Innovation and entrepreneurship in the academic setting: a systematic literature review

Schmitz, Ademar; Urbano, David; Dandolini, Gertrudes Aparecida; Souza, João Artur de; Guerrero, Maribel

doi:10.1007/s11365-016-0401-z

Cited by 190 publications

(135 citation statements)

References 49 publications

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“…We will base our subsequent (theoretical and empirical) analyses on this classification. In this way, we also aim at contributing to addressing calls for a better integration of rather fragmented and heterogeneous literature on aspects related to academic entrepreneurship into stronger and more consistent theoretical frameworks (Schmitz et al 2017).…”

Section: Academic Spin-offs and The Critical Resources For Their Creamentioning

confidence: 99%

“…Second, our proposal of an integrated framework for analyzing the different types of factors that help understand and explain academic entrepreneurship, can also be deemed as a contribution to another academic call. We refer here to the need of a better integration of rather fragmented and heterogeneous literature on aspects related to academic entrepreneurship into stronger and more consistent theoretical frameworks (Schmitz et al 2017).…”

Section: Contribution To Theorymentioning

confidence: 99%

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Rowing against the wind: how do times of austerity shape academic entrepreneurship in unfriendly environments?

et al. 2017

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Section: Academic Spin-offs and The Critical Resources For Their Creamentioning

confidence: 99%

Section: Contribution To Theorymentioning

confidence: 99%

Rowing against the wind: how do times of austerity shape academic entrepreneurship in unfriendly environments?

et al. 2017

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“…Academic entrepreneurship exhibits various descriptions (Schmitz, Urbano, Dandolini, de Souza, & Guerrero, 2017) whereas we follow the definition proposed by Etzkowitz, Webster, Gebhardt, and Terra (2000) for academic entrepreneurial activities that 'are undertaken with the objective of improving regional or national economic performance as well as the university's financial advantage and that of its faculty p. 313'. In distinction to academic innovation we define academic entrepreneurship more oriented towards value creation (measured, e.g., by patents, licensing spin-offs, business ventures, financial rewards, etc.)…”

Section: Hi G Her Educ Ati On P Olicie S and Ac Ademic Entrepreneurmentioning

confidence: 99%

Entrepreneurship in Higher Education: The impact of competition‐based policy programmes exemplified by the German Excellence Initiative

Lehmann

Stockinger

2018

Higher Education Quarterly

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Competition‐based policy programmes are an external steering mechanism to create beneficial outcomes for societies that are entering the Continental European Higher Education landscape. The Excellence Initiative in Germany aimed to enhance research quality, international visibility and support peak performing universities. We want to study if there was a side effect of the Initiative on academic entrepreneurial activity and if so, whether or not it was a system‐wide and/or a winners effect. We measure entrepreneurial activity by the patenting activity and industry collaboration of a university. The analysis is based on 73 German universities observed from 2004 to 2011. Employing a difference‐in‐differences estimation, we find that the Initiative created an advantage for the whole of Germany while being an Excellence University does not have an impact on academic entrepreneurship with regards to patenting activity. However, we find a Matthew effect concerning rewards in industry collaboration. We conclude that the Initiative had positive side effects for the system and partly also for the winners of the competition.

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“…The field suffers from a lack of definitions (Pittaway, Hannon, Gibb, & Thompson, 2009;Schmitz, Urbano, Dandolini, Souza & Guerrero, 2017), of goal alignment within specific programs (Canziani, Welsh, Hsieh, & Tullar, 2015;Lorz, 2013;Nabi, Liñán, Fayolle, Krueger, & Walmsley, 2016) of an integrating theoretical framework (Canziani, Welsh, Hsieh, & Tullar, 2015;Nabi et al, 2017;Pittaway, et al, 2009;von Graevenitz, 2010), and a mixture of measures of effectiveness (Daunfeldt & Elert, 2013;Hoppe, 2016;Mwasalwiba, 2010;Sirelkhatim, Gangi, & Nisar, 2015). The state of EE from the point of view of a researcher is ripe for development.…”

Section: Chapter I: Introductionmentioning

confidence: 99%

Experiential learning and its impact on students' entrepreneurial intention in two innovative high school programs

Noworatzky¹

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The purpose of this study was to study is to understand whether the unique experiential learning programs at two innovative high schools might be highly effective models for increasing the Entrepreneurial Intention and skills of their students. The study was placed in the theoretical framework of the Theory of Planned Behavior based on Ajzen. The literature review focused on Experiential Learning Theory, Constructivist Theory, Kolb's Experiential Learning Theory and an overall look at the state of Entrepreneurial Education. Two research question guided the data collection and analysis: How does IowaBig and BVCAP as community, industry and experiencebased secondary programs impact students' perception of, attitudes towards, and competencies of entrepreneurship, as perceived by administrators, teachers, students, and community-and industrybased partners? What do students, administrators, teachers, and community-and industry-based partners consider to be the value of these activities and learning for students? A multi-case study involving teachers, students and industry partners was used to find answers to these questions. By allowing students to articulate and follow their passions teachers can unlock creativity and put learning in context leading to more highly motivated, successful students. The study found; Authentic, real world projects drive students to practice project management, leadership, collaboration and business processes, all essential skills for entrepreneurs, In an environment where it is safe to fail, students learn to use iterative thinking and problem solving to deal with ambiguous problems and situations, and due to the structure of the programs, the project work, and the leadership experiences students develop a level of confidence surpassing their traditionally taught peers. The findings of this study, along with the identification and analysis of related themes, have the potential to inform public schools contemplating a project-based learning experience.

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Innovation and entrepreneurship in the academic setting: a systematic literature review

Cited by 190 publications

References 49 publications

Rowing against the wind: how do times of austerity shape academic entrepreneurship in unfriendly environments?

Rowing against the wind: how do times of austerity shape academic entrepreneurship in unfriendly environments?

Entrepreneurship in Higher Education: The impact of competition‐based policy programmes exemplified by the German Excellence Initiative

Experiential learning and its impact on students' entrepreneurial intention in two innovative high school programs

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