Transcript entrepreneurship and university

ENTREPRENEURSHIP AND UNIVERSITY SEARCHING HARMONY
Centre for Entrepreneurship
What Impedes University-Industry
Cooperation in the Domain of
Entrepreneurship?
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Inna Kozlinska
15 March 2012
OUTLINE
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Intro: the Second Academic Revolution
Four Pillars of Entrepreneurial University
Barriers to University-Industry Collaboration
Alternative Views & Discussion
Actionable Solutions
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ENTREPRENEURIAL UNIVERSITY
Missions of University on its evolutionary path:
In the Middle Ages
Preservation of
knowledge
 Transmission of
knowledge

In the 19th Century
Transition
towards
research function
 The First Academic
Revolution

Nowadays… The Second
Academic Revolution!
Economic mission
 Social
development
mission

Intellectual Hub
 Natural Incubator



A source of entrepreneurship
Key driver of knowledgebased economies.
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(Etzkowitz, 2008)
PERCEIVED POSITIVE OUTCOMES
Improved
education
quality
Knowledge
transfers
Job
prospects
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(Gibb et al., 2009; Wilson, 2008; S2B MRC, 2011)
THE ULTIMATE AIM OF HIGHER EDUCATION
Innovative
economy
Higher living
standards
Economic
growth
To prepare
students for
economically
viable
professional
life!
New jobs
Support for
local business
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(i bid)
THE PROBLEM & QUESTION
The present U-I environment in Europe is
underdeveloped and highly fragmented.
 What are the main obstacles to
cooperation of universities and companies
in the domain of entrepreneurship at
present?
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(S2B MRC, 2011)
FOUR PILLARS
Academic
Organisational
Leadership
Capacity
ENTREPRENEURIAL
UNIVERSITY
Entrepreneurial
Legal
Ethos
Control
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(Etzkowitz, 2008)
ACADEMIC LEADERSHIP
Opinion
Alternative
Comments
• Conservatism and
rigidness of the
academic system.
• Focus on functional
management of SMEs,
which are not growthoriented.
SMEs represent 99% of
all companies in the EU:
- >>over a half of GDP
- 23 mln enterprises
-75 mln people
- 1 in every 2 jobs.
• Lack of suitable
programmes, funding
barriers and
bureaucracy in HEIs.
• Positioning of
entrepreneurship in
academia is often driven
by external forces –
unlike in the US.
US is developing EE for
more than 60 years Vs
20 years in Europe.
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(Wilson, 2008; Mets, 2010; S2B MRC, 2011; Katz, 2003, Euractive, 2011; EFER, 2010)
ORGANISATIONAL CAPACITY
Opinion
Alternative
Comments
• Detachment of
research from
industry needs.
• Top-tier publications
are unlikely to
influence business
practices.
• The U-component in Triple
Helix measured incorrectly?
• So what? Issues
• Pastry shops <> Software
companies
• Lack of
communication
and trust.
• Universities do not
understand how
companies operate.
• 40% of academics do not
engage in U-I cooperation at
all – no personal gain
recognised.
• Long-term orientation of the academic
research.
• Universities should change
old habits.
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(Myravyova, 2010; O’Shea et al., 2007; Bruneel et al., 2009; Bennis & O’Toole, 2005; Drobot et al.,
2009; Fillis & Rentschler, 2010; S2B MRC, 2011; ACHE, 2011)
ENTREPRENEURIAL ETHOS
Opinion
Alternative
Comments
• Predication on
academic
achievements.
• “Academic inflation”.
On average from 77.8%
to 88.8% of population
in EU25 aged from 25
to 64 gets employed.
• Preconceived attitude
of business community
to university products.
• European universities Industry is often closed for
contact itself, especially in
lack experience,
courage and incentives. developing countries,
where SMEs aim for
survival, not change.
• The minority of staff has practical experience
in business.
In the US, it is one of
the key strength
measures for
programmes.
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(Myravyova, 2010; Robinson, 2006; OECD, 2011; Bennis & O’Toole, 2005; Wilson, 2008; Kabonho &
McKaskey, 2011; ACHE, 2011)
LEGAL CONTROL
Opinion
Alternative
Comments
• Companies tend to
protect their IP.
• Unclear how to divide Depends on mutual
IP.
agreement.
• Attitude to knowledge • Commercialisation
differs conceptually.
endangers future of
science.
Entrepreneurship is a
profession.
• Rewards give positive • Rewards do not
effects.
augment spin-offs.
The higher the
perceived benefits the
higher the extent of UI cooperation.
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(Myravyova, 2010; Bennis & O’Toole, 2005; Nelson, 2003; Link et al., 2003; Gregorio & Shane, 2002;
S2B MRC, 2011)
EXTENSION OF FOUR PILLARS

All the barriers classified into four pillars of the
EU, are concerned primarily with internally
(university)-led,
but
also
with
external
(businesses- or governments-led) factors, hence
the meaning of four pillars is extended into
external environment.
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SOLUTIONS (I)
Suggestions for…
… Academic
leadership/strategic
vision component
Large companies as intellectual donors for
universities.
Closer connections with successful alumni.
Project
Partners
HEIs
Students
Specialisati
ons
Educators
IBS
MA, LLL
МФТИ
Yandex
School of Data Analysis, School of Yandex
Managers...
МФТИ, МГУ, Академ.институт СпБ
50-80
>130
IT Business IT Analyst, System Administrator, IT PM, etc.
Consulting
47
>30
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SOLUTIONS (II)
Suggestions for…
… Organisational
capacity component
S2B Marketing tools
Exploration of new niches, e.g. business
consultancy
… Entrepreneurial
ethos component
Renovation of curriculum.
HE export.
… Legal control over
resources (incl. IP)
component
Industry-based projects using incentives, e.g.
tax reliefs and lump sums.
Reward systems for cross-disciplinary
collaboration and spin-offs in a faculty.
 Our present challenge is to turn barriers into
drivers and benefits!
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THANK YOU FOR YOUR ATTENTION!
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