Assessment of the Entrepreneurial University Concept among Croatian and Spanish Academics (original) (raw)

Creating business model for commercialization of university research

2009

Several last years universities have been considered the source of new knowledge for building up knowledge society as pointed in the context of European Union Lisbon strategy. This creates new goals for universities which have declared to follow thesis of academic independency from political and economic power. Since medieval times, teaching has been considered to be the role of the university, and research became a coherent domain of the university in the late 19th and early 20th centuries. This transition process is called the first academic revolution. Now, only about 100 years later, the previous missions of universities have been complemented by a third, economic and social development. The processes concur with moving from mono-disciplinary knowledge production mode 1 to transdisciplinary knowledge production mode 2 at the university. As could be seen, academic traditions in the universities, especially in the old and classical ones, create conservatism making them hardly mana...

Riccardo Viale and Henry Etzkowitz (eds): The capitalization of knowledge: a triple helix of university-industry-government

The importance of using and capitalizing knowledge for the development of society has become more crucial in the competitive environment of globalization. Previously, governments' policies and social efforts only paid attention to creating and producing knowledge. But the quantitative increase of knowledge production does not always accompany by the qualitative and utilitarian growth of knowledge. It is more crucial to produce useful knowledge and understand the context of the capitalization of knowledge for development of society. The relationships among universities, industries and governments have become necessary to account for the capitalization of knowledge, and the ''triple helix model'' is a useful framework to explain these interactions. In the triple helix model, universities and other knowledge-producing institutions can play a new role in the knowledge-based society by focusing on dynamics and utility of knowledge. Beside the traditional missions such as education and research, universities now can organize technology transfer and entrepre-neurial activities. The triple helix model provides a flexible framework to guide societal efforts for the common purpose of stimulating knowledge-based economic development. The authors of The Capitalization of Knowledge: A Triple Helix of University-Industry-Government, a book that includes prominent figures from the field of innovation studies, tried to evaluate the capacity of the triple helix model by reviewing major theories and offering new perspectives to expand the concept of innovation. The book discusses various models for the capitalization of knowledge and attempts to identify the features of the new relationships among industries, universities and governments. It is organized into 12 chapters and struc-tured into two parts: the mechanism of the capitalization of knowledge and the triple helix in the knowledge-based economydiscusses the technological trajectories. Part I has six chapters, including the epistemological and cognitive features of knowledge, and the ways to obtain an economic return from scientific and technological research. The first chapter shows that collaboration between businesses and universities is difficult owing to differences in values and cognitive styles. Hence chapter 2 proposes an alternative account: service units, such as technology transfer offices and university

The norms of entrepreneurial science: cognitive effects of the new university–industry linkages

Research Policy, 1998

Universities are currently undergoing a 'second revolution' these days, incorporating economic and social development as part of their mission. The first academic revolution made research an academic function in addition to teaching. Now the emerging entrepreneurial university integrates economic development as an additional function. The 'capitalisation of knowledge' takes many different forms that are discussed in this article.

Institutional Transformations in the Regime of Knowledge Production: The University as a catalyst for the Science-Based Knowledge Economy

Asian Journal of Social Science, 2007

Although, the process of the capitalization of academic scientific knowledge is not benign across university campuses, recent acceleration of the process have sparked debates in many circles. This debate mirrors two sets of issues-public versus private interests. While the discourse has shed some light on the socio-economic and political forces at work, it is not devoid of problems. The paper argues that the understanding of the university as a catalyst for the science-based knowledge economy should be built around the framework that the university like industry and government is responding to a wide range of socio-economic and political demands that cannot be delinked from each other. It contends that, in a period of an ever-increasing demand for science and technology, universities' as citadels of knowledge have through the capitalization of academic scientific knowledge become a catalyst for the science-based knowledge economy.

Adapting the pattern of university organisation to the needs of the knowledge economy

European Journal of Education, 2000

Universities worldwide are facing two major challenges. The first concerns the continuous need to generate and disseminate adequate knowledge that can significantly contribute to the development of the emerging knowledge economy. The second is the ability to adequately train a new class of workers, the knowledge workers. Universities are becoming more and more`knowledge enterprises' because they produce, intermediate and disseminate all kinds of knowledge to develop knowledge economies and train knowledge workers. The new economy is based more upon knowledge than upon capital or manual labour (Thurow). Universities play a crucial role in the context of opportunities and risks generated by the new economy. Universities are first of all partners or promoters of brainpower industries as Information and Communication Technology, biotechnology, chemistry, advanced services, government, etc. In these industries, products and services will be developed increasingly through the combination of expert and tacit knowledge (Nonaka), through a new relationship between theory and practice: this is a challenge that universities should face. Universities in technology, economy, social sciences and others-should rapidly generate meaningful scientific and practical knowledge, especially in countries which are not at the lead of the new economy, as many European countries. Information and Communication Technologies upset organisations, institutions and societies, but do not redesign them: universities Ð as multidisciplinary agencies Ð should help in visioning and designing new ones, especially in ancient traditions such as Western and Eastern Europe. IC Technologies will provide individuals and communities with an unprecedented power in action and communication, but this may increase inequality and conflicts (Tapscott): Universities have the scientific and moral authority to support both innovation and social developments, mainly in areas of intense social differentiation and of immigration as Europe. The`information marketplace' (Dertouzos) which is supported or made by ICTs will allow economic transactions of the same magnitude as the traditional market: universities may contribute to redesign the economic and social dimensions of traditional and virtual markets. Universities in Europe operate both in a global economy and in differentiated cultural and social local settings: they are the best equipped global and local agencies for facing the problems of the institutional embeddedness of the economic processes (Powell). Universities are going to train`knowledge workers' (Drucker), i.e. scholars,

Transfer of knowledge from university sphere into economy

2013

Global competition and widespread use of technology all suggest that the economy of the st century will create new challenges for employers, employees and school systems. Psychological studies show that young people have a much higher degree of creativity than adults and are usually also highly motivated. But they need support to overcome the difficulties when implementing the inventions. The University of Primorska was established last year. As a consequence of the above facts and taking into account the regional development needs, setting up the university student incubator is essential. Therefore we have started activities for founding the Entrepreneur incubator of the University of Primorska. Basic activities have already been completed. On the one hand, a prosperous economy of the Primorska region and propulsive university initiatives on the other hand, represent an excellent starting-point for taking further steps.  Global competition, the Internet and a widespread use of technology all suggest that the economy of the st century will create new challenges for employers, employees and school systems. Skill requirements are increasing rapidly. Knowledge has become more important for organisations than financial resources, market position, technology or any other company asset, also among the young. Unlike other assets, which loose value over time, the know-how actually increases in value when used and practised. Therefore, individuals at every level and in all industries are challenged to acquire new knowledge, to develop new ideas, and to 

Support of Innovation, Educational Scientific-Research and Research-Developmental Work on Universities in Serbia

2017

Purpose: The increase in the number of new firms from academic researches and locations sciencebased industries close to universities is one of the forms of expressing the relation of the Triple Helix in knowledge-based societies. Innovation is increasingly taking the Triple Helix form of relations and actors of new innovation types which are results of inventions. In this paper, the authors show that inexpressible (tacit) knowledge can occur through local research powers and that the global knowledge system can be connected with local conditions if it plays a role in the development process. They are confident that universities function as a bridge between global science flows and technology on one hand and local conditions and economic development on the other hand. Methodology/Results: The Triple Helix (TH) model includes three main actors: university, industry and state government. The TH thesis states that university can play a larger role in innovation in knowledge-based socie...

Special Introduction: The Entrepreneurial University Wave

Technology Financing and Commercialization, 2015

An entrepreneurial wave is spreading across the academic universe. If not a tsunami, it is certainly more than a ripple as evidenced by the increasing attention to the model by policy makers, universities, and researchers since I initially set it in motion 30 years ago (Etzkowitz, 1983). As awareness and interest grow, a university wants to play a more strategic role in encouraging regional innovation, renewal, and growth. This occurs through local actors from academia, industry and government, coming together, at the invitation of a respected person with convening power, to formulate and implement a strategy to promote regional development via a 'High-tech Council' or 'Knowledge Circle' (Jonker, 2013). The assumption that positions will be available in existing organizations for graduates is being replaced by a more realistic attitude, on the part of both students and teachers, that new jobs and fields of activity need to be invented. The paradox of high research productivity and low economic return is of concern, not only to policy makers, but also to graduating students seeking careers who are of a mind to take action. Thus, some students claim that 'The European University Is Broken' and have set up a school in Ljubljana with a branch in San Francisco to train start-ups, in a reprise of the medieval Bolognese tradition of the student-founded university (Frelih, 2013). A recently established PhD training program in the biological sciences at the University of California Irvine includes training in intellectual property and business development, provided by the university's business and law faculties. The emergence of the entrepreneurial university is larger than the issue of economic and social development, although it includes it. It is

On the role of the university in the knowledge economy

Science & Public Policy, 1999

Argues for changes in the traditional way of viewing economic growth and questions the role that contemporary institutions, specifically universities, play in this process. Shows, empirically, the increasing importance that knowledge is assuming in economic activity in developed countries. Outlines a new conceptual approach to economic growth, in which the accumulation of knowledge acts as the fundamental driving force. Describes new economic growth theories, laying out principal concepts relevant to an analysis of the present-day role of the universities. Examines the role of the university in the context of knowledge-based economies. Concludes that while the role of the university is of renewed importance, its institutional integrity must be preserved through a strengthening of its ability to create and disseminate knowledge.