By Michael Shattock
How entrepreneurial are eu universities? probably greater than is mostly realised. What are the standards that motivate entrepreneurialism to flourish in learn, expertise move, educating, nearby engagement and internationalization? How do other kinds of HEIs - , accomplished, professional, nearby or inner most - , tackle those concerns? What are the stipulations which stimulate or inhibit the “academic entrepreneur”? And in what kinds does entrepreneurialism give a contribution to the data economic climate? This booklet, that's the manufactured from a big ecu funded learn programme and relies on twenty-seven institutional case stories, makes an attempt to supply solutions to those questions via a sequence of move nationwide thematic stories. It considers how nationwide systemic features in monetary preparations, human source administration and institutional governance effect on entrepreneurialism and indicates ways that person initiative should be published and universities freed as much as make their contribution to the ecu Lisbon method.
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Extra info for Entrepreneurialism in Universities and the Knowledge Economy: Diversification and Organisational Change in European Higher Education (The Society for ... Education and Open University Press Impreint)
This was, of course, particularly evident, from the 1920s onwards, in countries controlled by Communist parties in Eastern Europe, but was also the case in Spain among the EUEREK countries. These two traditions led to different responses when public finance for higher education became very much less generous in the last two decades of the twentieth century. In higher education systems with a strong tradition of dependence on government funding and control, public universities found it difficult, and were often unwilling, to adapt to new circumstances.
Nottingham case study) This contrasts sharply with the situation in Polish universities where: It is difficult to talk about more entrepreneurial missions and strategies in a severely under funded public system which has marginal chances for either international funding or funding from the industry and which a few years ago was not able to pay salaries at some point. (AMU case study) Another large-scale form of institutional-level entrepreneurial activity is the establishment of partnerships with higher education institutions in other countries, which enable students to benefit from teaching and qualifications of the European university but to spend much less time and money outside their own country.
Equally few say, with conviction, that the university by no means could be considered as entrepreneurial. Instead, most of our interview persons say that there has been a marked shift toward encouraging and supporting entrepreneurial activities at the university, and point out some units and also some individuals that could be labelled as particularly entrepreneurial. The many mechanisms created by the university, supporting entrepreneurship and innovation, are an indication of an ongoing transformation process.