The entrepreneurial university, academic activities and technology and knowledge transfer in four European countries

Evaluation Of Entrepreneurial Capacity Of Universities - A Case Of Estonia

“…A study by Kalar and Antoncic (2015) in four European universities indicated that faculty in the natural sciences perceived their departments as more entrepreneurially orientated than social scientists. In the present analysis respondents in the fields of natural sciences and technology gave lower scores to the entrepreneurial capacities in Estonian universities.…”

“…Various aspects of entrepreneurial activities of universities have been addressed by a growing body of theoretical and empirical research (e.g. Clark 1998; Etzkowitz, Webster 1998;Etzkowitz et al 2000;Etzkowitz 2003Etzkowitz , 2013Rothaermel et al 2007; Thorp, Goldberg 2010;Grimaldi et al 2011;Kirby et al 2011;Mainardes et al 2011;Guerrero, Urbano 2012;Hannon 2013;Sam, van der Sijde 2014;Guerrero et al 2014;Kalar, Antoncic, 2015;Guerrero et al 2016;Schmitz et al 2017, etc.). The present analysis focuses on the entrepreneurial activities in public universities in Estonia.…”

Knowledge transfer and university-business relations: Current trends in research

“…As a common ground, the starting point is the research motivations at universities and the commitment to business needs. Then comes the identification and reinforcement of the strong and weak points of the universities, the role of government in management, the stabilization of relations and finally, the business results from an economic perspective and the contribution made to the university institution (Salled & Omar, 2013; -704-Intangible Capital -https://doi.org/10.3926/ic.990 Kalar & Antoncic, 2015;Casimiro & Macamo, 2016;Chen et al, 2016;Fu & Li, 2016;Giunta et al 2016). Bastieler et al (2015) propose that transparency in the management of intellectual property analysis at universities ensures greater confidence in UBRs by their members.…”

Incentives for knowledge valorisation: a European benchmark

“…Academics are expected to behave entrepreneurially, not only via protecting IP and starting spin-off companies but also in their research and education activities. As such, rationales for restrictive conditions that emphasize the fear of academics neglecting their main tasks of teaching and research (Kalar and Antoncic 2015;Philpott et al 2011) cannot fully explain the implementation of restricting conditions on contract research and contract education. On the contrary, controlling conditions based upon this rationale counteract themselves by restricting the same entrepreneurial actions that the incentives they accompany aim to support (Renault 2006).…”