University-based Entrepreneurship Research Articles

정규 창업 강좌와 비정규 창업 강좌 수강생 간 기업가적 역량, 기업가적 태도 및 창업의도 비교 연구

Recently, with active policy support from the central government, the activation of entrepreneurship-friendly academic systems and entrepreneurship education in universities are actively increasing. In particular, the Ministry of Education is actively promoting the revitalization of university-based entrepreneurship in order to connect the research results, technological capabilities, and human capital accumulated by universities as the basis for high value-added technological entrepreneurship in the era of the 4th Industrial Revolution and digital transformation. This study divides the various entrepreneurship courses operated within universities into regular and non-regular entrepreneurship courses and seeks to empirically compare and analyze the entrepreneurial capabilities, entrepreneurial attitudes, and entrepreneurial intentions of each student. Among 390 survey responses from college students, 345 valid questionnaires were used in the study. As a research analysis, SPSS 23 was used for regression analysis, and differences between students were compared through t-test. The main research results are as follows: First, the entrepreneurial competency of entrepreneurship education students was found to have a significant positive effect on their entrepreneurial attitude and intention to start a business. Second, entrepreneurial attitude was found to have a significant mediating effect between entrepreneurial capabilities and entrepreneurial intention. Third, as a result of verifying the differences between students in the types of entrepreneurship courses, there was a significant difference between entrepreneurial capabilities and intention to start a business between students taking regular and non-regular entrepreneurship courses. The implications of this study emphasize the need for continuous expansion of regular entrepreneurship courses through the development of mid- to long-term entrepreneurship education curriculum and subjects within universities, securing excellent instructors and research support, and preparing high-quality syllabuses using various teaching methods.

Entrepreneurial growth: Bridging experiential learning, ecological systems analysis and governance of entrepreneurship center environments

This paper delves into the intricate interplay of leadership dynamics, governance, and regulatory concepts within a South African university-based entrepreneurship center (EC). Guided by Kolb’s (2014) experiential learning model (Kolb, 2014), the research aims to understand how experiential learning shapes leadership and the “self” within the EC, unraveling the nuanced relationship between leadership, personal mastery, governance, and regulatory compliance. The methodology integrates experiential insights, literature reviews, and systems analysis. Key findings highlight the implicit integration of governance and regulatory concepts, ensuring ethical standards adherence. Senge’s (2006) fifth discipline model emphasizes the pivotal role of a learning culture, while concepts of governance structure learning processes and ensure compliance. Personal mastery aligns with governance, emphasizing leaders’ responsibility for ethical standards and continuous self-improvement. Short’s (1998) insights on learning in relationships and Kaner’s (2014) facilitation guide contribute to the governance of participatory decision-making processes within the EC. The methodology contributes to a conceptual framework exploring the reciprocal influence between leadership and the “self”. The study concludes by offering actionable strategies for EC leaders, emphasizing adaptability, collaboration, and a profound understanding of leadership dynamics, governance, and regulatory concepts. Its relevance lies in guiding EC leaders toward sustained growth in the ever-evolving entrepreneurship ecosystem.

Processes of practice in the realm of theory: Unveiling the dynamics of academic intrapreneurship

Although universities typically focus on academic activities, it has become common for several entrepreneurial activities to also occur within university walls. This article aims to unveil how university-based entrepreneurship - or ‘academic intrapreneurship’ - develops dynamically over time. Building on a qualitative case study of a European university, we show how academic intrapreneurship advances through two interconnected processes: a process of academic exploration, and a process of entrepreneurial exploitation. We lay bare how these processes are underpinned by contrasting institutional logics and how navigating them requires academics to handle four specific logic conflicts: (i) a conflict of motivation; (ii) a conflict of organization; (iii) a conflict of orientation; and (iv) a conflict of dissemination. These observations result in three key contributions. First, while academic intrapreneurship is often considered in a static capacity, our study shows that it is decidedly time-dependent. Second, by illustrating how these dynamics draw on the reconciliation of conflicting logics, this article exhibits how academic intrapreneurship finds itself paradoxically driven by the contradictions resting at its core. Finally, to navigate intrapreneurial dynamics successfully, this paper suggests that individuals, universities, and policy makers must all actively balance the modalities of both an academic and an entrepreneurial logic within their institutional practices.

How does university-based entrepreneurship education facilitate the development of entrepreneurial Intention？Integrating passion- and competency-based perspectives

The identification of the effects of university-based entrepreneurship education has attracted increasing interest in both academic and practical communities. On the basis of integrating passion- and competency-based perspectives, this study attempted to offer a sound understanding of how university-based entrepreneurship education influences the entrepreneurial intention of university students. Based on a dataset of 1050 university students from 50 universities in the Guangdong-Hong Kong-Macao Greater Bay Area in China, a hierarchical linear modeling analysis was performed, and the results support our hypotheses. Our research provides the first empirical evidence illustrating how, in the organizational context, university-based entrepreneurship education facilitates the shaping of future entrepreneurs from dual perspectives. The implications of our findings were discussed.

Unpacking the early alumni engagement of entrepreneurship graduates

ABSTRACT Alumni engagement plays a crucial role in driving innovation in university-based entrepreneurship ecosystems. We employ an inductive, informant-centric research design to explore the processual dynamics surrounding the early alumni engagement of entrepreneurship graduates and how these translate into enterprising behaviors that foster technology transfer and knowledge-intensive entrepreneurship. Our inductive analysis advances the theoretical understanding of the beginning phases of the alumni engagement process among entrepreneurship graduates, the key drivers that make them gravitate toward different forms of alumni engagement, and the role and impact of their engagement in the surrounding ecosystem.

A sense of spacing: Toward a diffractive reading of organizational space

This article explores how a diffractive methodology can enrich research on organizational space and the senses. Through the creation of interferences, a diffractive methodology directs attention to how differences in sensing are created in the ongoing production of space and what the effects of these are. By using examples from an ethnographic study of the Hub, a university-based entrepreneurship space designed to invoke positive “buzz”, the article illustrates how a diffractive methodology allows for the exploration of the sensory design of space and how it governs the possibilities of sensing among participants. The article contributes to organizational research by demonstrating how a diffractive methodology can be utilized to explore sensing as a spatial, unstable achievement and by highlighting how differences in the possibilities of sensing can be an important analytical starting point.

“Food chemistry”: High-stakes experiential entrepreneurship education in a pop-up restaurant project

In response to ongoing philosophical and pedagogical debates in university-based entrepreneurship education (EE) research, this study offers a cross-disciplinary perspective of how hospitality management students experience a high-stakes, experiential entrepreneurship project. We present vignettes of dialogues, experiences, and interactions among “student-manager” members of a small group engaged in developing and implementing a real-world, fine dining pop-up restaurant. By triangulating our analysis of classroom observation data, social network maps, and student artifacts, we chronicle four vignettes of how students experience learning during ideation, design, launch, and evaluation modules. Theory–practice gaps, coping humor in load–overload states, and complex affective–cognitive interactions emerge as salient elements of high-stakes experiential EE. We discuss implications for learners and educators and put forward recommendations to inform and improve the design of cross-disciplinary models of experiential EE.

Key Elements and Their Roles in Entrepreneurship Education Ecosystem: Comparative Review and Suggestions for Sustainability

This paper examines two core issues of the university-based entrepreneurship education ecosystem by explicating the key elements of the ecosystem and their roles, and the development process and sustainable construction strategy of the ecosystem. Thirty stakeholders of ecosystems from the US universities were interviewed, and the transcripts of these interviews were coded through a three-phase process, including open, axial, selective coding, and were analyzed based on the grounded theory. It was found that (i) the key elements of the university-based entrepreneurship education ecosystem consist of six units (colleges and universities, learners, educators, government, industry, and community) acting as initiators and seven factors (entrepreneurship curriculum, entrepreneurial activities and practices, organizational structure, resources, leadership vision, core faculty, and operating mechanism) acting as the intermediaries; (ii) These key elements constitute three independent functional subsystems, namely, teaching and innovation, support, and operation that are interconnected by the universities; (iii) The development process of a university-based entrepreneurship education ecosystem involves seven steps as preparation, germination, growth, equilibrium, stagnation, recession, and collapse; (iv) For sustainability, suggestions on a solid foundation, continuous investment, and constant monitoring are provided to university administrators and policymakers to advance higher education’s contribution to social and economic development.

Standards for Evaluating Impact in Entrepreneurship Education Research: Using a Descriptive Validity Framework to Enhance Methodological Rigor and Transparency

Given calls for more rigorous research able to measure the impact of entrepreneurship education, this study proposes guidelines for enhancing methodological and reporting practices. First, drawing on prior research syntheses, we developed a descriptive validity framework that outlines key elements for rigorous evaluation research. Second, we use this framework to examine 61 quantitative, university-based entrepreneurship education impact studies to identify and describe methodological and reporting practices that are most prevalent. The result is a set of Impact Evaluation Research Standards for entrepreneurship educators and scholars wishing to improve education evaluation research.

El emprendimiento social de base universitaria en Latinoamérica: caso Zacatecas, México

La globalización exige que los egresados de la educación superior cuenten con habilidades que impacten en el desarrollo económico. Y una de las habilidades más apreciadas actualmente es el emprendimiento social. La presente investigación está precedida por el trabajo denominado El emprendimiento social de base universitaria en Latinoamérica, en el cual se encontró que solo 3.4 % de los 5243 estudiantes encuestados de 26 universidades de ocho países está liderando algún emprendimiento social, esto a pesar de que 62 % desea hacerlo. El propósito del presente estudio fue comparar los resultados del contexto internacional con el local. Para ello, se partió del modelo de ecuaciones estructurales usado en el estudio previo. Se aplicó un cuestionario a una muestra de 301 alumnos de la Unidad Académica de Contaduría y Administración de la Universidad Autónoma de Zacatecas. En los resultados se encontró que solo 0.7 % de ellos lidera un emprendimiento social. Se concluye que falta mucho por hacer por parte de la institución educativa, ya que el constructo “Soporte institucional” no contribuyó de manera significativa en la intención emprendedora. Sin duda es pertinente generar acciones que permitan a los alumnos llevar a cabo proyectos y que estos no queden en intenciones.

An Assessment and Planning Methodology for University-Based: Entrepreneurship Ecosystems

This paper proposes a method for assessing a university-based entrepreneurship ecosystem, grounded in the identification of major stakeholders, entrepreneurship-related activities directly related to those stakeholders, and with an eye to more comprehensive experiential entrepreneurship education that goes beyond traditional classroom education. The method incorporates specific approaches with each major activity area as well as outcomes, which are then aggregated into overall ecosystem strategy and performance. The paper concludes with an approach to action planning and resource allocation staging for university officials and supporting government bodies.

Programi i metode za razvoj preduzetničkih veština u domenu visokog obrazovanja

The development of entrepreneurial competences among graduates is considered an important resource in many countries, not only because through these competences graduates can better contribute to the economic well-being of their communities by creating enterprises but also because through them, they can better direct their career development in any sector. The most successful entrepreneurship education programmes combine the development of technical and transversal skills using specific methodologies. In this paper, we evaluate in a comparative way the extent to which university-based entrepreneurship education programmes in Italy, India and Nigeria use methods that develop participants' ability to move from ideation to the implementation of something new. The literature review shows some differences between the programmes and methods developed in the three countries but also some shared strategies in adopting lines of development aimed at increasing students' entrepreneurial skills.

The psychological well-being of student entrepreneurs: a social identity perspective

Within the vibrant and growing research stream focused on university-based entrepreneurship, the literature has investigated how university encourages students to undertake entrepreneurial activities, but less is known about the influence of university on students’ career outcomes once they stepped into entrepreneurship. To address this gap, we focus on student entrepreneurs’ psychological well-being (PWB), a central career outcome for the individual entrepreneur. We build on social identity theory to hypothesize that three different dimensions of venture’s value creation – for oneself, for customers, for society – contribute to student entrepreneurs’ PWB, but that the extent of such contribution depends on university involvement into academic entrepreneurship, a visible component of its organizational culture. Our analysis on a sample of 138 student entrepreneurs shows that university’s involvement into academic entrepreneurship diminishes the negative downsides of poor value creation for oneself and for customers on PWB. Conversely, it leads to larger benefits of the value created by the firm for society on PWB.

A Study of Key Indicators of Development for University-Based Entrepreneurship Ecosystems in Taiwan

AbstractTheoretical concepts related to entrepreneurial ecosystems are currently in the initial stages of development and components of university-based entrepreneurial ecosystems (U-BEEs) are yet to be clarified or defined. This study identifies elements of U-BEEs and employs an analytic hierarchy process (AHP) to analyze university-based venture development organizations (VDOs) as research subjects. This study extracted six elements: namely policy, finance, culture, support, human capital, and market, comprising 31 evaluation indicators. The results of this study indicated that “market” was considered the most crucial of the six elements in Taiwan. Finally, this paper provides theoretical and practical implications based on the aforementioned findings.

Postprofessorial patents plummet

Academic Entrepreneurs Curtailing academic inventors' rights to reap all benefits from their inventions and businesses—instead granting two-thirds of the rights to their university—can undermine university-based entrepreneurship and patenting. Hvide and Jones show that after Norway ended the so-called “professor's privilege” in 2003, the rate of university-based start-up company formation dropped by roughly 50%, and those start-ups exhibited less growth. The policy change, which moved Norway toward a U.S. Bayh-Dole model, also led to a roughly 50% drop in patenting, and the resulting patents received fewer citations. Amer. Econ. Rev. 10.1257/aer.20160284 (2018).

A comparative study of entrepreneurship education between Singapore and Taiwan

PurposeFor entrepreneurship education issue, the purpose of this paper is to apply a novel four-step method of comparative education research and assessment items for university-based entrepreneurship ecosystems (U-BEEs), with a specific focus on universities in Taiwan and Singapore. In this paper, entrepreneurship education development is explored, and important implications for the further improvement of entrepreneurship education are provided.Design/methodology/approachThis study is based on the comparative education research method and proceeds in four steps (i.e. description, interpretation, juxtaposition, and comparison). The U-BEE items are applied to exemplify the similarities and differences of the process by which entrepreneurship education developed in two universities each in Singapore (National University of Singapore and Nanyang Technological University) and Taiwan (National Taiwan University and National Tsing Hua University).FindingsFrom the country-based standpoint, the findings include considering broader factors (i.e. history, education) in such a comparison of the similarities and differences among four universities, reflecting the reality in the Asian region and introducing the method application of comparative education research for the first time in entrepreneurship education. From holistic and specific perspectives of U-BEE, the findings consist of presenting similarities and differences based on the comparisons of each item and showing the classified findings.Originality/valueThis study provides helpful insights based on the perspectives of academics and practitioners. First, the authors urge the necessity of the theoretical base of teaching and learning in education when universities plan for entrepreneurship education. Second, the authors stress the critical impact of the government on the execution of entrepreneurship education in the higher education context.

The effectiveness of entrepreneurial universities at creating surviving firms

PurposeThe purpose of this paper is to explore the survival of university spin-offs (USOs) in Spain. First, the survival rates of USOs are compared with those of a group of similar firms. Second, the firm-specific characteristics of surviving USOs are compared with those of failed USOs.Design/methodology/approachThe study is based on two subsamples consisting of 469 USOs and 469 non-USOs. A matching procedure is used for identifying a valid control group that allows for an outcome comparison between USOs and non-USOs. A longitudinal data set (2000-2010) is constructed, combining data regarding firm-specific characteristics and patent activity. The survival rates of both USOs and non-USOs are described first, and then, the firm-specific characteristics of the surviving USOs are discussed and compared with those of the failed USOs.FindingsThe authors find that the survival rates of the USOs are slightly lower than those of the non-USOs. In addition, the failed USOs have a longer average life span than the failed non-USOs. Finally, the data show that the surviving USOs are more likely to have venture capital investors, exports and patents than the failed USOs.Research limitations/implicationsThis study carries out an explanatory analysis of the survival of Spanish USOs. As the results showed no significant differences between the characteristics of the surviving USOs and those that failed, except for subtle differences in the profiles of the two groups, it is necessary to analyse the underlying causes of this situation.Practical/implicationsIn many countries, large amounts of public funds have been invested in the creation of USOs. This policy only makes sense if these firms increase the business value and create jobs. The support of USOs with a low expectation of survival or economic viability opens a debate on the amount of public funds invested in these firms. In the current context, funding obtained by these companies could be considered to drain resources from those projects that really deserve to be targeted.Originality/valueThe creation of USOs has become a mainstay of universities’ entrepreneurship strategies. Analysing USOs’ survival is therefore crucial for understanding the contribution of entrepreneurial universities to society. Survival is not another measure of this performance, but it is a pre-condition for university-based entrepreneurship to have an effect on society.

Special Thematic Issue on: International Interactions and Activities of University-Based Technology Entrepreneurship

The Journal of International Entrepreneurship (JIEN) is pleased to present this special thematic issue on the broad theme of international entrepreneurship in universities, as the university-based entrepreneurship could be one of the important contributing principals to the field of International Entrepreneurship (IE) as a whole. The present thematic issue is guest-edited by Professors Natasha Evers (National University of Ireland at Galway, Ireland), James A. Cunningham (Northumbria University, Newcastle upon Tyne, UK), and Thomas Hoholm (BI Norwegian Business School, Oslo, Norway); and it is the result of an open call for papers that appeared more than a year ago on J IEN ’s webs i t e ( h t t p : / /www. sp r i nge r. c om /bu s i n e s s+%26 +management/entrepreneurship/journal/10843). I am delighted that this issue meets and exceeds the JIEN’s strict standards. All papers submitted to the journal for this special issue were subjected to the journal’s routine rigorous double-blind reviews and benefited from the valuable comments of the Journal’s distinguished panel of reviewers and the three guest editors. This thematic issue further gained from the guest-editors’ recent book entitled Technology Entrepreneurship—Bringing Innovation to the Marketplace published by Palgrave-Macmillan, London. The guest-editors’ introductory editorial is descriptive, insightful and needs no further commentary. However and in light of the long overdue need for exploring entrepreneurial orientation in the post-secondary higher educational institution, I would like to highlight some advancing developments, which will have significant impacts on entrepreneurship in general and on the university-based international entrepreneurship in particular. Most of these developments are knowledgeand technology-intensive, attracting massive venture capital investment, and are internationalizing rapidly to the J Int Entrep (2016) 14:277–284 DOI 10.1007/s10843-016-0189-5

Growth determinants in entrepreneurship: A longitudinal study of Spanish technology-based university spin-offs

The study explores whether the university origin of a technology-based firm conditions its growth in terms of both sales and employment. The small firm size of a significant percentage of technology-based university spin-offs (T-USOs) puts into question the policies geared towards promoting university entrepreneurship. A sample of 340 Spanish technology-based firms (219 T-USOs and 121 T-non-USOs) was constructed by using the non-parametric technique of propensity score matching and the data refer to the period 2001–2010. Applying panel data methodology, we find that the T-USOs outperform the T-non-USOs. Therefore, the need for support of university-based entrepreneurship by governments and by the universities is justified, because in this way, they are promoting economic growth and social development. By launching T-USOs, universities not only contribute to the economic growth but also to the internationalisation of the economy, as T-USOs show a more international orientation. In addition, the results lead us to emphasise the need to customise university policies aimed at promoting the growth of T-USOs. Given that the study is focused on a ‘moderate innovator’ country, the conclusions and proposals of this paper may be extrapolated to other countries with similar innovation and entrepreneurial ecosystems, namely the Mediterranean and Latin American countries.

Curriculum development for technology-based entrepreneurship education

University-based entrepreneurship education is facing a paradigm shift between the classical ‘business school’ and the contemporary cross-disciplinary ‘technology venturing’ approach, mainly advocated by engineering schools and other communities outside business schools. The conflict is between structured ‘business planning and executing’ following a tradition of management education, and ‘opportunity search and exploitation’, following Schumpeterian entrepreneurial thought and reflecting the method common to cross-disciplinary discoveries in science, thus reflecting the nature of entrepreneurship. In the latter approach, the entrepreneurship curriculum is built as a platform for the interaction of a variety of disciplines to enhance cross-disciplinary thinking. Based on a comparative analysis of internationally acknowledged entrepreneurship education programmes, this article presents the cross-disciplinary and cross-cultural approach to the technology entrepreneurship curriculum development for undergraduates at Kaunas University of Technology in Lithuania. The method relies on the sequential development of individual, team-based and business skills. These three levels of competence development build the framework for the curriculum design and course didactics, which focus on mixed group work, international curriculum design and teaching, and participation in international innovation challenges. The efficiency of the method was assessed using student entrepreneurial attitude testing (at the start and end of the course) and international student achievement testing (achievements in the international business idea contest). The article offers an insight into the development of a technology-based entrepreneurship curriculum which is relevant to universities in Europe and worldwide.