Handbook on the Entrepreneurial University (Elgar Original Reference)
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This insightful Handbook offers a lens through which to view entrepreneurship strategy for higher education institutions, as it becomes increasingly necessary for universities to consider changing their strategies, culture and practices to become more entrepreneurial.
Is the idea of an entrepreneurial university a myth or a reality? Is the university model capable of adapting to new evolving trends and a more complex professional world? And, what is the impact of entrepreneurship in education? Through extensive research and case studies from some of the leading entrepreneurial thinkers around the world, Alain Fayolle and Dana Redford answer these questions and raise further issues for debate. Particular focus is given to developing university strategy, public policy and start-up support as a means to foster graduate entrepreneurship. Each contribution explores different perspectives related to the entrepreneurial university concept and its role in stimulating economic growth through cooperative relationships with business and government.
As a comprehensive study of the entrepreneurial university, this Handbook will prove invaluable to business and entrepreneurship students and academics, as well as university administrators, researchers and others interested in the evolution of the university.
Contributors: B.W. Åmo, V. Blok, J. Crayford, H. Dons, L.-J. Edwards, T. Erikson, A Fayolle, C. Fearon, A.A Gibb, P. Groenewegen, M. Grünhagen, M. Guerrero, S. Hakhverdyan, G. Haskins, W. Hulsink, N. Kalaitzandonakes, C. Kolympiris, T. Lans, D. Leunbach, R. Lubberink, N.G. MacKenzie, E.M. Markowska, E Markussen, S. McCarthy, K. Moberg, E.J. Muir, E.S. Mwasalwiba, O. Omta, G. Packham, D. Pickernell, D.T Redford, M. Reihlen, A. Salamzadeh, K. Schneeberger, M. Saua Svalastog, S. Steiner, D. Urbano, E. van Burg, G. van Vuuren-Cassar, W. van Vuuren, L. Vestergaard, C. Volkmann, I. Wakkee, F. Wenzlaff, Q. Zhang
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the synergistic potential in entrepreneurial university development: Towards the building of a strategic framework’, Annals of Innovation & Entrepreneurship, 3, 1–24 Gibb, A.A., G. Haskins and I. Robertson (2009), ‘Leading the entrepreneurial university. Meeting the entrepreneurial development needs of Higher Education Institutions’, a National Council for Graduate Entrepreneurship (NCGE) Policy Paper, accessed 27 July 2013 at
asked to indicate their level of attraction to both salaried employment and entrepreneurship. The post-course questionnaire included the same questions, but also asked the students to indicate the level at which their learning expectations were achieved in the course. The career interest question remained the same for the purpose of observing how students will change their responses after the course. RESULTS AND FINDINGS Tanzania is emerging from its own type of socialism, the Ujamaa Na
entrepreneurial role models (e.g., parents, or important others). Remarkably, these expectations about students’ entry profiles are in sharp contrast with the self-reported profiles from the students. Many respondents (i.e., 65.1 per cent, n 5 259) have parent(s) who had started or run own businesses. Moreover, 23 per cent of the students (n 5 99) had started and operated businesses of their own. Also, students indicated that they were indeed attracted to entrepreneurship to a higher extent than
university leavers’, Institute of Development Studies, University of Sussex. Béchard, J.P. and D. Grégoire (2005), ‘Entrepreneurship education research revisited: The case of Higher Education’, Academy of Management Learning and Education, 4(1), 22–43. Biggs, J. (1996), ‘Enhancing teaching through constructive alignment’, Higher Education, 32(3), 347–64. Biggs, J. (1999), ‘What the student does: Teaching for enhanced learning’, Higher Education Research and Development, 18(1), 57–75. Biggs, J.