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The purpose of this paper is to discuss Malaysia's industrial development since achieving its independence in 1957 to 2007. The industrial development in Malaysia has gradually shifted from mere trading type of activities to technology based entrepreneurial activities.

The transformation of Malaysia's industrial development from entrepreneurship to technology entrepreneurship is studied by applying the World Bank framework introduced by Bessant et al. The improvised framework has eight key dimensions that are developed as the key activities of technology entrepreneurship to assess the presence of technology entrepreneurship activity during the study period.

The initiation of the government's heavy industrialization drive in the 1980s had given rise to the growth of the manufacturing sector, and consequently, the implementation of public policies and government programmes in the 1990s have led to the shift of the economy from labor intensive manufacturing to high technology with higher value added activities. The findings thus indicate that the government's effort and support through the implementation of different policies and various state‐led programmes have basically driven Malaysia's entrepreneurial activities to be technology oriented.

As for the limitation, it is represented by the difficulties in identifying the key technology entrepreneurship activities and using them to analyze the entrepreneurship development at the macro level. Having analyzed at the macro level, this study hopes to contribute to the policy makers in drafting the government policies strategically so as to foster the growth of technology entrepreneurship in Malaysia generally, and to develop capabilities in particular industrial sectors.

The paper provides an overview of the industrial development in Malaysia as a background to the discussion on the transformation to technology entrepreneurship development.

The overall objective of the current study is to explore how universities can better developing new educational services. The purpose of this paper is to develop framework for technology entrepreneurship education (TEPE) within universities.

Qualitative and quantitative research approaches were employed. This study passes through four phase: reviewing of good practices; a survey of academics (n=150 respondents); semi-structured interviews with leaders of Ministry of Higher Education, the Social Fund for Development, and the ILO Sub-regional Office (n=30 respondents); and two workshop with expert group and stakeholders (n=65 respondents).

This study developed framework for TEPE within universities from three aspects (center for innovation and entrepreneurship (CIE), technology entrepreneurship professors/educators, and technology entrepreneurship programs/courses).

TEPE will have an impact at the individual and enterprise. It prepares students to be responsible, enterprising individuals who become entrepreneurs, enhances life skills and life learning experiences and contributes to economic development and sustainable communities; at the enterprise level, this education is expected to create and operate a new venture, help innovation, enhance the level of competitiveness, and develop a more practical entrepreneurial environment.

It is important for practitioners and policy makers to gain insights on how academic entrepreneurship support works elsewhere as inspiration for the further development of their approaches.

TEPE can assist in obtaining higher economic growth and sustainable development, in keeping up with the fast pace of an open-market capitalist society and in promoting self-employment and training, which all lead to the reduction of unemployment.

This study offers three principal contributions: first, development of framework for the TEPE from all perspectives within universities as TEPE differentiates from other entrepreneurship education types; second, development of an uncommon concept of new educational services in the marketing literature that is incoherent and lacks theoretical models that reflect good practice of entrepreneurship education; third, identification best practices of TEPE in universities by reviewing and analyzing policy and continuing to experiment.

The purpose of this paper is to explore how university-based entrepreneurship programs, incorporating real-life venture creation into educational design and delivery, can bridge the gap between entrepreneurship education and technology transfer within the university environment.

Based on a literature review and snowball sampling over a two-year period, 18 entrepreneurship education programs were identified as applying a venture creation approach. Ten of these programs were selected for case study, including direct interviews and participatory observation during a two-day workshop. Empirical findings were iteratively related to theory within entrepreneurship education and technology transfer.

The paper identifies the bridging capabilities of venture creation programs (VCP) across five core themes, illustrating the potential benefits of closer collaboration between entrepreneurship education and technology transfer in a university environment.

A definition for “VCP” is tested empirically. These programs are shown to be sophisticated laboratory environments, allowing for clinical research towards the understanding of entrepreneurship and technology transfer processes.

Findings identify practical benefits of combining entrepreneurship education and technology transfer activities, such as increased value creation through not only new firms, but also an entrepreneurially equipped graduate population. VCPs allow for “spin-through” of innovative ideas in the university environment, while simultaneously contributing to entrepreneurial learning.

This paper presents findings from the first multiple case study into entrepreneurship education specifically designed to develop real-life venture as part of the core curriculum. Findings provide basis for investigating the value of integrating entrepreneurship education and technology transfer at the university.

Technology entrepreneur' competence is one of the main domains of study in the field of technology entrepreneurship. In the dominant rationalistic view, competence is seen as constituted by a set of components used in performing particular functions. This study aims to expand this field of study by using an interpretive view.

Phenomenology is proposed and explored as an interpretive methodology that is more compatible with technology entrepreneurship. The empirical material is based on interviews with 19 technology entrepreneurs who have established new technology-based firms in Iran.

Findings show that the nature of the technology entrepreneurship's competence is emergent, holistic and relational. Also, the entrepreneurs' perception of entrepreneurship specifies which competence's components they develop and what meaning these components take.

By examining how technology entrepreneurs experience competence in the context of business creation, this study moves beyond the lists or categories of competencies, and it contributes to a broader understanding of competence at technology entrepreneurship.

This paper analyses whether the entrepreneurship education centres introduced by the Italian Ministry of Higher Education and Research in 2012 (the Italian Contamination Labs – CLabs) are effectively adopting the emergent digital technologies for nurturing their entrepreneurship education activities and dissemination of knowledge contamination practices among university students.

An in-depth analysis of italian entrepreneurship education centres provides evidence about the direct role played by digital technologies in supporting and enhancing the entrepreneurial processes, as well as on their indirect role in stimulating entrepreneurship activities of nascent student entrepreneurs.

Findings provide some insights into the strategic role of some categories of digital technologies inside the CLabs. The main results show still a weak use of digital technologies in CLabs except for social media and digital platforms, mainly used for promotion scope and communication of the entrepreneurial outputs achieved by the students.

Limitations of the study consist of the need to expand the study to all the other CLabs belonging to the CLabs Italian Network and to derive a set of “invariance” among the cases in terms of digital technologies support for student entrepreneurship.

New ways of managing entrepreneurship centres will involve a more massive adoption of digital technologies to support and transform some processes realized inside the CLabs, even if the governance of such centres must develop new digital skills.

The originality of the work regards the contribution to the emerging role of digital technologies on the student's entrepreneurship.

Both entrepreneurship education and commercialization of university research have witnessed remarkable growth in the past two decades. These activities may be complementary in many respects, as when participation in an entrepreneurship program prepares a student to start a company based on university technology, or when technology transfer personnel provide resources and expertise for an entrepreneurship course. At the same time, however, the activities are distinct along a number of dimensions, including goals and mission, influence of market conditions, time horizon, assessment, and providers and constituency. We argue that this situation presents an organizational dilemma: How should entrepreneurship and technology transfer groups within a university maintain independence in recognition of their differences while still facilitating synergies resulting from overlapping areas of concern? In response to this dilemma, we draw on the organizational modularity perspective, which offers the normative prescription that such situations warrant autonomy for individual units, but also require a high degree of cross-unit awareness in order to capture synergies. To illustrate this perspective in an intra-university population of entrepreneurship and technology transfer groups, we present network images and statistics of inter-group relationships at Stanford University, which is widely recognized for its success in both activities. The results highlight that dependence between groups is minimal, such that groups retain autonomy in decision-making and are not dependent on others to complete their goals. Simultaneously, cross-unit awareness is high, such that groups have frequent formal and informal interactions and communication. This awareness facilitates mutually beneficial interactions between groups. As a demonstration of the actual functioning of this system, we present three thumbnail case studies that highlight positive relationships between entrepreneurship education and technology transfer. Ultimately, we argue that to fully realize the synergies between entrepreneurship education and technology transfer, we must also recognize differences between them and ensure the autonomy that such differences warrant.

Geographical location has been of noted importance for technology entrepreneurship, i.e. technology clusters. While social resources have been investigated as strategic in management literature, media reputation appears to be an overlooked reason why technological entrepreneurship has been less prevalent in some geographical locations, despite there being fertile economic parameters. The paper aims to discuss these issues.

Utilizing methodology developed by Rindova et al. to explore how media (local and foreign) describes technological entrepreneurship (local and foreign), the paper compares Boston, MA and Kolkata, India in terms of positive or negative valenced recognition and explores their relation to technology entrepreneurship location.

Geographical media reputation is contextualized and does not transfer readily. Unlike the absolute positives of economic reasoning, positive media reputation in the local context does not scale globally. Also, negative reputation is very hard to overturn at the global level. Social resources often have their own social dynamics that are localized in culture and environment.

This paper is an exploratory, illustrative analysis of the relation between geographical reputation at local and global levels and the location choice of technology entrepreneurship. Other factors do exist that the paper does not examine specifically but tries to match through sample selection, realizing no two geographical locations can ever be exact matches and in this case are rough equivalents.

Geographical location imputes social resources – namely media reputation – that can affect the location choice of technology entrepreneurship beyond economic considerations.

Since the 1980s, US universities have greatly increased attention given to innovation and entrepreneurship out of a genuine commitment to enhancing American competitiveness. Although regional innovation and entrepreneurship can be enhanced by universities in multiple ways, the primary metrics of “success” remain patenting, licensing rates, and university spin-outs. While these metrics can be a useful proxy for the entrepreneurial university they tend to understate the many important contributions universities, including non-research intensive universities, make to their regional economies. In this chapter, we introduce a framework of capabilities that are essential to nurturing ecosystems of innovation and entrepreneurship at the regional level. We then describe the varied ways in which universities can support the development of these capabilities. Finally, we provide a framework of metrics, which can more comprehensively capture the value that universities represent to innovation and entrepreneurship in their regions.

The purpose of this paper is to analyse technology‐based entrepreneurship and its importance for economic growth. Firstly, it discusses the concept of technology‐based entrepreneurship, and, secondly, it moves on to question if the phenomenon is important for regional growth. New technology‐based firms (NTBFs) can influence economic growth both directly, by their own growth, and indirectly, for example, by providing specialised input to other firms. Quite frequently those indirect effects are established within a regional context.

This paper contributes knowledge about the relatively successful Swedish case. Based on several of the author's earlier studies, some empirical data are used to illustrate some characteristics of the Swedish case. The background and origin of Swedish NTBFs, as well as the growth of these firms, are discussed. Since, technology‐based entrepreneurship is a strongly regional phenomena special attention will be paid to one of Sweden's major regions; the Gothenburg region.

The paper shows that the number of technology‐based new firms corresponds to a small share of general entrepreneurship. Technology‐based entrepreneurship is a highly regional phenomenon, where local large firms are important for the training and breeding of future entrepreneurs. Spin‐off processes are likely to enhance regional knowledge development and learning processes because it involves the diffusion and sharing of technological and managerial expertise within the region.

The results suggests that a country like Sweden, with high R&D spendings and innovative activities, should be encouraged to increase its entrepreneurial activities in order to benefit even further from its R&D and technology development.

Is of value by adding to the knowledge on technology‐intensive firms – how they tend to grow, how frequent they are and their role in economic growth.