Bringing Organisations and Systems Back Together: Extending Clark's Entrepreneurial University

Rhoades, Gary; Stensaker, Bjørn

doi:10.1111/hequ.12118

Cited by 20 publications

(15 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Herewith, the entrepreneurial academic can be described as an academic who enriches the income revenue of his/her institution as well as his/her personal income via scholarly business combining the commercialisation of research, consultation and external teaching services. However, as the response to the important question in the study of Rhoades and Stensaker (), ‘does individualistic entrepreneurial push of universities move them towards … the various public, community‐enhancing, nation‐building and larger social democratic purposes of higher education?’ (p. 138), it does not seem such an individualistic and competitive approach among entrepreneurial academics contributes to the composition of high public profile universities.…”

Section: Resultsmentioning

confidence: 99%

“…Herewith, the entrepreneurial academic can be described as an academic who enriches the income revenue of his/her institution as well as his/her personal income via scholarly business combining the commercialisation of research, consultation and external teaching services. However, as the response to the important question in the study of Rhoades and Stensaker (2017) Although several studies demonstrated that faculty's entrepreneurial activities negatively influence their teaching engagement (Lee & Rhoads, 2004;Provasi et al, 2012), their collaboration with external actors can create various opportunities such as updating their courses for recent expectations in the industry/business environment, bringing extra internship opportunities for their students or obtaining contracts for their research team that includes students as well. Therefore, modern universities tend to take scientific skills and external networks together into consideration during the appointments or promotions of academics.…”

Section: Con Clus Ionmentioning

confidence: 99%

See 1 more Smart Citation

The entrepreneurial university and academic discourses: The meta‐synthesis of Higher Education articles

Uslu

Çalıkoğlu

Seggie

et al. 2019

Higher Education Quarterly

View full text Add to dashboard Cite

The innovative teaching, knowledge and technology production and societal service activities of academics are largely discussed within the entrepreneurial university discourse in Higher Education journals. Therefore, this research focuses on a meta‐synthesis of Higher Education articles to better understand the concepts of the entrepreneurial university and entrepreneurial academic. After the systematic elimination based on keywords and titles, 25 articles have been selected from the top 10 Higher Education journals in the SCImago Journal Rankings. Content analysis was performed on these articles to highlight the common operational areas in entrepreneurial universities and activities of entrepreneurial academics. The meta‐synthesis shows that, both for universities and academics, entrepreneurship is overwhelmingly characterised by the commercialisation of scholarly activities that enrich institutional income revenue as well as academics’ personal income. However, such an approach can distance universities from their mission of public good; so Higher Education administrators should create mechanisms that would allow both to take place in a balanced way.

show abstract

Section: Resultsmentioning

confidence: 99%

“…Herewith, the entrepreneurial academic can be described as an academic who enriches the income revenue of his/her institution as well as his/her personal income via scholarly business combining the commercialisation of research, consultation and external teaching services. However, as the response to the important question in the study of Rhoades and Stensaker (2017) Although several studies demonstrated that faculty's entrepreneurial activities negatively influence their teaching engagement (Lee & Rhoads, 2004;Provasi et al, 2012), their collaboration with external actors can create various opportunities such as updating their courses for recent expectations in the industry/business environment, bringing extra internship opportunities for their students or obtaining contracts for their research team that includes students as well. Therefore, modern universities tend to take scientific skills and external networks together into consideration during the appointments or promotions of academics.…”

Section: Con Clus Ionmentioning

confidence: 99%

The entrepreneurial university and academic discourses: The meta‐synthesis of Higher Education articles

Uslu

Çalıkoğlu

Seggie

et al. 2019

Higher Education Quarterly

View full text Add to dashboard Cite

show abstract

“…The most important processes which must be considered are teaching, research, managerial, logistical, commercialization, selection (for students, university professors and staff), funding and financial, networking and multilateral interaction processes (between students, university professors, staff, industrial researchers, entrepreneurial centres, industries, policy makers and society) (Salamzadeh et al, 2011). Rhoades expanded Clark's theories about entrepreneurial university by relating the considerations of systems analysis and organizational studies (Rhoades, 2017). According to Etzkowitz, becoming an entrepreneurial university takes place in three stages: University entrepreneur one: The university must determine its strategic direction, start acquiring the needed abilities, develop a facilitative legal framework and set its own priorities.…”

Section: Unique Framework Formentioning

confidence: 99%

A project portfolio selection framework for transforming Iranian universities into entrepreneurial institutions

Raad

Shirazi

2020

JIUC

View full text Add to dashboard Cite

PurposeThis research proposes a framework by which universities can define and implement projects that transform them into entrepreneurial universities. The framework helps decision-makers identify suitable goals and strategies, gather a list of projects to fulfill the goals and strategies and prioritize the projects and form a portfolio.Design/methodology/approachIn the proposed framework, importance–performance matrix, hierarchical strategic planning, Delphi technique, DEMATEL-based ANP and a multi-objective model are used. The mathematical model consists of four objective functions including efficiency, quality and balance maximization and also cost and risk minimization. The proposed framework is applied to Amirkabir University of Technology, Tehran, Iran, and the results are brought in this paper.FindingsThe output of the proposed framework is a portfolio of projects that aims to transform a traditional university into a third-generation one. Although the final portfolio must be customized for different universities, the proposed steps of the framework can be helpful for almost all cases.Originality/valueThe suggested framework is unique and uses both qualitative and quantitative techniques for project portfolio selection.

show abstract

“…For example, instructional designers are harbingers of social change (Schwier et al 2006). The ensuing blurring of roles where academic staff are only "but one group of many professional specialists involved in producing instructional materials" (Rhoades and Slaughter 2004, p. 49) generates concerns that traditional governance is undermined and academic jobs threatened, especially full-time academic positions (Poritz and Rees 2017;Rhoades and Stensaker 2017). On the other hand, there is the counterargument that professional staff are better equipped to handle some administrative tasks and their presence provides more time for academic to do their teaching and research roles (Bexley et al 2011).…”

mentioning

confidence: 99%

Professional and Support Staff in Higher Education

2018

University Development and Administration

View full text Add to dashboard Cite

It is a generational work designed to take a comprehensive and utilitarian look at higher education in the first decade of the twenty-first century and to provide a glimpse of potential developments as the century progresses. In this regard, it combines many of the intentions found in the three antecedent works previously described. This series provides basic and (per force) historical perspectives on topics covered that touch upon the impact and approach within universities regarding issues of social justice; designing and fostering a climate and structure that promotes the provision of high skills and new knowledge (transmitted and created); creating schema that ensure the quality and integrity of all programs across the campus; issues and approaches toward establishing and maintaining good external and internal governance; the effective management of financial and human resources; the importance of purpose in generating a viable university structure; the impact of changing paradigms in learning, teaching, and student engagement (the changing toward a learner-centered environment); capacities in relation to human and financial resources available to higher education; and the expectations from and performance of higher education institutions. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.Printed on acid-free paper This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore PrefaceVolumes discussing the functions and roles of professional staff at higher education institutions (HEIs) are rare. HEIs are complex and highly specialized organizations based on performing a variety of tasks within the university or similar institution of higher learning. Tasks range from clerical activity to high level managerial activity to ...

show abstract

Bringing Organisations and Systems Back Together: Extending Clark's Entrepreneurial University

Cited by 20 publications

References 40 publications

The entrepreneurial university and academic discourses: The meta‐synthesis of Higher Education articles

The entrepreneurial university and academic discourses: The meta‐synthesis of Higher Education articles

A project portfolio selection framework for transforming Iranian universities into entrepreneurial institutions

Professional and Support Staff in Higher Education

Contact Info

Product

Resources

About