Methodological Tools to Measure the State of Regional Entrepreneurial Ecosystem

Solodilova, N. Z.; Malikov, Rustam; Гришин, Константин Евгеньевич

doi:10.17059/2018-4-16

Cited by 10 publications

(3 citation statements)

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“…Acs et al (2017) emphasise the interaction and collaboration among diverse actors in a specific territory as essential for the emergence and development of enterprises. Solodilova et al (2018) underline the importance of a conducive environment that facilitates access to resources, knowledge and networks. Kuebart and Ibert (2019) stress adaptability and resilience in SEEs, arguing that these ecosystems must be able to respond and adapt to emerging challenges.…”

Section: Social Entrepreneurship Ecosystems and The Role Of Universitiesmentioning

confidence: 99%

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The role of universities in Latin American social entrepreneurship ecosystems: a gender perspective

Macías-Prada,

Silva,

Zapata

2023

IJGE

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PurposeThis study examines the role of universities in the social entrepreneurship ecosystems (SEEs) in Latin America from the perspective of female academic staff, administrators and outreach workers of universities in the region.Design/methodology/approachUsing a qualitative approach, the study scrutinises in-depth interviews conducted with 24 women from eight Latin American universities.FindingsThe findings underscore the pivotal role of universities in promoting social entrepreneurship through knowledge generation, entrepreneur training, network enhancement and the promotion of equity. They also highlight the importance of incorporating a gender perspective into university programmes and practices.Research limitations/implicationsThe qualitative nature and small, diverse sample of this research inherently limit its scope. However, these limitations arise from the exploratory approach adopted, which was confined to eight Latin American countries. Further comparative studies in different contexts are needed to deepen the understanding of the dynamics involved.Practical implicationsUniversities should offer more tangible support and training in social entrepreneurship with a gender focus. Governments can create incentives for universities to prioritise their contribution in this area.Social implicationsThe study emphasises the potential of women-led social entrepreneurship initiatives to generate positive impact, underscoring the need for inclusive supportive environments.Originality/valueBy providing insights on the role of Latin American universities in SEEs from a gender perspective, this study contributes to limited literature on the intersection of social entrepreneurship, gender, higher education and geographic context in the region. The research underscores the need to further explore how gender and regional dynamics influence social entrepreneurial ecosystems.

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Section: Social Entrepreneurship Ecosystems and The Role Of Universitiesmentioning

confidence: 99%

“…(2017) emphasise the interaction and collaboration among diverse actors in a specific territory as essential for the emergence and development of enterprises. Solodilova et al. (2018) underline the importance of a conducive environment that facilitates access to resources, knowledge and networks.…”

Section: Literature Reviewmentioning

confidence: 99%

The role of universities in Latin American social entrepreneurship ecosystems: a gender perspective

Macías-Prada,

Silva,

Zapata

2023

IJGE

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“…It should be noted that the literature investigates various types of ecosystems, including educational [28] (for example, ecosystems that promote social or cultural innovation and development, ecosystems that support technological innovation and the development of teams of technology entrepreneurs and developers, etc. ), regional entrepreneurial ecosystems [29], business ecosystems (enterprise interactions with customers and suppliers) [30], technological ecosystems (a set of interconnected technologies and interdependent technological advances that influence evolution) [31; 32].…”

Section: Introductionmentioning

confidence: 99%

University contribution to the development of the region: ecosystem approach

Daneykin¹,

Ivanova²,

Trifonov³

2021

P Sci Edu

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Problem and purpose. Assessment of the contribution of universities to the socio-economic development of regions, technological and innovative progress of industry are topical issues of the modern agenda for the modernization of higher education in the Russian Federation. The authors propose a methodology for assessing the contribution of universities to regional development from the standpoint of the ecosystem approach, which makes it possible to reconfigure the development programs of the actors of the regional ecosystem "Education – Science – Industry" in order to achieve the tasks of technological progress and socio-economic development of the region. Research methods. When determining indicators using the ecosystem concept, it was taken into account that the initial components for the work of each actor of the regional ecosystem "Education – Science – Industry" are the results of the activity of one of these components. When using the system theory in determining the groups of indicators, the process, environmental and design components of the regional ecosystem "Education – Science – Industry" were identified. Results. Eight blocks of subsystems of indicators of the university's contribution to regional development have been formed: in integration, investment processes and technological development of the region, innovative development of the region, demographic development of the region, labor market of the region, social development of the region, intellectual potential of the region, infrastructure of the region, economy of the region. The indicators of the efficiency (effectiveness) of the university ("internal" efficiency of the university) and the indicators of the university's contribution to the development of the region are distinguished. The indicators are divided into short-term (allowing to evaluate the university's contribution as the effect of the university's activities, which manifests itself within 1-2 years) and long-term (allowing to evaluate the university's contribution as the effect from the university's activities, which manifests itself in 5-7 years). The indicators are differentiated by groups (priority 1, priority 2, priority 3) taking into account the close relationship between the indicator and the indicator of the university's contribution to regional development. In the conclusion, the possibilities of practical use of the methodology for analyzing the performance of the university in the region and adjusting the programs for the development of universities in the regional ecosystem, including when assessing the effectiveness of the implementation of the Priority 2030 program, are shown.

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