An emerging ecosystem for student start-ups

Wright, Mike; Siegel, Donald S.; Mustar, Philippe

doi:10.1007/s10961-017-9558-z

Cited by 275 publications

(272 citation statements)

References 43 publications

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“…Furthermore, a relatively new stream of literature points to the impact of students, recent graduates and young academics on regional innovative development. Identifying the factors and conditions that stimulate these actors to increasingly engage in the commercialisation activities of their research and understanding the scope of this ecosystem would be of significant value (Laursen et al 2011;Astebro et al 2013;Wright et al 2017). Such studies might provide answers to questions that have been only partially addressed: What are the characteristics of the graduates that start companies (e.g., Larsson et al 2017)?…”

Section: The Individual In University-industry Collaborationsmentioning

confidence: 99%

Mapping the field: a bibliometric analysis of the literature on university–industry collaborations

et al. 2017

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The substantial acknowledgement of university-industry (U-I) collaborations as promotor of economic progress, innovativeness and competitiveness fostered a continuous research engagement. At the same time, the U-I literature experienced a notable increase in the past decade, transforming into a multi-faceted and ambiguous research field, characterised by highly complex interlinks. The recent transformation hinders a comprehensive understanding of the latest developments in research directions and their clear delineation. Therefore, the purpose of this bibliometric literature review is to examine the evolution of the field and identify the primary emerging patterns. This paper employs co-citation analysis and bibliographic coupling techniques to analyse the U-I publications dataset. The findings indicate that the U-I collaborations research can be systematically clustered, resulting in an interconnected ecosystem consisting of three levels: individual, organisational and institutional, respectively. Thus, this review presents the immense contribution that the analysis of U-I collaborations makes to various research streams. Building on these findings and employing qualitative content analysis on the clustered publications, the paper develops a research agenda that encourages future investigations of previously overlooked features of U-I collaborations in general, and their role across levels of analysis, contexts and stages of the collaboration process in particular.

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Section: The Individual In University-industry Collaborationsmentioning

confidence: 99%

Mapping the field: a bibliometric analysis of the literature on university–industry collaborations

et al. 2017

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“…These dimensions enable the identification of the most relevant aspects that entrepreneurship centers need to focus on in order to deliver EE. In addition, recent research highlighted the importance of the coordination of university programs for entrepreneurship with the wider entrepreneurial ecosystem [49]. The entrepreneurial ecosystem [50,51] has emerged as relevant for conducting and encouraging entrepreneurial mindset and behavior [52].…”

Section: The Entrepreneurship Education (Ee) Key Dimensionsmentioning

confidence: 99%

Insights for Shaping Entrepreneurship Education: Evidence from the European Entrepreneurship Centers

et al. 2018

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The pivotal role of Entrepreneurship centers in the development of Entrepreneurship Education (EE) is receiving more attention. This study aims to open the “black box” of “how, when, why and what” entrepreneurial mindset and competencies in the field of technology entrepreneurship are learned over time in the Entrepreneurship Centers. The study adopts an empirical web-based content analysis of ten entrepreneurship centers in European Universities from seven countries, analyzing 105 curricular and extra-curricular entrepreneurship education programs. This method allows researchers to address generalization bias and to effectuate a cross-case comparison, thus revealing more common patterns regarding the phenomenon. Findings reveal some common pillars of EE as developed within the Entrepreneurship centers in terms of five key dimensions: target audience, learning objectives, entrepreneurship contents, learning pedagogies and stakeholders’ engagement. This analysis provides the basis to introduce a process-based framework for entrepreneurial mindset creation in EE that is organized around four main phases: inspiration, engagement, exploitation and sustainment. The process-based model of EE supports entrepreneurship centers in designing learning initiatives that are aimed to inspire students at all levels of education, young entrepreneurs and start-uppers and scientists in their need to be equipped with an entrepreneurial mindset for technology entrepreneurship. The originality of the paper stands on the “process-based” framework that is proposed that serves as an interactive pathway that dynamically combines the phases toward entrepreneurial venture creation, the entrepreneurial competence level, the entrepreneurial learning strategies and collaboration with the University’s stakeholders’ network toward the achievement of the competence goal.

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“…Against this background, start-up incubators and accelerators have been established as instruments to foster student entrepreneurship and university spin-off activities (Bliemel, Flores, De Klerk, & Miles, 2019;Breznitz, Clayton, Defazio, & Isett, 2018;Wright, Siegel, & Mustar, 2017) thus creating additional complements in knowledgeintensive entrepreneurial ecosystems (Malecki, 2018;Mason & Brown, 2014;Pitelis, 2012;Spigel, 2017;Stam, 2015). In this line of thinking, Open Creative Labs are complements within a wider network of financial, social, and material resources for (maker) entrepreneurs who organize the production, marketing, and sales of their products without the organizational setting of a firm (Doussard et al, 2018).…”

Section: Spatial Perspectivesmentioning

confidence: 99%

In the making: Open Creative Labs as an emerging topic in economic geography?

Schmidt

2019

Geography Compass

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In the past 15 years, we have witnessed an upsurge of collaborative spaces providing an arena for individual and collective creativity, (co)creating craft‐based products, urban manufacturing, and experimentation with business or creative ideas using innovative technologies such as 3D printing or CNC milling machines. The discourses on spaces such as coworking, hacker‐ or makerspaces, accelerators, Fab Labs, and open workshops promise new communities, more innovation, and a transformation of work. This has called for interdisciplinary scholarly attention, primarily from organization and management studies, sociology, and entrepreneurship studies. However, little attention has so far been paid to this development from the perspective of geography. This paper employs Open Creative Labs as an umbrella term for the diversity of spaces and aims at, first, providing an overview of recent interdisciplinary perspectives on the functions of labs in coordinating creativity and entrepreneurship, as well as the motivations of users to utilize these spaces for their projects, and, second, offers an approach to a multiscalar spatial conceptualizations of labs. The paper concludes by exploring policy implications that may benefit from an economic‐geography perspective.

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An emerging ecosystem for student start-ups

Cited by 275 publications

References 43 publications

Mapping the field: a bibliometric analysis of the literature on university–industry collaborations

Mapping the field: a bibliometric analysis of the literature on university–industry collaborations

Insights for Shaping Entrepreneurship Education: Evidence from the European Entrepreneurship Centers

In the making: Open Creative Labs as an emerging topic in economic geography?

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