Search

Jelen tanulmány a Pécsi Tudományegyetem (PTE) oktató és kutató munkatársainak értékpreferenciáit vizsgálja Shalom S. Schwartz „alapvető emberi értékek” koncepcióját felhasználva. Schwartz tíz alapértéket különböztet meg, melyek dinamikus kölcsönhatásban állnak egymással. Az oktatók-kutatók jellemző értékprioritásainak feltárása lehetőséget teremt arra, hogy a szerzők következtetéseket vonjanak le a PTE társadalmi-gazdasági hatásaival kapcsolatban, illetve azzal össze- függésben: az oktatók-kutatók motivációi vajon tudják-e kellőképpen támogatni az egyetem önmagán túlmutató szerepvállalásait? Elemzésük fontos része az összehasonlító perspektíva, melynek során az oktatók-kutatók értékpreferenciáit a különböző európai térségekre, illetve a magyar társadalom egészére jellemző mintázatokkal vetik össze. Eredményeik azt mutatják, hogy a PTE munkatársainak értékei, motivációi megfelelő alapot biztosítanak az egyetem hatékony regionális szerepvállalása szempontjából.

PurposeResearch on entrepreneurial ecosystems has advanced over recent years and has become a popular topic. Despite the interest, previous work has focused on entrepreneurial ecosystems in large cities in the United States. Ecosystems in small cities, underpopulated rural areas, university towns and outside the USA have not been considered much. This paper begins to address this deficit by reviewing three groups of literature.Design/methodology/approachFrom the review, the paper builds a conceptual framework to consider entrepreneurial ecosystems led by universities. After summarizing the literature on entrepreneurial ecosystems, entrepreneurial universities and entrepreneurship education, the paper suggests a conceptual framework outlying the structure, components and mechanisms that enable universities to operate as catalysts in the creation of entrepreneurial ecosystems.FindingsIt is evident that on many of the “ingredients” of a successful entrepreneurial ecosystem, a resource-constrained environment would have many gaps. Building an entrepreneurship ecosystem in such contexts would be inherently challenging. The model presented suggests that the presence of a university in such locations should enhance the prospects of progress but that the nature of the university itself would impact any outcomes. Universities that make concerted efforts to be entrepreneurial and that have entrepreneurship programmes have strategies available to them that can enhance entrepreneurship ecosystems over time.Originality/valueThe contribution of this paper is to show “how” a university and its entrepreneurship programme can operationally address deficits in a local ecosystem and how it might bring about positive change. The paper also opens new avenues for entrepreneurship education researchers.

This chapter considers the role of venture funding in the entrepreneurial university. It begins by discussing the literature on the entrepreneurial university, focusing on the role of financing. The literature shows that there are gaps in the financing of academic and graduate ventures. The second part of the chapter introduces short case examples that illustrate different forms of university-led venture funding, demonstrating how different universities have sought to fill funding gaps by means of seed capital grants, micro-financing, small business research grants, crowdfunding, social impact investing, seed capital investing, public venture capital, and venture capital. The chapter concludes by arguing that universities have sufficient resource endowments and human capital to address many funding gaps through innovative thinking and practice.

Az egyetemek szamos modon jarulhatnak hozza a regionalis fejlődeshez. Az egyik lehetseges forma, hogy az egyetemekről kiporgetett (spin-off) cegek hasznositjak a felsőoktatasi kutatohelyeken keletkező tudast. Szamuk novelese erdekeben jo nehany orszagban valtoztattak a szellemitulajdon-joggal, az innovacioval es a felsőoktatassal kapcsolatos szabalyozason. Az ilyen iranyu kezdemenyezesek Magyarorszagon korulbelul masfel evtizeddel ezelőtt indultak meg, es azota tobb jogszabalyt is modositottak. Jelen tanulmany celja annak vizsgalata, hogy a hazai jogszabalyok es az azok nyoman letrejott intezmenyi szabalyozas milyen keretfelteteleket biztosit az egyetemi vallalkozasok alapitasahoz es fejlődesehez Magyarorszagon, illetve ez mennyire van osszhangban a jogalkoto szandekaval. A dokumentumelemzesen es interjukon alapulo vizsgalat eredmenyei szerint a jelenlegi szabalyozasi kornyezet szamos akadalyt gordit a cegalapitas ele, gatolva ezzel a teruletben rejlő lehetősegek kiaknazasat.* Journal of Economic Literature (JEL) kod: O32, O34.

This paper provides empirical evidence using a difference-in-difference estimation strategy for the post-merger price effect caused by the acquisition of two branded chains for gasoline retail. On the one hand, mark-ups of the Hungarian retail gasoline market increased significantly after the takeover contract came into force. On the other hand, an additional price increase occurred after all of the acquired stations had offered the same services as the acquiring firm, even though implementing these changes might require a year after the takeover contract came into force. This suggests that further price effects may occur when the merger procedure requires a longer period. Moreover, the additional price increase suggests that examining product differentiation on the market is necessary to evaluate merger effects.

Absztrakt: A vallalkozo egyetemek a tudasalapu tarsadalom es gazdasag fontos szereplői. Egyreszt magasan kvalifikalt munkaerő forrasai, masreszt az innovaciohoz es versenykepesseghez nelkulozhetetl...

In the strongly competitive and diversely funded research system of the US it is almost entirely natural that scientists exploit business opportunities stemming from their university research. The synergies between the enterprise and the university are significant not only from the business but also from the academic perspective: ensuring additional funds for the university laboratory, keeping talented students close to the university and demonstrating the inventions’ practical usability can all enhance the researcher’s academic career. In this study, we investigate whether becoming an academic entrepreneur led by the motivations Etzkowitz described is a real opportunity in other institutional settings beyond the US as well. Accordingly, the focus of our investigation was the Hungarian university system. We assumed that its dual (i.e. continental European and Soviet) scientific organizational roots provide an unfavorable environment for ‘classical’ academic entrepreneurship. As part of the research, we made interviews with the founders of companies spun off from large Hungarian research universities and originating from multiple locations including the capital and three university cities. We found that the ‘classical’ academic entrepreneur appears even within this environment, but specific factors induce alternative development paths as well. ‘Classical’ academic entrepreneurs are usually well-established and internationally recognized scientists with a broad professional network that also includes academic entrepreneurial role models. Firm formation is also supported by academic and business contacts and favorable departmental norms. On the other hand, the lack of supporting institutional environment or of adequate business knowledge, together with the scarcity of financial resources, results in the appearance of ‘impeded’ academic entrepreneurs whose business activity does not enrich the university’s scientific life. On the other hand, product-related specificities and the lack of academic entrepreneurial role models result in the evolution of ‘unbalanced’ academic entrepreneurs and firms with limited integration into the university research framework. Furthermore, business-academia synergies can also become limited when university policies enforce scientists to become business founders who then rather turn into so-called ‘externally motivated’ than ‘classical’ academic entrepreneurs.

Increasing attention towards the role of universities in regional development has resulted in a large number of publications over the past quarter of a century. A sizeable body of literature shows a specific focus on academic entrepreneurship. Entrepreneurial activities in academia may take the forms of externally funded research, earning of supplemental income, trade secret generation (Louis et al. 1989), contract research, sales and testing, external teaching, patenting, licensing or spin-off firm formation (Klofsten and Jones-Evans 2000). Some of these activities have long been present in the scientific domain. However, there seems to be a recent turn in academic entrepreneurship as specific tasks related to science-directed commercialization in forms of patenting, licensing and spin-off firm formation have become significant elements of scientists’ everyday activities (Gulbrandsen and Slipersaeter 2007). Etzkowitz (1983) argues that entrepreneurial universities created by the second academic revolution are the result of a natural evolutionary process of these institutions as a response to declining resources, increasing competition and requirements set by the knowledge economy (Etzkowitz et al. 2000; Goldstein 2009).