Entrepreneurial University Archetypes

Abstract

<jats:p> Most research on the entrepreneurial university is case-study based. While this helps us to understand specific characteristics of particular cases, integrative studies that build on cumulated knowledge have yet to be conducted. This study aims to synthesize existing research and to generate archetypes of the entrepreneurial university by conducting a qualitative meta-synthesis of the empirical literature. The underlying assumption of this research is that there is no single model or best type of the entrepreneurial university. Nevertheless, the authors expect to see entrepreneurial universities converge into a few distinct archetypes that display similar organizational attributes. As primary data sources, they use twenty-seven case studies on entrepreneurial universities, which are synthesized into four empirically grounded archetypes: ‘Research-preneurial’ or research driven; ‘Techni-preneurial’ or industry driven; ‘Inno-preneurial’ or service innovation driven; and ‘Commerce-preneurial’ or knowledge commercialization driven. This meta-synthesis provides a taxonomy of various structures, strategies and resources that characterize entrepreneurial universities, serving as a conceptual framework for a heterogeneous body of literature. </jats:p>

European universities seeking entrepreneurial paths: the moderating effect of contextual variables on the entrepreneurial orientation-performance relationship

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Heuristics and the Choice of Method in Entrepreneurial Marketing Education

“…Consequently, entrepreneurship and EM educators must be encouraged to grow an entrepreneurial mind-set themselves, developing skills that were not traditionally demanded of teachers previously (e.g., risk taking) (Hannon, 2018). Some academics addressed this problem through the construction of educators’ profiles or archetypes (Bronstein & Reihlen, 2014), finding unexpected complexities and diversity along the way. From a different viewpoint, Blenker et al (2012) focused on understanding the role that cultural diversity, including gender, regional, and other characteristics, played in the construction of an educator’s style and contents curation, implying that teaching in EM is “always going to be a subjective interpretation” (Henry, 2020, p. 670).…”

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