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Translational medicine has been a buzzword for over two decades. The concept was intended to be lofty, to reflect a new bench-to-bedside approach to basic and clinical research that would bridge fields, close gaps, accelerate innovation, and shorten the time and effort it takes to bring novel technologies from basic discovery to clinical application. Has this approach been successful and lived up to its promise? Despite incredible scientific advances and innovations developed within academia, successful clinical translation into real-world solutions has been difficult. This has been particularly challenging within the pulmonary field, because there have been fewer U.S. Food and Drug Administration-approved drugs and higher failure rates for pulmonary therapies than with other common disease areas. The American Thoracic Society convened a working group with the goal of identifying major challenges related to the commercialization of technologies within the pulmonary space and opportunities to enhance this process. A survey was developed and administered to 164 participants within the pulmonary arena. This report provides a summary of these survey results. Importantly, this report identifies a number of poorly recognized challenges that exist in pulmonary academic settings, which likely contribute to diminished efficiency of commercialization efforts, ultimately hindering the rate of successful clinical translation. Because many innovations are initially developed in academic settings, this is a global public health issue that impacts the entire American Thoracic Society community. This report also summarizes key resources and opportunities and provides recommendations to enhance successful commercialization of pulmonary technologies.

University scientists have been strongly encouraged by administrators to engage in academic entrepreneurship (AE), via patenting, licensing, and startup formation. AE is a key aspect of the rise of "entrepreneurial universities" as discussed by (Guerrero & Urbano, Journal of Technology Transfer, 37(1), 43–74, 2012). We examine the relationship between role conflict and scientists' propensity to engage in AE. Our model starts with the realization that academics contemplating AE struggle with multiple identities as scientists and entrepreneurs and different roles. We hypothesize that foreign-born scientists are more adept at developing an entrepreneurial identity and managing role conflict, which makes them more likely to engage in AE than their domestic counterparts. Our empirical results, based on data from 391 scientists at 25 US research universities, confirm that foreign-born scientists are well-positioned for AE and that engagement in AE mediates the positive impact of foreign-born status on entrepreneurial identity. The results imply that a more open immigration policy will generate higher levels of AE. Plain English Summary: University scientists have been strongly encouraged by administrators to engage in academic entrepreneurship (AE), via patenting, licensing, and startup formation. AE is a key aspect of the rise of "entrepreneurial universities." We examine the relationship between role conflict and scientists' propensity to engage in AE. Our model starts with the realization that academics contemplating AE struggle with multiple identities as scientists and entrepreneurs and different roles. We hypothesize that foreign-born scientists are more adept at developing an entrepreneurial identity and managing role conflict, which makes them more likely to engage in AE than their domestic counterparts. Our empirical results, based on data from 391 scientists at 25 US research universities, confirm that foreign-born scientists are well-positioned for AE and that engagement in AE mediates the positive impact of foreign-born status on entrepreneurial identity. The results imply that a more open immigration policy will generate higher levels of AE. [ABSTRACT FROM AUTHOR]

Given the profound environmental and societal challenges, many higher education institutions (HEI) have adopted sustainability as a central mission to induce desirable societal impacts. While previous research investigated the transformation processes of HEIs toward sustainability, few studies took an explicit entrepreneurial perspective and questioned its implications for the Entrepreneurial University (EU) model. To address this gap, our study explores the emergence and pursuit of a Sustainable Entrepreneurial University (SEU). We specifically focus on the role of sustainable university business incubators (UBIs) as primary institutions of entrepreneurship within the SEU model. Using a multiple-case study of four German UBIs, we illustrate how they embarked on their sustainability journey, developed internal capacities to support sustainable entrepreneurship, and overcame various barriers during their transformation trajectories. Our analysis identifies six distinct sustainability transformation stages and proposes a stylized model to explain the emergence of sustainability in UBIs. Based on these findings, our study discusses several theoretical implications for the SEU. We illustrate that SEU sustainability impacts evolve over time and that continuous leadership commitment is a mediating factor. Moreover, our results suggest that SEUs strategically engage in external partnerships with alternating functions. Given the urgency to promote sustainable entrepreneurship in HEIs, the study concludes with several practical recommendations for practitioners and policymakers. Moreover, it offers suggestions for future research to explore the potential of SEUs and their contribution to addressing pressing societal and ecological challenges. Plain English Summary: University startups as catalyzers for sustainable impact– How university business incubators adopt sustainability missions and rethink startup support. In a world challenged by significant environmental and societal issues, many universities increasingly incorporate sustainability into their missions to make a positive impact. Our research takes an entrepreneurial perspective and focuses on the role of university business incubators in this transformation. By examining four German cases, we explore how these incubators adopted sustainability as a central mission, developed internal capacities to support sustainable startups, and addressed various challenges during their transformation. Our study outlines six distinct stages in the sustainability transformation of university business incubators, highlighting critical factors such as the enduring commitment of leadership and the strategic importance of external partnerships. Drawing from our findings, we discuss the implications of realizing the Sustainable Entrepreneurial University model, which promotes sustainability through entrepreneurship. Our research serves as a valuable resource for managers and staff looking to promote sustainability within business incubators and provides guidance for policymakers and university leaders working to develop effective startup strategies in response to societal and environmental challenges. [ABSTRACT FROM AUTHOR]

The idea and practice of the entrepreneurial university has emerged in response to growing expectations of universities contributing to economic development and has, in turn, been subject to a growing body of research. However, much of the work is focused on individual activities or institutions, typically overemphasising commercialisation activities and certain types of universities. Furthermore, much of this research is de-contextualised and does not consider the systems in which universities operate. As a result, we have a variety of unit theories of constituent parts of the entrepreneurial university without considering the wider (feedback) effects and implications — in other words: we are, in effect, not seeing the forest for the trees. Drawing on in-depth quantitative and qualitative field work and the literature, we develop a programmatic theory of the entrepreneurial university and the institutionalised entrepreneurial activities. Using causal loop diagrams, we capture the systemness and the interdependencies between universities' entrepreneurial activities and their dynamic capabilities. The model highlights how universities are part of a larger system and how this influences their external engagement activities. The result is a more holistic understanding of entrepreneurial universities that reconciles existing work and guides future research. We discuss practical implications and policy levers derived from this systemic perspective. Plain English Summary: We provide a systemic model for understanding and diagnosing the capabilities of entrepreneurial universities based on in-depth qualitative and quantitative work. Universities are expected to contribute to society and the economy through activities that go beyond the traditional missions of research and teaching. Academic research on entrepreneurial universities tends to focus on discrete activities in universities or case studies at the cost of a wider understanding of the concept. The result is a limited understanding of how these activities and the university's capabilities influence each other and co-evolve. We thus propose a new way of understanding how entrepreneurial universities behave, engage, and develop in a systematic fashion. For future research, new methodological approaches are required to operationalise this systemic view including the need to harmonise datasets covering entrepreneurial universities. For policy and practice, understanding the interconnectedness of activities and missions highlights the trade-offs and helps mitigate unintended consequences from different policy actions. The model developed in this paper serves as a tool for thinking and diagnosis for university managers and policy makers that can be applied to different contexts. [ABSTRACT FROM AUTHOR]

Entrepreneurship education has long been framed as a crucial component of the entrepreneurial university and its corresponding economic impact. The predominantly commercial focus of academic entrepreneurship, however, potentially limits theorizing about how academic units not otherwise involved in entrepreneurship contribute to the entrepreneurial university. Following recent calls for scholars to conceptualize transversal approaches to entrepreneurship education, this paper examines the design and delivery of lean social launch (LSL), a socially oriented derivative of the emerging lean launch method. We find that by broadening the context in which opportunities are identified and value is created, LSL attracts individuals who might not otherwise participate in entrepreneurial activities. Further, LSL provides participants with pathways to social and commercial value creation and serves as a venue for socially focused entrepreneurial identity play, an important antecedent to entrepreneurial behavior. Implications for the conceptualization of the entrepreneurial university and its policy and programmatic supports are explored. Plain English Summary: Socially oriented entrepreneurship education approach attracts diverse students and expands the impact of entrepreneurial universities. How might we expand the impact of entrepreneurial universities? In this paper, we present a case of using socially oriented entrepreneurship education, called the lean social launch (LSL), that bridges the teaching and impact missions of the universities. Our analysis shows that the method's focus on addressing social problems, emphasis on feasible solution development, and requirement for continual engagement with community partners attracts and empowers diverse student groups that might not otherwise participate in entrepreneurship education. Further, these courses help students develop an early-stage entrepreneurial identity and provide pathways to create real social impact in their communities. We also discuss several management and policy challenges associated with course delivery, the most surprising of which is the difficulty of working with other entrepreneurship support programs to support and scale student enterprises. [ABSTRACT FROM AUTHOR]

Recognizing the commercial potential of university-based inventions and discoveries, legislators and administrators have called upon academic scientists to become academic entrepreneurs. Yet, few academic scientists appear enthusiastic about taking on entrepreneurial activities. The intrinsic reasons underlying the lack of enthusiasm are poorly understood. We extend the research by applying self-discrepancy theory to explore the role of future-oriented self and other guides on enthusiasm for academic entrepreneurship. Integrating self-discrepancy theory with social identity theory, we also examine the moderating effects of scientist identification and academic entrepreneur social identification. We test our model on a sample of National Science Foundation (NSF) funded academic scientists who participated in the Innovation Corps (I-Corps) entrepreneurship training program. We find academic scientists' self-guides influence their enthusiasm for academic entrepreneurship, while interestingly, their other-guides do not. Additionally, we find that higher identification with a scientist identity enhances the positive effect of the self-guide on entrepreneurial enthusiasm while higher identification with an academic entrepreneur identity attenuates the positive effect. Our paper contributes to the academic entrepreneurship literature by developing and testing a framework that integrates self-discrepancy theory with social identity theory for a nuanced understanding of academic scientists' thought processes regarding engagement in entrepreneurial activities. Our study has implications for research policy by suggesting a way that universities can identify candidates for academic entrepreneurship activities. [ABSTRACT FROM AUTHOR]

This paper takes a novel approach to the functional transformation of the public communication of science and technology in the context of the commodification of academia and academic research. It contends that the public representations of university-industry relations and academic entrepreneurship policy should be understood as an instance of the leveraging of the public communication of science and technology for propaganda purposes. To substantiate this approach, this paper elaborates on the concept and functions of propaganda by drawing from traditional and contemporary scholarship. It also examines what the commodification of academic knowledge production consists of, underscoring its contradictions and the negative consequences that it has had for some domains of social life, including academia itself. In view of the foregoing, it is possible to hypothesise the use of the public communication of science and technology for disseminating the ‘ideology of academic entrepreneurship’ for propaganda purposes. The final section outlines some general criteria that ought to be considered when operationalising this theoretical framework for analysing the media coverage of university-industry relations and academic entrepreneurship. The approach described here should be understood as a first step towards uncovering and criticising the ‘common sense’ on which the contemporary political economy of academic knowledge production rests. [ABSTRACT FROM AUTHOR]

Purpose: The commercialization of research produced by universities constitutes a core facet of academic entrepreneurship (AE). Academic literature reveals the need to shed light on entrepreneurial processes in higher education institutions (HEIs). This study intends to fill this gap by researching the mechanisms for facilitating AE and the variables that can moderate the relationship between such mechanisms and AE in Portuguese HEIs. Design/methodology/approach: Our research model aims to assess the mechanisms of academic entrepreneurship (AE) within a sample of 125 Portuguese public higher education institutions (HEIs). To test our research hypotheses, we employed a structural equation model (SEM) using the partial least squares (PLS) method. Additionally, our evaluation examines the potential moderating effects of incubator programs, support initiatives, and proof-of-concept programs (PoCs). Our research model seeks to evaluate the mechanisms for facilitating AE and explore the effects of including incubator programs, support initiatives, and PoCs as moderators. The seven variables (Research mobilization, Unconventionality, Industry collaboration, University policies, Incubator programs and support initiatives, Proof-of-concept programs, and academic entrepreneurship) were measured using a 7-point Likert scale. Findings: The results revealed that different drivers of AE influence the creation and development of entrepreneurial activities. Our findings also show the moderating effects of incubator programs, support initiatives, and proof-of-concept programs on AE. We find that incubator programs, other support initiatives, and PoCs maintain a moderating effect on AE and benefit their respective HEIs. Research limitations/implications: The study examines only the Portuguese HEI context. Therefore, generalizing these results necessitates reservations. However, the responses came from various actors in HEIs, from different academic backgrounds and research interests. This makes the results more generalizable. Limitations are evident in external validity, given that we gathered the data over a relatively short period. Practical implications: Observed factors are explored to gain a deeper understanding of their influence on the mechanisms of AE. The implications arise from the new perspective presented and the methodology used to identify mechanisms capable of fostering AE. We hope this research will encourage other researchers to study this topic further. Social implications: the engagement of universities at the global level should be emphasised in future policy. While universities in innovation systems often have a local focus, their engagement in innovation ecosystems transcends the boundaries of geographic locations. Originality/value: PoCs had a significant positive moderating effect on the impact of research mobilization and university policies on AE. Thus, we find interactions between universities and industry boost AE. This study demonstrates how AE benefits HEIs by extending orientation towards mobilizing research, unconventional approaches, cooperation with industry, and university policy implementation. We thus advocate a new approach, demonstrating the influence that the mobility of research, unconventionality, industry collaboration, and university policies hold over AE. [ABSTRACT FROM AUTHOR]

The transition to an innovative economy requires greater attention to creating favorable conditions for the commercialization of scientists’ developments and the possibility of realizing the accumulated scientific potential. This study aimed to examine the commercialization process in the Republic of Kazakhstan and identify factors influencing the development of academic entrepreneurship in universities. It examines a gradual change in legislation on technology transfer and the dynamics of implemented commercialization projects during 2016–2022. Structured interviews were conducted with academics of the biggest 14 universities in Kazakhstan with a sample of 209 respondents to identify factors influencing the desire of scientists to engage in academic entrepreneurship. The findings revealed that the most attractive factors for academics are flexible working hours (4.67 of 5), the opportunity to implement their own innovative ideas (4.12), and an increase in income (3.63). In turn, negative factors include the lack of qualified personnel (4.56), difficulties in legislation (4.27), and bureaucratic barriers (3.78). The study revealed that gender and age moderately affected scholars’ desire to engage in academic entrepreneurship (Cramer’s V = 0.3025). The greatest desire to start their own business was demonstrated by men aged 26-35 years and by women aged 36-45 years. The findings also show that the scientific fields positively affect the number of ready-made ideas, patents, and technologies that academics offer to businesses. AcknowledgmentThis study is funded by the Science Committee of the Ministry of Education and Science of the Republic of Kazakhstan (Grant No. AP13268750).

Cooperation between Higher Education Institutions and Enterprises (HEI-E-C) is extremely relevant in regional economic development. Therefore, this study aims to understand the role of HEI in academic spin-off creation. To achieve this objective, we adopted the qualitative approach (case study method) and focused on a cooperation relation involving a Portuguese HEI and two academic spin-offs. For data collecting, several interviews with key informants and direct observation were used. Content analysis of the interviews with founders of these academic spin-offs and lecturers teaching the curricular unit of entrepreneurship in the HEI studied, the results identified some essential aspects to understand this type of cooperation (HEI-E): (1) the role of academic entrepreneurship and its importance in the growth of spin-offs for regional economic growth, (2) the influence of academic entrepreneurs' characteristics in the process of creating a spin-off, and (3) academic motivations to create spin-offs and the benefits of cooperation with HEIs. This study also presents implications for theory and educational and business practice. [ABSTRACT FROM AUTHOR]

In this study, we explore the product/service innovation process in university spin-offs (USOs) – a category of micro/small firms operating at the edge of technological frontiers. Our approach reconciles the traditional linear model with a practice-based lens, which characterises firm learning processes as underpinned by two logics of production and development. The findings agree with the extant literature that the process overall does not always follow stages in a standardised model. The lens further suggests that the interplay between the two logics occurs even within an individual so-called stage of the linear model, which makes for a counter-intuitive observation. This interplay also hinges upon customer collaboration and feedback. Overall, the apparent lack of adherence to formal process in USOs innovation is not mere haphazard response to being small and new. Reconciling the linear model and the lens is a step further in accounting for the latter's view of iterative learning and knowledge creation, while preserving the former's relevance as a communication device for multiple stakeholders involving in the process. [ABSTRACT FROM AUTHOR]

Introduction: In Iran, during the past few years, start-up activities have been seriously pursued in the academic sector and recently it has been mixed with media technologies. Due to the nascent nature of this field, there are many challenges in the path of their growth and development, which require more research and more practical solutions to solve them. In this research, considering the importance of ethical issues in any profession, the main goal is to identify the ethical and legal challenges faced by academic entrepreneurs' start-ups in using social media. Material & Methods: The qualitative research method is based on classical data theory. The statistical population of the research is made up of university entrepreneurs who were selected using the purposeful sampling method and until reaching theoretical saturation, a sample of 12 people. The data collection tool was semi-structured interviews with 7 general questions. Data analysis was done in three stages of open, axial and theoretical coding. Results: Data analysis and coding led to the extraction of 34 concepts, 7 subcategories and finally 2 main categories from the integration and classification of concepts. Conclusion: Based on the proposed model, internal challenge (management issues, ethical relationship with customers, branding, professional ethics) and external challenge (unethical competition, technology infrastructure, policies, laws and regulations) were identified as the dimensions of ethical and legal challenges faced by university start-ups in using social media.

"Translational medicine" has been a buzzword for over two decades. The concept was intended to be lofty, to reflect a new "bench-to-bedside" approach to basic and clinical research that would bridge fields, close gaps, accelerate innovation, and shorten the time and effort it takes to bring novel technologies from basic discovery to clinical application. Has this approach been successful and lived up to its promise? Despite incredible scientific advances and innovations developed within academia, successful clinical translation into real-world solutions has been difficult. This has been particularly challenging within the pulmonary field, because there have been fewer U.S. Food and Drug Administration-approved drugs and higher failure rates for pulmonary therapies than with other common disease areas. The American Thoracic Society convened a working group with the goal of identifying major challenges related to the commercialization of technologies within the pulmonary space and opportunities to enhance this process. A survey was developed and administered to 164 participants within the pulmonary arena. This report provides a summary of these survey results. Importantly, this report identifies a number of poorly recognized challenges that exist in pulmonary academic settings, which likely contribute to diminished efficiency of commercialization efforts, ultimately hindering the rate of successful clinical translation. Because many innovations are initially developed in academic settings, this is a global public health issue that impacts the entire American Thoracic Society community. This report also summarizes key resources and opportunities and provides recommendations to enhance successful commercialization of pulmonary technologies. [ABSTRACT FROM AUTHOR]

This paper takes a novel approach to the functional transformation of the public communication of science and technology in the context of the commodification of academia and academic research. It contends that the public representations of university-industry relations and academic entrepreneurship policy should be understood as an instance of the leveraging of the public communication of science and technology for propaganda purposes. To substantiate this approach, this paper elaborates on the concept and functions of propaganda by drawing from traditional and contemporary scholarship. It also examines what the commodification of academic knowledge production consists of, underscoring its contradictions and the negative consequences that it has had for some domains of social life, including academia itself. In view of the foregoing, it is possible to hypothesise the use of the public communication of science and technology for disseminating the ‘ideology of academic entrepreneurship’ for propaganda purposes. The final section outlines some general criteria that ought to be considered when operationalising this theoretical framework for analysing the media coverage of university-industry relations and academic entrepreneurship. The approach described here should be understood as a first step towards uncovering and criticising the ‘common sense’ on which the contemporary political economy of academic knowledge production rests.

Purpose: The article aims to assess the knowledge and interest in the offer of technology parks by students of faculties offering theoretical and practical knowledge about starting and running a business. Design/methodology/approach: A questionnaire plus the Pearson correlation coefficient and the T-Czuprow dependence coefficient were used to examine the relationship between the study variables. Findings: Students are well acquainted with the offer of technology parks, while not sufficiently aware that these entities can provide them with support at the stage of setting up or developing their business activity. Practical implications: Intensifying activities promoting the activities of the surveyed institutions at universities could activate entrepreneurial thinking and the involvement of academic youth. Originality/value: The article highlights the important role of technology parks in supporting young entrepreneurs, which makes it a valuable source of information for those interested in starting their own businesses. [ABSTRACT FROM AUTHOR]

Discussion in the scholarly literature about partnerships between entrepreneurs and universities for the creation of technological spinouts, and for helping universities to extract more value from their technology-related intellectual property (IP), is lively. However, the literature exhibits a gap in understanding how business schools may participate in the process of technology commercialization by facilitating the creation of intellectual property rights. In this conceptual paper, we seek to fill this gap in three ways. First, we offer some novel conceptual insights by studying the partnership between technical universities and entrepreneurs using a multi-level approach, incorporating a phenomenological research method, through the lenses of several established theoretical perspectives from the domains of economics, social science, and management: the division of labor, motivation, the nature of the firm, organization, and IP. Second, we develop a working hypothesis focused on learning reinforcement through multiple organizational levels that predicts how business schools may play a prominent role in technology commercialization, together with the theoretical conditions under which they may do so. Third, we offer an IP management model under which business schools, as such, may create and appropriate financial value by generating innovation-related IP that may be transferred to enterprises. Our research reveals a misalignment between promising approaches to university-based technological innovation suggested by normative theory and typical approaches associated with extant practice; and it also highlights a strategic issue, which is that the performance of most universities in the domain of technology transfer is disappointing. We suggest a way to address this misalignment, and this strategic issue, which is through the establishment of what we label as "Technology Innovation Laboratories" in business schools—analogous to technical laboratories usually associated with technical universities—that could generate various types of product- or service-related IP. This type of intellectual property—typically different from invention IP, and which we label here as "business IP"—could be exchanged for equity in spinouts or royalties from licensing, similar to the manner in which the invention IP of technical universities is usually commercialized. [ABSTRACT FROM AUTHOR]

The present study was conducted with the aim of investigating the barriers to the commercialization of academic research in the process of academic entrepreneurship. In order to achieve this goal, the meta-synthesis approach and the seven-step method of Sandelowski and Barroso, with the developmental-applicative approach, was used. [ABSTRACT FROM AUTHOR]

It is worth exploring how "novices in academic entrepreneurship" can more clearly judge their performance in academic entrepreneurship process, self-diagnose the interaction effect between internal and external factors, and improve the effectiveness of entrepreneurial activities. This research takes Chinese academic entrepreneurs as the object, through the qualitative research method of grounded theory analysis, constructs the behavior map of academic entrepreneurship. The main stages of academic entrepreneurship chain are divided, including four stages: starting point, finding technology application, stabilizing technology application, and enterprise mature development. The common decision logic of academic entrepreneurs in each stage is explained. At the same time, the map shows the main influencing factors of academic entrepreneurial behavior and the logic of these factors' influence on academic entrepreneurial behavior. The above results not only enrich the research theory in the field of academic entrepreneurship process, but also have guiding significance for the practical activities of "novices in academic entrepreneurship". [ABSTRACT FROM AUTHOR]

Although research into entrepreneurship focuses on aspects inherent to entrepreneur's figure, universities of this nature and knowledge transfer, the main issue that still permeates it is the scarcity of scientific studies that explore the entrepreneurial nature of the productions in terms of quality, dissemination and measurement, linked to regional development. The aim of this article is to measure the entrepreneurial nature of knowledge through Lotka's law, in the regional development context. Considering bibliometry as the research's methodological tool, the investigation of the materials collected on the Web of Science and Scopus Elsevier bases was subdivided into performance analysis, scientific mapping, Lotka distribution and qualitative analysis of the most relevant productions. It was concluded that Lotka's distributional index, if in isolation way, has weaknesses in dealing with the entrepreneurship level applied to regional development, especially with regard to the concept abstraction applied to this nature in productions and its complexity in the perception and treatment of the variables that make it up. [ABSTRACT FROM AUTHOR]

The paper investigates the impact of digital technologies in the academic entrepreneurship by enhancing the creation of public value and engaging with stakeholders in all the stages of the entrepreneurial process. We analyse the university of Bari as a pilot case to show emerging digital technologies in the academic environment. The research question is answered through a single case study approach based on Yin's prescriptions.The analysis consists in a single case study and includes semi-structured interviews with student representatives, the Rector, the General Director, the IT coordinator and the academic delegate for innovation. The paper is novel because describes the impact of digital technologies, as forms of knowledge, on the entrepreneurial process of a public academic institution with the creation of public value. We show how digital technologies enhance the creation of public value for the stakeholders of the University of Bari. The results of this research are relevant for academic institutions seeking to implement digitalisation processes in their ecosystem. [ABSTRACT FROM AUTHOR]

Though academic entrepreneurship has long been associated with technology transfer and more broadly with the passage of the Bayh–Dole Act in 1980, we have little understanding of its emergence as a research field. This paper therefore investigates development of the concept of academic entrepreneurship by studying the use of related keywords in the titles of papers published in the Journal of Technology Transfer (JTT) beginning with volume 1 in 1977. We conclude from our empirical findings that the role of universities in technology transfer has been consistently emphasized in the titles of papers published in the JTT over time, with entrepreneurship emerging more recently as a crucial area of scholarly focus. [ABSTRACT FROM AUTHOR]

No abstract available.

In the contemporary digital economy, economic development increasingly relies on the innovation and dissemination of knowledge. Academic entrepreneurship, as a direct channel for knowledge dissemination into the marketplace, is significantly influenced by digital technology. Consequently, how to improve academic entrepreneurial ability has become a hot research topic. This study is grounded in the theory of reciprocal determinism within the context of the digital economy. We use the “2019 China Digital Economy Development Index White Paper” and collect data from 1843 survey questionnaires in China to conduct empirical research with a ridge regression model. It primarily focuses on the following individual factors and social environmental factors on academic entrepreneurial ability of teachers (AEAT): digital economy (DE), organizational support (OS), policy environment (PE), and personal learning growth (PLG). First, the findings show that the DE, OS, PE, and PLG have a significant positive impact on improving AEAT. Second, the results also indicate that social environmental factors relative to personal factors will have a greater impact. Finally, this study not only presents the first attempt to establish a connection between DE and AEAT but also holds significant managerial implications for enhancing AEAT within the context of the DE. Despite the increasing body of literature on academic entrepreneurship, the research domain pertaining specifically to AEAT remains fragmented and lacks comprehensive theoretical development. There is a pressing need for more systematic and thorough investigations to unveil the black box of factors influencing AEAT in the context of the DE.

Extended AbstractAbstractThe present study was conducted with the aim of investigating the barriers to the commercialization of academic research in the process of academic entrepreneurship. In order to achieve this goal, the meta-synthesis approach and the seven-step method of Sandelowski and Barroso, with the developmental-applicative approach, was used.IntroductionCurrently, the distribution of education, the limitation and reduction of government budget, global competition and the changing demands of the knowledge-based economy have caused universities to pay more attention to economic development and entrepreneurial activities. Many universities are willing to participate in economic development and growth through the commercialization of their research and commercial activities with the cooperation of other universities and institutions. Academic entrepreneurship is a process aimed at increasing the economic value of scientific achievements as well as transferring and applying knowledge between universities and businesses. The ambiguities regarding the existing barriers in the process of commercialization of knowledge, as well as introducing various obstacles by researchers, have made it difficult to provide a general set of barriers to commercialization of knowledge at the international level and for all fields of study. In the present study, in order to obtain a comprehensive model of the barriers to the commercialization of research findings, we seek to answer the question, "In the process of academic entrepreneurship, what are the barriers to the commercialization of academic researches?"Case studyThe statistical population of the present study is international and domestic research in the field of commercialization. Materials and MethodsUsing the meta-synthesis approach and the seven-step method of Sandelowski and Barroso, barriers to commercialization of academic researches were identified with a developmental-applied approach. After screening, 52 researches were selected; then by analyzing the content of the selected researches and using coding method and the opinion of experts, 99 codes, 13 concepts and 3 categories were identified. Cohen's Kappa index was used to measure the reliability of the extracted codes. Also, CVR index was calculated by designing an expert-based questionnaire and a survey of 11 experts who were selected by purposeful judgment and snowball method; the content validity of the model was confirmed by removing four items.Discussion and ResultsAccording to the research findings, the barriers to the commercialization of academic research findings can be divided into three main categories: "internal (university level)", "immediate environment" and "distant environment barriers". Internal environment barriers include seven concepts of barriers related to "planning and policy-making", "management", "perception and skill of researchers", "psychological factors of researchers", "infrastructure and support", "cultural", and "the nature of research". The barriers of immediate environment include 3 concepts of "market atmosphere", "industry actors" and "networks and communications". This environment includes concepts and indicators that universities have a closer interaction with; but the control of university over them is low. The barriers of the distant environment also include "cultural", "economic" and "political-legal" barriers. They classified in this group because they are related to the outside environment of the university and the university has no control over them.ConclusionAccording to the research results, the commercialization of academic researches requires cooperation, alignment and modification of the activities carried out in all three internal, immediate, and distant environment.

ÖZ: Girişimciliğin, ekonomik gelişme ve istihdam üzerindeki etkilerini ortaya koyan araştırma sayısının artması, girişimcilik ve girişimciliğe ilişkin kavramlara yönelik ilginin de hızla artmasına yol açmaktadır. Bilim insanlarının, kariyerleri boyunca yaptıkları araştırmalar, edindikleri bilgi ve deneyimlerini ticarileştirmeleri, ekonomik ve sosyal fayda yaratmaları akademik girişimciliğin çıkış noktası olarak ifade edilmektedir. Üniversitelerin öğretme ve araştırma görevlerini ekonomik kalkınma ile uyumlaştırılması sonucu ortaya çıkan girişimci üniversite kavramı, akademik girişimcilik kavramına temel oluşturmaktadır. Bu çalışmada akademik personelin girişimcilik yönelimlerinin akademik personelin kariyer motivasyonuna etkileri araştırılmaktadır. Çalışmanın temel amacı ise; kariyer motivasyonunu belirleyen akademik girişimcilik boyutlarını belirlemektir. Araştırma verisi, Dokuz Eylül Üniversitesi (DEÜ) bünyesinde fakültelerde çalışan 1425 akademik personel ile gerçekleştirilen ve 81 cevabın elde edildiği online anket ile toplanmıştır. Yapılan analizler sonucunda elde edilen bulgulara göre; kariyer motivasyonunu belirleyen akademik girişimcilik boyutunun yenilikçilik olduğu söylenebilir. ABSTRACT: The increase in the number of studies revealing the effects of entrepreneurship on economic development and employment leads to a rapid increase in the interest in entrepreneurship and concepts related to entrepreneurship. The starting point of academic entrepreneurship is that scientists do research throughout their careers, commercialize their knowledge and experience, and create economic and social benefits. The entrepreneurial university concept, which emerged as a result of the harmonization of the teaching and research duties of universities with economic development, forms the basis of the academic entrepreneurship concept. In this study, the effect of the entrepreneurial orientation of academic staff on their career motivation is investigated. The main purpose of the study is; to determine the dimensions of academic entrepreneurship that determine career motivation. The research data was collected through an online survey conducted with 1425 academic staff working in faculties of Dokuz Eylul University (DEU) and 81 answers were obtained. According to the findings obtained as a result of the analysis; it can be said that the academic entrepreneurship dimension that determines career motivation is innovation.

Purpose – The paper aims to explore the knowledge management and innovative outputs (IO) of university-based technology business incubators funded by the Department of Science and Technology in the Philippines. Design/methodology/approach – The respondents, which include heads, managers, coordinators, and staff,were reached out via email using a database. The instrument was generally adopted from various related studies in the literature. Data were analyzed quantitively using partial least squares – structural equations modeling. Findings – The main findings reveal that the mediated relationship between potential absorptive capacity (PACAP), realized absorptive capacity (RACAP) and IO explained 38.7% of the variance both predicted by PACAP and mainly explained by RACAP. Among new organizational antecedents measured, slack resources and willingness to cannibalize did not predict PACAP, while tolerance for failure and external openness predicted PACAP. Consequently, PACAP and RACAP positively mediated the relationship between significant organizational antecedents and IO. Originality/value – The validation of the positive and significant link of absorptive capacity (ACAP) and innovation with an emphasis on the Philippine context. The study pointed out the unidimensionality of PACAP and RACAP as a single ACAP variable and not two separate constructs.

The transfer of knowledge from universities has received tremendous attention in the scientific literature. This paper contributes to the discussion about the differences in spin-off process in universities, taking different perspective for comparative case study. First, we put a focus on differences in stage-based model of spin-off creation in conditions of university allocated in developed region and dynamically developing region of transitional (post-socialistic) economy. Then we observe different approaches towards spin-off emergence support in case of universities with long- and short-knowledge transfer tradition and different volumes and quality of research output. The results allow us to explain different definitions of spin-off and support mechanisms in spin-off process, while we primarily observe supportive tools of university TLOs in various stages of development of spin-offs. The study delivers practical implications for universities and TLOs that are just setting-up or rethinking the own models of spin-off establishment support. [ABSTRACT FROM AUTHOR]

Entrepreneurship is critical to the development of modern complex societies, not just for their survival but also for their long-term viability. Knowing the importance of entrepreneurship to the development of an economy brought about the introduction of entrepreneurship education into tertiary institutions in Nigeria. However, the restricted way entrepreneurship education is usually taught and practised has not helped undergraduates to imbibe an entrepreneurial culture and create a venture while at university. To close these gaps, the current study envisaged the impact of entrepreneurial culture and venture creation among undergraduate students of selected public universities in the South West region of Nigeria. Specifically, the purposive sampling technique was adopted to select the participants from selected universities in the South West region of Nigeria that offers entrepreneurship as a degree programme. A total of 450 questionnaires were administered. A total of 396 copies of questionnaires were returned valid and confirmed as fit for analysis, representing an 88% response rate. The data collected were analysed using structural equation modelling. The findings from this study concluded that students who exhibit entrepreneurial attributes, values, and mindset are more likely to be entrepreneurs than students who do not. This study recommends that universities work harder to promote entrepreneurial culture by focusing entrepreneurship education more on practical application. [ABSTRACT FROM AUTHOR]

Background: Universities globally face challenges of becoming entrepreneurial, delivering third mission activities, including the support of academic entrepreneurship. Abundant research exists on academic entrepreneurs in the United Sates (USA) and Europe. Limited research exists on understanding pathways of academic entrepreneurship in South African Universities. Aim: The aim was to critically review the pathway of research commercialisation of academics at a research-intensive university. Setting: This single case study focuses on one research-intensive university; a pioneer in the field of academic entrepreneurship in South Africa. Methods: A qualitative research approach following a single-case study design was selected to investigate a phenomenon within its natural setting, using purposeful sampling and semi-structured interviews. The data were thematically analysed. Results: The nature of research outputs takes a hybrid form, the awareness of the commercialisation of research is ineffectively communicated, supporting mechanisms Technology Transfer Office (TTO) are in place, factors hampering research commercialisation include time constraints and academics’ willingness to partner with the university. Conclusion: Context is bi-modal, meaning the institution is orientated towards basic research, Mode 1, while there is a transition of the research culture towards commercialisation of research, Mode 2, contributing to ineffective communication within the institution. Commercialisation extends the life cycle of research, and the recognition for publication in ranking metrics contributes to tension between commercialisation and publication of research. Contribution: Theoretically, this baseline study provided insights into the pathway of Academic Entrepreneurship in the context of an intensive-research university. Managerially, this article reflects that ineffective communication of transition from Mode 1 to Mode 2 leads to internal tension.

The increasing need for innovative ideas, technologies and products leads to the usage of new approaches and methods fostering innovative work. As it is found, the sharing economy covers not just consumption and customers' behaviour, but finance (crowdfunds), research (co-creation areas), entrepreneurship (co-working areas) and etc. As academic entrepreneurship often is not given priority in the university policy and goals, the paper aims to present specific requirements of the specific open space inside the universities/open entrepreneurial academic centre/that uses co-working and co-creation approaches. Thus, the paper is focused on the basics of open entrepreneurial centres (paragraph 1), indicators for their entrepreneurial success (paragraph 2) and organization of the crowd-working space (paragraph 3). [ABSTRACT FROM AUTHOR]

Purpose: The poor economic situation and the reduction of job opportunities have pushed universities towards academic entrepreneurship and commercialization of knowledge. Nevertheless, the evidence shows there are many obstacles in the way of academic entrepreneurship, especially in some disciplines. Identifying obstacles to academic entrepreneurship is the first step toward its development. Therefore, the purpose of the current research was to identify the obstacles to academic entrepreneurship in the field of knowledge and information science. Methods: The current research was of an applied type which was conducted using the qualitative method of ground theory. The research community was the knowledge and information science faculty members at Iran's governmental universities. The sample members were selected by purposive sampling method. The basis for selecting the sample members was that they have at least five years of work experience as faculty members and have scientific records in fields with entrepreneurial orientation. A semi-structured interview was used to collect data. The interview processes continued until reaching theoretical saturation after interviewing 16 faculty members. Regarding academic rank, 4 of the sample members were professors, 7 were associate professors, and 5 were assistant professors. Findings: By analyzing the interview data, 90 primary codes were identified, and these codes were categorized into 12 sub-categories and three main categories. Macro obstacles, academic obstacles, and individual obstacles were the three main categories that hinder entrepreneurship and commercialization of knowledge in the field of knowledge and information science from the point of view of faculty members. Major obstacles were formed from 4 categories: economic factors, political factors, cultural factors, and strategic factors. Academic barriers consist of 4 sub-categories: university structure, university regulations and rules, university education, and course content. Individual obstacles also include 4 subcategories: scientific skills, communication skills, psychological skills, and entrepreneurial skills. Conclusion: The present research has identified the most important obstacles to entrepreneurship and commercialization of knowledge in the field of knowledge and information science by studying the views of faculty members in the field of knowledge and information science. Although some obstacles to academic entrepreneurship, such as macro obstacles, are beyond the authority of faculty members and experts, by strengthening and investing in things that are under their control, such as individual obstacles, they can move towards academic entrepreneurship. Generally, the findings of this research can help in better planning for increasing academic entrepreneurship and commercialization of knowledge and removing its obstacles and shortcomings. [ABSTRACT FROM AUTHOR]

Purpose: The article aims to assess the knowledge and interest in the offer of university business incubators by students of faculties offering theoretical and practical knowledge about starting and running a business. Design/methodology/approach: A questionnaire plus the Pearson correlation coefficient and the T-Czuprow dependence coefficient were used to examine the relationship between the study variables. Findings: Students are well acquainted with the offer of university business incubators, while not sufficiently aware that these entities can provide them with support at the stage of setting up or developing their business activity. Practical implications: Intensifying activities promoting the activities of the surveyed institutions at universities could activate entrepreneurial thinking and the involvement of academic youth. Originality/value: The article highlights the important role of university business incubators in supporting young entrepreneurs, which makes it a valuable source of information for those interested in starting their own businesses. [ABSTRACT FROM AUTHOR]