Success Factors for Managing an Entrepreneurial University

Abstract

<jats:p> The entrepreneurial university is regarded as an agent of societal change and an important instrument in the facilitation of the contemporary knowledge-based economy because it supports the generation and exploitation of knowledge through its three missions of education, research and academic entrepreneurship. Moreover, the entrepreneurial university boosts economic and social development by encouraging academic entrepreneurship among faculty members. Although research on the entrepreneurial university has increased considerably in recent years, there are as yet no conceptual syntheses of the literature and there is an absence of a holistic framework covering the range of factors required to promote academic entrepreneurship within the entrepreneurial university paradigm. This gap is addressed by identifying the determining factors in an entrepreneurial university and synthesizing them into an integrative framework, based on the corporate entrepreneurship research stream: the determining factors are divided into three groups – external, internal and strategic. This framework is based on a qualitative review of theoretical and empirical studies of entrepreneurial universities and an analysis of diverse frameworks and models. The paper thus provides a systematic overview that allows for consolidation of the literature on entrepreneurial universities, while drawing important implications from research and suggesting potential paths for future study. </jats:p>

Dynamic capabilities and the entrepreneurial university: a perspective on the knowledge transfer capabilities of universities

“…One key factor that appears in almost all the established entrepreneurial university frameworks is 'mission and strategy' (Markuerkiaga, Errasti, and Igartua 2014). This research advances theory related to the entrepreneurial university paradigm through the proposal of a strategic framework for the development of the entrepreneurial capabilities of universities.…”

Developing the Entrepreneurial University: Factors of Influence

“…In order to meet the research objectives, a questionnaire was used that had been previously designed and validated by Errasti et al [27] to measure the maturity of academic entrepreneurship among different faculties. This questionnaire, based on the original instrument by Markuerkiaga et al [38], consisted of 14 blocks of mostly closed questions, with the inclusion of a smaller number of open questions to allow participants to provide evidence and/or add comments and clarifications. The first 13 blocks were required to be answered, while block 14 was optional.…”

HASS PhD graduate careers and knowledge transfer: A conduit for enduring, multi-sector networks

“…Engaging PhD candidates with industry is seen globally as a method of broadening skills development for diverse careers and facilitating knowledge transfer between the academy and industry (Bell et al., 2015; Bentley et al., 2017; Cunningham et al., 2016; Howard, 2015; Innovate UK, 2018; McCarthy, 2017; Markuerkiaga et al., 2014; University of Cambridge Enterprise, 2015; Watson et al., 2016). The data on PhD graduate outcomes we have reported here suggest that the cohorts transitioning to careers beyond the academy are more likely to be graduates from STEM disciplines, and according to the CFE report (2014: 67), employers likely to value PhD specialist knowledge are connected to science and technology industries.…”

“…As is widely known, knowledge transfer and associated practices such as end-user engagement are underpinned by utility-oriented objectives aimed at connecting research to practice and policy imperatives – such as innovation systems (Phipps et al., 2012: 180). Typically, university knowledge transfer objectives focus on so-called ‘external’ or ‘Third Stream’ engagement, with the explicit aim of commercialization of research through partnerships connected to entrepreneurial programs, incubators and new business seed funds, patents and licenses (Bell et al., 2015; Cunningham et al., 2016; Howard, 2015; Hughes et al., 2011; Innovate UK, 2018; Markuerkiaga et al., 2014; University of Cambridge Enterprise, 2015; Watson et al., 2016).…”