Toward an Entrepreneurial University?

The Polish Higher Education System at the CrossroadsJacek Klich

Cracow University of Economics

II. INTERNATIONAL CONFERENCE ON UNIVERSITY-BASED ENTREPRENEURSHIP AND REGIONAL DEVELOPMENT

UNIVERSITY OF PÉCS

FACULTY OF BUSINESS AND ECONOMICS

November 30 - December 1, 2017

Outline

•Entrepreneurial university: the umbrella idea?

•Three pillars of the current higher education reform in Poland

•Toward an entrepreneurial university: three hints

•Conclusions

Fundamental Assumptions (Credo)

• Entrepreneurial university is an engine of innovations (Thorp & Goldstein 2010), as well as regional (Etzkowitz & Zhou2008), and overall economic growth (Guerrero et al. 2015)

• The entrepreneurial university will increasingly fit the temper of the times

Entrepreneurial university: the umbrella idea? Self-steering

Self-reliant Clark (2001)

Progressive

OECD (2012) A Guiding Framework for EntrepreneurialUniversities. Final version 18th December 2012

• To find a single definition of the Entrepreneurial University which works across the European Higher Education Area is difficult and controversial.

• There is no one-size-fits-all definition of the Entrepreneurial University =>a Guiding Framework has been designed around seven areas which cover many of the commonly identified features of an entrepreneurial university.

OECD (2012)

Leadership and GovernanceOrganisational Capacity, People and IncentivesEntrepreneurship Development in Teaching and Learning Pathways for EntrepreneursUniversity – business/external Relationships for Knowledge ExchangeThe Entrepreneurial University as an Internationalised InstitutionMeasuring the Impact of the Entrepreneurial University

This framework has been used in OECD reportSupporting Entrepreneurship and Innovation in Higher Education in Poland, 15 November 2017

What IS NOT an entrepreneurial university (Thorp & Goldstein 2010)

• It is not a trade school designed to train students how to start or run a commercial activity.

• An entrepreneurial university does not involve the wholesale adoption of methods and values from the commercial world.

• An entrepreneurial university is not merely an assembly line for the creation of new companies.

WHAT IS an entrepreneurial university (Thorp & Goldstein 2010)

• It recognizes that liberal arts education has fueled American innovation

• It thrives on big problems

• It values both innovation and execution

• It places culture ahead of structure

• It encourages partnerships between academics and entrepreneurs

Elements of entrepreneurial university (afterWong at al. 2007, modified) • Knowledge and skills creation

• Knowledge commercialization• Invention disclosures

• Patenting

• Licensing

• Entrepreneurial spin-offs

• Manpower development and motivation

• Attraction of foreign talent

• Benchmarking with leading universities

Features of an entrepreneurial university (Abesi et al. 2016)

1. The quality of graduates

2. Scientific publications

3. Observing resources for research activities

4. Providing consultation services

5. Providing industrial training courses

6. Research contracts

7. Protecting intellectual properties by obtaining patents and licenses

8. Creating spin-off companies

9. Creating technology parks

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Selected topics of research on entrepreneurial university

• Stages and phases of development of the entrepreneurial university (Etzkowitz 2017)

• Distinctive characteristics (peculiarities) of the modern university:

Petrova et al. (2015); Etzkowitz et al. (2000) and the role of universities in

entrepreneurial society (Audretsch 2014)

• Entrepreneurial students (Dodescu et al. 2014; Yurtkoru et al. 2014;

Wang & Wong 2004; Bellotti et al. 2014; Jansen et al. 2015 with the

Three-stage Student Entrepreneurship Encouragement Model (SEEM))

• Intellectual property right policies’ on academic entrepreneurship

(Halilem et al. 2017)

• Cases of entrepreneurial universities (Bramwell & Wolfe 2008)

• Development of an entrepreneurial university (Etzkowitz, Zhou 2008)

• Socioeconomic impacts of academic entrepreneurship (Urbano, Guerrero 2013)

• Functioning of entrepreneurial university (Philpott et al. 2011; Styhre

& Lind 2010)

• Entrepreneurial intentions in the context of academia (Huyghe et al.

2016)

Selected topics of research on entrepreneurial university, cont.

Toward a model?

• Matthew S. Wood (2011) a process model of academic entrepreneurship

• Wong at al. (2007) model of entrepreneurial university (EU), but EU model appears in the title only – like in Fraser (2012)

• EU model: Abesi, et al. (2016) - including a review of existingmodels of entrepreneurial university

• models of technology transfer (Würmseher 2017)

• models of innovations and innovation transfer (rich literatureincluding: network model of innovations)

Balancing between two cultures: traditionalacademic & market driven/pushed

• The entrepreneurial university

• Academic capitalism (Slaughter, Leslie 1999)

• Mode 2 university (Novotny et al. 2004; Gibbons et al. 1994; Sousa 2011)

• Mode 3 (Peris-Ortiz et al. 2017)

• Inteactive models of innovation

• The Triple Helix model (Leydesdorff)

• The Quintuple Helix innovation model (Carayannis et al. 2012)

• Knowledge Triangle

• Living Lab

•David FJ Campbell

But a universal model of entrepreneurial university is still

lacking…

Higher education reform in Poland

Three pillars of the reform

• Constitution for Science (systemic changes in higher education, including new Act on Higher Education - which regulates the functioning of Polish universities, called the Law 2.0; National Congress of Science => Constitution for Science

• Innovations for economy (commercialisation of research and partnership with industry)

• Science for You (social responsibility of science)

New attempt to reforming higher education in Poland: what looks good/promising…

• Competitive projects: at the end of May 2016 the Ministry of Science and Higher Education (MS&HE) selected three independent research teams to prepare and consult the assumptions for the new law. At the end of January 2017 submitted their projects to the MS&HE

• Consultations: between October 2016 and June 2017: 9 program conferences (5.500 participants) as a preparation for National Congress of Science, Cracow, September 19-20, 2017 (alsointernational experts were consulted - Commissioner for Research and Innovation Carlos Moedas) what about young researchers?

Constitution for Science

• CfS organizes and unifies legal regulations for science => more autonomy for higher education institutions (HEI)

• Reduces by half the numer of acts regulating HEI

• Halves the numer of decrees (there are over 80 of them)

• New system of HEI financing (started in December 2016)• Lecturer availability indicator (wskaźnik dostępności dydaktycznej) (numer of students

per one academician/lecturer - benchmark: 12:1)

• Average science category (średnia kategoria naukowa) - proposed categories: • Research HEI (comparatively well financed)

• Teaching and research HEI (much less public money then before)

• Teaching HEI (less public money)

• Preference for public university mergers

Constitution for Science, cont. • Less bureaucratic and reporting duties: for example Polish

Accreditation Committee (Polska Komisja Akredytacyjna); National Qualification Framework; employee assessment – every 4 years; deregulation in respect to establishing new specialties and non-degree postgraduate studies)

• New fields of science and technology classification scheme (basedupon OECD scheme) will be implemented

• Internationalisation: establishment of National Agency for Academic Exchange (Narodowa Agencja Wymiany Zagranicznej) => one way exchange: international scholars invited to/visiting Poland

Innovations for Economy • Good law: tax reliefs (benefits) planning to be implemented in three

steps: • I step (First Act on Innovations, in force from 1, 2017): 30% of

personal costs, other costs: 20 % for SMEs and 10% for othercompanies

• II step (Second Act on Innovations was signed by the President of Poland on Nov. 24, 2017) 50% of personal costs, and other costs: 50% for SMEs and 30% for other companies

• III step (planned for 2018): 100% of all costs of of innovations for every company

National Centre for Research and Development (Narodowe Centrum Badań i Rozwoju)

• Effective support for R&D:

• Open bids for 110 research projects; budget: 12.8 PLN billion (out of which 5.4 PLB billion for entrepreneurs)

• 1800 contracts signed already; budget 14.0 PLN billion (out of which 1.3 PLN billion for scientific and scientific-industry consortiums)

• 9.3 PLN billion subsidies for beneficiaries (out of which 766 PLN million for higher education institutions)

• New programs and projects: including commissioned projects (for example: zero-emission public transportation)

• New scientific network: Łukasiewicz Network (Sieć Łukasiewicza) planned to be launched on April 1, 2018

Any (reasonable) doubts?

Recent news from the MS&HEhttp://www.nauka.gov.pl/en/polish-science-news/polish-higher-education-has-made-great-strides-in-supporting-entrepreneurship-and-innovation-and-offers-good-practices-that-can-be-widely-implemented.html

• Polish higher education has made great strides in supporting entrepreneurship and innovation and offers good practices that can be widely implemented

• Wednesday, 15 November 2017

• New OECD/EU report “Supporting Entrepreneurship and Innovation in Higher Education in Poland is a result of a two-year review of Poland”, which was launched on 26 October 2017 in the Ministry of Science and Higher Education in Warsaw.

• „The report shows that many Higher Education Institutions in Poland have included entrepreneurship and innovation as one of the pillars of their development strategies. Higher Education Institutions have been expanding their offer of entrepreneurship education and support the creation of innovation centres also thanks to the use of the Structural Funds from the European Union. Most of the recommendations of the HEInnovate review of Poland have been already taken up by the reform of higher education and science, the Constitution for Science” (…)

Recent news from the MS&HEhttp://www.nauka.gov.pl/en/polish-science-news/polish-higher-education-has-made-great-strides-in-supporting-entrepreneurship-and-innovation-and-offers-good-practices-that-can-be-widely-implemented.html

In fact…

•7 higher education institutions (HEI) were researched(out of 390 existing in 2016/2017 academic year. In 2010/2011 academic year there were 460 HEI)

Possible links between anentrepreneurial university and

Polish HEI reform?

Thorp & Goldstein 2010 Addressed by the current Polish reform of HEI?

It recognizes that liberal arts education has fueled Polish innovation

NO

It thrives on big problems Indirectly

It values both innovation and execution Indirectly

It places culture ahead of structure NO

It encourages partnerships between academics and entrepreneurs

Indirectly

OECD Framework Addressed by the current Polish reform of HEI?

Leadership and Governance N/A

Organisational Capacity, People and Incentives

Indirectly: NO incentives

Entrepreneurship Development in Teaching and Learning

N/A

Pathways for Entrepreneurs Indirectly

University – business/external Relationships for Knowledge Exchange

Yes, but declarative

The Entrepreneurial University as an Internationalised Institution

Indirectly

Measuring the Impact of the Entrepreneurial University

N/A

Wong at al. 2007 (modified) Addressed by the current Polish reform of HEI?

Knowledge and skills creation Knowledge creation yes, skills NO

Knowledge commercializationInvention disclosuresPatentingLicensing

Yes

Entrepreneurial spin-offs Indirectly

Manpower development andmotivation

Manpower development: yes, motivation: NO

Attraction of foreign talent Yes

Benchmarking with leading universities Yes

Abesi et al. 2016 Addressed by the current Polish reform of HEI?

Quality of graduates NO

Scientific publications Yes

Observing resources for research activities Indirectly

Providing consultation services N/A

Providing industrial training courses Indirectly

Research contracts Yes

Protecting intellectual properties by obtaining patents and licenses

N/A

Creating spin-off companies Indirectly

Creating technology parks Indirectly

Comments on the ongoing refrom of highereducation in Poland • The model of mass higher education (in 2010/2011 academic year the

university enrollment rate was the highest: 53.8%) has become outdated

• Focus on research and publications, not on teaching => shift to Mode 2 university => new university mission?

• Decreasing financing for majority of HEI => many HEI lost financialliquidity => cuts even in research funding

• Discrepancies in policy: • declarations (strenghtening university-industry ties) vs decisions (in the latest

(September 2017) categorization of HEI university-industry cooperation countedfor 5%, while publications and scientific achievements were weighted for 65%, manpower potential for 15%, and other (unspecified) factors for another 15%.

Three hints for an entrepreneurial university model successful implementation in Poland

• Polish public HEI resemble corporate behemoths => they should implement(among others):

• changes leading to a flexibile organization

• incentives for entrepreneurial behavior

• incentives for innovative teaching (Mora & Villarreal 2001)

• Revision of organizational culture of HEI (i.e. of CUDOS (Communalism, Universalism, Disinterestedness and Organised Scepticism) (Sousa 2011) is a must (Davies 2001)

• Young scholars should have more say/influence/power

Conclusions• Current achievements (and experience) in respect to entrepreneurial

university in Poland are less than moderate

• Current refrom of HEI does not entirely fit with the concept of anentrepreneurial university

• Polish higher education reform of 2017 is aimed at introducing a market driven/oriented model of higher education – which can be a threat(Newfield 2016)

• Teaching is perceived as a secondary task – this collides with: entrepreneurial teaching Gibb (2005), educational innovation (Saiz-Santos et al. 2017), EU multiple missions of teaching, research, and entrepreneurial activities (Guerrero et al. 2015)

What about: an appropriate model for entrepreneurial teaching (Gibb 2005)

You

or

Me? Globalised World of

Uncertainty / Complexity

Globalised World of

Uncertainty / Complexity

Entrepreneurship

Values

Strategically

Intuitive

Gut

Rich Growth Of Entrepreneurial AttributesRich Growth Of Entrepreneurial Attributes

Emotional IntelligenceEmotional Intelligence

Capacity for

Experiential Ingestion

(tacit knowledge)

Capacity for

Experiential Ingestion

(tacit knowledge)

Conative

Affective

And Cognitive

Learning

Conative

Affective

And Cognitive

Learning

Vision and Feel for

‘Way Of Life’

Vision and Feel for

‘Way Of Life’

Holistic Management Arm

(Know How)

Entrepreneurial

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Entrepreneurial

Organisation Design

and Development

Ideas

Harvesting

and

Evaluation

Project

Management

Trust building

Relationship

Arm (Know

Who)

Trust building

Relationship

Arm (Know

Who)

References • S.Abesi, A.M.Esfandabadi, H.M.Esfandabadi (2016) Designing an Entrepreneurial University Model with the Organizational Entrepreneurship

Approach in Payam-e- Noor University, Journal of Administrative Management, Education and Training, 12(3):429-443

• D. B. Audretsch (2014) From the entrepreneurial university to the university for the entrepreneurial society, Journal of Technology Transfer 39:313–321

• F. Bellotti, R. Berta, A. De Gloria, E. Lavagnino, A. Antonaci, F. Dagnino, M. Ott, M. Romero, M. Usart, I.S. Mayer (2014). Serious games and the development of an entrepreneurial mindset in higher education engineering students, Entertainment Computing, 5: 357–366

• A. Bramwell, D. A. Wolfe (2008) Universities and regional economic development: The entrepreneurial University of Waterloo, Research Policy , 37:1175–1187

• E. G Carayannis T. D Barth, D.FJ Campbell (2012) The Quintuple Helix innovation model: global warming as a challenge and driver for innovation, Journal of Innovation and Entrepreneurship A Systems View Across Time and Space, 2012, 1(2)

• B.Clark (2001), The Entrepreneurial University: New Foundatins for Collegiality, Autonomy, and Achievement, Higher EducationManagement, 13(2): 9-24

• J.L. Davies (2001) The Emergence of Entreprenaurial Cultures in European Universities, Higher Education Management, 13(2): 25-44

• A. O. Dodescu, I.C. Pop-Cohut, L. F. Chirilă (2014). Do practice stages encourage students in Economics to practice entrepreneurship? Practeam project, Procedia Economics and Finance,15:1083 – 1090

• H. Etzkowitz (2017) Innovation Lodestar: The entrepreneurial university in a stellar knowledge firmament, Technological Forecasting & Social Change, 123:122–129

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

• H. Etzkowitz, C. Zhou (2008) Introduction to special issue. Building the entrepreneurial university: a global perspective, Science and Public Policy, 35(9):627–635

References, cont.

• J. Y. Farsi, N. Imanipour, A. Salamzadeh (2012), Entrepreneurial University Conceptualization: Case of Developing Countries, Global Business and Management Research: An International Journal, 4(2): 193-204

• A. G. Fraser (2012) The entrepreneurial university model, a modern day ideal: issues, prospects and alternatives, for the developing country , http://www.viviangroupbahamas.com/wp-content/uploads/2015/10/AGFraser-The-Entrepreneurial-University.pdf

• A. Gibb (2005), Creating the Entrepreneurial University Worldwide. Do we need a wholly different model of Entrepreneurship?https://www.researchgate.net/publication/238743686_CREATING_THE_ENTREPRENEURIAL_UNIVERSITY_WORLDWIDE_DO_WE_NEED_A_WHOLLY_DIFFERENT_MODEL_OF_ENTREPRENEURSHIP_2

• M. Guerreroa, J. A.Cunningham, D. Urbano (2015) Economic impact of entrepreneurial universities’ activities: An exploratory study of the United Kingdom, Research Policy 44: 748–764

• A. Huyghe, M.Knockaertb, M.Obschonka (2016) Unraveling the “passion orchestra” in academia, Journal of Business Venturing, 31:344–364

• M. Gibbons, C. Limoges, H. Nowotny, S Schwartzman, P. Scott, M. Trow (1994) The new production of knowledge: The dynamics of science and research into contemporary societies. London: Sage

• N. Halilem, N. Amara, J. Olmos-Peñuela, M.Mohiuddin (2017). “To Own, or not to Own?” A multilevel analysis of intellectual property right policies' on academic entrepreneurship, Research Policy, 46:1479–1489

• S. Jansen, T. van de Zande, S. Brinkkemper, E. Stam, V. Varma (2015). How education, stimulation, and incubation encourage student entrepreneurship: Observations from MIT, IIIT, and Utrecht University, The International Journal of Management Education, 13:170 -181

• J-G. Mora, E. Villarreal (2001) Breaking Down Structural Barriers to Innovation in Traditional Universities, Higher EducationManagement, 13(2): 57-66

• C. Newfield (2016) The Great Mistake: How We Wrecked Public Universities and How We Can Fix Them (Critical University Studies) JohnsHopkins University Press: Baltimore

• H. Nowotny, P. Scott, M. Gibbons (2004). Re-thinking science: Knowledge and the public in an age of uncertainty. Oxford: Blackwell Publishers Ltd.

• M. Peris-Ortiz, J. A. Gómez, J. M. Merigó-Lindahl, C.Rueda-Armengot (eds) (2017) Entrepreneurial Universities. Exploring the Academicand Innovative Dimensions of Entrepreneurship in Higher Education, Springer

• G. Petrova, V. Smokotin, I.Brylina, A. Kornienko, A. Kornienko, Y. Nikitina, N. Kachalov (2015). A Сomparative Analysis of Classical and Postmodern Views on the Idea of a University, Procedia - Social and Behavioral Sciences, 206:469 – 473

• K. Philpott, L. Dooley, C. O’Reilly, G. Lupton (2011) The entrepreneurial university: Examining the underlying academic tensions, Technovation , 31:161–170

• M. Saiz-Santos, A. Araujo-De la Mata, J. Hoyos-Iruarrizaga (2017) Entrepreneurial University: Educational Innovation and Technology Transfer [in:] Marta Peris-Ortiz, Jaime Alonso Gómez, José M. Merigó-Lindahl & Carlos Rueda-Armengot (eds) (2017) Entrepreneurial Universities. Exploring the Academic and Innovative Dimensions of Entrepreneurship in Higher Education, Springer, p.105-122

• S.Slaughter, L. L. Leslie (1999) Academic Capitalism. Politics, Policies, and the Entrepreneurial University, Johns Hopkins Univrsity Press

References, cont.

References, cont.

• S. B. Sousa (2011), The Transformation of Knowledge Production and the Academic Community Playing the game and (still) being an academic?, Educaçāo Sociedade & Culturas, 32: 55-71

• A. Styhre, F. Lind (2010) The softening bureaucracy: Accommodating new research opportunities in the entrepreneurial university, Scandinavian Journal of Management, 26:107-120

• H. Thorp, B. Goldstein (2010) Engines of Innovation: The Entrepreneurial University in the 21st Century, The University of North Carolina Press

• C. K. Wang, P-K. Wong (2004). Entrepreneurial interest of university students in Singapore, Technovation 24:163–172

• P-K. Wong, Y-P. Ho, A. Singh (2007) Towards an ‘‘Entrepreneurial University’’ Model to Support Knowledge-Based Economic Development: The Case of the National University of Singapore, World Development, 35(6): 941–958

• M. S. Wood (2011). A process model of academic entrepreneurship, Business Horizons, 54:153 -161

• M. Würmseher (2017). To each his own: Matching different entrepreneurial models to the academic scientist's individual needs, Technovation, 59:1–17

• E. S. Yurtkoru, Z. Kabadayı Kuşcu, A. Doğanayc (2014). Exploring the antecedents of entrepreneurial intention on Turkishuniversity students, Procedia - Social and Behavioral Sciences, 150: 841 – 850

• www.nauka.gov.pl