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The purpose of this paper is to discuss the role of universities in fostering and promoting entrepreneurship in Finland. In particular it seeks to examine the university‐entrepreneurship relationship: its nature and how universities are addressing the entrepreneurship agenda.

The paper is based on a large study of Finnish universities and their relation to entrepreneurship, its promotion and incorporating university‐based enterprise education. The study was a one‐year‐project carried out in 2004 and funded by the Finnish Ministry of Education. The empirical data were collected in March‐August 2004 via an internet survey and by conducting interviews in all of the 21 Finnish universities.

The study shows that within all Finnish universities there are as yet untapped resources and opportunities in terms of entrepreneurship. However it is far from clear if there is one model which will increasingly drive entrepreneurial development within Finnish universities or whether a more ad hoc and somewhat ambiguous conceptual understanding will characterise developments.

The paper provides useful information on entrepreneurship in Finnish universities.

This study aims to understand the impact of student entrepreneurship and university support on faculty intrapreneurship. The authors also analyze the role of the university’s dynamic and ordinary capabilities and the environmental dynamism in which the university is embedded.

With a large survey data set involving 680 professors and 2,230 students from 70 Brazilian universities, the authors use a multimethod approach with partial least squares structural equation modeling (PLS-SEM) and fuzzy-set qualitative comparative analysis (fsQCA).

The PLS-SEM results demonstrate that student entrepreneurship indirectly influences faculty intrapreneurship through the interaction of students with faculty and entrepreneurs, in addition to proving the intense influence of university support on faculty intrapreneurship, especially in a slow-growth environment. Additionally, the authors confirmed the moderating effect of universities’ dynamic and ordinary capabilities on student interaction and university support, respectively, and some exciting differences considering the ecosystem dynamism. The fsQCA results deepened the differences between environments, presenting different configurations between the antecedents that lead to high levels of faculty intrapreneurship in fast and slow-growth environments.

The study makes a unique and significant contribution to the literature on faculty intrapreneurship by examining the cross-interactions between individual, organizational and environmental levels about the promotion of faculty intrapreneurship. From a practical point of view, it is possible to identify more effective, innovative and systematic ways to encourage faculty intrapreneurship in a developing country. The findings help open up the black box of faculty intrapreneurship.

The purpose of this study is to analyze the strategies that allow sowing social entrepreneurship initiatives among young university students in Latin America. This study will also help to understand the different needs and expectations currently treated in higher education in developing its role as a promoter of entrepreneurship in students.

The study uses a multinomial logistic regression method analysis based on data collected through an online survey and applied to a sample of 599 advanced business administration students in five Latin American countries.

The results indicate that three of the independent variables under study are relevant as strategies to instill in university students the initiative for creating social entrepreneurship: establishing links with social communities, providing entrepreneurial education with a social orientation, and offering financial education.

These research findings indicate the role universities should have in promoting social entrepreneurship in university students. Therefore, the proposed strategies are crucial to improving this type of entrepreneurship.

The main contribution of this study is to analyze issues as crucial as social entrepreneurship in Latin American university students and broaden knowledge of the main strategies universities in this region must adopt so that students launch into the social area.

El propósito de este estudio es analizar las estrategias que permitan sembrar iniciativas de emprendimiento social entre jóvenes universitarios de América Latina. Esto permitirá conocer las diferentes necesidades y expectativas que se tienen actualmente en la educación superior en el desarrollo de su papel como promotor del emprendimiento en los estudiantes.

El estudio utiliza un análisis método regresión logística multinomial basado en datos recopilados a través de una encuesta en línea, aplicada a una muestra de 599 estudiantes avanzados de administración de empresas en cinco países latinoamericanos.

Los resultados evidencian que tres de las variables independientes en estudio son relevantes como estrategia para sembrar en los estudiantes universitarios la iniciativa de crear emprendimiento social: el tener vínculos con las comunidades sociales, otorgar educación emprendedora con orientación social y el brindar educación financiera.

Los hallazgos de esta investigación señalan el rol que deben de tener las universidades para fomentar el emprendimiento social en los estudiantes universitarios. Por lo tanto, se proponen estrategias claves para mejorar este tipo de emprendimientos.

La principal contribución de este estudio es analizar temas tan importantes como el emprendimiento social en los estudiantes universitarios de América Latina y ampliar el conocimiento de las principales estrategias que deben adoptar las universidades de esta región para que los estudiantes se lancen en el área social.

O objetivo deste estudo é an analisar as estratégias que permitem semear iniciativas de empreendedorismo social entre jovens universitários da América Latina. Permitirá conhecer as diferentes necessidades e expectativas atualmente tratadas no ensino superior no desenvolvimento do seu papel de promotor do empreendedorismo nos alunos.

O estudo utiliza um método de análise de regressão logística multinomial baseado em dados coletados por meio de uma pesquisa on-line, aplicada a uma amostra de 599 estudantes avançados de administração de empresas em cinco países latino-americanos.

Os resultados mostram que três das variáveis independentes em estudo são relevantes como estratégia para incutir nos estudantes universitários a iniciativa de criar empreendedorismo social: ter ligações com comunidades sociais, proporcionar educação empreendedora com orientação social e fornecer educação financeira.

Os resultados desta investigação indicam o papel que as universidades devem ter na promoção do empreendedorismo social nos estudantes universitários. Portanto, as estratégias propostas são fundamentais para melhorar esse tipo de empreendedorismo.

A principal contribuição deste estudo é analisar temas tão importantes quanto o empreendedorismo social nos universitários latino-americanos, e ampliar o conhecimento das principais estratégias que as universidades desta região devem adotar, para que os estudantes se lancem na área social.

Student entrepreneurs account for a considerable number of start-up ventures derived from university settings. Nevertheless, there is little research that demonstrates how university entrepreneurship education (EE) directly influences students’ start-up activities. The primary purpose of this study is to examine the effectiveness of various types of university entrepreneurship activities (incorporate entrepreneurial courses, extra-curricular initiatives, and start-up support) on student start-up behavior. This quantitative research utilized questionnaire data collected from university students (n = 1,820) in southeast China and was analyzed with hierarchical Poisson regression in STATA procedures. Research results indicate that engaging in any type of university entrepreneurship activities positively predicts students’ start-up activities, yet this positive effect is contingent on students’ prior start-up experience and the overall university entrepreneurial climate. These findings advance our understanding of crucial elements within university entrepreneurial ecosystems and how various entrepreneurship activities within these ecosystems potentially impact students’ venture creation.

Interest in academic entrepreneurship is gaining attention as pressure on academic institutions to be more entrepreneurial increases. To date, emphasis has been on the transfer and commercialisation of research with little discussion focused on the entrepreneurial potential of university teaching. Drawing on Schumpeter’s theory of entrepreneurship, in particular the combining and recombining of resources and the concept of resistance, we provide an illustrative case study of one entrepreneurial academic venture that emerged from the teaching activities of a university. We examine how this venture, the ICEHOUSE, has evolved and been sustained despite pressure from competing logics from its partnering institutions. We argue that multiple and competing logics by various stakeholder groups led to ‘resistive tension’ which has supported the growth of the organisation.

At its essence, entrepreneurship has the potential to empower and to transform. The key to both individual and organizational prosperity in a dynamic, threatening and complex world is the ability to think and act in more entrepreneurial ways. A new wave of economic development is sweeping the world, with entrepreneurship and innovation as the primary catalysts. Within the world of education, it can be argued that the at-risk student is the one not prepared for this entrepreneurial age. While every student has the potential, most lack the knowledge, attitudes, skills, and capabilities that define entrepreneurial competence. Over these past four decades, entrepreneurship has grown within universities faster than virtually any other area of intellectual pursuit. And it appears that the pace is accelerating with more universities seeking to develop programs and centers focused on entrepreneurship. Yet, understanding how to build entrepreneurship programs that empower and transform has remained challenging for some institutions. In this chapter, we investigate the development of entrepreneurship programs in universities. More specifically we contend that they should be created for empowerment and transformation across the campus. We describe some of the most common structural forms, outline the different degree programs, and emphasize the empowering and transforming effects of these programs for all the stakeholders of a university.

In 2004 and 2007, the Kauffman Foundation awarded 18 universities and colleges $3–5 million dollars each to develop radiant model entrepreneurship education programs and campus-wide entrepreneurial ecosystems. Grant recipients were required to have a senior level administrator to oversee the program who reported to the Provost, President, or Chancellor. Award recipients included Syracuse University (2007) and the University of Rochester (2004). Cornell was not a Kauffman campus. This chapter explores three case studies in the radiant model of university-wide entrepreneurship education as deployed at Cornell University, The University of Rochester, and Syracuse University. The authors examine the history, accelerators, and challenges of the radiant model of university-wide entrepreneurship education.

In this chapter the authors explore some drivers of entrepreneurial intentions using the theory of planned behaviour on a sample of Italian students. Our objective is twofold. First, the study investigates if both perceiving that becoming an entrepreneur is risky and having non-financial career motivations affect university students’ entrepreneurial intentions. Second, it investigates if students’ perception that university education has an effect on their entrepreneurial skills and attitudes and their perception that the university favours and supports entrepreneurship moderate the relationship between cognitive antecedents of intentions (i.e. attitudes, norms and control) and entrepreneurial intentions. This chapter presents an analysis of a sample of more than 1,500 students from the University of Padova (Italy). According to the national ranking, this University – which is one of Italy’s oldest and largest universities – has been classified as the one with the best Faculty of Economics and Statistics in terms of teaching for more than 10 years among 45 Italian public universities. Data from the Global University Entrepreneurial Spirit Students’ Survey (GUESSS) carried out in 2013 was used. Our analysis highlights not only on the importance of individual characteristics, but also on the role of the learning experience students have during their university studies. This means that it is important to consider how much students perceive that their university education has an effect on entrepreneurial skills and attitudes.

Universities are increasingly looking at entrepreneurship as a way to bridge theory and practice. This is important in these challenging times when unexpected events and occurrences take place. It is becoming more important for universities to respond in an entrepreneurial manner to new trends to capitalise on learning and research opportunities. The aim of this chapter is to discuss how universities are acting in an entrepreneurial way by responding to educational and social challenges. This will help to understand fruitful new areas of teaching, research, service and engagement that can occur in a university setting based on entrepreneurial thinking.

Despite the important role of entrepreneurial implementation intentions for closing the intention-behavior gap, empirical evidence on their drivers and mechanisms is scant and inconclusive. In the case of college students’ technology-driven entrepreneurship, the objective of the present study is to examine whether implementation intentions are contingent on the university environment in which the progression from entrepreneurial intentions to subsequent actions unfolds. The sample for this study is composed of 299 Bulgarian STEM students, who reported technology-based entrepreneurial intentions. A binary logistic regression is applied to examine four specific mechanisms that facilitate or impede the students’ actual implementation intentions. Findings suggest that students enrolled in universities that provide greater concept development support are more likely to have formed specific implementation intentions, while students in more research-intensive universities are less likely to do so. Practitioner implications and recommendations for future research are provided.