Entrepreneurial universities and strategy: the case of the University of Bari

Abstract

Purpose The purpose of this paper is to investigate why entrepreneurial universities choose a particular business strategy focussing on diversification and multi-nationalisation, and the role of intellectual capital (IC) in supporting such strategies. Design/methodology/approach The research question is answered through an exploratory case study of the University of Bari, Italy. Data were collected from strategic plans, annual reports, national evaluation reports and semi-structured interviews with the university’s board members and analysed using Secundo et al.’s (2016) collective intelligence framework. Findings The authors show how contingency factors, such as economic and historical reasons, justify both the diversification and internationalisation strategies, and how they both rely on IC. Practical implications The results of this study can be used by managers to support the development of entrepreneurial university strategies. Originality/value The paper is novel because it provides theoretical justification to strategy development in a university setting. Additionally, the findings contribute to the fourth stage of IC research by showing how IC can be used to support diversification and internationalisation in a university and support third mission goals. Finally, the paper provides an empirical application of the Secundo et al.’s (2016) model for understanding IC in universities.

Threat or opportunity? A case study of digital-enabled redesign of entrepreneurship education in the COVID-19 emergency

“…The COVID-19 outbreak poses a significant challenge to management education, especially for experiential courses (Brammer and Clark, 2020; Kryukov and Gorin, 2017 ; Marshall & Wolanskyj-Spinner, 2020) such as Entrepreneurship Education (EE) ( Ratten and Jones, 2020 ; Secundo et al., 2020 ). The development of entrepreneurship competencies is crucial for higher education institutions ( Finkle et al., 2006 ; Finkle et al., 2013 ; Lombardi et al, 2019 ; Nelles and Vorley, 2011 ), and the digital revolution has opened fascinating opportunities for innovating EE ( Cohen et al., 2017 ; Margaryan et al., 2011 ; Cassia et al., 2014 ; Maas and Jones, 2017 ). The adoption of digital technologies is strategic for creating entrepreneurially equipped students ( Secundo et al, 2020a ), also in consequence of European countries’ need to accomplish the Digital Education Action Plan ( European Commission, 2018 ).…”

The Integrated Plan in Italian public universities: new patterns in intellectual capital disclosure

“…teaching and research activities and results, respectively), neglecting the third mission dimension. As such, a need emerges to go beyond the second and third stages of IC research and to embrace the fourth stage – discourse – through an exploration of innovative and emerging mechanisms for ICD in universities and an in-depth investigation of the social dimension of IC (Bisogno et al , 2018; Ndou et al , 2018; Secundo et al , 2018b; Lombardi et al , 2019). Following this perspective, according to Dumay (2016, p. 180), “we need to abandon reporting, and concentrate on how an organisation discloses what “was previously secret or unknown”, so that all stakeholders understand how an organisation takes into consideration its ethical, social and environmental impacts.…”

Corporate social responsibility, stakeholder engagement, and universities: New evidence from the Italian scenario

“…We assumed a relevant role of HAs in achieving the third mission, social impact, and stakeholder engagements by universities (Lombardi, Massaro, et al, ; Pearsons, ; Rahman et al, ; Vasilescu et al, ) showing how the reporting and disclosure activities have interesting evidence.…”

“…In this scenario, universities are relevant actors contributing (socially and economically) to the stakeholders and local communities development in several ways (Lombardi, Massaro, Dumay, & Nappo, ; Pearsons, ; Vasilescu et al, ). Rahman et al () argued that universities “have a broader responsibility beyond teaching and research, a larger mission in human and social development to be socially responsible to local communities by strengthening relationships with and between constituents (Alshuwaikhat & Abubakar, ; Haden, Oyler, & Humphreys, ).” Mehta () affirmed that the benefits of CSR are not only for communities but also for the benefit of the universities.…”