University Ecosystems and the Commitment of Faculty Members to Support Entrepreneurial Activity

The role of university environment in promoting entrepreneurial behavior: evidence from heterogeneous regions in Brazil

“…Over the past two decades, universities have been expected to integrate academia and the productive system (Moraes, Fischer, Campos, & Schaeffer, 2020), to act, not only as human capital providers but also as active agents in the commercialization of scientific knowledge and as seedbeds for the emergence of new firms (Politis, Winborg, & Dahlstrand, 2012). In this vein, academic institutions must evolve from the traditional focus on education and research to promote regional development and economic growth through innovation (Alves, Fischer, Schaeffer, & Queiroz, 2019a).…”

“…However, the methodological robustness of previous studies on entrepreneurial attitude, intention or action needs further examination (Bignotti & Le Roux, 2016). Additionally, student entrepreneurship is an underinvestigated phenomenon, with limited knowledge available about the extent to which student entrepreneurs are socialized into a certain way of thinking and behaving in relation to their start-up processes (Moraes et al, 2020;Politis et al, 2012) Scholars have also mainly focused on large urban centers located in developed countries (Jena, 2020;Mack & Mayer, 2016;Roundy, 2017;Spigel, 2017). Acs, Autio, and Szerb (2014) have demonstrated the impact of different local factors with high levels of entrepreneurship, thus warranting the INMR need to explore this phenomenon in ecosystems facing different maturity stages.…”

Public Policies and Innovation Ecosystem within the Technological Innovation Center of the Federal Institute Baiano

“…Therefore, to foster technological innovation in FIs, it is important to have an ecosystem shaped with effective practices aimed at innovation and entrepreneurship. According to Moraes et al (2020), these practices can be included in the development of organizational partnerships linked to entrepreneurship, for example pursuing the support of local companies, universities, city halls, and associations. The intrabusiness perspective is also an important aspect to support entrepreneurship practice, as it may involve business centers, interaction with business schools with coverage in other areas of knowledge in the institution.…”

“…This indicator shows how many teachers are trained to foster innovation in the IF Baiano, through knowledge application in research groups aiming at providing technological development. The qualification for entrepreneurship of teachers, can be considered a prosperity factor in the ecosystems of public education entities, because these professionals can provide connection between the academy and entrepreneurial environments, in addition to spread this knowledge to students (MORAES et al, 2020). Vol:-8 No-12, 2020 International Educative Research Foundation and Publisher © 2020 pg.…”

“…Therefore, it was found that the organization has been fulfilling its function to provide programs that stimulate innovation and entrepreneurship. Moraes et al (2020) points out that entrepreneurship insertion as a research area comes to represent a fundamental point that can facilitate conditions for growth in the practice of entrepreneurial culture and bring academia closer to companies. It is worth mentioning that the institution offers 23 graduate courses in different areas: multidisciplinary, humanities, agrarian sciences, among others; out of which 18 are directed to teacher training (IF BAIANO, 2018).…”