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This paper aims to better understand the development of entrepreneurial competencies to create new ventures within the non-commercial academic environment. We build upon the evolutionary perspective considering where resources come from to help define these competencies and explain their paths of development. The study follows the creation and early growth of four university spin-offs within the UK and Norway. We identified three competencies of opportunity refinement, leveraging, and championing that appeared crucial for the ventures to gain credibility. Although selected competencies were inherent within the academic founders, the specific competencies for venture creation had to be developed or acquired. This was achieved iteratively through entrepreneurial experience and accessing competencies from disparate actors such as industry partners and equity investors. Propositions are offered to guide future empirical research based upon our framework.

The influence of the university department upon spin-off venture evolution is complex and dynamic. We examine how the university department context influences the spin-off process from the perspectives of both the spin-off venture and the department. By comparing the development of entrepreneurial competencies within spin-offs based in different departments at the same universities we observed significant differences in early venture performance.Small differences in initial departmental support from management and senior academics for gaining commercial experience and spending time exploring the commercial opportunity were seen to have a major impact upon the subsequent spin-off development path. Supported ventures gained momentum as the department helped develop entrepreneurial competencies and influenced how these competencies were developed from external actors outside the department. By contrast, a lack of departmental support for entrepreneurship severely constrained the evolution of spin-offs regardless of university level policies and practices. This emphasizes the need for a shift in focus from the well-studied university level to the relatively neglected department level to help explain institutional differences in university spin-off activity.

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The literature examining university spin-offs is expanding rapidly. While most studies have examined the antecedents of spin-off creation at universities, the impact of spin-offs commercializing university research cannot be properly assessed without considering how these firms develop, grow, and perform over time. This study provides a systematic review of a recent research stream addressing the development, growth, and performance of university spin-offs. By critically analyzing 105 research papers published since 2000, this paper makes two main contributions. First, we present a conceptual framework outlining the variety of outcomes used in the literature to assess the development, growth and performance of university spin-offs, as well as the determinants of these outcomes at different levels of analysis. Second, we critically assess gaps in the extant literature and discuss promising directions for future research. We conclude that the university spin-off phenomenon provides an excellent empirical context for conducting research that contributes to more general theoretical discussions related to entrepreneurship, innovation and management.

Some universities are successfully involved in creating and developing new high-growth technology businesses while others struggle to do so. Clearly, the characteristics of the university and its environment are important, but explain only part of this variation. We explore how universities can promote new research-based businesses by suggesting that the nature of the support supplied depends on the demands of the spin-off firms. Adopting a demand side perspective, we seek to understand the challenges faced by new technology businesses and hence identify how universities can assist their start-up and development.From the academic entrepreneurship literature, we derive how universities can supply support for the development of firm competencies either directly or indirectly. The paper nuances the common conception of a university as one uniform entity in relation to spin-offs, and assesses the literature including all levels within the university, from central university administration, TTO, department, research group, scientist, and students.

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