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This paper deals with types and actors of entrepreneurship in and around academia in Russia, as well as with institutional settings of the entrepreneurial activity of academic faculty.

This paper is based on a series of semi-structured interviews using the purposive snowball method (2022–2023). The respondents are either engaged in different kinds of entrepreneurship in and outside universities in Moscow and Nizhny Novgorod or experts in entrepreneurship in and around academia.

A double mixed embeddedness driven approach to the typology of diverse forms of entrepreneurship in and around academia are shown in the context of the temporality as well as of the micro-, meso- and macro-level institutions, such as the low demand in innovations in the economy; uncertainty of property rights; limited interest of university administration in academic entrepreneurs or its focus solely on students' entrepreneurship; and necessity entrepreneurship motives on the micro-level. The research limitations of the study are the small number of observations and the localisation of the panel in only one country.

The research limitations of the study are the small number of observations and the localisation of the panel in only one country.

The “Special Military Operation” and its consequences would hinder bottom-up academic entrepreneurship in the country, while pushing universities to launch R&D with the big industry, and forcing many faculties to non-academic entrepreneurship.

For the first time, the broad variety of entrepreneurial activities of academic staff including the specifics of non-classical forms of entrepreneurship in and around academia and their embeddedness into different contexts are discussed.

Entrepreneurship in most cases can provide new products and services to the market and play an active role in an industry. Nowadays, colleges entrepreneurship education is becoming more of a “business incubator” for future entrepreneurship. This paper reviews the relative literature with entrepreneurship education in China and USA's colleges, aims to identify Chinese colleges' issues, then develops suggestions of Chinese colleges' entrepreneurship education and illustrated its future trends.

It revealed the theoretical framework of American main entrepreneurship education modes, analyzing three representative entrepreneurship modes in American colleges, its spirit, capability of innovation, entrepreneurship ability contribute to the basic frame of entrepreneurship education in American colleges, then by comparative research between American and Chinese colleges.

This paper is based on discussing the differences between US and Chinese colleges with entrepreneurship education as well as the enlightenment. Meanwhile, it was pointed out the disadvantages relating to our colleges' entrepreneurship education and its future trends.

By introducing the entrepreneurship modes of US colleges and analyzing the modes together with Chinese colleges entrepreneurship education, it draws out the conclusion to carry out practical activities and establish a good entrepreneurship environment, to strengthen teacher training in entrepreneurship education and entrepreneurial consultant team building and to deploy entrepreneurship research.

This paper aims to analyze the link between universities and business incubators (BIs) and to determine how students, scientific researchers and entrepreneurs can benefit from this linkage. It creates an environment in which everyone can help the other to put their new ideas, special skills and abilities into new businesses. In other words, the traditional universities’ role has changed and entrepreneurial universities are now needed to redirect new knowledge for economic development through BIs.

This paper adopts an analytical descriptive methodology approach to describe the basic features of the data by using the descriptive research design. This research is based on examining a model provided by the author concerning boosting the entrepreneurial aspects and outcomes through university business incubators (UBIs) based on wide theoretical and empirical case studies. Also, the functional structural approach is used to investigate the relationship between two variables as UBIs are considered a new unit that has functions and structures to create an added value to universities and the society as a whole.

The educational system should create a favorable environment that enables young people to develop their mindset from employees to employers, and to prepare them to improve skills and knowledge to create jobs. UBI is the recent aspect of the BI evolution where the research outcomes are linked with the industry and development. This relationship between these entities will provide success to its stakeholders.

Many incubators around the world are supported by universities. Others are making initiatives to link up with universities and higher education institutions to get the revenues and returns from its academic nature. Lately, university incubators became a type of incubator evolution and more supportive for entrepreneurs than other types of incubators.

The contribution of this study is to explain how UBIs succeeded to tie the results of scientific research with economy and development through entrepreneurial activities to accelerate and realize entrepreneurship strategies.

This paper aims to explore the impact mechanism of Chinese university students’ perceived entrepreneurial environment on their entrepreneurial tendency in the context of Chinese economic transition. In particular, the paper provides a reference for relevant departments to make policies and entrepreneurship educators to perfect the pedagogical design and curriculum development in entrepreneurship education programs.

The authors used questionnaires to collect data in Chinese universities via random sampling, and gained 729 valid questionnaires. Results from principal component analysis indicate that the scales have a good reliability. In particular, entrepreneurial attitude had three components. The hypotheses are tested by using Spearman correlation and multiple linear regression; the level of statistical significance of F-test was less than 0.05. Hence, multiple linear regression can be used in the analyses.

The study found that university students’ perceived social environment and economic environment have a positive influence on their entrepreneurial tendency, and entrepreneurial attitude is partially playing a mediating role between students’ perceived entrepreneurial environment and entrepreneurial tendency. However, students’ perceived policy environment has no significant impact on entrepreneurial tendency.

Environmental factors are often viewed as“gap fillers” in related studies, and mostly concentrated in the Western developed countries. This study attempts to fill the gaps in the context of Chinese economic transition.

The university is an institution with a long history and, over the course of the centuries, it has gone through several stages in its development. While initially conceived as an institution with a teaching “mission,” the university later adopted a knowledge generation function (research). In recent years, the idea has emerged that the university is assuming a “third mission”: contributing to society and economic development more directly; turning the university into an Entrepreneurial University. What, however, constitutes this Entrepreneurial University? Are all Entrepreneurial Universities composed of the same factors? The purpose of this paper is to answer these significant questions, through an empirical analysis performed on a sample of 59 Northern and Southern European universities.

Empirical analysis performed on a sample of 59 Northern and Southern European universities.

The findings show that students’ spin-off firm formation is the only different result for an Entrepreneurial University between Northern and Southern European universities and that the core internal entrepreneurship support factors are different for both geographical locations.

Besides, regarding external entrepreneurship support factors, results show that a supportive institutional context is a core element for promoting internal entrepreneurship support factors and in turn for increasing students’ spin-off firm formation in both Northern and Southern universities.

The economic impact of scientific research is receiving widespread attention all over the world, with interest being paid to research results that could potentially contribute to economic growth. There have been various policy responses in many African countries to facilitate the nation’s transition from a production-based to an innovation-based economy, especially in the universities. The effort is, however taken for granted that scientists (researchers) are now having academic entrepreneurship mindset. The purpose of this paper is to attempt at developing a model that integrates individual, organisational and institutional determinants of academic entrepreneurship, which can facilitate the ability to cross the “valley of death”.

The paper reviews the theoretical and empirical literature to establish the factors that influence the capacity of academic researchers to discover and exploit opportunities for converting knowledge into commercialisable products.

The findings indicate that exploitation of entrepreneurial opportunities is driven by the extent of previous collaboration with industry, cognitive integration and prior entrepreneurial experience. Moreover, the university institutional environment must encourage and facilitate the creation of university spin-offs.

The paper and the proposed framework are based on theoretical suppositions related to the determinant factors underlying the formation of academic entrepreneurial intentions. Therefore, an empirical analysis is required to measure each factor proposed in this model.

Considering the present weak national innovation system and university-industry linkages, universities in developing countries will require more than the production of potentially useful knowledge. There is need for conscious efforts by the university administration to put in place mechanisms that will facilitate the commercialisation of knowledge being produced in the university, encourage active participation in designing marketable products, as well as playing a leadership role in ensuring successful commercialisation.

The findings and framework developed in this paper can serve as an input to the design of policies that can stimulate the entrepreneurial activity of the academic researchers so that they can further contribute to technological development and economic growth in African countries.

Majority of the empirical studies on entrepreneurship in developing countries have not attempted to understand the entrepreneurial intention of university academic (researchers). But the current efforts of integrating economic development as an additional function to research and teaching of the universities in developing countries requires that they should operate more entrepreneurially. Therefore, this paper is proposing a framework that might stimulate the creation and development of entrepreneurial university thereby making the university to effectively fulfil its teaching, research and entrepreneurial missions.

This study aims to investigate whether and how academic entrepreneurship can grow in less technologically advanced conditions, particularly those seen in emerging markets. The objective was to examine the pre-conditions for the birth and growth of university-based ventures in Thailand, where science commercialisation has not yet flourished.

A single case study approach was adopted for the in-depth study of the birth of an unusual entrepreneurial initiative in one academic unit within a dental school, an environment that typically focuses on academic work. Data from interviews with key members working in this unit were analysed to reveal the pre-conditions of entrepreneurship within this Thai university department, with a focus on the existing understanding of academic entrepreneurship.

Social conditions, rather than technology-related motives, were important for the birth of the university-based venture examined. Key triggers for academic entrepreneurship in this situation were found to closely align with a model of social entrepreneurship.

Evidence from this emerging economy can help expand the typology of academic entrepreneurship. In addition to the technology-led ventures typically seen, the results from this study call for socially oriented university-based ventures that tackle social problems in local society.

For entrepreneurship education issue, the purpose of this paper is to apply a novel four-step method of comparative education research and assessment items for university-based entrepreneurship ecosystems (U-BEEs), with a specific focus on universities in Taiwan and Singapore. In this paper, entrepreneurship education development is explored, and important implications for the further improvement of entrepreneurship education are provided.

This study is based on the comparative education research method and proceeds in four steps (i.e. description, interpretation, juxtaposition, and comparison). The U-BEE items are applied to exemplify the similarities and differences of the process by which entrepreneurship education developed in two universities each in Singapore (National University of Singapore and Nanyang Technological University) and Taiwan (National Taiwan University and National Tsing Hua University).

From the country-based standpoint, the findings include considering broader factors (i.e. history, education) in such a comparison of the similarities and differences among four universities, reflecting the reality in the Asian region and introducing the method application of comparative education research for the first time in entrepreneurship education. From holistic and specific perspectives of U-BEE, the findings consist of presenting similarities and differences based on the comparisons of each item and showing the classified findings.

This study provides helpful insights based on the perspectives of academics and practitioners. First, the authors urge the necessity of the theoretical base of teaching and learning in education when universities plan for entrepreneurship education. Second, the authors stress the critical impact of the government on the execution of entrepreneurship education in the higher education context.

The purpose of this paper is to explores the influence of socialization upon the constitution and integration of learning leading to the development of entrepreneurial competence while at university, from the learner perspective. Self-reported learning is analyzed to illustrate ways in which students make use of institutional and social contributions of the university context.

The study investigates entrepreneurial journeys of 18 participants, either currently attending or recently graduated from three universities in three countries with both comparable and distinctive contextual elements. In depth analysis of individual life stories, focusing on self-identified critical incidents, is used to illustrate ways in which students, while at university, develop entrepreneurial competence for current and future practice.

Formal and non-formal learning remain important foundations for entrepreneurial competence development, delivered through designed content-centric structures. Informal learning – particularly mentor supported socialised learning – centring around the learner is key to solidifying learning towards entrepreneurial competence, through know-how and access to resources. The university emerges as an entrepreneurial learning space where students constitute and integrate learning gained through different forms.

Cross-cultural analysis is limited as the paper emphasizes the individual’s learning experience relative to the immediate university context.

Universities play a critical role as entrepreneurial learning spaces beyond formal and non-formal learning. This includes dedicating resources to orchestrate informal learning opportunities and enabling interaction with the different agents that contribute to socialised situated learning, supporting entrepreneurial competence development. Universities need to take responsibility for facilitating the entirety of learning.

Socialised learning in combination with other forms of learning contributes to student development of entrepreneurial competence while situated in the university context.

This paper provides insights about how graduates' career patterns (i.e. academic entrepreneur, self-employed or paid employed) are influenced by entrepreneurial university ecosystems (i.e. incubators and entrepreneurship education programs).

By adopting Douglas and Shepherd's utility-maximising function, the influence of one entrepreneurial university ecosystem on graduates' career choices was tested using a sample of 11,512 graduates from the Monterrey Institute of Technology and Higher Education (ITESM) in Mexico.

Our results show the critical role of entrepreneurial universities ecosystems in facilitating employability options as academic entrepreneurship for ITESM's graduates. The study shows some insights about how graduates' risk aversion and work effort are positively influenced by the university business incubator and entrepreneurship education programs, respectively.

Diverse implications for stakeholders have emerged from our results. These implications are associated with potential benefits of implementing programmes oriented to engage academic entrepreneurship within Latin American universities.

Entrepreneurial universities provide a range of employability alternatives for their students, such as to be self-employed, academic entrepreneurs or paid employees. In this scenario, entrepreneurial universities have configured entrepreneurial ecosystems (educational programmes, business incubators and other infrastructures) to support potential entrepreneurs (students, academics, staff and alumni). Despite the relevance of the environmental conditions on individuals' occupational choices, few studies have explored the role of the entrepreneurial university ecosystems on graduates' employability. In this vein, our study contributes to some academic discussions: (1) the role of context on career choice models (Ilouga et al., 2014; Sieger and Monsen, 2015), (2) the role of incubators and entrepreneurship education on fostering academic entrepreneurship on the graduates' community (Nabi et al., 2017; Good et al., 2019; Guerrero and Urbano, 2019a) and (3) the effectiveness of the entrepreneurial university ecosystems on graduates' employability (Herrera et al., 2018; Wright et al., 2017).