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This article aims to analyze the interaction between university and enterprise based on the experience of two biotechnology centers in the state of Rio Grande do Sul, namely the Biotechnology Center of the State of Rio Grande do Sul and the Biotechnology Center of the Federal University of Pelotas. The multiple‐case method was chosen to analyze and identify university‐enterprise interaction models. A theoretical review established a typology of university‐enterprise interaction constituted by three models: classic model, market model and partnership model. Ten university‐enterprise interaction projects were classified. At the Biotechnology Center of the State of Rio Grande do Sul the five projects were mainly on the lines of the market model, whereas at the Biotechnology Center of the Federal University of Pelotas the five projects were mainly the classic model of interaction. A culture of interaction between university and enterprise must be stimulated at both centers, and actions were proposed for this purpose.

The purpose of this paper is to analyze and understand the condition that lead to a constitution’s path of Brazilian Science Parks, in the State of Rio Grande do Sul, and consequently to propose a new dimension of analysis to the Triple Helix.

A qualitative approach was used to elaborate a descriptive and exploratory research design, where a case study method was applied on six science parks.

The use of the Triple Helix model could not explain the Brazilian Science Park development realities. A new element, related to the innovation model, was considered as a determinant in the constitution of the Brazilian parks, and is represented as the community leadership category, as the Fourth Helix.

Since it is a qualitative study, the results obtained have a strong relation with the local, cultural and historically constructed contexts. Bias from the researchers’ subjectivity in the data collection procedures is present, although the validity and reliability measures were performed.

The construction of designed and implemented specific “fertile models,” which are capable of developing the necessary conditions for the constitution and the consolidation of science parks in Brazil.

Such empirical contribution comes from data referring to spontaneous and endogenous local community development movements.

The identification of a new element of the Triple Helix innovation model is represented as the community leadership category and is considered as a key determinant in the constitution of the Brazilian Science Parks.

Triple helix theory stresses co‐evolution and interaction among governments, enterprises and universities, and is paid great attention by governments, universities and enterprises worldwide. The purpose of this paper is to investigate the role that Chinese government R&D investments play in the interaction between enterprises and universities.

Basing on provincial panel data of Chinese universities from 2004‐2010, the impact of government R&D investments on patent technology transfer activities of Chinese universities is studied by empirical analysis. More specifically, the paper examines the impact of both Chinese government R&D funding and national R&D programs on the number and the revenue of patent technology transfer contracts.

The study finds that the amount of government R&D funding and the number of 973 Programs in one region have significantly increased the number and the revenue of patent technology transfer contracts in that region. Moreover, the number of National S&T Pillar Programs, 863 Program and National Natural Science Foundation Program are also determinants of the number of patent technology transfer contracts.

This paper studies government's role in university‐enterprise patent technology transfer activities in a Chinese context. It reveals a government‐dominant position to promote patent technology transfer activities in Chinese triple helix model. It also provides a reference for decision makers in governments, industries and universities.

Industry–university–research cooperation (IURC) is a crucial way to build an innovative country. How to improve the effectiveness of IURC has become an important issue to be solved urgently.

This paper studies the data of industry, university and research activities in various regions of China from 2016 to 2018 and analyzes the impact mechanism of innovation input and open innovation environment on the effectiveness of IURC based on innovation value chain theory.

This research finds that innovative talent input has an inverted U-shaped impact on the effectiveness of IURC. When there are more innovative funds invested, the marginal effect of IURC will decrease. When innovative talent input exceeds a certain value, the open innovation environment can alleviate the positive marginal effect of its decline.

This paper contributes to the literature and provides practical guidelines for improving the efficacy of IURC.

The purpose of this paper is to propose a new typology to leverage the different knowledge gaps existing between universities and industries. This new typology classifies interactions into training-oriented, diffusion-oriented, service-oriented, development-oriented, and research-oriented.

The Brazilian 2010 Census data available from the CNPq Research Group Directory were used to test the typology.

It was found that, among the five types of interactions proposed, the most frequent were the development-oriented (39 per cent), diffusion-oriented (23 per cent), and research-oriented (16 per cent) ones. These findings indicate that it is likely that university-industry (U-I) interactions have improved in terms of quality in an attempt to attain a joint higher technological development.

The paper provides the U-I interaction debate with a new perspective about the kinds of interactions that could effectively bridge the knowledge gaps between universities and industries, especially in a developing country context.

Este artigo propõe uma nova metodologia para reduzir as diferentes lacunas em termos de conhecimento existentes entre universidades e empresas. Esta nova tipologia classifica as interações em formadora, difusora, financiadora, desenvolvedora e pesquisadora.

O Censo de 2010 disponibilizado pelo Diretório de Grupos de Pesquisa do CNPq foi utilizado para testar a tipologia proposta.

Verificou-se que, entre os cinco tipos de interação propostos, os mais frequentes foram as tipologias desenvolvedora (39%), difusora (23%) e pesquisadora (16%). Esses resultados indicam uma provável qualificação das interações universidade-empresa justamente com o objetivo de alcançar um desenvolvimento tecnológico conjunto superior.

O artigo contribui com o debate sobre interação universidade-empresa, propondo uma nova perspectiva sobre os tipos de interação que efetivamente podem preencher as lacunas em termos de conhecimento existente entre universidades e empresas, especialmente no contexto dos países em desenvolvimento.

This paper is part of the ERASMUS+-funded Strengthening University Enterprise Collaboration for Resilient Communities in Asia (SECRA) project. This study aims to map collaborative architecture between partner universities and the public/private sectors to provide a contextualised collaboration framework for disaster resilience (DR) in South-East Asia.

Documentary reviews were conducted in partner countries to establish the current context of university enterprise collaborations (UEC) in South-East Asia. A concept-centric approach permitted the synthesis of concepts from each country review, allowing for comparisons between collaborative practices that impact the success of DR collaborations.

The review identified that funding, continuity, long-term strategic plans and practical implementation are lacking in partner countries. However, each country demonstrated good practices and identified enablers and barriers that impact DR collaborations.

The synthesis revealed a lack of a practical understanding of real-world barriers. Further research is needed to understand real-world experiences in DR collaborations and to provide insights into barriers, enablers and good practices in DR collaborations. Gaining an “on-the-ground” perspective will provide detailed insights and the feasibility of implementation.

The findings provide the foundations for developing a heuristic UEC framework that can inform policies and practices for DR in partner countries.

The findings can inform various stakeholder policies and practices and promote the exchange of ideas between stakeholders to enhance DR in South-East Asia.

The results are relevant within the South-East Asian, as governments have intensified the adoption of measures to encourage UEC for DR.

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.

This paper seeks to explore notions of enterprise as an instance of organizational change within university business schools, using a theoretical approach drawn from the discourse theory of Ernesto Laclau and Chantal Mouffe. Their concept of articulatory practice is useful for examining the management of knowledge workers across multiple levels of discourse, including policy, practice and processes of identification. Specifically, the paper aims to investigate the articulation of enterprise within government policy on higher education, management practices of directing, funding, measuring and regulating the activities of faculty in ways that seek to promote enterprise, as well as demonstrating how agents can resist attempts at top‐down managerial control through processes of self‐identification.

An empirical study consisting of an analysis of government reports on higher education along with 65 interviews conducted at six UK research‐led business schools.

At the level of government policy, the university is recast as an enterprise within a competitive marketplace where the “entrepreneurial academic” who commercializes research becomes the role model. However, management practices and identity processes amongst faculty reveal inconsistencies within the articulation of the university enterprise, to the extent that this idealised identity is marginalised within research‐led business schools in the UK.

The theoretical approach captures the dynamism of hegemonic projects across multiple levels, from policymaking to management practice and the constitution of identity. Laclau and Mouffe's conception of hegemony highlights mechanisms of control, while their assumption of radical contingency illuminates dynamics of resistance.

Studies on academic entrepreneurship (AE) agree on the significant impact that Universities can have on entrepreneurial development. AE deploys through fundamental activities, like the start-up of new companies and the connection of the University with Enterprises. The purpose of this paper is to analyse the role of digital learning platforms (DLP) to connect Universities and Enterprises effectively. Although the literature has extensively investigated DLP, there is a lack of understanding of the role of DLP in supporting digital AE. This paper focuses, in particular, on the functional requirements that have to distinguish the development of DLPs supporting education-based activities of knowledge transfer between academia and enterprise.

The research is carried out, adopting a case study methodology. A single and holistic case regarding a DLP developed for the strategic and exclusive deployment of AE activities is proposed to describe and discuss the functional requirements of such Platform.

The DLP is a virtual learning space in which Enterprises and Universities can interact. The definition of design requirements is crucial for the efficacy of DLPs and needs to be carefully supported. Various criteria are proposed, respect to the various stakeholders engaged in DAE learning platform (Universities, Enterprises, students, employees), and according to the short- and long-term objectives of Universities and Entrepreneurship connection.

The paper explores an original case of DLP established in AE, to connect Universities and Enterprises. The research also sheds light on the under focussed typology of AE activities regarding education-based knowledge exchange. They are currently unaddressed by the literature on AE.

The purpose of this paper is to understand different institutional mechanisms for promoting effective innovation diffusion and maximizing spillovers from fruitfulness of university‐industry linkages.

The approach involved the content analysis of university documents and in‐depth interviews with university personnel. The paper investigated the types of changes which had been instituted by selected universities in regards to the management of invention disclosure and patent licensing procedures, policies for new business startups by faculty and graduates. The paper then studies how university incentive structures have been reshaped to encourage and facilitate engagement with industry.

The types of changes have been instituted by select universities enhance research commercialization capacity in regards to the management of invention disclosure and patent licensing, policies for new business startups by faculty and graduates, and provision of seed capital, training and incubator facilities, especially the relationship between technology transfer offices and university administration, as well as faculty; how university incentive structure has been reshaped to encourage and facilitate engagement with industry; how gross royalties and/or net royalty income are distributed between university and faculty.

This paper describes the important role of institutional underpinnings for building commercial linkages. It also explores what university policies and institutions shape the nature and fruitfulness of innovation diffusion in China.