Year 2016, Volume 2, Issue 6, Pages 444 - 452 2016-12-26

MYTH AND REALITY OF ENTREPRENEURIAL UNIVERSITIES IN IRAN

Reza Mahdi [1]

314 474

Development of infrastructures and facilities shows has started entrepreneurship journey in Iranian scientific system. Development of infrastructures and facilities represents the beginning of entrepreneurship journey in Iranian scientific system. However, Iranian entrepreneurial university is not myth, but it has not been come true yet, especially in the field of social entrepreneurship. The current situation of university represents or indicates the complex and challenging journey ahead and suggests initiatives to transform Iranian universities into more entrepreneurial institutions. There are two main necessary conditions for this vital journey. One, Iranian universities not only must pay close attention to the coherence between them and the environment, but also, they should avoid the ivory tower attitude and take into careful consideration about the specificities of their context and the needs of the stakeholders. Second, it is need to change academic culture and attitudes and promote and diffuse entrepreneurial culture and entrepreneurial values within each institution. Changing in academic culture and attitudes is second point, universities should promote and diffuse entrepreneurial culture and values within each institution. Turning the traditional university into an entrepreneurial university is a cultural matter, and it needs entrepreneurship training, especially skills training to individuals. Based on this study, shaping and effectiveness of entrepreneurial university don’t possible without systematic development of skill training and entrepreneurial education for students, faculty members, managers and staff, and reinforcement of entrepreneurial attitudes in university human resources. Also, the main weakness of academic entrepreneurship is overemphasis of economic-technical entrepreneurship dimensions and low attention on socio-cultural entrepreneurship. One of the key perspectives of the third generation university is development of professional skills and competences and empowerment of students and faculty in direction of national development process and society problems solving. In the academic entrepreneurship journey, we should eliminate weaknesses, strength strengths and increase universities responsibility and accountability. Entrepreneurial university and the 3G University should serve society in socio-economic dimensions.   

Higher Education, Entrepreneurial University, Socio-economic Entrepreneurship
  • Audretsch, D. and Lehmann E. (2005), Does the knowledge spillover theory of entrepreneurship hold for regions? Research Policy, 34(8), 191–202.
  • Clark, B. R. (1998), Creating Entrepreneurial Universities, Oxford: Pergamon.
  • Coduras, A., D. Urbano, A. Rojas and Martez S. (2008), ‘The relationship between university support to entrepreneurship with entrepreneurial activity in Spain: A GEM data based analysis’, International Advances in Economic Research, 14(4), 395–406.
  • Coduras, A., J., Levie, D. Kelley, R. Sumundsson and Schott T. (2010), Global Entrepreneurship Monitor Special Report: A Global Perspective on Entrepreneurship Education and Training, Babson Park, MA: Babson College.
  • Coleman, J. S. (1988), Social capital in the creation of human capital, American Journal of Sociology, 94, 95–120.
  • Etzkowitz, H. & Mello J. (2004), Rise of the Brazilian Triple Helix, International Journal of Technology Management and Sustainable Development, 2(3), 159–71.
  • Fayolle A. & Redford, D. T. ( 2014), Introduction: towards more entrepreneurial universities - Myth or Reality, Handbook on the entrepreneurial university, University of Melbourne, 1-10.
  • Grandi, A. and Grimaldi R. (2005), Academics’ organizational characteristics and the generation of successful business ideas, J of Business Venturing, 20(6), 821–45.
  • Grimaldi, R., M. Kenney, D. Siegel and Wright M. (2011), 30 years after Bayh-Dole: Reassessing academic entrepreneurship’, Research Policy, 40(8), 1045–57.
  • Guerrero, M. and Urbano D. (2011), The Creation and Development of Entrepreneurial Universities in Spain: An Institutional Approach, New York: Nova Science Publishers, Inc.
  • Guerrero, M. and Urbano D. (2012), The development of an entrepreneurial university, J of Technology Transfer, 37(1), 43–74.
  • Guerrero M., Urbano D. & Salamzadeh A. (2014), Evolving entrepreneurial universities: experiences and challenges in the Middle Eastern context, Handbook on the entrepreneurial university, University of Melbourne, 163-187.
  • Kirby, D. A. (2006), Creating entrepreneurial universities in the UK: Applying entrepreneurship theory to practice, J of Technology Transfer, 31(5), 599–603.
  • Kirby, D. A., M. Guerrero and Urbano D. (2011), the theoretical and empirical side of entrepreneurial universities: An institutional approach’, Canadian Journal of Administrative Sciences, 28(3), 302–16.
  • Linan, F., D. Urbano and Guerrero M. (2011), Regional variations in entrepreneurial cognitions: Start-up intentions of university students in Spain, Entrepreneurship and Regional Development, 23(3), 187–215.
  • Link, A. and Scott J. (2005), ‘Opening the ivory tower’s door: An analysis of the determinants of the formation of U.S. university spin-off companies, Research Policy, 34(7), 1106–12.
  • Louis, K.S., D. Blumenthal, M.E. Gluck and Stoto M.A. (1989), Entrepreneurs in academe: An exploration of behaviors among life scientists, Administrative Science Quarterly, 34(1), 110–31.
  • Lucas, R. J. (1988), On the mechanics of economic development, Journal of Monetary Economics, 22(1), 3–42.
  • Mahdi Reza (2014a), Entrepreneurship University with Total Approach, research project, Tehran, Institute for Cultural and Social Studies.
  • Mahdi, Reza (2014b), Capacity making for academic entrepreneurship and skill-learning by the supporting knowledge-based firms law, J. of Maharat Amozi, 2(6): 24-38.
  • Mahdi Reza (2015), Evaluation of National Science and Technology Policies in Iran, Elsevier, Procedia-Social and Behavioral Sciences, 195, p. 210-219.
  • North, D. C. (1990), Institutions, Institutional Change and Economic Performance, Cambridge, UK: University Press.
  • North, D.C. (2005), Understanding the Process of Economic Change, Princeton, NJ: Princeton University.
  • O’Shea, R.P., T. J. Allen, K.P. Morse, C. O’Gorman and Roche F. (2007), Delineating the anatomy of an entrepreneurial university: Massachusetts Institute of Technology experience, R&D Mgn, 37(1), 1–16.
  • Powers, J. and McDougall P. P. (2005), University start-up formation and technological licensing with firms that go public: A resource-based view of academic entrepreneurship, Journal of Business Venturing, 20(3), 291–311.
  • Romer, P. (1986), Increasing returns and long-run growth, Journal of Political Economy, 94(5), 1002–37.
  • Schulte, P. (2004), ‘The entrepreneurial university: A strategy for institutional development’, Higher Education in Europe, 29(2), 187–91.
  • Sharif M. Nawaz (1983), Management of Technology Transfer and Development, India, UN, ESCAP.
  • Solow, R. (1956), ‘A contribution to the economic growth theory’, Quarterly Journal of Economics, 70(1), 65–94.
  • Thornton, P., D. Ribeiro-Soriano and Urbano D. (2011), Socio-cultural factors and entrepreneurial activity: An overview, International Small Business Journal, 29(2), 105–18.
  • Urbano, D. and Guerrero M. (2013), Entrepreneurial universities: Socioeconomic impacts of academic entrepreneurship in a European region, Economic Development, DOI: 10.1177/0891242412471973.
  • Wernerfelt, B. (1995), the resource-based view of the firm: Ten years after, Strategic Management J., 16(3), 171–4.
  • Wood, M. (2009), does one size fit all? The multiple organizational forms leading to successful academic entrepreneurship, Entrepreneurship Theory and Practice, 33(4), 929–947.
  • Yongxing LU (2010), Science and Technology in China: A Roadmap to 2050, Strategic General Report of the Chinese Academy of Sciences Science Press Beijing and Springer-Verlag Berlin Heidelberg.
Subjects Social Sciences and Humanities
Journal Section Articles
Authors

Author: Reza Mahdi
Country: Iran


Bibtex @research article { ijaedu280577, journal = {International E-Journal of Advances in Education}, issn = {}, eissn = {2411-1821}, address = {OCERINT International Organization Center of Academic Research}, year = {2016}, volume = {2}, pages = {444 - 452}, doi = {10.18768/ijaedu.280577}, title = {MYTH AND REALITY OF ENTREPRENEURIAL UNIVERSITIES IN IRAN}, key = {cite}, author = {Mahdi, Reza} }
APA Mahdi, R . (2016). MYTH AND REALITY OF ENTREPRENEURIAL UNIVERSITIES IN IRAN. International E-Journal of Advances in Education, 2 (6), 444-452. DOI: 10.18768/ijaedu.280577
MLA Mahdi, R . "MYTH AND REALITY OF ENTREPRENEURIAL UNIVERSITIES IN IRAN". International E-Journal of Advances in Education 2 (2016): 444-452 <http://ijaedu.ocerintjournals.org/issue/26677/280577>
Chicago Mahdi, R . "MYTH AND REALITY OF ENTREPRENEURIAL UNIVERSITIES IN IRAN". International E-Journal of Advances in Education 2 (2016): 444-452
RIS TY - JOUR T1 - MYTH AND REALITY OF ENTREPRENEURIAL UNIVERSITIES IN IRAN AU - Reza Mahdi Y1 - 2016 PY - 2016 N1 - doi: 10.18768/ijaedu.280577 DO - 10.18768/ijaedu.280577 T2 - IJAEDU- International E-Journal of Advances in Education JF - Journal JO - JOR SP - 444 EP - 452 VL - 2 IS - 6 SN - -2411-1821 M3 - doi: 10.18768/ijaedu.280577 UR - http://dx.doi.org/10.18768/ijaedu.280577 Y2 - 2018 ER -
EndNote %0 IJAEDU- International E-Journal of Advances in Education MYTH AND REALITY OF ENTREPRENEURIAL UNIVERSITIES IN IRAN %A Reza Mahdi %T MYTH AND REALITY OF ENTREPRENEURIAL UNIVERSITIES IN IRAN %D 2016 %J IJAEDU- International E-Journal of Advances in Education %P -2411-1821 %V 2 %N 6 %R doi: 10.18768/ijaedu.280577 %U 10.18768/ijaedu.280577