By Michael Shattock
How entrepreneurial are eu universities? maybe greater than is usually realised. What are the standards that inspire entrepreneurialism to flourish in examine, know-how move, instructing, neighborhood engagement and internationalization? How do other kinds of HEIs - , finished, expert, local or deepest - , deal with those matters? What are the stipulations which stimulate or inhibit the “academic entrepreneur”? And in what varieties does entrepreneurialism give a contribution to the information economic system? This ebook, that is the made from a tremendous ecu funded learn programme and is predicated on twenty-seven institutional case stories, makes an attempt to supply solutions to those questions via a chain of go nationwide thematic reports. It considers how nationwide systemic features in monetary preparations, human source administration and institutional governance influence on entrepreneurialism and indicates ways that person initiative might be published and universities freed as much as make their contribution to the ecu Lisbon technique.
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Additional resources 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 is common in UK universities, but was not reported in any of the case study institutions (except in Russia). A somewhat similar kind of partnership, reported in the Plymouth University and the Lapland case studies, is participation with other institutions in regional partnerships to enable students in relatively remote areas of a country to participate in higher education. The Plymouth case study poses the question: Can these partnerships be classified as entrepreneurial in the sense of the diversification of income and the extent to which they draw the University into non-traditional activities?
In general, it is apparent from the case studies that, apart from the initial entrepreneurial act of establishing them, the management of the private universities has shown little evidence of entrepreneurialism in the period covered by the case studies. This appears to be largely due to the lack of any financial surplus that would enable them to take the financial risks of uncertain new ventures. All available energy is used in recruiting and satisfying the students who are paying fees that are higher than those in public sector institutions.
The individuals are important and the management makes a difference. (Nottingham case study) This case study report also points out, however, that ‘the vice-chancellor, like all chief executives works within a context bounded by external constraints and internal pressures’. External constraints are political and legal as well as financial and the internal pressures are created by the culture and vested interests of the people working in it. The task for managers is to find ways of manipulating and evading the external pressures and to create an internal culture, such as that already referred to in the context of the HSE (Finland), in which new ventures are seen as bolstering the mainstream academic work rather than detracting from it.
Entrepreneurialism in Universities and the Knowledge Economy: Diversification and Organisational Change in European Higher Education (The Society for ... Education and Open University Press Impreint) by Michael Shattock