Therefore, the overarching research question addressed in this dissertation is: how can HEIs become more entrepreneurial and strategically advance their third mission? The purpose of this dissertation is to envision and develop entrepreneurial pathways for HEIs, contributing to the research domain of higher education entrepreneurialism from a managerial perspective. Nevertheless, one aspect of this phenomenon that remains poorly understood is the entrepreneurial pathways pursued by HEIs in their attempt to strategically develop their third mission. In the past few decades, this phenomenon has attracted the attention of policy-makers, researchers, and HEI leaders, with new developments being documented in many countries around the world. The involvement of HEIs in economic activities has led scholars to propose that HEIs currently have a third mission beyond the traditional two missions of teaching and researching. In 1983, Henry Etzkowitz coined the term entrepreneurial universities to explain the strategic developments taking place at some American higher education institutions (HEIs) that have engaged in industry partnerships and generating revenue from new sources, such as patents. Results can be useful to university managers when designing institutional policies, fostering a diverse set of undergraduate experiences towards entrepreneurship training.Īlthough current literature has focused on classroom education, researchers have been pointing out the need of stepping out of the classroom, analyzing other spaces such as student-led movements, co-curricular programs and more. Sample size and characteristics could impact the generalization power, but, since the results fit within research criteria, researchers can benefit by reflecting over new research horizons, going beyond classroom studies and understanding the university as an ecosystem of learning interventions. Results demonstrate that student-led activities are as important as institutional ones when training future entrepreneurs, while specific in-classroom activities feature the lowest impact among the institutional ones. Going beyond intentionality, the authors collected data from 175 respondents in Brazil, all of the respondents are entrepreneurs whose companies are at least one year old. This article aims at the understanding of specific spaces where entrepreneurship education (EE) happens – inside and outside the classroom.īuilding on frameworks such as formal versus non-formal entrepreneurial education and institutional versus non-institutional actors, this research applies structural equation modeling (SEM) to explore which spaces entrepreneurs attended as undergraduate students. Case studies based on archival and interview data show the development of Stanford’s entrepreneurial academic culture and university development strategy. This belief inhibited policy intervention until a student-organized accelerator project actualizing underutilized entrepreneurial capacity demonstrated that a step change in promoting entrepreneurship at Stanford was necessary and feasible. Stanford had largely bought into an ideology of a self-organizing innovation ecosystem in Silicon Valley that implied lack of need for explicit entrepreneurial support structures on campus, such as incubator facilities. The ‘Paradox of Success’ is that great organizational success in licensing, or other activities, may reduce the motivation to further advancement, in the Stanford case, introducing support structures for research commercialization that are commonplace in aspiring entrepreneurial universities. An optimum academic entrepreneurship and technology-transfer regime matches various levels of inventor interest and involvement with appropriate organizational competence and support. Stanford University’s legendary success in technology transfer, based upon a relatively small group of serial faculty entrepreneurs, masked unrealized potential residing in the underutilized inventions of less entrepreneurially experienced faculty and students.
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