Entrepreneurial University and the Brazilian System for the Evaluation of Higher Education

The entrepreneurial university: a proposed model for developing nations

“…The university-specific factor is expected to have a strong relationship with the EPU intended outcomes – innovation and entrepreneurship (Guerrero et al , 2016). The identification of the contextual variables was informed mostly by previous studies (Aranha and Garcia, 2014; Candy, 2000; Fernández-Serrano and Romero, 2014). Based on the frameworks in these studies, the authors of the current study tried to incorporate and synthesize the pertinent variables into an integrated model (Figure 1) that could be meaningful and relevant within the context of a developing nation.…”

“…As mentioned earlier, the role of the university is not solely to generate knowledge, but also to disseminate and make use of it in such way that would benefit all of the university’s stakeholders (Guerrero and Urbano, 2012). The concept of capitalizing on the knowledge produced by the EPU and transferring it to the industry and society has been emphasized in many major frameworks (Aranha and Garcia, 2014; Etzkowitz and Leydesdorff, 1999; Gibb, 2012; OECD, 2012; Powell, 2012). In fact, an EPU cannot fulfill its mission if it does not transform its innovative knowledge into a financial, economic or social asset for the organization (Aranha and Garcia, 2014; Fernandes and Ferreira, 2013), only when it does, it is considered as contributor to social and economic development (Etzkowitz, 1993).…”

“…The concept of capitalizing on the knowledge produced by the EPU and transferring it to the industry and society has been emphasized in many major frameworks (Aranha and Garcia, 2014; Etzkowitz and Leydesdorff, 1999; Gibb, 2012; OECD, 2012; Powell, 2012). In fact, an EPU cannot fulfill its mission if it does not transform its innovative knowledge into a financial, economic or social asset for the organization (Aranha and Garcia, 2014; Fernandes and Ferreira, 2013), only when it does, it is considered as contributor to social and economic development (Etzkowitz, 1993). However, by extending the theory of knowledge to allow for the co-creation of ideas, the EPU, industry and government could jointly participate in knowledge creation leading to a richer and more diverse construction of knowledge, so that knowledge transfer is not a one-way process, but rather a continuous exchange of ideas, empirical evidence, proven methods and best practices that contribute to the constant advancement of knowledge, as propelled by all knowledge creators within a certain context.…”

“…The IT revolution disrupted conventional internal processes and demanded more innovative ones, while the rise of knowledge-based economies and the prominence of knowledge as a valuable resource for economic advantage necessitated that research becomes more relevant and commercialized (Mavi, 2014) – more applied providing not only a link with industry, but also a bridge to the universities’ sustainability in the presence of severe budget cuts (Neves and Franco, 2018). Universities became increasingly entrenched in such a dynamic environment making it imperative for them to restructure and adapt in order to face the challenges of the post-modern society (Aranha and Garcia, 2014), and to play a lead role as anchor institutions in their communities (Culkin, 2016). The “entrepreneurial university” (EPU) emerged carrying the flag of entrepreneurship as the third mission (Etzkowitz, 1983).…”

Organizational readiness for commercialization of academic knowledge based on entrepreneurial ecosystem: development of criteria and experimental test (University of Applied Sciences and Technology case)

“…The level of analysis in this research was applied science centers, so the average scores of each center in the analysis is considered, not individuals. In order to draw the steps to achieve the objectives of this research, in this research, we follow seven steps according to Figure (2).…”