Research on science and technological entrepreneurship education: What needs to happen next?

Linton, Jonathan D.; Wei, Xu

doi:10.1007/s10961-020-09786-6

Cited by 28 publications

(16 citation statements)

References 82 publications

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“…The participants opined that networking with management and finance experts was important for them as they did not have the requisite skills. Academic entrepreneurs, in general, might be deficient in such skills due to the focus on a single discipline during higher education, and hence they need entrepreneurial education (Linton and Xu, 2020).…”

Section: Women Entrepreneurs In Indian Contextmentioning

confidence: 99%

Women founders in a high-tech incubator: negotiating entrepreneurial identity in the Indian socio-cultural context

Gupta¹,

Etzkowitz

2021

IJGE

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PurposeThis study aims to understand the socio-cultural context of Indian women's high-tech entrepreneurial experience. Despite a small proportion of women entrepreneurs, and the traditional gender dynamics among the educated middle-classes that appears to be antithetical to female entrepreneurship; women-led high-tech start-ups are on the rise.Design/methodology/approachSemi-structured interviews were conducted with women founders at an academic incubator in an elite Indian Institute of Technology. The study was based on the post-structural feminist approach that women entrepreneurs are embedded in their socio-cultural and institutional context. During data collection, the Coronavirus lockdown provided a natural experiment, highlighting entrepreneurial response to unforeseen obstacles.FindingsIt finds that the context is significant in constructing opportunity, and in navigating challenges of gender and entrepreneurship. Further, in the process of construction of an entrepreneurial identity, women innovators not only reproduce, but also modify their context. Also, the experiences with academic incubator indicate positive results both for gender dynamics and enhancing an emergent entrepreneurial culture.Practical implicationsThe study highlights that women's high-tech entrepreneurship has considerable potential for enhancing women's status in society through the support of academic incubator. This has certain implications for policy.Originality/valueIt provides an insight in to the hitherto neglected issue of women's high-tech entrepreneurship in India, and argues that a study of “social embeddedness” not only highlights constraints for women entrepreneurs unique to that context, but also the potential of women's entrepreneurship in advancing women's agency and gender equality.

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Section: Women Entrepreneurs In Indian Contextmentioning

confidence: 99%

Women founders in a high-tech incubator: negotiating entrepreneurial identity in the Indian socio-cultural context

Gupta¹,

Etzkowitz

2021

IJGE

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“…These results raise questions about the selection of content and didactic approaches in entrepreneurship education and how they are conductive for enhancing the feasibility of technology entrepreneurship among STEM students. Linton and Xu (2021) acknowledge the need of more appropriate and useful methods for technology entrepreneurship education. Fayolle et al (2021) suggest that the technology entrepreneurship curriculum should be based on experiential, active and cooperative learning pedagogy.…”

Section: Source: Author Discussion and Conclusionmentioning

confidence: 99%

Feasibility of Technology Entrepreneurship Among Bulgarian Stem Students: The Role of University

Yordanova

Kanazireva

Petkova

et al. 2021

PEB

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Technology entrepreneurship involves the creation of a new business whose products and services are based on the application of scientific or technological knowledge. Technology entrepreneurship may play an important role for economic development in the context of increasing globalization. Little research attention has been devoted to the antecedents of the feasibility of technology entrepreneurship. The objective of this study is to identify university determinants of the feasibility of technology entrepreneurship among students enrolled in majors in the fields of science, technology, engineering and mathematics (STEM) in Bulgarian universities. The study uses a sample of 879 university students in STEM majors and applies a binary logistic regression to identify university factors related to the high feasibility of technology entrepreneurship. The results of the present study indicate that university support for entrepreneurship, industry ties and research excellence are related to the feasibility of technology entrepreneurship among Bulgarian STEM students. The empirical findings can help to devise policies and measures for enhancing the feasibility of technology entrepreneurship among STEM students.

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“…Watfa and Audi (2015) refer to dynamic lecture notes including student feedback, online video repository instead of lectures and social networking as an around-the-hour teacher-student portal to denote increased activation of students. Specifically related to universities teaching know-how on innovations to entrepreneurship students (Linton and Xu, 2021), the activation and changed roles have been practiced using such methods as design thinking (Glen et al , 2015; John et al , 2020), where Berbegal-Mirabent et al (2020) and others describe university-industry collaborations through how company representatives partake in the teaching. The activation of students, flipped-classroom pedagogy and design thinking are examples that change the teaching at universities.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Teachers, researchers, but not innovators? Rethinking university-industry collaboration

Lundberg

Öberg

2021

JBIM

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Purpose Universities, when collaborating with industry, are generally assumed to be the motors for innovation. Inspired by a case on a university’s collaboration with small- and medium-sized enterprises (SMEs) in a regional strategic network (RSN), this paper aims to put forth how the university makes important contributions through transferring knowledge on innovation processes that is a teaching role, rather than sees itself as the party producing innovations. This paper describes and discusses the university’s teaching role and its consequences in university-industry collaborations for innovation. Design/methodology/approach Empirically, the paper departs from a mid-Swedish RSN where nine SMEs started to work with a university. Interviews with representatives of the nine SMEs participating in the innovation project, along with university and RSN representatives, comprise the main data source. The paper analyzes the university’s teaching role and the consequences of it. Findings Findings point at how the SMEs developed structured innovation processes, improved their market intelligence and increased their efficiency in providing new solutions. The university facilitated knowledge, while the SMEs responded through creating knowledge both on how to innovate and in terms of innovations. Originality/value The teaching role, which would mean that the university stays with one of its core functions, indicates a need to rethink university-industry collaboration related to expectations and role division. Moving from producing innovations to facilitating knowledge on how to innovate, would, for universities, mean that they minimize those conflicts emerging from their various roles and indicate that the production of innovation is placed at those devoted to run and grow businesses.

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Research on science and technological entrepreneurship education: What needs to happen next?

Cited by 28 publications

References 82 publications

Women founders in a high-tech incubator: negotiating entrepreneurial identity in the Indian socio-cultural context

Women founders in a high-tech incubator: negotiating entrepreneurial identity in the Indian socio-cultural context

Feasibility of Technology Entrepreneurship Among Bulgarian Stem Students: The Role of University

Teachers, researchers, but not innovators? Rethinking university-industry collaboration

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