📄Работа №142599
Тема: University-industry collaboration for students' entrepreneurial mindset development. Evidence from case study
Тип работы
Магистерская диссертация
Предмет
менеджмент
Объем:
88 листов
Год:
2022
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76
4700
руб.
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📋 Содержание
Аннотация
INTRODUCTION 10
1. CLUSTER CLASSIFICATION OF CURRENT STUDIES 14
1.1. Theoretical foundation of the study 14
1.2. Distribution of existing literature on clusters 15
1.3. Current UIC contribution to the entrepreneurship development 18
1.3.1. UIC, ecosystem perspective 18
1.3.2. UIC, entrepreneurial university and technology transfer perspective 25
1.3.3. UIC, higher education and academic entrepreneurship perspective 33
1.3.4. UIC, knowledge transfer and entrepreneurial mindset formation perspective .. 38
1.4. Summary of literature classification 44
2. RESEARCH METHODOLOGY 46
2.1. Case study method 46
2.2. Data collection 46
2.3. Cases description 47
2.3.1. GSOM SPbU collaborations case 47
2.3.2. SUAI collaborations case 49
RESEARCH RESULTS 50
3.1. Findings from interviews 50
3.2. Discussion 57
3.2.1. Goals for collaboration 57
3.2.2. University transition to “entrepreneurial” model 58
3.2.3. Industry role in higher education devoted to entrepreneurial skills development 58
3.2.4. University program study design aiming at entrepreneurial mindset formation 59
3.3. Theoretical contribution 63
3.4. Managerial implication 64
3.5. Research limitations 64
3.6. Further studies 65
3.7. Conclusion 65
APPENDICES 67
Appendix A. Keywords applied in Scopus 67
Appendix A.1. For the first stream of literature 67
Appendix A.2. For the second stream of literature 68
Appendix A.3. For the third stream of literature 69
Appendix B. Cluster allocation of articles used for literature review 70
Appendix C. Interview questions 73
Appendix C.1. For universities’ representatives 73
Appendix C.2. For industry representatives 74
Appendix C.3. For students, lab’s participants 75
Appendix D. Students-lab participants’ interview summary 77
LITERATURE LIST 82
INTRODUCTION 10
1. CLUSTER CLASSIFICATION OF CURRENT STUDIES 14
1.1. Theoretical foundation of the study 14
1.2. Distribution of existing literature on clusters 15
1.3. Current UIC contribution to the entrepreneurship development 18
1.3.1. UIC, ecosystem perspective 18
1.3.2. UIC, entrepreneurial university and technology transfer perspective 25
1.3.3. UIC, higher education and academic entrepreneurship perspective 33
1.3.4. UIC, knowledge transfer and entrepreneurial mindset formation perspective .. 38
1.4. Summary of literature classification 44
2. RESEARCH METHODOLOGY 46
2.1. Case study method 46
2.2. Data collection 46
2.3. Cases description 47
2.3.1. GSOM SPbU collaborations case 47
2.3.2. SUAI collaborations case 49
RESEARCH RESULTS 50
3.1. Findings from interviews 50
3.2. Discussion 57
3.2.1. Goals for collaboration 57
3.2.2. University transition to “entrepreneurial” model 58
3.2.3. Industry role in higher education devoted to entrepreneurial skills development 58
3.2.4. University program study design aiming at entrepreneurial mindset formation 59
3.3. Theoretical contribution 63
3.4. Managerial implication 64
3.5. Research limitations 64
3.6. Further studies 65
3.7. Conclusion 65
APPENDICES 67
Appendix A. Keywords applied in Scopus 67
Appendix A.1. For the first stream of literature 67
Appendix A.2. For the second stream of literature 68
Appendix A.3. For the third stream of literature 69
Appendix B. Cluster allocation of articles used for literature review 70
Appendix C. Interview questions 73
Appendix C.1. For universities’ representatives 73
Appendix C.2. For industry representatives 74
Appendix C.3. For students, lab’s participants 75
Appendix D. Students-lab participants’ interview summary 77
LITERATURE LIST 82
📖 Введение
Importance of networks has been recognized long time ago. Granovetter’s (1973) theory of strong and weak ties has shown that the closer the ties between organizations the more likely their environments will be overlapping with some other third party, and then this party will be at least of a weak tie. Additionally, the weak ties between organizations could lead to the more likelihood of new ideas generation, however only strong ones could not guarantee it (Granovetter, 1983). Consequently, the community of different organizations as universities and industries taken into this paper with weak ties could lead to a wider global cohesion to help each other overcome appearing challenges. Moreover, Gulatti and Gargiulo (1999) has stated that the interorganizational relationships that start from the weak ties that are less risky and with low level of trust afterwards can become an embedded relationships where its members shared the knowledge, experience, and resources entre each other and could lead towards new ideas generation together and could help each other in solving the wider challenges. Additionally, the works of Gulati (1998) and Granovetter (2012) proved that networks between organizations - strategic alliances could impact economic output.
The external environment of the modern world indeed is highly volatile. In academics the term VUCA world has appeared in 1987 by Warren Bennis and Burt Nanus. The following acronym stood for volatility, uncertainty, complexity, and ambiguity. Through years milestones for prosper external environment worsen the situation for business conducting. Therefore, two years ago, in 2020, Jamais Cascio, has introduced the new acronym that better fits the current changing environment - BANI world (de Godoy & Filho, 2021). The following acronym stands for brittle, anxious, nonlinear, incomprehensible. The following term describes the modern environment even more chaotic and unpredictable, where people become more unprepared for changing circumstances. However, Jamais has also identified ways to mitigate the chaos. Brittle can be mitigated through development of stability, anxious through sympathy, nonlinearity through flexibility, and incomprehensiveness through transparency and intuition. Consequently, in such a rapidly changing world, with high level of dynamic changes and little possibility of careful planning and preparing for a longer future people, industries and the whole world have to acquire such skill as adaptation, that lead to the necessity to find another source of competitive advantage. Therefore, the capability to quickly adapt to the circumstances, make quicker decisions on the further actions and being stable in the same way make human resource the main competitive advantage for the firms, that includes entrepreneurial mindset and a high level of development of knowledge and skills (Bhattacharyya, Thakre, 2021). Main source of human capital for firms is considered to be university, as it is the main supplier of talented students. However, the focus of activities of university has also shifted from the traditional teaching and research to so called ‘third mission’ that incorporates entrepreneurial activities that affects social and economic development (Mariani et al., 2018). Entrepreneurial activity is linked with the search, identification and exploitation of opportunities aiming at creation value and is based on a variety of resources, competencies, attitudes, and motivations of the entrepreneur one of which in entrepreneurial mindset (Shams & Kaufmann, 2016). Entrepreneurial mindset, however, is important not only for those who is planning to star their own venture but for any other employee as well despite their field of responsibilities (Urbano et al., 2013). Therefore, UIC is believed to contribute to the development of entrepreneurial mindset and give advantage to all parties included into collaboration.
Aim: The following research is devoted to the identification of the way university-industry collaboration contributes to students’ entrepreneurial mindset formation. Expected results are planning to be determination of new goals for both parties included in collaboration; identification of ways, channels and activities of industry helping to facilitate the transition to ‘entrepreneurial university’ model; highlighting the industry impact on higher education in terms of entrepreneurial skills development; provision of the education program study design fostering entrepreneurial skills and mindset development. The results of the following research would be relevant and meaningful for management of both parties: university and business - it could serve as a basis for decisionmaking in terms of collaboration and methods of teaching as well as further management and organization of collaborative projects and future study designs of the program.
The novelty of research: Firstly, research uncovers the teaching role of industry enabling students’ entrepreneurial mindset formation. The essential role of industry as knowledge generator in collaboration and facilitator in transition towards entrepreneurial university model is also studied. Moreover, recommendations for planning the study process with additional aspect to organize the special extracurricular club for entrepreneurship developing skills and mindset are suggested.
Research gap: As there were built four clusters for literature subtopics, consequently, for each of its particular research goal was identified. The blue cluster studies the current motives of parties to enter into collaboration, whereas none of them consider any goal related to teaching or educational aspect. All the attention is put towards academics and graduates in the studies, however the goal to educate current students on the basis of university-industry collaboration doesn’t reflect in the literature. The red cluster is dedicated to the transition of university into the model of entrepreneurial one. It is an important step for university before starting to enter in the collaboration with industry, however, the literature does not cover the aspects that industry and collaboration can help to facilitate the transition. The yellow cluster studies the higher education in university with the focus on academic spinoffs and knowledge transfer from university t industry, however the industry impact on students’ knowledge is not discovered yet. Finally, green cluster explores the current studies of entrepreneurship in universities and highlights the number of negative feedback about it. However, the solution how to improve the situation is also not discover in the existing literature....
The external environment of the modern world indeed is highly volatile. In academics the term VUCA world has appeared in 1987 by Warren Bennis and Burt Nanus. The following acronym stood for volatility, uncertainty, complexity, and ambiguity. Through years milestones for prosper external environment worsen the situation for business conducting. Therefore, two years ago, in 2020, Jamais Cascio, has introduced the new acronym that better fits the current changing environment - BANI world (de Godoy & Filho, 2021). The following acronym stands for brittle, anxious, nonlinear, incomprehensible. The following term describes the modern environment even more chaotic and unpredictable, where people become more unprepared for changing circumstances. However, Jamais has also identified ways to mitigate the chaos. Brittle can be mitigated through development of stability, anxious through sympathy, nonlinearity through flexibility, and incomprehensiveness through transparency and intuition. Consequently, in such a rapidly changing world, with high level of dynamic changes and little possibility of careful planning and preparing for a longer future people, industries and the whole world have to acquire such skill as adaptation, that lead to the necessity to find another source of competitive advantage. Therefore, the capability to quickly adapt to the circumstances, make quicker decisions on the further actions and being stable in the same way make human resource the main competitive advantage for the firms, that includes entrepreneurial mindset and a high level of development of knowledge and skills (Bhattacharyya, Thakre, 2021). Main source of human capital for firms is considered to be university, as it is the main supplier of talented students. However, the focus of activities of university has also shifted from the traditional teaching and research to so called ‘third mission’ that incorporates entrepreneurial activities that affects social and economic development (Mariani et al., 2018). Entrepreneurial activity is linked with the search, identification and exploitation of opportunities aiming at creation value and is based on a variety of resources, competencies, attitudes, and motivations of the entrepreneur one of which in entrepreneurial mindset (Shams & Kaufmann, 2016). Entrepreneurial mindset, however, is important not only for those who is planning to star their own venture but for any other employee as well despite their field of responsibilities (Urbano et al., 2013). Therefore, UIC is believed to contribute to the development of entrepreneurial mindset and give advantage to all parties included into collaboration.
Aim: The following research is devoted to the identification of the way university-industry collaboration contributes to students’ entrepreneurial mindset formation. Expected results are planning to be determination of new goals for both parties included in collaboration; identification of ways, channels and activities of industry helping to facilitate the transition to ‘entrepreneurial university’ model; highlighting the industry impact on higher education in terms of entrepreneurial skills development; provision of the education program study design fostering entrepreneurial skills and mindset development. The results of the following research would be relevant and meaningful for management of both parties: university and business - it could serve as a basis for decisionmaking in terms of collaboration and methods of teaching as well as further management and organization of collaborative projects and future study designs of the program.
The novelty of research: Firstly, research uncovers the teaching role of industry enabling students’ entrepreneurial mindset formation. The essential role of industry as knowledge generator in collaboration and facilitator in transition towards entrepreneurial university model is also studied. Moreover, recommendations for planning the study process with additional aspect to organize the special extracurricular club for entrepreneurship developing skills and mindset are suggested.
Research gap: As there were built four clusters for literature subtopics, consequently, for each of its particular research goal was identified. The blue cluster studies the current motives of parties to enter into collaboration, whereas none of them consider any goal related to teaching or educational aspect. All the attention is put towards academics and graduates in the studies, however the goal to educate current students on the basis of university-industry collaboration doesn’t reflect in the literature. The red cluster is dedicated to the transition of university into the model of entrepreneurial one. It is an important step for university before starting to enter in the collaboration with industry, however, the literature does not cover the aspects that industry and collaboration can help to facilitate the transition. The yellow cluster studies the higher education in university with the focus on academic spinoffs and knowledge transfer from university t industry, however the industry impact on students’ knowledge is not discovered yet. Finally, green cluster explores the current studies of entrepreneurship in universities and highlights the number of negative feedback about it. However, the solution how to improve the situation is also not discover in the existing literature....
✅ Заключение
The research was devoted to the investigation the role of UIC in the higher education and its impact on students in terms of the development of entrepreneurial skills and mindset. All the objectives set were completed, and all the research questions were answered. For the literature analysis the bibliometric method of keywords cooccurrence was used to classify the literature on 4 independent clusters devoted to the main aspects of UIC. The research was conducted through the case study approach and included 2 cases of UIC and 9 interviews. For the research the primary data was taken from the semi-structured interviews with industry, business, and students. As a result, the research contributes to the existing theory by proposing additional role of collaboration before organizations with Strong-ties networks and by identification of additional goals that exist in the collaboration and devoted to the development of entrepreneurial mindset; proving the role of industry as knowledge generator and provider; proving that industry could facilitate the university transition towards entrepreneurial model. From the managerial and practical side, research provides suggestion towards introduction of the additional special extracurricular club for entrepreneurship in university on the basis of different UIC for students wanting to become entrepreneurs and composition of lectures for those who do not. The club will include students willing to become entrepreneurs and develop their skills and mindset through working on their own projects and continuous discussions and knowledge exchange with other business founders and entrepreneurs taking into account components of GEMS DNA model of club organization.
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