Purpose – The university is an institution with a long history and, over the course of the centuries, it has gone through several stages in its development. While initially conceived as an institution with a teaching “mission,” the university later adopted a knowledge generation function (research). In recent years, the idea has emerged that the university is assuming a “third mission”: contributing to society and economic development more directly; turning the university into an Entrepreneurial University. What, however, constitutes this Entrepreneurial University? Are all Entrepreneurial Universities composed of the same factors? The purpose of this paper is to answer these significant questions, through an empirical analysis performed on a sample of 59 Northern and Southern European universities. Design/methodology/approach – Empirical analysis performed on a sample of 59 Northern and Southern European universities. Findings – The findings show that students’ spin-off firm formation is the only different result for an Entrepreneurial University between Northern and Southern European universities and that the core internal entrepreneurship support factors are different for both geographical locations. Originality/value – Besides, regarding external entrepreneurship support factors, results show that a supportive institutional context is a core element for promoting internal entrepreneurship support factors and in turn for increasing students’ spin-off firm formation in both Northern and Southern universities.
Cooperation between universities and business is manifest in a wide range of activities related to the three missions of the entrepreneurial university: education, research and entrepreneurship. However, the vast majority of University-Business Cooperation (UBC) literature has focused on R&D-related activities. This bias has given rise to a lack of knowledge of the organisational context-related factors that shape businesses' cooperation with universities. In order to address this research gap, this quantitative study, by means of a series of multivariate linear regression models, identifies the organisational context-related factors that determine manufacturing SMEs' cooperation levels in education-related UBC activities.Applying a questionnaire to a sample of 332 manufacturing SMEs located in the Autonomous Community of the Basque Country (Spain), the impact is analysed of organisational context-related factorsgeneral business characteristics, business openness, R&D, innovation, and UBC willingness and supporton 5 types of UBC activities that have been identified and classified in the field of education, namely, mobility of students, dual education, curriculum co-design, curriculum codelivery and lifelong learning.
The European higher education landscape has experienced dramatic changes in the last decades and the entrepreneurial university has turned into a potential solution to these perceived problems. Therefore, this paper proposes a taxonomy of entrepreneurial universities. Based on a cluster analysis, three distinct groups are identified, which are in different phases within the transformation into an entrepreneurial university: one group of universities is in the first phase of the path, since they are not obtaining high entrepreneurial university's results yet; other group is in the second phase of the path, obtaining good results in hard academic entrepreneurship activities; and finally, the last group is composed by the most entrepreneurial universities. Moreover, universities are not motionless within a specific group, they can improve and move from one stage to the upper one; indeed, this paper shows the main levers in order to move from one stage to the other.
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