology readiness and timing, (2) intellectual property pathway decisions, (3) engagement with the entrepreneurial ecosystem, and (4) personal career choices. We describe the rationale for the course, its content and outcomes.

Technology transfer offices as providers of science and technology entrepreneurship education

Universities show an increasing commitment to stimulate science- and technology-based entrepreneurship with the aim of contributing to societal and economic development. The provision of science and technology entrepreneurship education (STEE) and the operation of technology transfer offices (TTOs) share the objective of improving university capabilities and output in science-based entrepreneurship. The literature has addressed STEE initiatives and TTOs separately. This paper reports the first comprehensive study of TTO involvement in STEE. From a sample of 176 university TTOs across 28 European countries, we found that 71 percent of TTOs were involved in the provision of STEE. The extensive involvement in STEE indicates that TTOs play an active role in stimulating universities’ entrepreneurial capabilities beyond specific licensing and spin-off cases. We analyze how the characteristics of TTOs and universities potentially influence the scope of STEE involvement in terms of breadth of contents, target audiences and duration. We find that older, strategically autonomous TTOs that are located in universities attributing strong relevance to technology transfer activities are particularly active in STEE. The active role of TTOs in STEE has implications for understanding the entrepreneurship education ecosystem of universities and offers interesting opportunities for further research.

Interaction of technology entrepreneurship and higher education as a factor in the innovative development of the region

The purpose of the study is to substantiate the strengthening of the role of scientific and educational institutions as centers for the formation of technological, managerial and innovative competencies in the formation of an innovation ecosystem, as an environment for the functioning of technological entrepreneurship. In the course of the work, it was revealed that the motivation of the entrepreneurial sector in funding scientific research of educational and scientific institutions should come to the fore. It has been substantiated that it is precisely the close interaction of business, educational and government structures that is the key to increasing investment and innovation activity in the region. The theoretical significance of the article is to substantiate the need to strengthen the role of educational institutions as centers for the formation of technological, managerial and innovative competencies in the formation of an innovation ecosystem, as an environment for the functioning of technological entrepreneurship.

Entrepreneurial education for the entrepreneurial university: a stakeholder perspective

Entrepreneurial universities have gained increasing prominence across the globe and are now engines for regional economic development. While a few, elite universities are successful at developing and exploiting entrepreneurial capital, most universities have achieved only modest results, even after changing organizational structures, incentive systems and strategic priorities. Given this dichotomy, it is time for universities to examine how entrepreneurial education can play a greater role in shaping the entrepreneurial university model to exploit its benefits. We argue that the two institutionalized metrics—number of new firms formed and the amount of licensing revenue—used to evaluate performance of entrepreneurial universities are not easily applicable to science and technology entrepreneurship education. We integrate logic from stakeholder theory to provide a framework for explaining the relationship between entrepreneurship education and the formal and informal processes of technology commercialization within the entrepreneurial university. In addition, we advance a set of questions and performance metrics to evaluate entrepreneurial education initiatives inside of the entrepreneurial university. Thus, our paper includes educational assessment metrics reflecting the needs of a wider variety of stakeholders, including administrators, students, and technology commercialization offices. We conclude with a discussion on the implications for this framework including future research directions.

Desirability of Technology Entrepreneurship among Bulgarian STEM Students: The Role of Entrepreneurship Education

The aim of this study is to examine the role of entrepreneurship education for the development of desirability of technology entrepreneurship among STEM students (STEM refers to any subject that falls under the disciplines of science, technology, engineering or mathematics) in 15 Bulgarian universities. A survey was administrated to students in STEM majors in 15 Bulgarian universities in 2015 and 2016. The sample for this study is composed of 879 STEM students, who are not nascent entrepreneurs or nascent intrapreneurs (in a process of starting a business) or established business owners or intrapreneurs (have already started a business). The results reveal that STEM students included in the sample are an important source of potential entrepreneurs. This study demonstrates that entrepreneurship education is positively associated with desirability of technology entrepreneurship among Bulgarian STEM students after controlling for age, gender, entrepreneurial role models, social network support, previous experience in a technology company, perceptions of environment. Other factors with positive effect on the desirability of technology entrepreneurship include role models and support from family and friends. The empirical results have important practical implications for higher education institutions and policy makers. Greater emphasis should be placed on entrepreneurship education for STEM students in Bulgarian universities. We recommend an entrepreneurial perspective to be introduced in other courses as well. Business faculties should provide doctoral programs in entrepreneurship to train a future generation entrepreneurship academics who will be capable of using up-to-date methods in entrepreneurship education. The present study attempts to fill several research gaps identified in the literature on technology entrepreneurship and entrepreneurship education. The study responds also to the calls for more research exploring the role of entrepreneurship education particularly in the field of technology entrepreneurship.

THE EFFECT OF ENTREPRENEURIAL TRAIT IN THE RELATIONSHIP OF TECHNOLOGY ENTREPRENEURSHIP EDUCATION AND ENTREPRENEURIAL BEHAVIOR

Entrepreneurship has become an important national agenda especially in creating young entrepreneurs. This paper aims to determine the entrepreneurial behavior through technology entrepreneurship education and entrepreneurial personality trait of students from Science and Technology clusters. The purpose of technology entrepreneurship subject is to encourage students to embark on their entrepreneurship venture using technology. A total of five hundred and ninety-two usable questionnaires were collected at the end of the semester. Partial Least Square was utilized to explore the relationship of variables. Entrepreneurial personality trait mediated the relationship of technology entrepreneurship education and entrepreneurial behavior despite of lack of business exposure among students. Technology entrepreneurship education helps to foster the entrepreneurial behavior among students. In addition, knowing students’ entrepreneurial personality traits further strengthen the entrepreneurial behavior. Findings and recommendation of this study are discussed.
 
 Keywords: Entrepreneurial behavior, entrepreneurial trait, technology entrepreneurship education

A case study on technology entrepreneurship education at a Taiwanese research university

Abstract Technology-based entrepreneurship education has recently been promoted in Taiwan. The promotion is based on the notion of how technology can enhance economic growth and innovation. The impact of educational programs on entrepreneurial intentions and learning, however, is an issue of discussion. This paper presents a case study of a technology-based entrepreneurship course at a Taiwanese research university. The study aims to investigate how the course aligns with the students’ learning experiences. To this end, a qualitative research approach is utilized whereby interviews, focus group discussions, and class material are the main data sources. The findings suggest the difficulty in setting appropriate goals with technology-based entrepreneurship courses. Expectedly, it is difficult to achieve quick technology commercialization results due to the students’ inexperience, short course lengths, and the (often) technological immatureness. Goals, such as interdisciplinary and reflective learning, understanding the entrepreneurial processes, and fostering entrepreneurial mindsets, should therefore be emphasized more. However, as the study is based on the findings of a single educational course, it is limited in its generalizability. Nonetheless, it offers an example of the merits and challenges with entrepreneurship education in Taiwan. As such, it provides suggestions for educational and policy action which would go beyond the researched course.

Incubator or accelerator – a tech start-up’s dilemma

Subject area Entrepreneurship; Technology Transfer; Incubators; Accelerators Study level/applicability Postgraduate, Faculty Development Programs (FDP) and Management Development Programs (MDP) in areas of Technology Entrepreneurship, Entrepreneurship Education, Incubator and Accelerator Management. Case overview Madras Mind Works Private Limited (MMW) is an entrepreneurial venture set up by four friends in Chennai (earlier known as Madras) in Tamil Nadu, India. MMW intends to use the emerging trends in virtual reality and exploit opportunities that arise from its application. MMW has received invitations to join both an incubator as well as an accelerator. After detailed deliberations among the four co-founders that yielded no conclusion, the team left the responsibility of taking the decision to its Chief Executive Officer (CEO), Srinivasan Krish (Srini). Srini now has to decide whether MMW must join the incubator or the accelerator. Expected learning outcomes At least five factors will be learnt based on which tech start-ups can decide whether they should join an incubator or accelerator. Two important players in the entrepreneurship ecosystem are incubators and accelerators. You will learn to define them, describe their characteristics and services and learn their similarities and differences. You will learn what constitutes an entrepreneurial ecosystem using the BEEP framework. You will learn about many ecosystem players including but not limited to – incubators, accelerators, co-working spaces, technology transfer offices, research parks, angels, venture capitalists, government support schemes, university research centres, etc. Supplementary materials Board Plans, YouTube Video Links. Subject code CSS 3: Entrepreneurship.

PERANAN PENDIDIKAN TECHNOPRENEURSHIP UNTUK PEMBANGUNAN BERKELANJUTAN: STUDI KONSEPTUAL

<em>This paper describes a technological business incubation model, developing integrated curriculum with technopreneurship education, as well as the involvement of Industrial Engineering of Tarumanagara University to create technology startup ecosystem. University holds the important role for enhancing technopreneurs in Indonesia. Academics or researchers as technology transfer agents, are responsible to disseminate technology entrepreneurship education broadly. Eventually, technological business incubator will able to accelerate commercialization of innovations or inventions from university researchs.</em>

New educational services development

Purpose– The overall objective of the current study is to explore how universities can better developing new educational services. The purpose of this paper is to develop framework for technology entrepreneurship education (TEPE) within universities.Design/methodology/approach– Qualitative and quantitative research approaches were employed. This study passes through four phase: reviewing of good practices; a survey of academics (n=150 respondents); semi-structured interviews with leaders of Ministry of Higher Education, the Social Fund for Development, and the ILO Sub-regional Office (n=30 respondents); and two workshop with expert group and stakeholders (n=65 respondents).Findings– This study developed framework for TEPE within universities from three aspects (center for innovation and entrepreneurship (CIE), technology entrepreneurship professors/educators, and technology entrepreneurship programs/courses).Research limitations/implications– TEPE will have an impact at the individual and enterprise. It prepares students to be responsible, enterprising individuals who become entrepreneurs, enhances life skills and life learning experiences and contributes to economic development and sustainable communities; at the enterprise level, this education is expected to create and operate a new venture, help innovation, enhance the level of competitiveness, and develop a more practical entrepreneurial environment.Practical implications– It is important for practitioners and policy makers to gain insights on how academic entrepreneurship support works elsewhere as inspiration for the further development of their approaches.Social implications– TEPE can assist in obtaining higher economic growth and sustainable development, in keeping up with the fast pace of an open-market capitalist society and in promoting self-employment and training, which all lead to the reduction of unemployment.Originality/value– This study offers three principal contributions: first, development of framework for the TEPE from all perspectives within universities as TEPE differentiates from other entrepreneurship education types; second, development of an uncommon concept of new educational services in the marketing literature that is incoherent and lacks theoretical models that reflect good practice of entrepreneurship education; third, identification best practices of TEPE in universities by reviewing and analyzing policy and continuing to experiment.

The Role of Technology Entrepreneurship Education in Encouraging to Launch New Ventures

Abstract Technology entrepreneurship refers to processes by which entrepreneurs use resources, and technical systems through collaborative exploration and experimentation to pursue opportunities. The purpose of this study is to explore the role of technology entrepreneurship to increase the intention and motivation of engineering students to establish and manage sustainable new ventures and commercialization of technologies developed in university laboratories. Quantitative data were collected via a questionnaire-based by investigating whether engineering students have sufficient entrepreneurial skills to evaluate opportunity, developing new products, and recognizing potential market applications. Engineering students need to be able to exploit opportunities that rely on scientific and technical knowledge to create and capture value by launch new venture. Our important findings have a series of important practical implications for managers, engineering students, engineers, and scientists interested in encouraging economic growth. For example, technology entrepreneurship education increases the intention to start a business and stimulates the activities in a group setting and a network context because of increasing global competition based on agility, creativity and innovation. The findings of the study also provide practical implications suggest that increasing engineering students understanding and awareness of entrepreneurship lead to greater levels of interest in entrepreneurship careers.

The Exploratory Study on Development of Interdisciplinary Technology Entrepreneurship Education Model -

The Exploratory Study on Development of Interdisciplinary Technology Entrepreneurship Education Model -

A study for Developing Performance Assessment Model of Technology Entrepreneurship Education Based on BSC - A Case Study to Graduate School of Entrepreneurial Management -

A study for Developing Performance Assessment Model of Technology Entrepreneurship Education Based on BSC - A Case Study to Graduate School of Entrepreneurial Management -

Bounded Rationality and the Supply Side of Entrepreneurship: Evaluating Technology Entrepreneurship Education for Economic Impact

Based on the assumption that Entrepreneurship Education (E-ed) can increase the number of entrepreneurs and boost economic growth, national and local governments have invested significant resources into an E-ed economic development strategy. But how much do we know about whether E-ed really works? E-ed appears to be one of those phenomena where action and intervention have raced far ahead of the theory, pedagogy, and research needed to justify and explain it. A comprehensive review of the empirical literature concluded that while E-ed appears to be a promising tool for promoting local and national economic development, its value will remain unknown until the E-ed research community responds to the challenge to conduct higher quality and more sophisticated methodological evaluations - including more longitudinal studies, using more inferentially powerful quasi-experimental research designs, pre-measure controls for self-selection, and a defensible comparison group. This research study set out to identify/quantify differences in entrepreneurial proclivity, behaviors, and economic impacts between alumni who received E-ed and a matched control group who did not up to 14 years later. The study also attempted to shed light on the role of promising mediators like entrepreneurial self efficacy, cognitive skills and knowledge, values and attitudes, social networks, and other contextual variables on policy-relevant entrepreneurial outcomes, and tests their utility with powerful statistical tools including Structural Equation Modeling. The research applied and empirically tested a bounded rationality conceptualization of the Entrepreneurship Event (the E-Correspondence Model) and Entrepreneurship Cognition theories in order to inform evidence-based practice. In addition, the research attempted to address the methodological shortcomings found in the extant literature. Several research designs were employed because of the unique availability of some pretest data for the undergraduate group. For undergraduate alumni, the study employed a pretest-post-test matched comparison group quasi-experimental design (Shadish et al, 2002) in support of group equivalence. For graduate alumni, the study utilized a post-test only matched comparison group design. Data collection involved surveys (both email and mail) of E-ed alumni (N=2,000) and a matched (N=2,000) alumni comparison group, with 603 complete responses received. Specific measures included entrepreneurial courses respondents had taken, background data, local context, career histories and entrepreneurial intentions, activities, and accomplishments, and self-assessments along psycho and social cognitive dimensions, personality, and self-efficacy in general and in entrepreneurial tasks. Pre-measures included general entrepreneurship skills and abilities. Dependent variables included psychosocial measures typically found in similar studies (entrepreneurial intentions) as well as measures only available to longitudinal studies: 1) enterprising activities and social entrepreneurship, 2) new product/service development intrapreneurship, and; 3) business startups. Confirmatory factor analysis validated the psychometric properties of the measures employed, and regression analysis and Structural Equation Modeling (SEM) was utilized to test hypotheses that E-ed alumni created more entrepreneurial outcomes and economic impacts than matched controls. In addition SEM was used to test the overall goodness of fit of a causal model of E-ed, grounded in theory. Results supported the theorized ECorrespondence model, and showed that two of the E-ed programs evaluated created significantly more economic impacts (new businesses, new products and services) than matched controls, while one did not. The causal model’s results held up even after controlling for a rigorous battery of covariates. For those that worked it was not E-ed itself that directly produced entrepreneurial outcomes and impact. E-ed primarily produced Eoutcomes through mediating mechanisms including personal characteristics, networks, and E-self efficacy. The study concluded that technology entrepreneurship holds great promise in creating new firms, new jobs, and economic growth, and pedagogy matters. Robust andragogical approaches, (applied, relevant, problem-centered learning as opposed to the conventional lecture and case-based pedagogical approach), can in fact catalyze the entrepreneurial behaviors, activities, and enterprises that produce economic impact. Theoretical and practical implications of this research are offered for researchers, economists, educators, and policymakers.

The role of a Proof of Concept Center in a university ecosystem: an exploratory study

The Proof of Concept phase in university technology transfer is considered to be critical for the success of both licensing and the creation of spin-off companies. In the United States, Proof of Concept Centers are emerging as successful structures to address the challenges of this phase. In this paper, we present a framework to assess the role for such a structure in a university ecosystem. The framework is built from previous references that we use to explicitly link the features of Proof of Concept Centers with the challenges of the Proof of Concept phase, and establish their specific contributions to the overall technology commercialization efforts of a university. We illustrate the application of this framework in a case study of the University of Coimbra, in Portugal, and develop a characterization that is representative of the role that a Proof of Concept Center can play in comparable university ecosystems that feature conventional technology commercialization structures, and struggle with the challenges of the Proof of Concept phase. Our study suggests that there is in fact a possible role for a Proof of Concept Center in the regional ecosystem of the University of Coimbra, with a potentially very relevant impact in the technology commercialization process, through networking outside academia and research environments, funding of Proof of Concept activities, and technology entrepreneurship education for the development of entrepreneurial skills for researchers.

Teaching diversity in technology entrepreneurship: some experiences from The Netherlands and France

In a dialogue on teaching technology entrepreneurship key questions, related to a framework of training rigour, based on several pedagogical instruments from textbook to simulation are presented. Means (textbooks and handbooks) cannot be longer exclusively US based, since the entrepreneurship educational needs outside the USA seems to be different in certain aspects. We will start from a problem statement based on the European situation. It addresses the issue of European diversity in culture in an integrated way using experience of three entrepreneurship centres. The conclusions compare the impact of the USA and the special role for Europe from an intercultural perspective. Our results also lead to some implications for a special role of technology entrepreneurship education as a form of interactive knowledge management between stakeholders giving substance to the educational partner model proposals by Mintzberg and Gosling and Ferris.