Academic literature on the topic 'Universités entrepreneuriales'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Universités entrepreneuriales.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Universités entrepreneuriales":
Omandji Lokonde, Paul. "Comprendre les représentations entrepreneuriales des jeunes diplômés en contexte de précarité." Projectics / Proyéctica / Projectique 35, no. 2 (October 10, 2023): 65–82. http://dx.doi.org/10.3917/proj.035.0065.
Lepers, Pascale, and Philippe Vaesken. "Comment développer l’éveil à la création d’entreprise par la simulation ?" Revue internationale P.M.E. 26, no. 1 (April 10, 2014): 65–91. http://dx.doi.org/10.7202/1024271ar.
KITAGAANA, ZAIDI. "Pathways to Entrepreneurial Culture in Universities: Applying Intrapreneurship Theory to Practice at Kyambogo University." Uganda Higher Education Review 11, no. 2 (May 15, 2024): 138–49. http://dx.doi.org/10.58653/nche.v11i2.12.
Anwar, Imran, and Imran Saleem. "Exploring entrepreneurial characteristics among university students: an evidence from India." Asia Pacific Journal of Innovation and Entrepreneurship 13, no. 3 (December 2, 2019): 282–95. http://dx.doi.org/10.1108/apjie-07-2018-0044.
Risanti, Gesa. "Pengaruh Karakteristik Psikologi terhadap Intensi Kewirausahaan di mediasi Sikap Kewirausahaan (Studi pada Mahasiswa di Lima Universitas Yogyakarta)." EXERO : Journal of Research in Business and Economics 3, no. 2 (January 24, 2022): 211–41. http://dx.doi.org/10.24071/exero.v3i2.4299.
Sakapurnama, Eko, Martani Huseini, and Pantius Drahen Soeling. "THE CHALLENGES IN HIGHER EDUCATION INSTITUTIONS IN INDONESIA: ARE WE ENTREPRENEURIAL UNIVERSITY YET?" Hasanuddin Economics and Business Review 2, no. 3 (February 23, 2019): 153. http://dx.doi.org/10.26487/hebr.v2i3.1680.
Kardila, Kardila, and Ida Puspitowati. "Pengaruh Pendidikan Kewirausahaan, Pola Pikir Kewirausahaan, Kreativitas terhadap Intensi Berwirausaha." Jurnal Manajerial Dan Kewirausahaan 4, no. 4 (November 2, 2022): 1026–34. http://dx.doi.org/10.24912/jmk.v4i4.20566.
Cvijić, Mirjana, Jovana Tatarski, Ivana Katić, Aleksandar Vekić, and Jelena Borocki. "Entrepreneurial Orientation of Public Universities in Republic of Serbia-Empirical Study." Sustainability 11, no. 6 (March 13, 2019): 1509. http://dx.doi.org/10.3390/su11061509.
Utanova, Umida Agzamkhodjaevna, Khabibullo Ibodullaevich Rajabov, Kutlugjon Khamdamovich Inoyatov, and Bakhtiyor Sherbekovich Marufbaev. "Entrepreneurial Universities as a Modern Development Stage of the University 3.0 Concept." Webology 18, SI05 (October 30, 2021): 1053–66. http://dx.doi.org/10.14704/web/v18si05/web18281.
Indudewi, Yuanita Ratna, Teofilus, Darma Fathurahman Arifin, and Laurensia Maureen Nuradhi. "A META ANALYTIC REVIEW ON ENTREPRENEURSHIP EDUCATION OF UNIVERSITAS CIPUTRA SURABAYA." Review of Management and Entrepreneurship 7, no. 1 (April 27, 2023): 41–60. http://dx.doi.org/10.37715/rme.v7i1.3682.
Dissertations / Theses on the topic "Universités entrepreneuriales":
El, Hayek Zeina. "Contribution à la connaissance du rôle de l’université entrepreneuriale dans la favorisation des startups chez les jeunes étudiants libanais." Electronic Thesis or Diss., Paris, HESAM, 2023. http://www.theses.fr/2023HESAC037.
This research focuses on understanding the role of the "entrepreneurial" university in promoting the creation of startups among young Lebanese students. In this regard, the literature review aims to comprehend how universities in Lebanon succeed in promoting a culture of innovation, guiding students towards creativity and entrepreneurship, and contributing to job creation. This study applies the resource-based view theory (RBV) to analyze the internal resources of universities that can contribute to their success as catalyst for entrepreneurship.The methodology is qualitative and based on both data collection from interviews and participant observation. Data collected from semi-structured interviews were processed using NVivo 12 software. The development of the theme dictionary was determined through data analysis and the gradual cessation of interviews as new information ceased to emerge.The main results stem from two categories, each comprising two sub-themes. These categories relate to entrepreneurial initiatives and activities, as well as challenges and obstacles facing entrepreneurial initiatives. Following the discussion of the results, the interpretation of interviewee statements in light of the literature review analysis led to the formulation of eight research propositions.The implications are understood through universities' contributions regarding incubation programs. This may involve fostering creativity, ideation, and ensuring networks to facilitate access to financial resources and opportunities. However, if implications arise at this stage, it is equally important to consider the challenges that arise at each level
Lamidi, Kafayat K. "An investigation into the determinants and characteristics of the entrepreneurial university : evidence from entrepreneurial universities in the UK." Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34778/.
Machado, Marcus Veras. "ENTREPRENEURIAL ACTIVITIES IN THE BRAZILIAN FEDERAL UNIVERSITIES: A CASE STUDY OF THE FEDERAL UNIVERSITY OF CEARA." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1074%5F1%5Fm.pdf&type=application/pdf.
Mathieu, Azele. "Essays on the entrepreneurial university." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209923.
Universities play a major role in the national innovative capacity of a country as producers and transmitters of new knowledge (see for instance, Adams, 1990; Mansfield, 1991; Klevorick et al. 1995; Zucker et al. 1998; Cohen et al. 2002; Arundel and Geuna, 2004; Guellec and van Pottelsberghe, 2004). While European countries play a leading global role in terms of scientific output, they lag behind in the ability to convert this strength into wealth-generating innovations (this is known as the ‘European paradox’, see for instance Tijssen and van Wijk, 1999; and Dosi et al. 2005). This level of innovation may be improved by different factors; for instance, by fostering an entrepreneurial culture, or by increasing industry’s willingness to develop new products, new processes. One of these factors relies on the notion of an ‘entrepreneurial university’. Universities, in addition to the two traditional missions of research and teaching, foster their third mission of contribution to society, by improving the transfer of knowledge to the industry. New tools and regulations have been established to support universities in this process. Since the early 80’s, academic technology transfer offices (TTOs) have been created, dedicated employees have been trained and hired, incubators for the launch of new academic ventures have been set up, academic or independent pre-seed investment funds have been founded and laws related to the ownerships by university of their invented-patents have been promulgated.
But what exactly stands behind the notion of ‘entrepreneurial university’? There exist more different descriptions of a similar concept or of a similar evolution than a general agreed definition. Indeed, "(…) There is high heterogeneity, there is no such thing as a typical university, and there is no typical way to be or become an entrepreneurial university" (Martinelli et al. 2008, p.260). However some similar patterns of what is or should be an entrepreneurial university may be identified.
First, there is this notion of a revolution experienced by universities that now have to integrate a third mission of contributing to economic development aside of their traditional academic missions. “(…) But in the most advanced segments of the worldwide university system, a ‘second revolution’ takes off. The entrepreneurial university integrates economic development into the university as an academic function along with teaching and research. It is this ‘capitalisation of knowledge’ that is the heart of a new mission for the university, linking universities to users of knowledge more tightly and establishing the university as an economic actor in its own right” (Etzkowitz, 1998, p.833).
This revolution finds its origin in a necessary adaptation of universities to an external changing environment where modern societies put a strong emphasis on knowledge. “The concept of the entrepreneurial university envisions an academic structure and function that is revised through the alignment of economic development with research and teaching as academic missions. The transformation of academia from a ‘secondary’ to a ‘primary’ institution is a heretofore unexpected outcome of the institutional development of modern society (Mills, 1958). In consequence, the knowledge industry in modern societies is no longer a minor affair run by an intellectual elite, an activity that might be considered by pragmatic leaders as expendable; it is a mammoth enterprise on a par with heavy industry, and just as necessary to the country in which it is situated (Graham, 1998, p.129)”, quoted by Etzkowitz et al. (2000, p.329).
The notion of an ‘entrepreneurial university’ also exceeds the simple idea of the protection of academic intellectual property by patents owned by universities and their out-licensing as well as the launch of new ventures. It encompasses an overall change of how the university is organised. “In the gruesome and heady world of changing external environments, organizations – including universities – will need to seek opportunities beyond their existing competences (Hamel and Prahalad, 1989, 1994), which suggests the need for an entrepreneurial orientation (Lumpkin and Dess, 1996)”, quoted by Glassman et al. (2003, p.356). This entrepreneurial orientation will only be possible if the overall organisation of the university changes. “An entrepreneurial university, on its own, actively seeks to innovate how it goes about its business. It seeks to work out a substantial shift in organizational character so as to arrive at a more promising posture for the future. Entrepreneurial universities seek to become 'stand-up' universities that are significant actors on their own terms” (Clark, 1998, p.4).
The notion of entrepreneurial university also encompasses the concept of academic entrepreneurship in its broad sense. For a university to become entrepreneurial, individual academics also have to adapt and to behave in an entrepreneurial way. This concept is not solely conceived here as the launching of new ventures by academics (a view embraced by Shane, 2004, for instance). It relates more to the view of Stevenson, Roberts and Grousbeck (1989), referenced by Glassman et al. (2003, p.354) or “the process of creating and seizing an opportunity and pursuing it to create something of value regardless of current available resources.”
The difficulty facing universities is then to adapt to their external environment while preserving the integrity of their two traditional academic missions. However, some conceive this challenge as precisely an ability that characterise the very intrinsic university’s nature. "The uniqueness of the university,(…) lies in its protean capacity to change its shape and function to suit its temporal and sociopolitical environment while retaining enough continuity to deserve its unchanging name” (Perkin, 1984, p.18).
Furthermore, others perceive this challenge as a tension that has always been at the root of the university’s character. “The cherished view of some academics that higher education started out on the Acropolis of scholarship and was desecrated by descent into the Agora of materialistic pursuit led by ungodly commercial interests and scheming public officials and venal academic leaders is just not true for the university systems that have developed at least since 1200 A.D. If anything, higher education started in the Agora, the market place, at the bottom of the hill and ascended to the Acropolis on the top of the hill… Mostly it has lived in tension, at one and the same time at the bottom of the hill, at the top of the hill, and on many paths in between” (Kerr, 1988, p.4; quoted by Glassman, 2003, p.353).
Nevertheless, it appears that some institutions, the ones integrating the best their different missions and being the most ‘complete’ in terms of the activities they perform, will be better positioned to overcome this second revolution than other institutions. “Since science-based innovations increasingly have a multidisciplinary character and build on "difficult-to-codify" people-centred interactions, university-based systems of industry science links, which combine basic and applied research with a broader education mission, are seen as enjoying a comparative advantage relative to research institutes” (OECD, 2001 quoted by Debackere and Veugeleers, 2005, p.324). Or as stated by Geuna (1998, p.266), in his analysis of the way the different historical trajectories of European universities are influencing their ability to adapt to the current changing environment, “ (…) the renowned institutions of Cluster IV (pre-war institutions, large in size, with high research output and productivity) are in a strong position both scientifically and politically, and can exercise bargaining power in their relations with government and industry. (…) On the other side, universities in the other two clusters (new postwar universities, characterised by small size, low research output and low research orientation and productivity, whether involved in technological research or in teaching), with very low research grants from government, are pushed to rely more heavily on industrial funding. Being in a weak financial position, they may find themselves in an asymmetric bargaining relationship with industry that they may be unable to manage effectively.”
To summarize, one could attempt to define the broad notion of an ‘entrepreneurial university’ as follows. An entrepreneurial university is a university that adapts to the current changing environment that puts a stronger emphasis on knowledge, by properly integrating the third mission or the capitalisation of knowledge aside of its two traditional missions. This adaptation requires a radical change in the way the university is organised. It will require important strategic reorientation from the top but also, and mainly, it will require from the individual academics to better seize new opportunities to generate value (not only financial but also scientific or academic) given scarcer resources. Renowned and complete universities (with teaching, basic and applied research) have an edge over other institutions to overcome this second revolution.
This notion of ‘entrepreneurial university’ has drawn criticisms. For example, academics’ interactions with industry could impact negatively on research activities by reorienting fundamental research towards more applied research projects (Cohen and Randazzese, 1996; David, 2000), by restricting academic freedom (Cohen et al. 1994; Blumenthal et al. 1996; Blumenthal et al. 1997), or by potentially reducing scientific productivity (see for instance van Zeebroeck et al. 2008 for a review on this issue). The present work does not address the issue of the impact of increased interactions with the business sector on traditional academic missions nor the question of whether universities should become entrepreneurial or not. Instead, the essays start from the idea that the ‘entrepreneurial university’ notion is part of the intrinsic nature of modern universities, or at least, is a part of its evolution. Industry-university relationships are not a new phenomenon; it can be traced at least to the mid- to late-1800s in Europe and to at least the industrial revolution in the USA (Hall et al. 2001). What is evolving is the nature of such relationships that become more formal. The present analysis starts then from the general observation that some universities (and researchers) are more entrepreneurially-oriented and better accept this mission than others. From that stems the primary research question addressed in this thesis: are there characteristics or conditions leading to a smooth coexistence of traditional and new academic missions inside an entrepreneurial university? And if so, what are they?
Existing work on the entrepreneurial university is a nascent but already well developed field of research. The aimed contribution of this thesis is to analyse the topic under three specific but complementary angles. These three perspectives are explored into the four main chapters of this work, structured as follows. Chapter 1 is titled “Turning science into business: A case study of a traditional European research university”. It introduces the topic by investigating the dynamics at play that may explain the propensity of a traditional, research-oriented university to start generate entrepreneurial outputs, while being not full-fledge entrepreneurially organised. Exploring the importance of “new” entrepreneurial outputs, as defined as patents and spin-off companies, compared to other ways of transferring new knowledge to the industry, Chapter 2 reviews the literature on the variety of knowledge transfer mechanisms (KTMs) used in university-industry interactions. It is titled “University-Industry interactions and knowledge transfer mechanisms: a critical survey”. Given scarcer structural funds for academic research and increasing pressure on academics to diversify their activities in terms of being involved in patenting or spin-off launching, Chapter 3 and Chapter 4 investigate the role played by individual characteristics of researchers in attracting competitive, external funding. Chapter 3 presents stylised facts related to external fundraising at ULB and characteristics of researchers who attracted these funds over the period 1998-2008. The empirical analysis on associations between individual characteristics of researchers (intrinsic, scientific and entrepreneurial) and the extent of funds attracted from different sources (national, regional and business) is presented in Chapter 4, titled “The determinants of academic fundraising.” Chapter 5 concludes and suggests ideas for future investigation on this topic. Chapter 6, in appendix of the present work, titled “A note on the drivers of R&D intensity”, is not directly linked to the issue of the entrepreneurial university. It has been included to complement the studied topic and to put in perspective the present work. Academic research and university-industry interactions constitute important drivers of a national R&D and innovation system. Other factors are at play as well. Looking at this issue at the macroeconomic level, Chapter 6 investigates to what extent the industrial structure of a country influences the observed R&D intensity, and hence would bias the well-known country rankings based on aggregate R&D intensity.
Doctorat en Sciences économiques et de gestion
info:eu-repo/semantics/nonPublished
Solé, Francesc. "What is an entrepreneurial university?" Universidad Peruana de Ciencias Aplicadas (UPC), 2013. http://hdl.handle.net/10757/285645.
Rajhi, Nadia. "Conceptualisation de l'esprit entrepreneurial et identification des facteurs de son développement à l'université." Thesis, Grenoble, 2011. http://www.theses.fr/2011GRENG014/document.
This thesis is dedicated, on one hand, to the conceptualization of the entrepreneurial spirit and the identification of the factors of its development at the university, on the other. The theoretical study led us to consider the entrepreneurial spirit as a mental process composed of a set of attitudes and feelings of skills (or competencies) favorable to an entrepreneurial orientation. The university, along with other factors of socialization, could develop such by evolving towards an entrepreneurial university for the adoption of an entrepreneurial orientation. To this effect, it is brought to adopt entrepreneurship practices at both at the internal and external levels of its environment. We conducted a preliminary empirical investigation through semi-directive interviews with 24 persons in charge of the Tunisian universities so as to investigate, identify and encircle the factors of development of the entrepreneurship and the entrepreneurial spirit a Tunisian universities. Besides, the hypothetic-inductive approach allowed us to stack the theoretical propositions stemming from the literature with the main results of investigation. In so doing, we managed to refine and enrich the conceptual model through the addition of new variables: • The university type influences the development of the entrepreneurship and the entrepreneurial spirit; • The importance of the role of the person in charge of the university in the development of the entrepreneurship and the entrepreneurial spirit for the university: it is called to become an entrepreneur; • The importance of the refitting of the study schedule; • At the level of the entrepreneurial education: importance of the original and playful pedagogies and those based on TRICK and the training(formation) of the trainers in entrepreneurship; • Integration of the communication with and between students and their motivation; • Importance to knot partnerships universities / universities and more contact with the society. The proposed conceptual model refined by the exploratory study can serve as reference or point of departure for later researches aiming at studying the development factors of the entrepreneurship and the entrepreneurial spirit at the university. It can also serve as a tool given to universities intending to introduce and concretize a policy for the promotion of entrepreneurship and entrepreneurial spirit within their context. The originality of this thesis is to offer a new conception of the entrepreneurship: a state of mind, a domain of teaching and education and an option of possible career. So, its value consists in contributing to the conceptualization of the entrepreneurial spirit, in feeding the reflection around the factors of development of the entrepreneurship and the entrepreneurial spirit at the university and in approaching new concepts: entrepreneurial university and entrepreneurial orientation of the university. Keys words University, entrepreneurship, entrepreneurial spirit, conceptualization, entrepreneurial education, factors of development, entrepreneurial orientation
Al, Harthy Sharifa Hamood Mohamed. "The entrepreneurial university and the entrepreneurial environment : organizational analysis and policy considerations." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/the-entrepreneurial-university-and-the-entrepreneurial-environment-organizational-analysis-and-policy-considerations(7617dfce-c023-481c-9cc7-9378a230cd7e).html.
Al-Bulushi, Yousuf Abdullah Khalfan. "Developing a model of the entrepreneurial university." Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/6506.
Bell, Jonathan Andrew. "Entrepreneurial intention among Rhodes University undergraduate students." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020011.
Sass, Enrico. "Academic entrepreneurship : Why do university scientists play the entrepreneurship game?" Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6687/.
Books on the topic "Universités entrepreneuriales":
Peris-Ortiz, Marta, Jaime Alonso Gómez, José M. Merigó-Lindahl, and Carlos Rueda-Armengot, eds. Entrepreneurial Universities. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47949-1.
Adesola, Sola, and Surja Datta, eds. Entrepreneurial Universities. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48013-4.
Kliewe, Thorsten, Tobias Kesting, Carolin Plewa, and Thomas Baaken, eds. Developing Engaged and Entrepreneurial Universities. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8130-0.
Dabić, Marina, Jadranka Švarc, and Miguel González-Loureiro. Entrepreneurial Universities in Innovation-Seeking Countries. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137579829.
Featherman, Sandra. The University of New England: An entrepreneurial success story. Exton: Newcomen Society of the United States, 2006.
Clark, Burton R. Creating entrepreneurial universities: Organizational pathways of transformation. Oxford: Published for the IAU Press by Pergamon Press, 1998.
Soetanto, Hendrawan. Model pendidikan karakter menuju entrepreneurial university di Universitas Brawijaya. Malang, Indonesia: UB Press, 2013.
Mok, Ka Ho. The Quest for Entrepreneurial Universities in East Asia. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137317544.
Kutinlahti, Pirjo. Universities approaching market: Intertwining scientific and entrepreneurial goals. [Espoo, Finland]: VTT Technical Research Centre of Finland, 2005.
Johnston, Robert F. Entrepreneurial science: New links between corporations, universities, and government. New York: Quorum Books, 1987.
Book chapters on the topic "Universités entrepreneuriales":
Bamkole, Peter, and Stanley Ibeku. "Entrepreneurial Universities: A Case Study of the Pan Atlantic University, Lagos, Nigeria." In Entrepreneurial Universities, 119–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48013-4_6.
Adesola, Sola, and Surja Datta. "Entrepreneurial Universities: Creating Institutional Innovation in Times of Turbulence." In Entrepreneurial Universities, 1–7. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48013-4_1.
Clark, Norman, Sola Adesola, and Usman Alkali. "The Status of Innovation in Africa’s Development Strategy: Where Should Science and Technology Fit In?" In Entrepreneurial Universities, 11–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48013-4_2.
Harlow, Chris. "Commercialisation of Science at British Universities." In Entrepreneurial Universities, 31–61. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48013-4_3.
Michels, Nicolette. "Research, Policy, and Practice in Knowledge Transfer: Towards an All-inclusive Approach." In Entrepreneurial Universities, 65–91. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48013-4_4.
Jonsson, Lars O. "Spin-Off Strategy and Technology Transfer Office: Cases in Sweden." In Entrepreneurial Universities, 93–116. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48013-4_5.
Gray, Lee, Simon Adderley, and Ross Jordan. "Revisiting the New Entrepreneurial University in Times of Uncertainty." In Entrepreneurial Universities, 143–67. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48013-4_7.
Madichie, Nnamdi O., Masud Ibrahim, Diyawu Rahman Adam, and Yazidu Ustarz. "Entrepreneurial Intentions Amongst African Students: A Case Study of the University of Education, Winneba, Ghana." In Entrepreneurial Universities, 169–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48013-4_8.
Etzkowitz, Henry. "Entrepreneurial University." In The International Encyclopedia of Higher Education Systems and Institutions, 386–91. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_17.
Ratten, Vanessa. "Australian Entrepreneurial Universities." In Oceania Entrepreneurship, 107–25. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7341-2_5.
Conference papers on the topic "Universités entrepreneuriales":
Morant Martínez, Óscar, Alexandra Lucas del Rosal, María Márquez Gómez, and María Gómez Martín. "Fostering university networks and entrepreneurship education programs: the case of the EntRenew Project at Ideas UPV." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1254.
Janeska – Iliev, Aleksandra, Stojan Debarliev, and Ljubomir Drakulevski. "BUILDING UP THE BASE FOR ENTREPRENEURSHIP: THE MEANING OF UNIVERSITY IN THE ENTREPRENEURIAL ECOSYSTEM." In Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2020. http://dx.doi.org/10.47063/ebtsf.2020.0031.
Labib, Heba, and Mohamed Ezzat. "ENTREPRENEURIAL UNIVERSITIES." In 30th International Conference of the International Association for Management of Technology 2021. Red Hook, New York, USA: Curran Associates, Inc., 2021. http://dx.doi.org/10.52202/060557-0109.
O'Regan, Connie, Neil Ferguson, Michelle Millar, Jenny Mullery, Natalie Walsh, and Tony Hall. "EPIC in Action, Measuring Entrepreneurial Competencies in Higher Education." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16121.
Заякина, Раиса Александровна. "THEORETICAL BASIS OF DEVELOPMENT OF THE REGIONAL ENTREPRENEURIAL UNIVERSITY." In Высокие технологии и инновации в науке: сборник избранных статей Международной научной конференции (Санкт-Петербург, Июль 2020). Crossref, 2020. http://dx.doi.org/10.37539/vt186.2020.89.99.014.
Kovalyov, Anatoliy, Oleksandr Litvinov, Natalia Hrebennyk, and Yuliia Didur. "Development of entrepreneurial education in Ukrainian universities." In The 8th International Conference "Management Strategies and Policies in the Contemporary Economy". Academy of Economic Studies of Moldova, 2023. http://dx.doi.org/10.53486/icspm2023.45.
Lebdaoui, Hind, Hajar Chetioui, and Imane Laajil. "An investigation of the antecedents of entrepreneurial mindset and intention among university students: An emerging market study." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17086.
Girdzijauskaitė, Eglė, Asta Radzevičienė, and Artūras Jakubavičius. "TRANSITION OF ENTREPRENEURIAL UNIVERSITY: FROM LOCAL TO INTERNATIONAL." In Business and Management 2016. VGTU Technika, 2016. http://dx.doi.org/10.3846/bm.2016.65.
Adeoye, O. O. "Entrepreneurial Intentions Among Undergraduate Students: A case study of Adeleke Univerity Ede, Osun State, Nigeria." In 27th iSTEAMS-ACity-IEEE International Conference. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v27p10.
Tietz, Rigo. "Entrepreneurial Experience and Entrepreneurial Strategy: Empirical Analysis of the Influence of Entrepreneurial Teams with Academic and Surrogate Entrepreneurs on Entrepreneurial Strategy of Research-based Spin-off Companies in Europe." In 18th Annual High Technology Small Firms Conference, HTSF 2010. University of Twente, 2010. http://dx.doi.org/10.3990/2.268474892.
Reports on the topic "Universités entrepreneuriales":
Salomaa, Maria. Entrepreneurial Architecture in Rural Universities. University of Twente, 2018. http://dx.doi.org/10.3990/4.2535-5686.2018.14.
Paniagua Rojano, FJ, M. Gómez Aguilar, and ME González Cortés. Encouraging entrepreneurial journalism among university students. Revista Latina de Comunicación Social, September 2014. http://dx.doi.org/10.4185/rlcs-2014-1024en.
Kottmann, Andrea, Guus Dix, and Jongbloed Ben. Changing a university towards entrepreneurialism: Inspiring transformation in higher education institutions. University of Twente, 2022. http://dx.doi.org/10.3990/1.9789036553858.
Gutierrez Zepeda, Paulina. Exploring Relationships Between Entrepreneurship Education and Students’ Entrepreneurial Intentions: A Mixed Method Study of Entrepreneurial Pedagogies at Chilean Universities. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2629.
Nieth, Lisa, and Paul Benneworth. Regional Policy Implications of the Entrepreneurial University: Lessons from the ECIU. Center for Higher Education Policy Studies, 2019. http://dx.doi.org/10.3990/4.2535-5686.2019.04.
Fonseca, Liliana, and Maria Emilia Salomaa. Entrepreneurial universities and regional innovation: matching smart specialisation strategies to regional needs? Center for Higher Education Policy Studies, 2019. http://dx.doi.org/10.3990/4.2535-5686.2019.03.
Ahmed AlGarf, Yasmine. AUC Venture Lab: Encouraging an entrepreneurial culture to increase youth employment. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7888.
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, July 2012. http://dx.doi.org/10.18235/0011395.
Kerrigan, Susan, Phillip McIntyre, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Ballarat. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206963.
Kantis, Hugo, Juan Federico, and Luis A. Trajtenberg. Latin American Middle-Class Entrepreneurs and their Firms: A Regional View and International Comparison. Inter-American Development Bank, July 2012. http://dx.doi.org/10.18235/0011399.