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The aim of this paper is to conceptualise entrepreneurial capacity-building as an integrated approach within the international higher education sector. Whilst university–enterprise collaboration is recognised as being essential to promoting graduate employability and entrepreneurship, the lack of an integrated approach towards embedding entrepreneurship education and entrepreneurial capacity-building with an entrepreneurial skill and mind-set prevails in the higher education sector. With reference to the retail sector, increasingly competitive job markets and the need for entrepreneurial capacity-building place growing pressures on universities to nurture career-ready graduates with entrepreneurial acumen.

The theoretical paper presents a rationale for embedding entrepreneurship education into university curricula and for promoting university–business collaboration. Secondly, it reviews the extent to which entrepreneurial capacity-building is institutionally embedded to foster graduate entrepreneurship, university–business collaboration and business incubation within one strategic framework. Finally, the paper proposes five propositions within a tripartite approach that can foster graduate entrepreneurs with entrepreneurial skills and mind-set, useful for existing enterprises and start-ups. The implications for these propositions are discussed.

The authors propose five propositions with a tripartite approach that can foster graduate entrepreneurs with entrepreneurial skill and mind-set, skills for creating enterprises and university–enterprise collaboration within one strategic framework.

Increasingly competitive job markets and the need for entrepreneurial capacity-building place growing pressures on universities to nurture career-ready graduates with entrepreneurial acumen in social science (e.g. retail, business management and accountancy) and science (e.g. pharmacy, architecture and engineering) programmes centred within the tripartite approach.

Whilst university–enterprise collaboration is recognised as being essential to promoting graduate employability and entrepreneurship, the tripartite integrated approach embeds entrepreneurship education and entrepreneurial capacity-building with an entrepreneurial skillset and mind-set in the international higher education sector.

The purpose of this paper is to investigate how knowledge management and university-industry-government collaboration – including the triple helix – relate with each other in influencing organizations’ performance. In the competitive environment nowadays, an organization’s ability to create and use knowledge becomes ever more essential in the search for sustainable competitive advantage, even leading to the search for new forms of inter-organizational arrangements.

The representatives of such collaborations selected for this study are the National Institutes of Science and Technology. The categorical content analysis technique was used for the qualitative analysis of the data.

The principal contribution was the proposal of an analytical model relating the knowledge management and triple helix theories and the proposed dimensions (namely, structural, relational, cognitive and the context), considering the peculiarities of the Brazilian context. The findings show that the organizational structure (structural) influences not only the relationship among members (relational) but also the flow of knowledge (cognitive), as well as how relational elements (collaborative culture, trust and leadership) facilitate knowledge sharing. Moreover, the context affects these three other dimensions. The main obstacles identified were cultural differences, bureaucracy and the socio-economic reality, while facilitators were the existence of technology parks and incubators, government incentives and geographical proximity between universities and industry.

This topic was chosen as there are few empirical studies that comprehensively relate the topics of knowledge management and university-industry-government cooperation focusing on the Brazilian context.

The purpose of this paper is to present an overview of the development process and outcomes from a six-year collaboration between Halifax Bank (part of the Lloyds Banking Group) and Middlesex University between 2010 and 2016 in the UK. The collaboration involved the construction of work-integrated higher education programmes that were, from the outset, predicated on clear return on investment criteria for the Bank. One unexpected outcome from the collaboration was the emergence of critical reflection as a valued business benefit that, it is argued, has the potential for significant cultural change within the organisation.

This case study discuses how “productive reflection” can lead to an integrated approach to organisational learning. The study is located in the context of Halifax’s specific organisational objectives established following the banking crash of 2008. Quantitative and qualitative evidence is considered to illustrate the extent to which the “return on investment” criteria established by Halifax have been achieved.

The case study indicates that the challenging business context of the financial crash of 2008 provided the impetus for a sustained collaborative development that allowed the potential pitfalls of restricted learning opportunities to be addressed resulting in an integrated approach to organisational learning. In addition to the organisation’s return on investment criteria being met, there is evidence that the work-integrated approach has raised the prospect of productive reflection becoming part of an emerging learning culture.

The scale and sustained period of the university-business collaboration is unique and provides valuable insight into how an organisation’s learning culture can be affected by a work-integrated approach. In demonstrating the perceived business value of productive reflection, the case presented illustrates how learning can start to become considered as a normal aspect of working life.

Britain lags behind other countries such as the USA and Japan in commercially exploiting the expertise of its universities, despite the world class research produced within the sector. The article explores the UK Government's response in terms of funding university‐business collaborations, and then the breadth of services that are available from universities. In a case study it examines i10, a collaboration between ten universities and colleges in the East of England designed to help business‐university collaboration. Three case studies follow, examining the broad range of work of their member institutions in helping different growing businesses, to show the wide variety of different services available from the university sector.

This paper seeks to provide insights into key areas of business support used by technology entrepreneurs who start businesses in north west Wales.

This research uses a qualitative research approach and a purposive sample of eight small technology firms based on and off technology parks. A card research methodology is piloted in one firm and then incorporated into semi‐structured interviews with entrepreneurs.

Technology entrepreneurs access direct and indirect support including: grants from local and central government; help from, banks and professionals; universities; technology incubation units, and; collaborations and networks. Evidence also confirms some of the challenges that entrepreneurs face in accessing business support.

This research provides clear indications to public sector organisations, universities and business support agencies as being the most important aspects of business support needed for new technology‐based firms.

Successful development of technology firms is recognised as a driver for change, particularly in deprived regions. Solutions to issues faced by technology entrepreneurs in terms of business support and accessibility to grants may increase the likelihood of business success and the boosting of local economies.

Although researchers have explored the value and role of university incubator firms and the role of networks, and also the importance of geographically situated incubation units in relation to stimulation of innovation and entrepreneurial activity, there is a paucity of research in the area of business support for technology entrepreneurs which this paper addresses.

The purpose of this paper is to contend that collaboration between employers and universities in the design and delivery of programmes of work-based study is an effective way to align the higher-level skills needs of employers with the aspirations of individuals who wish to gain university qualifications in the workplace. In mapping the fluctuations of UK higher-level skills policy through workforce development to degree apprenticeships it is argued that the facility for employers and universities to co-design and develop degree apprenticeship standards should be extended to the development of Higher Apprenticeships in England.

The paper provides an analysis of a broad range of higher education (HE) skills related UK policy documents to map the fluctuations in policy that underpin the opportunities for employers and universities to collaborate in the design and delivery of HE programmes in England, including degree apprenticeships.

It is noted that the approach to collaborative employer-university development signalled for degree apprenticeships described in policy documents unhelpfully perpetuates the presumed distinction between “academic learning” and “on the job training”. However, it is also concluded that despite this, the rationale for co-design and delivery should equally apply to the development of all higher apprenticeships to ensure that the expertise that universities can bring in designing and assessing higher-level learning is not unnecessarily excluded from the process.

This paper provides value through its analysis of how the fluctuations of HE and skills policy has affected the basis upon which employers and universities can collaborate in the design and delivery of work-based HE including higher and degree apprenticeships in England. It also seeks to inform HE policy and practice in the development of employer-responsive provision.

In the UK, universities are coming under increasing pressure from government to strengthen university-employer co-operation and engagement in areas such as student placements, graduate internships, knowledge exchange, enterprise and work-based learning. Both the Higher Education (HE) White Paper (BIS, 2011) and the Wilson Review (BIS, 2012) encourage universities to focus on this agenda, putting businesses at the heart of the system alongside students to maximise innovation, promote growth and “ensure students come out of universities equipped to excel in the workforce”. (BIS, 2011, p. 39). The need for universities to engage with employers and build strong relationships to maximise mutual partnership value is integral to this work. The paper aims to discuss these issues.

This paper examines the application of win-win principles (Covey, 1989) to employer engagement activities in HE via two case studies. Following an analysis of the results in each case study, they show that the adoption of such approaches has enhanced employer engagement, consolidated existing employer relationships and led to tangible outcomes such as new student placement opportunities.

The paper suggests that HE employer engagement activities grounded in Covey's win-win principles are likely to enhance results and relationships with employers than those that omit such principles. The paper concludes by encouraging the utilisation of such principles across the spectrum of HE employer engagement activities.

The authors believe this is the first time this method of analysis has been applied to university-employer relationships.

Frugal innovation has gained prominence based on its potential contribution to sustainable development and the new opportunities that it offers to low-income customers. This paper aims to analyse the strategic knowledge transfer practices implemented by an entrepreneurial university for fostering frugal innovations within an emerging economy.

This study adopted a case study methodological approach. The selected case was the University of Campinas (Unicamp), one of the leading universities in Brazil in terms of research quality and technology transfer. The study built upon 14 interviews with key informants and secondary sources of data (official and public documents).

The findings highlight the multidimensional dynamics of frugal innovations arising from university–industry relationships. Key dimensions considered include the internal capabilities of universities to foster frugal innovations and connect them to markets, the surrounding innovation ecosystems in which the university is embedded and the overarching institutional framework.

The analysis of strategic management practices for frugal innovation requires an evolutionary perspective, but the findings lacked sufficient longitudinal information for a formal evaluation. Also, as our empirical analysis is based on an in-depth case study of one university, further validation in other contexts would be necessary.

This study offers new insights regarding the effectiveness of university-business collaboration partnerships for developing frugal innovations in emerging economies. Policymakers should promote societal programs enhancing the active participation of all agents involved in the entrepreneurial and innovation ecosystem. University managers should understand the challenges and the opportunities behind the adoption of an inclusive and societal orientation.

By adopting frugal innovation practices, universities can enhance their contribution of meeting the United Nations’ Sustainable Development Goals.

The literature on frugal innovation has emphasized the importance of networking between different types of firms, NGOs and governments, but the role of universities in frugal innovation remains mostly unexplored. This study addresses this gap by exploring how entrepreneurial universities participate in frugal innovations to meet societal challenges.

The purpose of this paper is to present a case about the emergence of human capital (HC) during the master thesis as a work-based learning project.

The case study uses data from 107 master’s students 2007–2011 and feedback from 91 managers as business advisors 2007–2016.

The findings show direct contributions of higher education (HE) to intellectual capital (IC) in organisations through the enhanced HC of managers.

The case contributes to the emerging new, fifth stage of IC research by demonstrating how HC develops beyond the boundaries of an educational institution; how it influences an organisation’s IC and how 91 business advisors, as external stakeholders, assessed the achievements and value creation of HE.

Consultancies provide a beneficial teaching tool in linking industry with supply chain education. With the scarcity of supply chain talent and real life experience, there is a real interest in using consultancy modules to bring the two worlds closer. This research paper aims to explore the challenges faced by key stakeholders (clients, lecturers and students) who participate in a supply chain management (SCM) consultancy module.

Case study methodology is used to describe the challenges faced by the stakeholders in running a SCM consultancy module. Using the existing literature on consultancy module challenges as a point of departure, this paper explores these challenges within a SCM consultancy module. A triangulated research approach allowed capturing the views of the key stakeholders.

The findings confirmed that the case entailed all initial 13 challenges faced by key stakeholders, as well as four more challenges (health and safety risks; expertise assessment; depicting supply chain management boundaries; and SCM consultancy skills) which were relevant to the SCM field.

The paper offers an insight into the challenges of teaching a supply chain management consultancy module and addresses the issues for academics to bridge the divide between theory and practice.

This paper assists supply chain educators in consultancy module development and helps companies willing to participate in such modules prepare for the challenges that they will encounter. It also contributes to debate on SCM difficulties in building business‐university collaboration.

Consultancy challenges observed in higher education have been based on individual cases and mainly covered in the marketing literature. This paper is the first case study that depicts all consultancy module challenges faced by key stakeholders and within the supply chain management subject; it highlights some subject relevant challenges for supply chain educators.