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Student entrepreneurs account for a considerable number of start-up ventures derived from university settings. Nevertheless, there is little research that demonstrates how university entrepreneurship education (EE) directly influences students’ start-up activities. The primary purpose of this study is to examine the effectiveness of various types of university entrepreneurship activities (incorporate entrepreneurial courses, extra-curricular initiatives, and start-up support) on student start-up behavior. This quantitative research utilized questionnaire data collected from university students (n = 1,820) in southeast China and was analyzed with hierarchical Poisson regression in STATA procedures. Research results indicate that engaging in any type of university entrepreneurship activities positively predicts students’ start-up activities, yet this positive effect is contingent on students’ prior start-up experience and the overall university entrepreneurial climate. These findings advance our understanding of crucial elements within university entrepreneurial ecosystems and how various entrepreneurship activities within these ecosystems potentially impact students’ venture creation.

With practical entrepreneurship capabilities becoming ever more important for all university graduates, whether they are starting their own business or adding value to an organisation by innovating, improving, and problem-solving, what role do business incubators (BIs) play in helping to develop these capabilities for students? This chapter aims to better understand the role of BIs as extra-curricular entrepreneurship activity in universities through a narrative account of business incubation practice in three institutions – two in England and one in Australia. Utilising a practice-led methodology, the study is underpinned by social capital theory and a critical realist ontological perspective on incubation’s mechanisms, processes, and structures. Across these examples, there are common underpinning principles of entrepreneurial learning and socio-economic development. However, there are differences in implementation regarding space for incubation. Where the BI is on campus and closely integrated with extra-curricular entrepreneurship activity, this results in a cohesive graduate startup community and ongoing peer support. With no BI present, the opposite is observed. The chapter argues that without the infrastructure to build and maintain a community of nascent entrepreneurs to benefit from sustained peer learning, there can be negative impacts on the entrepreneurs and a visible gap affecting the entrepreneurial ecosystem. The chapter concludes with a practice note providing practical considerations for university BIs in communicating the significance of the incubator peer group to prospective entrepreneurs to improve realistic expectations and potentially improve their reach to entrepreneurs who may be experiencing isolation during their startup journey.

This paper aims to analyze the link between universities and business incubators (BIs) and to determine how students, scientific researchers and entrepreneurs can benefit from this linkage. It creates an environment in which everyone can help the other to put their new ideas, special skills and abilities into new businesses. In other words, the traditional universities’ role has changed and entrepreneurial universities are now needed to redirect new knowledge for economic development through BIs.

This paper adopts an analytical descriptive methodology approach to describe the basic features of the data by using the descriptive research design. This research is based on examining a model provided by the author concerning boosting the entrepreneurial aspects and outcomes through university business incubators (UBIs) based on wide theoretical and empirical case studies. Also, the functional structural approach is used to investigate the relationship between two variables as UBIs are considered a new unit that has functions and structures to create an added value to universities and the society as a whole.

The educational system should create a favorable environment that enables young people to develop their mindset from employees to employers, and to prepare them to improve skills and knowledge to create jobs. UBI is the recent aspect of the BI evolution where the research outcomes are linked with the industry and development. This relationship between these entities will provide success to its stakeholders.

Many incubators around the world are supported by universities. Others are making initiatives to link up with universities and higher education institutions to get the revenues and returns from its academic nature. Lately, university incubators became a type of incubator evolution and more supportive for entrepreneurs than other types of incubators.

The contribution of this study is to explain how UBIs succeeded to tie the results of scientific research with economy and development through entrepreneurial activities to accelerate and realize entrepreneurship strategies.

The entrepreneurial university is being widely studied, given its importance as an agent in economic and social development. This paper presents the findings of a study that had a twofold objective. First, it sought to establish a model of maturity for the measurement of the level of academic entrepreneurship in universities. Second, it aimed to apply this maturity model to a sufficiently wide and varied sample of faculties to discover their current level of academic entrepreneurship, as well as their differences by area of knowledge, type of university and autonomous region in Spain.

A questionnaire was designed with items grouped into 14 blocks that defined the entrepreneurial university according to the model previously developed. The questionnaire was answered by 84 deans/directors belonging to different faculties/universities from six Spanish regions.

The findings showed that the Spanish universities stand out in four areas: internationalisation, use of active methodologies, mission and strategy and management team support. However, the legal and administrative context, the funds for entrepreneurship and the training of staff in entrepreneurship are not sufficiently developed. Significant differences were observed between regions but not by type of university or area of knowledge.

The results provide an innovative model that explains the factors that define the entrepreneurial university, as well as guidelines for universities to move forward in developing stages.

The purpose of the paper is to provide insight into how students navigate entrepreneurial ecosystems and make use of social networks as they create their own ventures. Such ecosystems for students are an understudied phenomenon and there is a need for more profound insights into the issue in order to build better support systems for student entrepreneurs. The study aims to increase understanding on the elements that are important in students' entrepreneurial ecosystems and how these impact on students' venture creation processes, with emphasize on the role social networks play. Student entrepreneurs account for a substantial number of the startups that come into being at universities. Understanding more about how the surroundings affects this process is important for facilitating student entrepreneurship in higher education.

The study is qualitative and makes use of in-depth interviews with student entrepreneurs, educators and support actors in the ecosystems. Multiple actors were interviewed in order to capture different perspectives on the matter, with a total of 15 interviews conducted.

Two main findings arose from the study. First, it provides insight into elements that are perceived as important for student venture creation by the student entrepreneurs themselves, by educators and by support actors in the ecosystems. Second, it describes how the elements make up the entrepreneurial ecosystems surrounding the students, which serve as platforms from which students can develop their social networks. Therefore, the study highlights how such ecosystems can serve as sources from which students can gain access to ideas, resources and identity processes.

A limitation of the study is that the interviews took place in one country. Consequently, further investigation is necessary to establish whether the findings are valid in other contexts. The research has implications for higher educational institutions, policymakers and researchers concerned with student entrepreneurship and student venture creation.

The study contributes empirical findings on a topic that is currently not well understood and on which there are few empirical studies. While student ventures represent a substantial proportion of university spin-offs, the topic has received little attention compared to research on academic entrepreneurship. The study represents a step towards enhancing understanding of students' entrepreneurial ecosystems and how students gain access to resources through social network ties within these systems.

The purpose of this research is to integrate the prediction from entrepreneurship education with the theory of planned behaviors (TPB) to build a conceptual framework and estimate the effect of entrepreneurship education on entrepreneurial intention over and above key predictors from an extended TPB model. Also, the moderating impacts of educational fields in the paths from entrepreneurial education, attitude toward entrepreneurship, subjective norms and perceived behavioral control to entrepreneurial intention are tested in this study.

The study used a sample of 559 university students who received entrepreneurship education at 12 universities from Vietnam. Confirmatory factor analysis was utilized to test the validity and reliability of all variables and regression analyses were used to estimate coefficient paths. Then, bootstrapping method with the PROCESS approach was utilized to test the indirect correlations.

The study reveals that attitude toward entrepreneurship and perceived behavioral control were positively and strongly associated with entrepreneurial intention, while the linkage between subjective norms and entrepreneurial intention was not significant. Also, the findings show that even though entrepreneurship education did not have a direct effect on entrepreneurial intention, it increased entrepreneurial intention via attitude toward entrepreneurship and perceived behavioral control. In addition, this study finds that educational fields moderate the associations between predictors and entrepreneurial intention.

This study offers both universities and policymakers options to foster youths' entrepreneurial activities.

This study is expected to significantly contribute to entrepreneurship literature by enriching our understanding of the interesting and crucial linkages between entrepreneurship education, attitude toward entrepreneurship, subjective norms, perceived behavioral control and entrepreneurial intention. Additionally, the current research reveals that for economic and business management students, the paths are driven from entrepreneurial education, attitude toward entrepreneurship, subjective norms and perceived behavioral control to intention to engage in entrepreneurial activities has become stronger when compared to students of majors in engineering and others.

This paper describes the entrepreneurial ecosystems of three public research universities involved in the National Science Foundation (NSF) Midwest I-Corps TM (trademark symbol) Node. It presents a synthesis of programming, functional structure, commonly referenced university metrics and their limitations in measuring impact on commercialization and regional development.

Based on current literature, university data and discussions with entrepreneurship leaders at the University of Michigan/Ann Arbor, University of Illinois/Urbana Champaign and Purdue University, this paper provides an overview and analysis of entrepreneurial resources and education initiatives.

University contributions to entrepreneurial ecosystems can be described with respect to infrastructure and leadership, technology and talent and culture of innovation. Four main university entities are responsible for driving entrepreneurship initiatives. Identification of these entities, their respective activities and their outcomes allows us to propose a framework for analyzing and measuring university entrepreneurial ecosystem impact.

The paper describes the variety of university-based entrepreneurial initiatives believed to contribute to university entrepreneurial vibrancy and ultimately regional development. It identifies ecosystem stakeholders and provides a framework for examining their role and impact for continuous development.

The research complements prior reviews and empirical studies of university-wide entrepreneurial ecosystems by focusing on programming within and across institutions according to four dimensions (academic, research administration, technology transfer and community engagement) with respect to technology and talent development. It describes similarities across institutions and limitations associated with measuring impact. It provides a foundation for future empirical research related to the impact of NSF I-Corps and entrepreneurial programming in academic settings.

This study aims to explore and analyse the literature, related to the Entrepreneurial University, published in the ISI Web of Science, from 1900 to present. The objectives of this paper are, first, to describe how this field of research is organised in terms of publications, authors and sources (i.e. documents), and, second, to identify the main references cited and ways in which they are grouped (i.e. clusters). In addition, this paper discusses how this literature presents challenges. Namely, from this bibliometric study, what has already been studied and the limits of these studies, as well as the research opportunities for this area, can be understood.

The documents obtained from a search of the ISI Web of Science were subjected to a bibliometric analysis using VOSviewer software.

A systematic literature review showed that universities are increasingly dedicated to the commercialisation of knowledge. The results include three clusters: Cluster one – “Entrepreneurial Universities” focuses on changes in the university paradigm; Cluster two – “Academic Entrepreneurship” refers to the commercialisation of knowledge; and Cluster three – “Creation of Technology-Based Companies” focuses on spin-off creation.

By studying the citation profile of documents on the entrepreneurial university, this study has contributed to a better understanding of the flow of production and scientific practices since the beginning of the 21st century. This study also examined research tendencies to identify the emergent areas of this field.

The university is an institution with a long history and, over the course of the centuries, it has gone through several stages in its development. While initially conceived as an institution with a teaching “mission,” the university later adopted a knowledge generation function (research). In recent years, the idea has emerged that the university is assuming a “third mission”: contributing to society and economic development more directly; turning the university into an Entrepreneurial University. What, however, constitutes this Entrepreneurial University? Are all Entrepreneurial Universities composed of the same factors? The purpose of this paper is to answer these significant questions, through an empirical analysis performed on a sample of 59 Northern and Southern European universities.

Empirical analysis performed on a sample of 59 Northern and Southern European universities.

The findings show that students’ spin-off firm formation is the only different result for an Entrepreneurial University between Northern and Southern European universities and that the core internal entrepreneurship support factors are different for both geographical locations.

Besides, regarding external entrepreneurship support factors, results show that a supportive institutional context is a core element for promoting internal entrepreneurship support factors and in turn for increasing students’ spin-off firm formation in both Northern and Southern universities.

The purpose of this paper is to propose a framework for the transformation from a second-generation university to an entrepreneurial university. The work is practical and innovative, which provides the foundation for further work in this field.

Based on a systematic review of relevant studies on entrepreneurial universities, this paper proposed an evaluation framework with clear logic and practicability. This paper also provided a basis for further research. The restrictions of each factor were defined by the readiness framework, and the consequences of entrepreneurial activities on local economic development were analyzed by using the proposed model. The proposed conceptual framework aided policymakers in completing a much-needed assessment of the impact of organizational policies, practices and structures on the entrepreneurial activities and transformation from second-generation universities to third-generation organizations.

The proposed readiness framework led to the development of organizational interventions that facilitated successful entrepreneurial activities. The quantitative indicators of different university types were demonstrated in this study. The quantitative validation of the integrated framework suggested that university heads and policymakers can encourage and develop academic entrepreneurship by using a comprehensive systems approach for the identification, protection and commercialization of university’s intellectual property.

This paper provides a framework for policymakers or decision makers to better understand whether a local university is ready for entrepreneurship. This framework also provides a direction for future quantitative research.