Advancing the Authentic: Intellectual Entrepreneurship and the Role of the Business School in Fine Arts Entrepreneurship Curriculum Design

Beckman, Gary D.; Cherwitz, Richard A.

doi:10.4337/9781848449480.00009

Cited by 8 publications

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“…Academic science is being transformed into both a socioeconomic and an intellectual endeavour (Mollas-Gallart et al , 2002) where academic entrepreneurship can now be considered an intellectual enterprise in which universities cooperate with society at large for economic and social value (Beckman and Cherwitz, 2009). Furthermore, the growing prominence of universities in shaping and developing regional entrepreneurial ecosystems has necessitated a more entrepreneurial approach to the university’s offerings, outlook and culture (Miller et al , 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Consensus study on factors influencing the academic entrepreneur in a middle-income country’s university enterprise

Farrell,

Ashton,

Mapanga

et al. 2023

JEEE

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Purpose This study aims to ascertain the personal characteristics of a group of successful academic entrepreneurs in a South African university enterprise and the prevalent barriers and enablers to their entrepreneurial endeavour. Design/methodology/approach The authors used a Delphi process to identify and rank the characteristics, enablers, barriers and behaviours of entrepreneurial academics, with a Nominal Group Technique applied to establish challenges they encounter managing their enterprise and to propose solutions. Findings Perseverance, resilience and innovation are critical personal characteristics, while collaborative networks, efficient research infrastructure and established research competence are essential for success. The university’s support for entrepreneurship is a significant enabler, with unnecessary bureaucracy and poor access to project and general enterprise funding an impediment. Successful academic entrepreneurs have strong leadership, and effective management and communication skills. Research limitations/implications The main limitation is the small study participant group drawn from a single university enterprise, which complicates generalisability. The study supported the use of Krueger’s (2009) entrepreneurial intentions model for low- and middle-income country (LMIC) academic entrepreneur investigation but proposed the inclusion of mitigators to entrepreneurial activation to recognise contextual deficiencies and challenges. Practical implications Skills-deficient LMIC universities should extensively and directly support their entrepreneurial academics to overcome their contextual deficiencies and challenging environment. Originality/value This study contributes to addressing the paucity of academic entrepreneur research in LMIC contexts by identifying LMIC-specific factors that inhibit the entrepreneur’s movement from entrepreneurial intention to entrepreneurial action.

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Section: Literature Reviewmentioning

confidence: 99%

Consensus study on factors influencing the academic entrepreneur in a middle-income country’s university enterprise

Farrell,

Ashton,

Mapanga

et al. 2023

JEEE

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“…GB: I certainly agree with you and further hope that Artivate's authors will engage existing entrepreneurship scholarship in a meaningful way. As I've written elsewhere (Beckman, 2006) our Association to Advance Collegiate Schools of Business (AASCB) colleagues have contributed a rich and vast amount of literature that can hone (at the very least) the philosophical foundation for the field. I look forward to future submissions by Artivate authors who embrace this resource and demonstrate how their discoveries will inform our field.…”

Section: Lementioning

confidence: 99%

Arts Entrepreneurship: A Conversation

Beckman¹,

Essig²

2012

Artivate

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The co-editors of Artivate, Gary Beckman and Linda Essig, have shared an interest in advancing arts entrepreneurship as a field of study since Beckman first interviewed Essig as part of his research toward what has become a foundational article (2007) in the field, ""Adventuring" arts entrepreneurship curricula in higher education: An examination of present efforts, obstacles, and best practices." The current article presents a dialogue between them in which they discuss the nature of the discipline and the challenges and opportunities presented by the launch of Artivate.Gary Beckman: You've identified some significant procedural aspects of the field, though I would posit that your larger two-fold conception -a "field of inquiry and practice" -is closer to how the field (in an academic context) is beginning to coalesce and is a useful way to think about Artivate's role in helping to articulate our collective efforts. (Should we add "education" to your fields?) I suggest that answering this is a question of perspective: perhaps emerging and working artists would like to be more "entrepreneurial" and those in higher education would like to 1) help students successfully behave in that manner and 2) determine how arts entrepreneurs act in order to help their students "successfully behave in that manner."The questions of disciplinary positioning concerns those of us in the academy much more than the students we teach -I honestly don't think working artists care what the disciplinary positioning is or is not. Outcome informs process and when we consider where the field "fits in," we fall into the wellrehearsed trap embedded in our arts training: process at all costs.Perhaps we speak the obvious? The field of arts entrepreneurship is at least a hybrid of many possible avenues of disciplinary input -but can stand as its own distinct field of inquiry. We borrow (or should much more) from our 'parent' suffix and process through our prefix. What we tend to forget is that our "product" is aesthetic, thus, our prefix separates us from the business school and our suffix separates us from the arts school, but the beauty of our field is that our title unites the two in a new way. The Higher Education and Working Artist Contexts LE:There seem to be two distinct strands of thinking about arts entrepreneurship that are each reflected only partially in both the academic and practicing artists milieux. The two strands reflect the most prevalent themes that Gartner (1990) identifies in his definitional article: entrepreneurship as new venture creation and entrepreneurship as behavior characterized by opportunity recognition and innovation. The latter seems to translate in the artistic sphere into individual artist self-management and self-actualization. Complicating the issue of domain is the relationship between entrepreneurial behavior by individual artists and organizations and entrepreneurial outcomes (and their measurement).The evolution of the policy environment since the "Culture Wars" of the early 1990s appears to have incenti...

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“…In literature, the term academic entrepreneurship is defined and developed in various ways. For instance, Beckman and Cherwitz (2009) define academic entrepreneurship (AE) as an intellectual enterprise, where universities collaborate with local communities to generate new ideas or values. Therefore, we can define AE as the dynamic process through which individuals, often within the context of universities or research centers, leverage the knowledge generated within Facilitating academic entrepreneurs research activities to create new ventures or spin-off companies (Miranda et al, 2017), and it is part of universities' third mission to impact industry and society (Reymen, 2019).…”

Section: Introductionmentioning

confidence: 99%

Mechanisms for facilitating academic entrepreneurship in higher education

Gaspar Pacheco,

Ferreira,

Simoes

et al. 2024

IJEBR

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PurposeThe 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/approachOur 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.FindingsThe 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/implicationsThe 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 implicationsObserved 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 implicationsthe 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/valuePoCs 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.

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Advancing the Authentic: Intellectual Entrepreneurship and the Role of the Business School in Fine Arts Entrepreneurship Curriculum Design

Cited by 8 publications

References 0 publications

Consensus study on factors influencing the academic entrepreneur in a middle-income country’s university enterprise

Consensus study on factors influencing the academic entrepreneur in a middle-income country’s university enterprise

Arts Entrepreneurship: A Conversation

Mechanisms for facilitating academic entrepreneurship in higher education

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