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China has climbed from 22nd in the Global Innovation Index Rankings in 2017 to 11th in the 2022 due to the transition of its manufacturing firms from assemblers to system integrators. This paper examines how firms can enhance their innovation capability through inbound and outbound open innovation.

This paper applies both open innovation and a knowledge-based view and proposes a conceptual framework that encompasses innovation capability and the significance of tacit knowledge acquisition. A questionnaire was designed to collect relevant data from 139 Chinese manufacturing firms in six regions to test this framework.

The authors found that inbound open innovation has a stronger impact than outbound open innovation on synergistic innovation capability. The acquisition of skill-based tacit knowledge has a slightly stronger intermediary role between open innovation (no matter inbound or outbound) and synergistic innovation capability than cognitive tacit knowledge does.

Firms should improve external tacit knowledge acquisition efforts to generate new knowledge, inspire the innovation passion of employees and implement ambidextrous open innovation.

This paper makes a good first step to analyze the effect of ambidextrous open innovation on the synergistic innovation capability of Chinese manufacturing firms. It verifies the role of skill-based and cognitive tacit knowledge acquisition and provides new reflections on open innovation strategy in emerging economies, thus enriching open innovation and knowledge-based theories.

University–industry technology transfer is growing at a rapid rate in China, involving both multinational and domestic companies. This chapter describes unique characteristics of Chinese National Technology Transfer Centers (NTTCs) and examines whether they can function as an effective policy instrument in promoting the commercialization of university research findings. Our qualitative and quantitative study finds that NTTCs are not by themselves an effective policy tool in accelerating the commercialization of university inventions. We found that universities without NTTCs can achieve the same or even greater success than those with NTTCs. We suggest that Chinese universities should mimic the Western approach by providing an attractive reward system and autonomy to technology management programs that stimulate their efforts in marketing patented technology.

This paper aims to determine whether Chinese university entrepreneurship education matches the needs of undergraduates and whether the entrepreneurial interests and expectations of students who have received university entrepreneurship education differ from those of students who have not. The authors hope that the research findings can provide practical implications and suggestions for improving university entrepreneurship education.

The authors chose one business university, two technology universities, and one medical university in Sichuan province and sent questionnaires to 350 randomly selected undergraduates. Based on data from 315 valid questionnaires, the authors conducted an empirical analysis.

The authors found that university entrepreneurship education does not fully satisfy students' needs. The authors also found no significant difference between the entrepreneurial interests and expectations of students who have received entrepreneurship education and those who have not.

The existing studies mainly focus on the supply side of university entrepreneurship education but ignored the demand side. The research is to understand the demand side – namely, students' needs for university entrepreneurship education. Are university students interested in new-business creation?. What are their needs for entrepreneurship education? Does Chinese university entrepreneurship education fit those needs? And finally, do the entrepreneurial interests and expectations of students who have received university entrepreneurship education differ from those of students who have not? Moreover, the study context consisted of one business university, two technology universities, and one medical university in a fast-developing region – Sichuan province. These universities are representative of the main categories of Chinese universities. Finally, the authors employ both qualitative and quantitative research methodologies to conduct the study.