Exploring the synergistic potential in entrepreneurial university development: towards the building of a strategic framework

Gustafsson-Pesonen, Anne; Remes, Liisa

doi:10.3402/aie.v3i0.17211

Cited by 104 publications

(165 citation statements)

References 39 publications

(26 reference statements)

Supporting

Mentioning

145

Contrasting

Unclassified

Order By: Relevance

“…"individuals who alone or with others are trying to start an independent business" (Delmar and Davidsson, 2000, p. 1), entering venture ideas which are then judged by an industry and investment peer group on their commercial merits, with "the best" ideas being rewarded by way of a cash award, this often accompanied with opportunities for financial investment, PR exposure and networking (Gailly, 2006;McGowan and Cooper, 2008;Thomas et al, 2014). The promotion of university-based BPCs today can be observed a product of graduate entrepreneurship (Matlay, 2010;Nabi et al, 2010;Nabi and Holden, 2008), start-up support (Dee et al, 2015), entrepreneurship education (Pittaway et al, 2015), entrepreneurial university (Cunningham et al, 2017;Etzkowitz, 2003;Gibb, 2002Gibb, , 2005Gibb, , 2012Guerrero et al, 2015) and pro-business plan (Lange et al, 2007) agendas.…”

Section: Introductionmentioning

confidence: 99%

An exploration of the Business Plan Competition as a methodology for effective nascent entrepreneurial learning

Watson

McGowan

Cunningham

2017

IJEBR

View full text Add to dashboard Cite

Purpose -Business Plan Competitions (BPCs) are readily prescribed and promoted as a valuable entrepreneurial learning activity on university campuses worldwide. There is an acceptance of their value despite the clear lack of empirical attention on the learning experience of nascent entrepreneurs during and post-participation in university-based BPCs. To address this deficit, the purpose of this paper is to explore how participation in a university-based BPC affords entrepreneurial learning outcomes, through the development of competencies, amongst nascent entrepreneurs. Design/methodology/approach -Underpinned by a constructivist paradigm, a longitudinal qualitative methodological approach was adopted. In-depth interviews with nascent entrepreneur participants of a UK university-based BPC were undertaken at the start and end of the competition but also six months after participation. This method enabled access to the participant's experiences of the competition and appreciation of the meanings they attached to this experience as a source of entrepreneurial learning. Data were analysed according to the wave of data collection and a thematic analytical approach was taken to identify patterns across participant accounts. Findings -At the start of the competition, participation was viewed as a valuable experiential learning opportunity in pursuit of the competencies needed, but not yet held, to progress implementation of the nascent venture. At the end of the competition, participants considered their participation experience had afforded the development of pitching, public speaking, networking and business plan production competencies and also self-confidence. Six months post-competition, participants still recognised that competencies had been developed; however, application of these were deemed as being confined to participation in other competitions rather than the routine dayto-day aspects of venture implementation. Developed competencies and learning remained useful given a prevailing view that further competition participation represented an important activity which would enable value to be leveraged in terms of finance, marketing and networking opportunities for new venture creation. Research limitations/implications -The findings challenge the common understanding that the BPC represents an effective methodology for highly authentic, relevant and broadly applicable entrepreneurial learning. Moreover the idea that the competencies needed for routine venture implementation and competencies developed through competition are synonymous is challenged. By extension the study suggests competition activities may not be as closely tied to the realities of new venture creation as commonly portrayed or understood and that the learning afforded is situated within a competition context. Competitions could therefore be preventing the opportunities for entrepreneurial learning that they purport they offer. Given the practical importance of competition participation as a resource acquisition activity for nascent en...

show abstract

Section: Introductionmentioning

confidence: 99%

An exploration of the Business Plan Competition as a methodology for effective nascent entrepreneurial learning

Watson

McGowan

Cunningham

2017

IJEBR

View full text Add to dashboard Cite

show abstract

“…Universities are changing from being "autonomous institutions to service providers accountable to the interests of multiple stakeholders" including government, employers, students, staff, private companies, and regional bodies (Mann 2008, Shattock 2009. A new universal model is emerging as a consequence and thereby changing the role of the 'university' towards a new paradigm of entrepreneurialism and innovation , which in some cases develop into the realized vision of "the entrepreneurial university" (Clark 1998, Smith 1999, Clark 2004, Etzkowitz 2004, Gibb 2012, Etzkowitz 2013, Sam and van der Sijde 2014. Universities are increasingly defined by entrepreneurial activities (Heinonen andPoikkijoki 2006, Shattock 2009), and the field of entrepreneurship education is emerging at faculty worldwide teaching students to create innovative solutions based on their knowledge.…”

Section: The Changing Role Of University Towards Entrepreneurialismmentioning

confidence: 99%

Educational Action Research and Triple Helix principles in entrepreneurship education: introducing the EARTH design to explore individuals in Triple Helix collaboration

Mandrup

Jensen

2017

Triple Helix

View full text Add to dashboard Cite

This article presents a practical approach on how to develop and explore an educational design combining Triple Helix theory and Educational Action Research for support of student learning and innovation activities in interaction with various actors. The design, termed EARTH, organizes systemic interactions between selected sectoral actors at the level of individuals in a context of innovative learning. Educational Action Research and Triple Helix theory share common principles seeking to generate change through collaboration, co-creation, equality, voluntarism, communication, and consensus-making between various actors. This creates a productive framework for supporting students' innovation activities and learning experiences, educational research, and organizational development. The EARTH design provides a basis for open innovation projects between students, teachers, researchers, and external partners from different sectors. Research data indicate that Triple Helix dynamics of substitution support students' competence and project developments. The design generates real-world innovation and entrepreneurship experiences for the students through mastery, social change, and vicarious learning. Furthermore, student teams organize self-initiated project interactions with diverse sectoral actors. The principles of Educational Action Research and Triple Helix are ideals that may be difficult to align due to asymmetries between involved partners unless such structural deficiencies are mutually addressed. This may be corrected by reorganizing the relations between Triple Helix spaces of knowledge, innovation, and consensus. The article concludes with a discussion of combining Educational Action Research with Triple Helix theory and some general perspectives for future developments of the EARTH design. Palavras-chave: HéliceTríplicePesquisa-AçãoInovação e EmpreendedorismoEstudantes Аннотация: В настоящей статье представлен практический подход к развитию и изучению образовательной модели, совмещающей теорию Тройной спирали и исследовательские инициативы в образовании в целях поддержки познавательных и инновационных инициатив студентов в различных группах. Модель, названная EARTH, обеспечивает систематическое взаимодействие между выбранными группами на уровне индивидов. Исследовательские инициативы в образовании и Теорию тройной спирали объединяют общие принципы поиска точек для реализации изменений через сотрудничество, творчество, равенство, добровольность, коммуникации и поиск консенсуса между различными участниками. Это создает продуктивную модель для поддержки студенческих инновационных инициатив и познавательного процесса, научных исследований и организационного развития. Модель EARTH формирует основу для открытых инновационных проектов между студентами, преподавателями, учеными и внешними партнерами из различных секторов. Результаты исследований указывают на динамику поддержки студенческих знаний и проектных разработок в Тройных спиралях. Модель позволяет генерировать актуальные инновации и предприниматель...

show abstract

“…Thus, several studies also establish successful utilization of entrepreneurship goals of universities-and their members like faculties, colleges, institutes, and participating organizations from environment, which are based on necessary combinations of activities aimed at (a) assurance of fundamental entrepreneurial knowledge (Mintzberg et al 1998;Klimoski 2007;Acito et al 2008;Gibb 2012), (b) transfer of knowledge in society (Wright et al 2008;Tidd and Bessant 2009), and (c) especially development of necessary entrepreneurial capabilities and competences through educational and training programs for students and other university partners (Newman et al 2004;Acito et al 2008;EuropeanUnion 2008;Gibb 2012).…”

Section: Theoretical Background Literature Reviewmentioning

confidence: 99%

“…These findings are in line with the cognitions of Morris et al (2013), who emphasize that practical involvement of teachers in practice is one of the key factors for teachers' success and ability to share knowledge, also based on practical examples. On the other hand, the perceived lack of teacher's practical involvement has been outlined (Pihie and Akmaliah 2009;Gibb 2012), although not enough often to omit this problem.…”

Section: Importance Of Needed Academic Activitiesmentioning

confidence: 99%

“…D. Ireland and Ketchen 2008;Gibb 2012). For instance, Peterman and Kennedy (2003) reported that students change their perception about their entrepreneurial abilities through participation in an enterprise education program; Pihie and Akmaliah (2009) detected that students' aspirations importantly determine students' perception about the offered entrepreneurship actions in the university; and Mandel and Noyes (2016) reported about results of experiential entrepreneurship education among the BTop 25^ undergraduate schools of entrepreneurship in the USA.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

How University’s Activities Support the Development of Students’ Entrepreneurial Abilities: Case of Slovenia and Croatia

et al. 2016

View full text Add to dashboard Cite

The paper reports how the offered university activities support the development of students' entrepreneurship abilities. Data were collected from 306 students from Slovenian and 609 students from Croatian universities. The study reduces the gap between theoretical researches about the academic entrepreneurship education and individual empirical studies about the student's estimation of the offered academic activities for development of their entrepreneurial abilities. The empirical research revealed differences in Slovenian and Croatian students' perception about (a) needed academic activities and (b) significance of the offered university activities, for the development of their entrepreneurial abilities. Additionally, the results reveal that the impact of students' gender and study level on their perception about the importance of the offered academic activities is not significant for most of the considered activities. The main practical implication is focused on further improvement of universities' entrepreneurship education programs through selection and utilization of activities which can fill in the recognized gaps between the students' needed and the offered academic activities for the development of students' entrepreneurial abilities.

show abstract

Exploring the synergistic potential in entrepreneurial university development: towards the building of a strategic framework

Cited by 104 publications

References 39 publications

An exploration of the Business Plan Competition as a methodology for effective nascent entrepreneurial learning

An exploration of the Business Plan Competition as a methodology for effective nascent entrepreneurial learning

Educational Action Research and Triple Helix principles in entrepreneurship education: introducing the EARTH design to explore individuals in Triple Helix collaboration

How University’s Activities Support the Development of Students’ Entrepreneurial Abilities: Case of Slovenia and Croatia

Contact Info

Product

Resources

About