Abstract:Purpose: To address the challenges regarding the concept of Industry 4.0 and the diversification methodology and based on the strategic guidance towards Industry 4.0, we propose a process model as a guiding framework for Industry 4.0 collaborative diversification vision, strategy and action building. In this paper we suggest a stage process model to guide and train companies to

The entrepreneurial university is regarded as an agent of societal change and an important instrument in the facilitation of the contemporary knowledge-based economy because it supports the generation and exploitation of knowledge through its three missions of education, research and academic entrepreneurship. Moreover, the entrepreneurial university boosts economic and social development by encouraging academic entrepreneurship among faculty members. Although research on the entrepreneurial university has increased considerably in recent years, there are as yet no conceptual syntheses of the literature and there is an absence of a holistic framework covering the range of factors required to promote academic entrepreneurship within the entrepreneurial university paradigm. This gap is addressed by identifying the determining factors in an entrepreneurial university and synthesizing them into an integrative framework, based on the corporate entrepreneurship research stream: the determining factors are divided into three groups – external, internal and strategic. This framework is based on a qualitative review of theoretical and empirical studies of entrepreneurial universities and an analysis of diverse frameworks and models. The paper thus provides a systematic overview that allows for consolidation of the literature on entrepreneurial universities, while drawing important implications from research and suggesting potential paths for future study.

Purpose The entrepreneurial university is being widely studied, given its importance as an agent in economic and social development. This paper presents the findings of a study that had a twofold objective. First, it sought to establish a model of maturity for the measurement of the level of academic entrepreneurship in universities. Second, it aimed to apply this maturity model to a sufficiently wide and varied sample of faculties to discover their current level of academic entrepreneurship, as well as their differences by area of knowledge, type of university and autonomous region in Spain. Design/methodology/approach A questionnaire was designed with items grouped into 14 blocks that defined the entrepreneurial university according to the model previously developed. The questionnaire was answered by 84 deans/directors belonging to different faculties/universities from six Spanish regions. Findings The findings showed that the Spanish universities stand out in four areas: internationalisation, use of active methodologies, mission and strategy and management team support. However, the legal and administrative context, the funds for entrepreneurship and the training of staff in entrepreneurship are not sufficiently developed. Significant differences were observed between regions but not by type of university or area of knowledge. Originality/value The results provide an innovative model that explains the factors that define the entrepreneurial university, as well as guidelines for universities to move forward in developing stages.

Purpose – The university is an institution with a long history and, over the course of the centuries, it has gone through several stages in its development. While initially conceived as an institution with a teaching “mission,” the university later adopted a knowledge generation function (research). In recent years, the idea has emerged that the university is assuming a “third mission”: contributing to society and economic development more directly; turning the university into an Entrepreneurial University. What, however, constitutes this Entrepreneurial University? Are all Entrepreneurial Universities composed of the same factors? The purpose of this paper is to answer these significant questions, through an empirical analysis performed on a sample of 59 Northern and Southern European universities. Design/methodology/approach – Empirical analysis performed on a sample of 59 Northern and Southern European universities. Findings – The findings show that students’ spin-off firm formation is the only different result for an Entrepreneurial University between Northern and Southern European universities and that the core internal entrepreneurship support factors are different for both geographical locations. Originality/value – Besides, regarding external entrepreneurship support factors, results show that a supportive institutional context is a core element for promoting internal entrepreneurship support factors and in turn for increasing students’ spin-off firm formation in both Northern and Southern universities.

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