Entrepreneurial universities - drivers of innovation or threats to academic ideology?

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Globalization is a driving force which has dramatically changed the ideology of higher education in recent years (Altbach & Knight, 2007). Many universities were pushed to transform their practices and adapt to new realities due to the need to shift to the global knowledge-based economy (Gibb, Haskins & Robertson, 2013). They are demanded by the governments to take leading roles in contributing to the regional economy by using their research capacity. Therefore, there has been a shift towards a “third mission” of commercializing the research in addition to their main missions of teaching and research (Etzkowitz et. al., 2000, p. 313). It has all resulted in the emergence of the contemporary phenomenon of “entrepreneurial university” (Etzkowitz et al., 2000).

The term “entrepreneurial university” was first introduced by Etzkowitz (1983) in his studies about transformation of American universities. Webster and Etzkowitz (1991) further explained that the emergence of entrepreneurial universities was as an inevitable process or “second academic revolution”, which was posed to universities by external and internal forces. Clark (2001) also points out that the shift towards the entrepreneurial model of university is now the only way universities can successfully operate in the ambiguous and competitive environment of the 21^st century. In other words, entrepreneurial universities develop students’ critical thinking and entrepreneurial mindsets. Therefore, students from non-business specialties who have great ideas, but no entrepreneurial skills, can produce innovative products either within the university or after graduation (European Comission, 2008).

There are different opinions regarding the appropriateness of shifting towards an entrepreneurial approach in managing the university. First, the opponents of the entrepreneurial model of university stated that commercialization of knowledge can be detrimental to the mission and values of academic university and can lead to the creation of “academic capitalism” (Slaughter & Leslie, 1997, p. 135). Conversely, the proponents of entrepreneurial universities (Etzkowitz, 2003) declared that entrepreneurial universities are the same academic universities which strive to make outcomes of research profitable for the economy of the country and universities themselves. Nevertheless, many academics and society still tend to misinterpret the ideology and characteristics of an entrepreneurial university (Etzkowitz, 2003).

To conclude, the emergence of an entrepreneurial university is the reality which academic society and administrators around the world have to embrace. Nevertheless, many people are still not aware of this type of university and tend to think critically about its values. I believe that entrepreneurial universities should not be regarded as business enterprises, but as social contributors to the economy and prosperity of the country. Contemporary reality shows that universities can no longer prepare workforce who will eventually become white-collar workers. They have to produce entrepreneurial-minded and risk-taking individuals who will be able to invent new innovative technology and products.

References

Altbach, P. G., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of studies in international education, 11(3-4), 290-305.

Gibb, A., Haskins, G., & Robertson, I. (2013). Leading the entrepreneurial university: Meeting the entrepreneurial development needs of higher education institutions. In Universities in Change (pp. 9-45). Springer New York.

Etzkowitz, H. (1983). Entrepreneurial scientists and entrepreneurial universities in American academic science. Minerva, 21(2), 198-233.

Etzkowitz, H., Webster, A., Gebhardt, C., & Terra, B. R. C. (2000). The future of the university and the university of the future: Evolution of ivory tower to entrepreneurial paradigm. Research Policy, 29, 313–330.

Etzkowitz, H. (2003). Innovation in innovation: The triple helix of university-industry-government relations. Social Science Information, 42 (3), 293-337.

European Comission. (2008). Entrepreneurship in higher education, especially within non-business studies. Final Report of the Expert Group. Retrieved from: http://ec.europa.eu/enterprise/policies/sme/files/support_measures/training_education/entr_highed_en.pdf

Webster, A., Etzkowitz, H., & Science Policy Support Group, London (United Kingdom);. (1991). Academic-industry relations: the second academic revolution? A framework paper for the proposed workshop on academic-industry relations. Science Policy Support Group.