This paper explores the potential of university-industry technology transfer through science-based entrepreneurship education (SBEE). The scientific literature focuses mostly on enabling university-industry technology transfer via university-industry collaboration in research, and not so much in (science) education. The paper identifies four strands of relevant literature for further theorizing SBEE principles to research its contribution to industry-technology transfer: 1. Embedding entrepreneurship education in universities; 2. Balancing theory and practice of entrepreneurship education; 3. Cultivating an entrepreneurial mindset through entrepreneurship education; and 4. Creating spin-offs through entrepreneurship education. One of the main theoretical contributions of this paper is, that SBEE is different from regular entrepreneurship education in its need for being firmly embedded in a science, technology and R&D environment, both within and outside the university. This is important in order to give SBEE students the opportunity to gain experience with handling the hurdles for successful university-industry technology transfer. The main empirical finding is that elements in the program, related to for example the balance between teaching entrepreneurship through theory and experiential learning, are not systematically covered. It means that fundamental questions such as: Can entrepreneurship be indeed taught? Which elements of entrepreneurship can be taught through theory, and which ones must be experienced in practice? are currently left unanswered. Systematic coverage of these questions enables a better exploitation of the possibilities that SBEE offers for university-industry technology transfer.

The organizational world has long recognized action learning (AL) as an invaluable tool for managerial development. However, AL’s popularity among organizations did not translate into its adoption by business schools. A lack of evidence on what competencies AL fosters in students and whether these competencies transfer to practice has limited its wider acceptance. We address this issue by examining the learning outcomes of an undergraduate business program that has been using AL as a central didactical feature for the past 10 years. Based on a qualitative cross-sectional study following five alumni cohorts, results show that AL fosters the development of knowledge (theoretical and practical), skills (communication and collaboration), and attitudes (self-knowledge and self-efficacy); competencies graduates transferred to practice years after completing the program. Although management education has been continually criticized for its inability to provide undergraduates with the competencies necessary for practice, our study shows that AL contributes to narrowing this relevance gap. It also expands our understanding of the effectiveness and impact of AL beyond executive training to include undergraduate education, thus informing and inviting educators to consider AL as an alternative to expand their teaching practices.

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This paper researches legitimacy creation in a publicly-funded trajectory of innovative technological development. It develops a framework of input, throughput and output legitimacy. The framework is developed based on a review of the literature on the creation of legitimacy in innovative technological development. The framework assists in further exploring the potential of the integrated assessment of the legitimacy of technological innovation trajectories in the public sphere, in terms of (1) public accountability (ensuring input legitimacy); (2) science, technology and innovation policy (ensuring throughput legitimacy); and (3) the potential for the implementation of the technology itself in practical contexts (ensuring output legitimacy). The framework is used to analyze a case study about the publicly-funded development of innovative technology for the retrieval of raw materials from waste water. Theoretically, the value of a more processual approach to the conceptualization of legitimacy becomes apparent. Furthermore, the framework assists in the development of practical recommendations on the ways in which to optimize the legitimacy in an earlier stage in the innovation’s trajectory. However, due attention should also be paid to the role of regulatory arrangements in the optimization of the legitimacy of publicly-funded technological innovation. This is an avenue for further research.