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Academic literature on the topic 'Entrepreneurship from University'

Author: Grafiati

Published: 4 June 2025

Last updated: 23 June 2025

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Journal articles on the topic "Entrepreneurship from University"

Álvarez-Loya, Liliana, J. Emilio Méndez-González, and Ma. Guadalupe Maldonado-Iglesias. "Factors That Hinder Entrepreneurship in University Students." Scholars Journal of Economics, Business and Management 6, no. 12 (2019): 566–76. https://doi.org/10.36347/sjebm.2019.v06i12.004.

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Abstract: The aim of this study was to see the outcomes of factors that somehow hinder the entrepreneurial intention of young university students; the main factors analyzed was in a decisive way, inhibited business creation or development are mainly “lack of money”, “not having enough time”, “not having the relevant official permits”, “not having help” or simply, “because the idea did not work.” The individual characteristics linked to the development of entrepreneurship are also taken into account, where young people perceive the possibilities of success in a short term, between six and eight months, to know if their project will be successful or not; in the perceived capacities they come to consider that they possess the skills, experience and knowledge necessary to start a business or company. The evaluation of the survey indicators to determine differences in the variables that constitutes the Personal Influence constructs (Family, Close Friends and Partners) and the Entrepreneurial Intention. The variables used were: Level of Studies of Father and Mother, Socioeconomic Group to which the family belongs, Intention of Professional Career -Professional Career, Creation of Companies, Motivation for Entrepreneurship, Family Influence, Intimate Friends and Partners, Personal Capabilities -Perceived , Business Education, Main Difficulties for Entrepreneurship -Perceived and Business and Personal Expectations.Understanding that the most relevant expectations of success in students are:• Be your own boss or be independent• Create employment for other people and• Be creative and innovateAlthough the Lack of Capital, Fear of Failure and Difficulty in Obtaining Financingare the most relevant inhibitory factors in making the decision to undertake are also the Lack of Guidance and Support, Lack of Business Training, Uncertainty about the Future and Fear of Failure; are in that order the factors that inhibit the expectations of success of university students.Keywords:Entrepreneurial Science, Entrepreneurship from University, Successful Factors, Hinder Factors. Keywords: Entrepreneurial Science, Entrepreneurship from University, Successful Factors, Hinder Factors

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White, Neela, and Karen Burg. "From University to Invention to Entrepreneurship." Technology & Innovation 20, no. 4 (2019): 377–83. http://dx.doi.org/10.21300/20.4.2019.377.

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Al Rawashdeh, Alla Zuhir, Asma Rebhi Al-Arab, Nagwa Babiker Abdalla Yousif, and Mooza Isa Aldoy. "Promoting entrepreneurial culture for sustainable development in Emirati society." Journal of Infrastructure, Policy and Development 9, no. 1 (2025): 9898. https://doi.org/10.24294/jipd9898.

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This study aimed to explore university students’ awareness levels about entrepreneurship’s role in promoting entrepreneurship in acquiring social and economic balance within Emirati society. A descriptive-analytical method was used, with data gathered from 365 participants through a questionnaire. The findings revealed that university students demonstrated a strong awareness of the impact of entrepreneurship on achieving entrepreneurship in acquiring social and economic balance equilibrium in the UAE. In particular, students from Ajman University expressed highly positive views on the entrepreneurship in fostering this balance. Additionally, the results showed no significant statistical differences in awareness levels based on gender or academic year. However, there were notable differences between students in scientific and humanities colleges, with the significance level below 0.05. The study recommends supporting students in launching entrepreneurial initiatives that contribute to entrepreneurship in acquiring social and economic development. Moreover, efforts should be made to eliminate barriers that hinder the understanding and practice of entrepreneurship.

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Bachiri, Mustapha. "Determinants of Students’ Entrepreneurial Intentions: Evidence from Moroccan University." International Business Research 9, no. 11 (2016): 83. http://dx.doi.org/10.5539/ibr.v9n11p83.

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In recent decades, entrepreneurship has become a major economic and social phenomenon, a subject of research and a new field of education. While entrepreneurship is not a new concept, it regained importance particularly in scientific research. Entrepreneurship is seen as a vector for innovation and economic efficiency but also as a powerful job creator. Along with the evolution of entrepreneurship, there is a growing interest in the development of training programs to encourage entrepreneurship in universities. The challenge remains to find a consensus on the content to be taught and the type of learning to guide student behavior. Several empirical studies indicate that education can foster entrepreneurship. Yet the impact of entrepreneurship education programs on entrepreneurial skills and entrepreneurial values remains largely unexplored.In this study, we used the theory of planned behavior to assess the impact of entrepreneurship education programs on entrepreneurial intentions in Moroccan universities, particularly the University of Rabat (Mohammed V University).

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Antonio, Tony. "Inspiring Wednesday, Ciputra University Best Practice in Shaping Entrepreneurs in Higher Education." Jurnal Entrepreneur dan Entrepreneurship 1, no. 1 (2016): 21–27. http://dx.doi.org/10.37715/jee.v1i1.9.

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Ciputra University has a core focus on entrepreneurship and always emphasized entrepreneurships education in a contextual way. This paper shares the best practices of Entrepreneurships Education program that’s being run at Ciputra University. The program known as “Inspiring Wednesday.” In this program, for one day each week the study will be dedicated solely to entrepreneurship topics. It is conducted through the entire campus starting with the students from the first semester all the way to the fifth semester. The program offers the students a combination of real-live learning experience along with skills which are useful assets for aspiring entrepreneurs. The Entrepreneurship education is carried out by both lecturer as entrepreneur enabler and professional entrepreneurs, called as entrepreneur in residence, in order to achieve University’s objectives. This paper covers the rationale, methods, results, and evaluation of the inspiring Wednesday in Ciputra University.

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Sá, Creso, Summer Cowley, and Aisha Husain. "Who becomes an entrepreneur after university? Evidence from Canada." PLOS ONE 20, no. 1 (2025): e0308949. https://doi.org/10.1371/journal.pone.0308949.

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In recent decades there has been significant interest among policy makers in supporting entrepreneurship among university students, with the goal to improve labor market outcomes and contribute to the economy through venture creation. Drawing from the 2018 National Graduate Survey in Canada, our study examines who engages in entrepreneurial activity after graduation, investigating differences among demographic groups and between those who participated in entrepreneurship education on campus and those who did not participate. We find that those graduates who participated in entrepreneurship education are more likely to be self-employed and own their own business three years after graduating than the general population of university graduates. We also find differences according to gender, citizenship, and socio-economic status in entrepreneurial activity. Our results are consistent with previous studies documenting demographic disparities in entrepreneurship and provide more generalizable evidence about the relationship between entrepreneurship education and subsequent entrepreneurship.

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Makuya, Victoria, and Esther E. Mfumbilwa. "Perceived university entrepreneurship support services and entrepreneurial intentions: experiences from the University of Dodoma’s graduates." African Business Management Journal 2, no. 1 (2024): 15–30. http://dx.doi.org/10.58548/2024abmj21.1530.

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Entrepreneurship plays a pivotal role in economic growth for developing countries, including Tanzania. Unfortunately, the number of entrepreneurs in Tanzania is still lagging behind other East African countries. The emergence of knowledge-based entrepreneurship programs makes universities one of the vital supply sources for creating entrepreneurs. Even though it has institutional support from the government, entrepreneurship is still not considered a promising alternative career choice. Thus, we investigated the influence of perceived university support services on building entrepreneurial intention from the perspective of the University of Dodoma’s graduates. In this cross-sectional research study, a sample size of 120 is drawn from the business graduates of the University of Dodoma who have received entrepreneurship support services using two-stage random sampling, of which females were 37.5% and males were 62.5%. The data were analysed using multiple regressions. The study found that most of the respondents do not intend to own businesses. The study further found that perceived entrepreneurship education and business development support services have a positive and significant influence on the odds of graduates becoming entrepreneurs. However, concept development support has a positive but insignificant influence on graduates’ entrepreneurial intentions. Thus, we draw a number of recommendations for the theory, future research, and practice of university entrepreneurship support services.

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Lu, Genshu, Yaping Song, and Bingchao Pan. "How University Entrepreneurship Support Affects College Students’ Entrepreneurial Intentions: An Empirical Analysis from China." Sustainability 13, no. 6 (2021): 3224. http://dx.doi.org/10.3390/su13063224.

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Given the major role of new enterprises founded by university alumni in creating employment and promoting economic development, it is well known that Chinese universities have implemented plenty of impressive initiatives to support students’ entrepreneurship. However, little is yet known about how students evaluate university entrepreneurship support and how it affects students’ entrepreneurial intentions. This study utilizes 13,954 recent college graduates from Chinese higher education institutions as a sample and aims to examine students’ perceptions of the support they received from universities and its influence on students’ entrepreneurial intentions. The results illustrate that students are not very satisfied with various university entrepreneurship supports. Findings also indicate that university entrepreneurship support positively impacts students’ entrepreneurial intentions, although it is not a very strong relationship. Moreover, university entrepreneurship support positively affects entrepreneurial attitude, subjective norms, and entrepreneurial self-efficacy, which in turn determine entrepreneurial intention. Entrepreneurial attitude, subjective norms, and entrepreneurial self-efficacy play a mediating role between university entrepreneurship support and entrepreneurial intention. The study contributes to the entrepreneurial literature theoretically and provides practical recommendations for policymakers and university administrators in China to reconsider and improve their entrepreneurship supports to encourage more students to become entrepreneurs.

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Wei, Yanling, Junying Wang, and Zhengling Tian. "Integrating Innovation and Entrepreneurship Education in TCSOL: Insights from Tangshan University." Asian Journal of Education and Social Studies 51, no. 2 (2025): 272–80. https://doi.org/10.9734/ajess/2025/v51i21784.

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Aims: This article primarily investigates the status of innovation and entrepreneurship education in TCSOL at local application-oriented undergraduate institutions in China. It also explores pathways for integrating innovation and entrepreneurship into the major. Methodology: The study surveyed 238 undergraduate students majoring in TCSOL at Tangshan University, Hebei Province, China. The research methods such as questionnaires and interviews are used to collect the data. Results: The findings reveal that 52.74% of students have limited understanding of innovation and entrepreneurship concepts. 59.07% of students have participated in very few or limited forms of the innovation and entrepreneurship education, while only 48.1% of students have engaged in more than two types of innovation and entrepreneurship activities. Additionally, 45.6% of students believe that the proportion of integration by specialized teachers is average or low, 53.2% of students think that the TCSOL major is not suitable for entrepreneurship, and 40.51% of students indicate that they are unwilling to try entrepreneurship if they are unemployed after graduation. Conclusion: The integration of innovation and entrepreneurship education in TCSOL can be achieved through optimizing the training program and establishing a mechanism for training innovation and entrepreneurship talents; creating demonstration courses integrated professional and entrepreneurial elements, and deeply exploring the innovation and entrepreneurship education components embedded in each course; strengthening the construction of the faculty team for innovation and entrepreneurship education; valuing and actively organizing students to participate in academic competitions of the innovation and entrepreneurship projects; establishing a scientific and reasonable evaluation mechanism for innovation and entrepreneurship talents. The proposed pathways not only offer valuable insights for innovation and entrepreneurship education in TCSOL at local application-oriented undergraduate institutions, but also extend relevance to broader educational contexts, including other majors and comprehensive universities.

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Dissertations / Theses on the topic "Entrepreneurship from University"

Lubua, Filipo. "From Innovation to Academic Entrepreneurship in Computer-Assisted Language Learning (CALL)." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1549936934116581.

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Civolani, Corso. "Financing university spin-outs: evidence from Imperial College London." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amslaurea.unibo.it/8111/.

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This research work focuses on the factors which lead investors to finance university spin-outs. The achieved results related to spin-out companies in the United Kingdom are based on empirical evidence from Imperial College London. The characteristics of a sample of 557 university spin-outs have been examined in order to understand the investors’ attitude towards financing this typology of companies. The outputs of this study demonstrate that official spin-out companies supported by Imperial College are more likely to receive an investment. Furthermore, it is also shown that investors are not inclined to finance academic spin-outs in which the board of directors includes academics who are mainly involved in researching and teaching activities.

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Wan, Cho Yee. "From entrepreneurial learning to entrepreneurial intention -- mediation and moderation : evidence from university students in Hong Kong." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/628.

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Drawing on the theory of planned behaviour, this research attempts to examine the impacts of students' entrepreneurial learning on their entrepreneurial intention. In this study, self-report data were collected from 334 students in eight higher education institutions in Hong Kong. The results of the data analysis supported the association between entrepreneurial learning and entrepreneurial intention, as well as the mediating effect of entrepreneurial self-efficacy. The moderating effect of openness was also found to be significant, whereas that of entrepreneurial climate was not. This study provides practical implications to address the issues of low start-up rates of entrepreneurship among university students and some recommendations to university educators.

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Oncu, Feier Monica Elena. "How culture and education influence students’ entrepreneurial intentions : -A qualitative study between students from Babes-Bolyai University, Romania and Umeå University, Sweden, enrolled in Business programs-." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-37108.

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Entrepreneurship has become a much discussed subject in the past years when the business world together with universities discovered that one of the factors that will help the national economy, level of innovation are the entrepreneurs. And even though there are different attitudes towards whether entrepreneurs are born or made, everyone agreed that the role of academic education is important in the creation of new entrepreneurs and developing them. Now the question is whether the universities in the way that they are conducting studies are able to offer the appropriate environment for an entrepreneur to develop or national culture has a more powerful impact on the young graduates’ entrepreneurial initiatives. The study attempts to understand how culture and education influence students to go towards an entrepreneurial career rather than preferring the security of a job. A qualitative research was conducted with groups of students from two different countries in order to better see the effects culture has, as it is an abstract concept. First, a literature review was conducted in order to clarify different concepts and to create the basis for the analysis and interpretation. Next, gathering the data- focus groups and interviews conducted with students- was an important step in being able to understand how culture and entrepreneurial education interact to each other. Afterwards, the analysis was made and the data gathered was examined through the theory previously chosen. The results lead to a framework, developed by the author, which explains the relationships between entrepreneurial education, culture and new venture creation- entrepreneurial intentions. Further research and recommendations were added at the end of the study to guide the future studies.

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Lockhart, Catherine A. "Where are the women?: Women industrial designers from university to workplace." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95735/1/Catherine_Lockhart_Thesis.pdf.

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This thesis explores the experience of being a woman industrial designer, from her circumstances and motivations to study industrial design, through graduation from university and to professional life. It contains both an analysis of in-depth interviews with 19 female graduates from the industrial design course at the University of Technology Sydney (Australia), and a public exhibition of both their work and their reflections on being female designers.

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Mwiya, Bruce Mufwambi Kingsley. "The impact of entrepreneurship education on the relationships between institutional and individual factors and entrepreneurial intention of university graduates : evidence from Zambia." Thesis, University of Wolverhampton, 2014. http://hdl.handle.net/2436/550224.

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University education is no longer a passport to secure employment for graduates. This requires young graduates to consider entrepreneurship and self-employment as a viable career option. Understanding the determinants of entrepreneurial intention (EI), therefore, becomes important. In exploring the determinants of EI, prior studies investigate the effects of individual factors, contextual factors and entrepreneurship education (EE) in isolation from each other. Moreover, literature on the effect of EE on EI shows mixed conclusions. The current study, by considering EE as the kernel, firstly examines individual and institutional determinants of EI. Secondly, it explores whether EE affects the relationships between EI and its individual and institutional determinants. To avoid bias from utilising one particular methodology, this study purposely employed a concurrent triangulation strategy. This was intended for model testing and in-depth understanding of the research issues in the Zambian context. Primary data were collected from Zambia via qualitative interviews and a quantitative survey. For the qualitative study, 13 interviews were conducted and interviewees included final year undergraduate students, educators and practitioners in enterprise support organisations. For the quantitative study, 452 useful responses were received from final year undergraduate students. Research results suggest that, firstly, EI is primarily a function of perceived feasibility and desirability of entrepreneurship. Secondly, individual and institutional factors directly influence perceived feasibility and desirability of entrepreneurship. Thirdly, and more importantly, individual and institutional factors indirectly exert their impact on perceived feasibility and desirability via EE. The study contributes to knowledge in four major areas. Firstly, against the backdrop of mixed conclusions in prior research about the effect of EE on EI, this study finds that the effect of EE should be examined in conjunction with factors at individual and institutional levels. Specifically, it establishes that effectiveness of EE mediates the effects of individual and institutional factors on perceived feasibility and desirability of entrepreneurship i.e. the attitudinal antecedents of EI. This helps clarify the role of EE. Secondly, unlike prior studies and models that examine the influence of EE, individual factors and contextual factors in isolation from each other, this study develops and validates a multi-level integrated model to explore how these factors jointly shape EI. Specifically, the model shows that factors at individual and institutional levels influence EI not only through their effects on perceived feasibility and desirability but also through their impact on the effectiveness of EE. Thirdly, the study provides evidence from Zambia, an under-researched developing country, that EI is primarily a function of perceived feasibility and desirability of entrepreneurship. This supports prior research conclusions from developed countries. Lastly, the study further develops and validates constructs for EE, providing a basis for evaluating EE. In particular, it demonstrates that effectiveness of EE in relation to EI can be evaluated from three angles: perceived learning from the module/programme, experiential learning and access to resources. On the whole, the findings derived suggest that, in order to promote graduate entrepreneurship, multifaceted and concerted efforts will be required from policy makers (to help shape institutions), practitioners (to devise and implement collaborative support mechanisms), educators (to design and deliver appropriate EE content and pedagogy) and scholars (to evaluate and develop knowledge). Acknowledgements I am entirely responsible for the work presented in this thesis. However, at the same time I acknowledge that work of this magnitude and depth can never be solely the effort of one individual. There are many stakeholders to thank. I am greatly indebted to the Commonwealth Scholarships Commission (UK) for offering the Commonwealth Academic Staff Scholarship, the Coppebelt University for granting the study leave, and the University of Wolverhampton Business School’s Management Research Centre for facilitating the research project. I am also indebted to my supervisors, Dr Yong Wang (Director of Studies), Dr Ian Mckeown and Dr Graham Tate for guiding me through this study. Without Dr Yong Wang’s dedicated direction, mentoring and support, this project would not have been finished properly. Special thanks go to the eight universities in Zambia which authorised and facilitated access to the final year students for the survey. Special gratitude also goes to the lecturers, students and enterprise support practitioners in Zambia who participated in the interviews. I am also grateful to all the staff at the University of Wolverhampton for their support. Particularly, I wish to thank Prof Silke Machold, Prof Mike Haynes, Prof Les Worrall, Dr Paschal Anosike, Dr Stuart Farquhar and Steven Greenfield for their encouragement and support. I thank Andy (Dr Jones), David and Aurelian (Dr Mbzibain) for all the insightful discussions in ML119 and ML120. Lastly, words are not adequate for appreciating my wife and best friend Bernadette and our children Bruce, Grace and Benita for their encouragement and sacrifice during this research project. I end this section with gratitude to God for life and blessing.

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Pang, Lai Chun. "Technology transfer from university to industry : promoting academic entrepreneurship and spin-off activities, a Northern Ireland study." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399685.

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Migliorini, Pablo. "The creation and development of university-based companies. Evidence from Spain." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/309133.

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A lo largo de esta tesis doctoral estudio el fenómeno de las empresas universitarias (EU). Las EU son empresas que han sido recientemente creadas por miembros de una universidad madre (profesorado, investigadores, estudiantes o personal administrativo) con el objetivo de comercializar el conocimiento y/o la tecnología inicialmente desarrollada en la universidad madre (UM). Basándose en el modelo de la Triple Hélice desarrollado por Etzkowitz durante los noventas, muchas de las universidades investigadoras en el mundo comenzaron a transferir conocimientos y tecnologías desarrolladas internamente al sector privado (mercados e industrias). En este sentido, las universidades investigadoras se han convertido en importantes polos de creación de nuevas empresas basadas en el conocimiento. Además, las EU son agentes locales de desarrollo socio-económico y en algunos casos las EU son las que impulsan el progreso y avance tecnológico a nivel regional. En el capítulo uno realizo un estudio bibliométrico y una revisión de literatura donde incluyo 328 documentos académicos (artículos, libros, tesis doctorales, etc.) accesibles a través de la base de datos Google Scholar. Los resultados del estudio revelan que las EU atrajeron la atención de los académicos a principios de los setenta y que en las últimas cuatro décadas hemos sido testigos de un fuerte incremento en el número de artículos, autores y revistas que tratan el fenómeno de las EU. Además, siguiendo una metodología cuantitativa, he sido capaz de clasificar la literatura sobre EU en tres corrientes principales: (i) estudios seminales sobre EU, (ii) la corriente principal en el estudio de EU y (iii) nuevas avenidas en la investigación de EU. En el capítulo dos, me baso en la revisión de literatura del capítulo anterior para desarrollar una definición coherente y ecléctica de las EU. Además en este capítulo también desarrollo una taxonomía de las EU identificando cuatro tipos de EU principales: (i) spin-offs académicas, (ii) start-ups académicas, (iii) spin-offs no-académicas y (iv) satrt-ups no-académicas. En la segunda parte del capítulo me baso en un estudio empírico de 94 EU creadas en Catalunya para desarrollar el perfil de cada uno de los tipos principales de EU identificados anteriormente. En el capítulo tres, realizo un estudio longitudinal para evaluar los factores de las universidades madre (UM) que son determinantes en la creación de EU. Los resultados revelan que los recursos físicos y humanos de las UM no afectan significativamente la tasa de creación de EU por parte de las UM, los recursos sociales y tecnológicos de las UM son factores determinantes en la creación de EU. En el capítulo cuatro, realizo un estudio de once casos de EU creadas con el apoyo de dos UM catalanas (la UAB y la UdG) para comprender cómo hacen las EU para sortear los obstáculos que se encuentran durante el proceso de creación y desarrollo. Los resultados del estudio revelan que las EU utilizan una amplia variedad de recursos, capacidades e instituciones del entorno para sobrepasar los obstáculos en su desarrollo empresarial. Finalmente en el capítulo cinco de esta tesis doctoral investigo cuál es la influencia del capital humano aportado por los fundadores de EU sobre la probabilidad de supervivencia de estas empresas. Basándome en la Teoría del Capital Humano y extendiendo el Modelo de Salida Emprendedora desarrollado por Gimeno et al. (1997), encuentro que mientras el capital humano que está relacionado con el conocimiento empresarial o universitario aumentan la probabilidad de supervivencia de las EU, el capital humano relacionado con el conocimiento del sector industrial tiene un efecto negativo sobre la probabilidad de supervivencia de las EU. In this doctoral dissertation I study the phenomenon of university-based companies (UBC) in Spain. UBC are recently created companies founded by university members (faculty, researchers, students and staff) with the aim of commercially exploiting some knowledge or technology originally developed inside Parent Universities (PU). Based on the Triple Helix model developed by Etzkowitz in the nineties, most research universities started to transfer knowledge and technology developed in-house to the private sector (markets and industries). In this sense, during the last three decades research universities around the globe have become important poles of new venture creation. Moreover, UBC have proven to be significant agents of local socio-economic development and in some cases they become the drivers of regional technological progress. In chapter one, I have undertaken a comprehensive bibliometric study and a detailed literature review including 328 UBC-related documents published and accessible at Google Scholar database. The results show that the UBC have raised the attention of scholars during the early seventies and that there was a rampant increase in the number of published documents, authors and journals treating the UBC phenomenon during the last four decades. Moreover, following a quantitative methodology I have been able to classify the UBC literature in three main streams: (i) seminal UBC studies, (ii) mainstream UBC literature and (iii) new avenues in UBC research. In chapter two, I first draw on the literature reviewed in the previous chapter to develop an eclectic definition of UBC. Moreover, in chapter two I also developed a coherent UBC taxonomy and obtained four main types of UBC: (i) academic spin-offs (ASO), (ii) academic start-up (ASU), (iii) non-academic spin-off (USO) and (iv) non-academic start-up (USU). In the second part of this chapter, I draw on an empirical analysis of 94 UBC created with the support of ten Catalonian universities to characterize the profile of the different UBC types identified in the first part of the chapter. In chapter three we undertake a longitudinal study to evaluate Parent University (PU) determinant factors of UBC creation. Our results show that PU’s start-up resources, start-up capabilities and start-up institutions are significant predictors of UBC creation rates. In particular, we have found that while physical and human university start-up resources do not affect the rate of UBC creation by PU, technological and social university start-up resources are positively associated with the rate of UBC creation by PU. In chapter four I have done a multiple case study of eleven UBC created with the support of two Catalonian universities (UAB and UdG) to understand how UBC overcome obstacles (critical junctures) in their development process. The results show that UBC use a variety of resources, capabilities and institutions in order to overcome different critical junctures during their development process. In the final chapter of this doctoral dissertation I assess the influence of founders’ human capital characteristics over UBC survival. Drawing on the Human Capital Theory and extending the Threshold Model of Entrepreneurial Exit developed by Gimeno et al. (1997), I found that while UBC founders’ entrepreneurial human capital and university human capital enhance the probability of firm survival, industry human capital of founders is negatively related to UBC survival.

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Friedman, Avishai. "The nature of interaction between Israeli entrepreneurs and investment capital available within and from outside Israel a dissertation submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Business (MBus), 2008." Abstract Full dissertation, 2008.

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Bilandzic, Ana. "New approaches to developing and commercialising IP from research in universities using open innovation." Thesis, Philipps-Universität Marburg, Germany, 2016. https://eprints.qut.edu.au/98400/1/thesis_ana.pdf.

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There has been increasing interest in open innovation in academic research as well as industry application since the concept was introduced in 2003. The concept got much attention because of its economic benefits and novel means for facilitating innovation. This thesis aims to adapt the concept of open innovation to the university environment, in order to foster innovation in the development process for intellectual property (IP) derived from academic research activities. It contributes to the literature on open innovation adapted to the university context, i.e. open collaboration on the development of intellectual property towards a commercial ready stage. In order to investigate the potential of open innovation in the university environment, a focus group was conducted. In addition, the business process of Quirky Inc. was analysed as an example to better understand how open innovation works in the business context. The results of the study’s data analyses inform new opportunities for interventions in universities towards fostering different approaches to IP development as research outcomes. Further, it reveals interventions that can promote open innovation approaches in the university’s context more generally.

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Books on the topic "Entrepreneurship from University"

India. High Commission (Trinidad and Tobago), ed. Proceedings of the international seminar: From indentureship to entrepreneurship : East Indians and the socio-economic transition in the Caribbean : 2-3 June, 2003, the University of the West Indies, St. Augustine campus, Trinidad & Tobago. High Commission of India, 2003.

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Deuze, Mark, and Mirjam Prenger, eds. Making Media. Amsterdam University Press, 2019. http://dx.doi.org/10.5117/9789462988118.

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Making Media uncovers what it means and what it takes to make media, focusing on the lived experience of media professionals within the global media, including rich case studies of the main media industries and professions: television, journalism, social media entertainment, advertising and public relations, digital games, and music. This carefully edited volume features 35 authoritative essays by 53 researchers from 14 countries across 6 continents, all of whom are at the cutting edge of media production studies. The book is particularly designed for use in coursework on media production, media work, media management, and media industries. Specific topics highlighted: the history of media industries and production studies; production studies as a field and a research method; changing business models, economics, and management; global concentration and convergence of media industries and professions; the rise and role of startups and entrepreneurship; freelancing in the digital age; the role of creativity and innovation; the emotional quality of media work; diversity and inequality in the media industries. Open Uva Course: the University of Amsterdam has a open course around the book. The course offers a review of the key readings and debates in media production studies. Course slides 2020 Take a look at the Making Media Facebook page here. Take a look at the Table of Contents and Introduction here.

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Iannuzzi, Davide. Entrepreneurship for Physicists: A Practical Guide to Move Inventions from University to Market. Morgan & Claypool Publishers, 2017.

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Iannuzzi, Davide. Entrepreneurship for Physicists: A Practical Guide to Move Inventions from University to Market. Morgan & Claypool Publishers, 2017.

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Iannuzzi, Davide. Entrepreneurship for Physicists: A Practical Guide to Move Inventions from University to Market. Morgan & Claypool Publishers, 2017.

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Premand, Patrick, Stefanie Brodmann, Rita Almeida, Rebekka Grun, and Mahdi Barouni. Entrepreneurship Training and Self-Employment among University Graduates: Evidence from a Randomized Trial in Tunisia. The World Bank, 2012. http://dx.doi.org/10.1596/1813-9450-6285.

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Alaref, Jumana, Stefanie Brodmann, and Patrick Premand. The Medium-Term Impact of Entrepreneurship Education on Labor Market Outcomes: Experimental Evidence from University Graduates in Tunisia. World Bank, Washington, DC, 2019. http://dx.doi.org/10.1596/1813-9450-8701.

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Balcerzak, Adam P., and Ilona Pietryka, eds. Contemporary Issues in Economy. Proceedings of the International Conference on Applied Economics: Entrepreneurship and Management. 11th ed. Institute of Economic Research, 2021. http://dx.doi.org/10.24136/eep.proc.2021.3.

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The book contains papers in entrepreneurship and management submitted to 11th International Conference on Applied Economics Contemporary Issues in Economy, Poland 17-18 June 2021. The conference was organized by Institute of Economic Research (Poland), Polish Economic Society Branch in Toruń (Poland), Faculty of Economic Sciences, University of Warmia and Mazury in Olsztyn (Poland) in partnership with: Brno University of Technology (Czech Republic), “Constantin Brancusi” University of Targu-Jiu, Center of Fundamental and Applied Economic Studies (Romania), Lobachevsky State University of Nizhni Novgorod, Institute of Economics and Entrepreneurship (Russian Federation), Lviv Polytechnic National University (Ukraine), Pablo de Olavide University (Spain), Tomas Bata University in Zlín, Faculty of Economics and Management (Czech Republic), University of Economics in Bratislava, Faculty of Economic Informatics (Slovakia), University of Entrepreneurship and Law (Czech Republic), University of Zilina, Faculty of Operation and Economics of Transport and Communication (Slovakia), VilniusTech University, Faculty of Business Management (Lithuania), Vytautas Magnus University, Faculty of Economics and Management (Lithuania). European Regional Science Association. Polish Section, Slovak Society for Operations Research were scientific institutional partners of the conference. The conference was especially addressed to economist from all European Union countries and Eastern Europe. Main conference tracks included: (1) economics, (2) finance, (3) quantitative methods, (4) entrepreneurship and management.

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Balcerzak, Adam P., and Ilona Pietryka, eds. 11th International Conference on Applied Economics Contemporary Issues in Economy. Institute of Economic Research, 2021. http://dx.doi.org/10.24136/eep.abs.2021.1.

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The book contains abstracts submitted to 11th International Conference on Applied Economics Contemporary Issues in Economy, Poland 17-18 June 2021. The conference was organized by Institute of Economic Research (Poland), Polish Economic Society Branch in Toruń (Poland), Faculty of Economic Sciences, University of Warmia and Mazury in Olsztyn (Poland) in partnership with: Brno University of Technology (Czech Republic), “Constantin Brancusi” University of Targu-Jiu, Center of Fundamental and Applied Economic Studies (Romania), Lobachevsky State University of Nizhni Novgorod, Institute of Economics and Entrepreneurship (Russian Federation), Lviv Polytechnic National University (Ukraine), Pablo de Olavide University (Spain), Tomas Bata University in Zlín, Faculty of Economics and Management (Czech Republic), University of Economics in Bratislava, Faculty of Economic Informatics (Slovakia), University of Entrepreneurship and Law (Czech Republic), University of Zilina, Faculty of Operation and Economics of Transport and Communication (Slovakia), VilniusTech University, Faculty of Business Management (Lithuania), Vytautas Magnus University, Faculty of Economics and Management (Lithuania). European Regional Science Association. Polish Section, Slovak Society for Operations Research were scientific institutional partners of the conference. The conference was especially addressed to economist from all European Union countries and Eastern Europe. Main conference tracks included: a) economics and finance b) quantitative methods d) entrepreneurship and management.

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Balcerzak, Adam P., and Ilona Pietryka, eds. Contemporary Issues in Economy. Proceedings of the International Conference on Applied Economics: Finance. 11th ed. Institute of Economic Research, 2021. http://dx.doi.org/10.24136/eep.proc.2021.2.

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The book contains papers in finance submitted to 11th International Conference on Applied Economics Contemporary Issues in Economy, Poland 17-18 June 2021. The conference was organized by Institute of Economic Research (Poland), Polish Economic Society Branch in Toruń (Poland), Faculty of Economic Sciences, University of Warmia and Mazury in Olsztyn (Poland) in partnership with: Brno University of Technology (Czech Republic), “Constantin Brancusi” University of Targu-Jiu, Center of Fundamental and Applied Economic Studies (Romania), Lobachevsky State University of Nizhni Novgorod, Institute of Economics and Entrepreneurship (Russian Federation), Lviv Polytechnic National University (Ukraine), Pablo de Olavide University (Spain), Tomas Bata University in Zlín, Faculty of Economics and Management (Czech Republic), University of Economics in Bratislava, Faculty of Economic Informatics (Slovakia), University of Entrepreneurship and Law (Czech Republic), University of Zilina, Faculty of Operation and Economics of Transport and Communication (Slovakia), VilniusTech University, Faculty of Business Management (Lithuania), Vytautas Magnus University, Faculty of Economics and Management (Lithuania). European Regional Science Association. Polish Section, Slovak Society for Operations Research were scientific institutional partners of the conference. The conference was especially addressed to economist from all European Union countries and Eastern Europe. Main conference tracks included: (1) economics, (2) finance, (3) quantitative methods, (4) entrepreneurship and management.

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Book chapters on the topic "Entrepreneurship from University"

Vaquero-García, Alberto, Francisco Jesús Ferreiro-Seoane, and José Álvarez-García. "Entrepreneurship and University: How to Create Entrepreneurs from University Institutions." In Innovation, Technology, and Knowledge Management. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47949-1_4.

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Ellermann, Lutz. "University of Osijek: Developing Entrepreneurship Education from Scratch over Time." In Entrepreneurship Education at Universities. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55547-8_10.

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Muscio, Alessandro, Sotaro Shibayama, and Laura Ramaciotti. "The Effects of the Academic Environment on PhD Entrepreneurship: New Insights from Survey Data." In University-Industry Knowledge Interactions. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84669-5_10.

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Secundo, Giustina, Claudio Garavelli, Emilio Paolucci, Giovanni Schiuma, Gioconda Mele, and Giuliano Sansone. "Encouraging Entrepreneurial Competence Development in Italian University Students: Insights from the “Contamination Lab” Cases." In Innovative Entrepreneurship in Action. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42538-8_10.

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Mendez, Oscar Javier Montiel, Argentina Soto Maciel, Luisa Cagica Carvalho, and Duncan Pelly. "Dark Side of Entrepreneurship Education? an Exploration from a Public University in Mexico." In Destructive Entrepreneurship in Emerging Markets. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-0112-7_3.

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Fitzky, Isabella, Christina Lang, and Guido H. Baltes. "What Can SMEs Learn from Universities?: Transferring Entrepreneurship Education Knowledge from the University to the Corporate World." In FGF Studies in Small Business and Entrepreneurship. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_14.

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AbstractTimes of high dynamic and growing new knowledge demand for entrepreneurial education and university engagement. Higher education institutions (HEIs) have established intensive knowledge and resources about entrepreneurial education and relating activities and formats over the last years. As smaller companies (SMEs) are increasingly experimenting with entrepreneurship, they seem to struggle with setting up entrepreneurial activities within their established corporate strategy and innovation structures. It is beneficial for them to collaborate with higher education institutions to minimize the risk and uncertainty associated with implementing entrepreneurship education (EE) and catch up with larger corporates. Further, research lacks a systematic characterization of EE activities in those companies and classification of collaboration formats. Therefore, this study uses qualitative research methods to analyze data from interviews conducted with two German SMEs. Our study contributes to a better understanding of EE in SME and respective HEI collaborations by (1) characterizing EE in SME and SME-HEI collaboration based on attributes and collaboration types defined by their locus of collaboration and intensity of knowledge inflow and (2) identifying differences among EE in SME and HEI. We provide implications to practice—corporate and university EE initiatives—for a more effective design and implementation of EE in SMEs and the SME-HEI collaborations themselves.

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Bock, Carolin, Daniel Dilmetz, Benjamin S. Selznick, Lini Zhang, and Matthew J. Mayhew. "How the university ecosystem shapes the innovation capacities of undergraduate students – evidence from Germany." In Innovation and Entrepreneurship in the Academia. Routledge, 2021. http://dx.doi.org/10.4324/9781003246053-4.

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Crammond, Robert, Ibiyemi Omeihe, and Alan Murray. "Re-evaluating Entrepreneurship Education Through a Team-Based Approach: Activities and Archetypes Within a Scottish University." In FGF Studies in Small Business and Entrepreneurship. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_6.

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AbstractA university’s overall enterprising strategy, which includes identifying key stakeholders and teaching teams, promotes Entrepreneurship Education (EE) and encourages desired behaviours such as creativity, problem-solving, and both market and risk awareness. Specifically within the classroom environment, EE is strengthened by a variety of formative or summative methods, exercises, and positive cultures. However, there is a lack of a clear conceptualisation of the team-based approach comprising EE academics.Therefore, this chapter examines the enterprising activities and typical archetypal individuals and standards through an exploratory mixed-method study involving four selected undergraduate courses within a Scottish University. These activities and archetypes include prescriptive courses offered, surrounding enterprising opportunities for students, and influential individuals and processes. Qualitative student feedback is reviewed from across these four courses, and utilising a quantitative survey method, 136 students and staff responded from a sample of over 250 concerning themes of the embedding of enterprise in university, teaching methods, and networking with external partners.Findings indicate a remarkable, positive reaction to course structure and delivery, the support given from the new team-based approach, and voiced a need for EE to be universal across programmes involving experienced educators and entrepreneurs. However, results display an uncertainty concerning available networking opportunities during the entrepreneurial journey.This results in the chapter’s Team-Based Re-Evaluation Model for EE. The model encourages systematic change towards a university’s pedagogical and experiential-based EE offering, originating from enterprising academic teams. Additionally, it heightens the significance of educator personality and experience and embedding progressive, industry-relevant practices within the university context.

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Kang, Yuyang. "Barriers in the Commencement of Entrepreneurship for University Graduates in China’s Greater Bay Area: Human Capital or Social Capital?" In Higher Education, Innovation and Entrepreneurship from Comparative Perspectives. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8870-6_10.

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Huezo-Ponce, Lizette, Ana Montes-Merino, and Paola Isabel Rodríguez-Gutiérrez. "Entrepreneurial Parents, Children Too? A Latin-American Vision from the Entrepreneurial University." In Palgrave Studies of Entrepreneurship and Social Challenges in Developing Economies. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-65314-8_17.

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Conference papers on the topic "Entrepreneurship from University"

Sylaj, Kaltrina, Hasan Metin, Naim Preniqi, and Muhamet Gërvalla. "E-entrepreneurship challenges: evidence from Amazon.com Inc." In University for Business and Technology International Conference. University for Business and Technology, 2018. http://dx.doi.org/10.33107/ubt-ic.2018.201.

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PÕDER, Anne. "ENTREPRENEURSHIP ACTIVITIES AND ENTREPRENEURSHIP COMPETENCIES OF ESTONIAN UNIVERSITY GRADUATES FROM BIO-ECONOMY FIELDS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.219.

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Constant and rapid global economic and social developments and environmental processes create considerable new challenges, but also new opportunities for bio-economy. Entrepreneurs have a crucial role harnessing the new opportunities and addressing the challenges through innovation. The aim of the present paper is to study the entrepreneurship activities and entrepreneurial competencies of Estonian university graduates in the fields connected with bio-economy. The paper studies the data from a survey of three Estonian universities carried out in 2016 in the program “Systemic Development of Entrepreneurship education throughout all educational levels”. The analysis focuses on the share of entrepreneurs, assessments of the entrepreneurship competencies among the alumni, who graduated university in the fields of agriculture, forestry, fisheries; life-sciences, and veterinary medicine, and on their comparison with alumni of the other curricula. Chi-square test, ANOVA are used the compare the entrepreneurship activities, competencies of alumni of different curricula. The results show that the graduates’ field of study had significant impact on their entrepreneurship activities after the graduation, and on the attainment of entrepreneurship competencies. A quarter of the agriculture, forestry and fisheries, and a fifth of veterinary alumni were entrepreneurs, although a significantly smaller share of them in comparison with graduates of other fields had received entrepreneurship education during their studies. The share of entrepreneurs was lowest among all the fields of study in case of life-sciences alumni. The study demonstrates the need to integrate entrepreneurship education into the agricultural and life-sciences education and to address the attainment of key competencies in university’s curricula.

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Oneill, Peter, Nell Kimberley, and Chih Wei Teng. "Public University Models for Education – from Innovation to Entrepreneurship." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5281.

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The management of Australian public universities has changed dramatically over the last two decades with the decrease in public funding across teaching and research sectors. This has forced a strategic repositioning of universities and likewise a rethink on value generation and its translation into various revenue streams. The aim of this paper is to provide an analysis of current government innovation policy and university capabilities to support the translation of innovation, and in so doing explore the possibilities of a Quadruple Helix innovation approach to building new models for education. The paper begins by examining the significant role innovation plays in developing economic wealth, and a discussion of the triple helix framework that identifies the complex collaborative relationships between universities, government and industry. The development of a Quadruple Helix Innovation Model, which places the user at the centre of the relationship, highlights the importance of capabilities in the transmission mechanisms driving innovation. We argue that the measurement of appropriate capabilities formed through collaborations amongst key stakeholders will be critical to new business models. Universities are encouraged to embrace the user value driven business models to provide the innovation, execution and disruption necessary to quadruple the impact on national growth.

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Slišāne, Agnese. "Conceptualization of Pedagogical Entrepreneurship." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.53.

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The European Union (EU) and the Organisation for Economic Co-operation and Development (OECD) have stated that education is central to economic and social policy development. Entrepreneurial competence has been topical since 2006, when the European Commission identified a “sense of initiative and entrepreneurship” as one of the eight competencies necessary for all members of a knowledge-based society, however there is still no consensus on what the distinctive elements of entrepreneurship as a competency are. Latvian educational reforms involve changes in the teacher education system in order to have highly qualified, competent, and excellence-oriented teachers who are able to respond quickly to the demands of the labour market and adapt to technological developments. The school reforms also necessitate teachers to create a study process where students develop entrepreneurial competence, which is a new and still vague concept. The aim of the research is to conceptualize pedagogical entrepreneurship through a systematic literature review of the term ‘pedagogical entrepreneurship’ and its components – entrepreneurial skills and teachers’ entrepreneurial behaviour (the methodological approach to teaching, which characterizes entrepreneurial behaviour in the context of education). The present research analyzes 35 publications available on Web of Science, Scopus, ScienceDirect, and ResearchGate that were published in English from 2011 to 2021. The result of the systematic literature review is the compilation of literature for the terms ‘pedagogical entrepreneurship’, ‘entrepreneurial skills’, and ‘teachers’ entrepreneurial behaviour’ (‘teacherpreneurs’), as well as summarized explanations of each term. The results can be used for further research on pedagogical entrepreneurship and its components. Comprehension of the value of pedagogical entrepreneurship in the context of education will create fertile soil for the effective integration and elaboration of entrepreneurial skills for teacher education students as well as already practising teachers that will support them to implement a competency-based curriculum and be competitive in the changing labour market.

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Taskin, Sharmin, Amna Javed, and Youji Kohda. "Entrepreneurship Education From University Through Banking: A Real-Life Business Context." In The Asian Conference on Education 2022. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2186-5892.2023.30.

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Fernandez-Paredes, Maria, Alejandra Muñoz-Manrique, José Esquicha-Tejada, and Grace Ximena Villanueva-Paredes. "Psychological and emotional factors that influence the entrepreneurial attitude of university students from the Faculty of Engineering of a university." In 4th LACCEI International Multiconference on Entrepreneurship, Innovation and Regional Development (LEIRD 2024): "Creating solutions for a sustainable future: technology-based entrepreneurship". Latin American and Caribbean Consortium of Engineering Institutions, 2024. https://doi.org/10.18687/leird2024.1.1.611.

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Rybnicek, Robert, Alfred Gutschelhofer, Sabine Bergner, Alexander Seidenberger, and Remo Taferner. "Fostering entrepreneurship in an international university collaboration." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5492.

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The European Union is taking action on enhancing entrepreneurship in Europe and recommends appropriate entrepreneurship training in schools and higher education institutions. Due to the globalization of businesses it seems to be appropriate to realize an international perspective on entrepreneurial issues and to develop international programmes for young entrepreneurs. In this case study, we examined an international university collaboration between two universities, one in Austria and one in the United States. The programme’s goals include the establishment of an international network for students and an awareness of the students of different cultural dimensions and entrepreneurial mindsets. Our findings show how this programme enables the students to work on their professional and behavioural skills, how these students work practice-oriented under the guidelines of experts from different entrepreneurial mindsets and how they become aware of cultural differences. Besides other aspects, it seems to be advantageous for international entrepreneurship programmes to remain open and flexible during the whole process and to offer a programme that allows students to integrate participation into their regular studies. Furthermore, it seems beneficial that students can tailor the programme to meet their specific needs.

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Klofsten, Magnus, and Luigi Serio. "European university-based entrepreneurship training programmes: Best practices." In 16th Annual High Technology Small Firms Conference, HTSF 2008. University of Twente, 2008. http://dx.doi.org/10.3990/2.268577933.

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The aim of this paper is through a qualitative study to determine how efficient academic entrepreneurship training occurs in an academic environment and how these programmes are structured and organised. Data from 20 different university training programmes at 12 European countries were analysed. We used a check-list to gather information on these items: Promoter, programmes, target groups, key objectives and contents, actors involved, timing and budget, funding structure, staff involved, and support services. Data were collected via interviews with project managers and people in leading positions in the training organisations; secondary data such as documentation, strategic plans, brochures, and evaluation reports were also collected. Among other things, the results show that entrepreneurship training usually occurs in cooperation with regional actors, that the main targets are graduate and post-graduate students, and that they are financed by various resources – mostly of public origin. There seems to be no one best way of organising entrepreneurship training programmes. Major implications of this study are to address clear training objectives and to base the content of programmes on specific characteristics of the local or regional environment. It is also important (i) to anchor the initiative in the university curriculum and (ii) to set up a networking group of regional actors to facilitate creation of the entrepreneurship process.

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FISCHER, Bruno Brandão, Nicholas S. VONORTAS, Paola Rücker SCHAEFFER, and Sérgio QUEIROZ. "DOES UNIVERSITY-INDUSTRY COLLABORATION FOSTER ACADEMIC ENTREPRENEURSHIP? EVIDENCE FROM A DEVELOPING COUNTRY." In 1º Encontro da Nacional de Economia Industrial e Inovação. Editora Blucher, 2016. http://dx.doi.org/10.5151/engpro-1enei-024.

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Yordanova, Desislava. "THE ROLE OF UNIVERSITY FOR DESIRABILITY OF TECHNOLOGY ENTREPRENEURSHIP: EVIDENCE FROM BULGARIA." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0021.

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Reports on the topic "Entrepreneurship from University"

Kantis, Hugo, Juan Federico, and Luis A. Trajtenberg. Entrepreneurship, Economic Mobility, and Entrepreneurial Propensity: A Regional View Based on the Analysis of Selected Latin American Countries. Inter-American Development Bank, 2012. http://dx.doi.org/10.18235/0011395.

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Using household surveys from Argentina, Brazil, Peru, Ecuador, and El Salvador, this paper assesses the contribution of entrepreneurship to socioeconomic mobility and to understand the main variables associated with entrepreneurial propensity in selected Latin American countries. It is found that, at the aggregate regional level, income mobility is rather modest and that entrepreneurs do not outperform the rest of the population. However, entrepreneurs tend to perform as well as or better than non-entrepreneurs in countries where relative income mobility is moderate. In countries where relative income mobility is rather low, entrepreneurs tend to show less income mobility. Entrepreneurial propensity is rather modest, at 10 percent of the population. University graduates show the highest propensity in most of the countries studied, while women and young people were found to have the lowest entrepreneurial propensity.

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Gitonga, Daphine, Chemuku Wekesa, Godwin Kowero, et al. Kenyan Youth Perspectives on Forests : report from a youth-scientist dialogue on sustainable forestry. SLU Global, Swedish University of Agricultural Sciences, 2023. http://dx.doi.org/10.54612/a.3n821idolh.

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This report presents proceedings of “AfricanYouth4Forests” project workshop held in Voi, Taita Taveta county, Kenya from 7 to 9 November 2022. The workshop was jointly organised by African Forest Forum (AFF), Swedish University of Agricultural Sciences (SLU), and Kenya Forestry Research Institute (KEFRI). It brought together 19 youths from Taita Taveta and Nairobi counties between 18-25 years of age to engage with researchers and policymakers in conversations about young people's views, visions, goals, and ideas in shaping the future governance of Kenya’s and the continent's forests. The participants identified niches for youths' engagement in forests to improve forest cover, curb climate change effects and improve livelihoods. The youth participants envisioned 'a world where young people are more involved in sustainable development by participating in the green economy.' To achieve the youths’ vision, several actions were recommended; training the youth on sustainable forest management and green entrepreneurship, developing markets for green products, establishing innovative knowledge-sharing platforms, and actively involving the youths in national and international policy processes on forests and climate change. The outcome reflected a wide range of views and ideas among the youth, and that they have the capacity and readiness to tackle the forest-related challenges towards 2030 and beyond. It is recommended that the dialogue between African forestry researchers and the youth should continue.

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Study of Social Entrepreneurship and Innovation Ecosystems in the Latin American Pacific Alliance Countries: Regional Analysis: Chile, Colombia, Costa Rica, Mexico & Peru. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0009320.

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This report sets out to present some of the highlights from a more in depth study carried out on social entrepreneurship and innovation ecosystems in Chile, Colombia, Costa Rica, Mexico and Peru as part of a wider comparative study between the Latin American Pacific Alliance countries and sixcountries in Asia (Japan, South Korea, China, Singapore, Thailand and the Philippines). This study comprises a global, regional and country level perspectives as well as a detailed analysis of 25 examples of social enterprise within the two regions. In this report we begin by providing the context of the Pacific Alliance agenda and observe the opportunity this regional integration effort may have for social enterprise across the region. Secondly we outline some of the different ways each countries ecosystem has evolved over the last few years in terms of public policies, intermediaries, financial support mechanisms and Universities. There are different stages of evolution to be observed depending on the sector. For example Chile and Colombia have followed similar processes to develop public policies for social innovation (building on the maturity of their existing entrepreneurship and innovation support systems), whereas Costa Rica has leap-frogged this process with the creation of its new Social Innovation Council. Mexico and Colombia are leading the way in terms of social impact investment and Peru, with a far more incipient ecosystem although has seen rapid growth in the last two years, which above all has stimulated social entrepreneurship activity within the University sector. Thirdly we consider the different degrees of social and financial motivations of social enterprises and how these are made to fit within the existing legal frameworks and also explore the profile of the social entrepreneur in the region. Finally observe the emerging phenomena of social innovation labs as new ways of responding to social problems using diverse systemic perspectives, new ways of experimentation and learning and unique participatory design approaches.

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