Academic Entrepreneurship in South African HEIs

Grundling, J.P.; Steynberg, Lizl

doi:10.5367/000000008783876995

Cited by 7 publications

(4 citation statements)

References 18 publications

(28 reference statements)

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“…Although there is mounting interest in academic entrepreneurship in South Africa (Grundling and Steynberg 2008;Sibanda 2017;Urban 2019), empirical evidence reveals that there are generally "low rates of academic start-ups and low levels of commercialization" (Allessandrini et al 2013, 206). Studies indicate that "academics are often constrained with their work overload, and that there is insufficient modelling of innovative behaviour and inadequate funding support" (Jakovljevic 2018, 114).…”

Section: Similarly In South Africa the "Intellectual Property Rights mentioning

confidence: 99%

Academic enrepreneurship and organisational support factors

Urban

Gamata

2020

SAJHE

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Academic entrepreneurship has gained popularity in recent decades as a critical element for the advancement of commercialisation and innovation. Research shows that the organisational context can facilitate or impede academic entrepreneurship. However, academics are often faced with a weak set of institutional and organisational factors which inhibit the commercialisation and technology innovation process. This article builds in the direction of an emerging stream of research and empirically investigates the relationship between various factors such as management support, rewards, and time allocation in relation to measurable academic entrepreneurship outputs. Following a survey of academics, the results reveal several positive relationships between the hypothesised study variables. In particular, rewards were found to have a significant impact on academic entrepreneurship outputs. Implications relate to management interventions to design and implement harmonised academic entrepreneurship support mechanisms which focus on organisational rewards and incentives.

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Section: Similarly In South Africa the "Intellectual Property Rights mentioning

confidence: 99%

Academic enrepreneurship and organisational support factors

Urban

Gamata

2020

SAJHE

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“…Research on academic entrepreneurship has been broad in scope and has focused on issues such as incentives (Henrekson and Rosenberg, 2000), returns (Åstebro et al , 2013), university culture (Braunerhjelm, 2007), organisational forms (Wood, 2009), drivers (Laukkanen, 2003) and barriers (Davey et al , 2016). Empirical studies have also focused on different countries such as Australia (Zhao, 2004), the UK (Haeussler and Colyvas, 2011), the USA (Toole and Czarnitzki, 2007), France (Manifet, 2008), South Africa (Grundling and Steynberg, 2008), Sweden (Goldfarb et al , 2001) and Ireland (Klofsten and Jones-Evans, 2000). Research on academic entrepreneurship has thereby focused on the issues of ownership, particularly patents (see Audretsch and Göktepe-Hultén, 2015; Czarnitzki et al , 2016; Halilem et al , 2017), gender (Abreu and Grinevich, 2017; Cunningham et al , 2017a; Goel et al , 2015) and social capital (Mosey and Wright, 2007).…”

Section: Academic Entrepreneurship—a Research Agendamentioning

confidence: 99%

Guest editorial

Cunningham¹,

Menter²

2020

JMD

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PurposeThis paper examines and discusses the need for micro-level analyses of academic entrepreneurship and outlines a micro-level research agenda for the study of academic entrepreneurship.Design/methodology/approachBased on a review of academic literature on academic entrepreneurship, this study focuses on individual actors and suggests some future research agendas.FindingsThe authors highlight that more studies dealing with academic entrepreneurship need to take a micro-level perspective, thereby outline several fruitful avenues of research: (1) star scientists and principal investigators, (2) TTO professionals, (3) graduate entrepreneurs, (4) university administrators, (5) policy makers and funders as well as (6) micro-level organisational routines.Practical implicationsThis paper derives three main implications for management practice and policy. First, there is a real need to develop the managerial skills, competencies and capabilities of scientists and individuals. Second, policy makers need to ensure the necessary resources to pursue a paradigm shift towards more entrepreneurial thinking and action and create adequate incentives. Third, firms need to offer support and guidance on how to best commercialise and transfer scientific knowledge and ideally complement support structures of universities and research institutes.Originality/valueThis paper provides an organising framework for the study of micro-level academic entrepreneurship and emphasises the need to focus further on individual actors and how their actions, behaviours and approaches contribute to academic entrepreneurship in different institutional, environmental and cultural contexts.

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“…The underlying philosophy that HEIs are commodities, and that students, society and business are customers, prevails in South Africa (Grundling & Steynberg, 2008). HEIs in South Africa are regulated by the Higher Education Act 101 of 1997 (RSA, 1997), the Regulations of the Act of (RSA, 2003 and the Implementation Manual for Annual Reporting by Higher Education Institutions (hereafter referred to as the reporting manual) issued by the Department of Education under the regulations of the Act (DOE, 2007).…”

Section: Governance At South African Heismentioning

confidence: 99%

Corporate governance practices at South African higher education institutions: An annual report disclosure analysis

Barac

Marx

Moloi

2011

J. econ. financ. sci.

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Higher education institutions are presently facing many challenges, ranging from economic and financial constraints to social and educational issues. Accordingly, sound management and governance are essential, and this brings the governance model of HEIs more in line with business corporations. This article provides an overview of the state of governance practices at higher education institutions in South Africa, and an assessment of the corporate governance disclosures in their annual reports. This was done through a literature review of higher education developments, including a South African perspective, supported by empirical evidence obtained from assessing the annual reports of these institutions. The study found that, although most of these institutions are providing disclosure on their corporate governance structures and practices in line with the recommendations of the Higher Education Act and King II, such disclosure is often lacking in detail and could be improved.

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Academic Entrepreneurship in South African HEIs

Cited by 7 publications

References 18 publications

Academic enrepreneurship and organisational support factors

Academic enrepreneurship and organisational support factors

Guest editorial

Corporate governance practices at South African higher education institutions: An annual report disclosure analysis

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