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This systematic literature review aims to identify the main areas of study related to co-creation and innovation in Higher Education Institutions (HEIs), as well as the main external and internal stakeholders with whom co-creation is made.

The empirical approach is based on 258 articles selected from the Web of Science (WoS), Clarivate Analytics and Scopus, Elsevier databases, with analysis of titles, abstracts and keywords following a research protocol. VOS viewer and CitNetExplorer software were used, with the twin aim of identifying publications with a higher number of citations and designing maps of reference word co-occurrence.

The analysis led to three clusters being identified: Cluster 1. Management and transfer of knowledge from HEIs to companies; Cluster 2. Co-creation and innovation in HEIs through cooperation between universities and companies; and Cluster 3. Universities’ third mission and their role in developing entrepreneurship education. The results of the literature clusters analysis led to proposing a conceptual model of analysis.

Despite only employing two databases and the content analysis criteria, the three found clusters are linked, recognising the interplay between co-creation and innovation in HEIs, knowledge transfer to enterprises and the influence on HEIs' third goal.

This systematic literature review highlights and gives a picture of the state-of-the-art in co-creation and innovation in HEIs, as well as presenting a model of co-creation and innovation in HEIs that can contribute to reinforcing the University-Industry-Community ties.

This study can lead to a better knowledge of the issue of co-creation and innovation at HEIs, as well as a deeper analysis of the sorts of relationships between HEIs and their stakeholders, as well as its impact on surrounding areas and influence.

The research highlights the interaction between HEIs and their stakeholders on a basis of value co-creation and innovation, providing mutual benefits for all involved, as well as greater development and recognition of HEIs and their surrounding regions’ image andreputation. A future research agenda is also presented on the topic of co-creation and innovation in HEIs.

This study responds to the need for further research to examine determinants that impact innovation creation in higher education institutions.

The study is a quantitative analysis; it uses 133 responses derived from respondents from several universities in Indonesia. The data are analyzed by using SEM-PLS. In the analysis, after having the inner model, then, the outer model is calculated. The research establishes a 95% confidence interval and conducts 500 bootstraps.

The results of this study indicate, firstly, the business and university partnerships, entrepreneurship orientation, and information technology facilities significantly influence innovation creation; secondly, measuring the impact in universities will strengthen the business and university partnerships, entrepreneurship orientation, and information technology facilities on the innovation creation.

This research implies that universities need to measure the impact and develop a proper measurement to enhance innovation through their relationship with their industrial partnerships and information technology facilities. However, the research has a limitation; the study is only conducted in state universities.

The research measures the impact of the university–business partnership, entrepreneurship orientation, and IT facility. These determinants' effectiveness needs a measurement scheme to improve the innovation creation outputs, quantity, and quality.

Universities have an essential role in developing entrepreneurship competence for students and staff by nurturing innovation creation. It will benefit the staff in managing tasks and the students after they graduate to create businesses. This study aims to provide an in-depth analysis of determinants that affect innovation creation in higher education institutions in Indonesia.

Central to problems affecting effective university–business collaboration (UBC) is the lack of intensive communication in addition to some administrative issues. This paper aims to resolve this issue by use of a uniquely designed “UBC system.” It suggests establishing a unified business analytics portal as one of the most convenient ways of facilitating UBC. This research paper describes the development and functioning of the “UBC system,” which is capable of supporting universities and businesses in terms of the COVID-19 crisis and in enabling the implementation of innovations in their activities.

Several dozen organizations and students and graduates of different universities were selected to test the “UBC system.” This research was conducted in several phases. The “UBC system” was developed on the basis of Microsoft 365, which is a solution made on a single platform with the integrated operation of several applications (SharePoint [Easy-Quiz and Survey], Outlook, Teams, Power Automate and Power BI). The system collects, processes and compares the data; schedules online interviews; conducts intelligence quotient testing and surveys; and its business analytic reports and dashboards are shared on the internet and are accessible from any location and from any device.

The results of the given study suggest that establishing reliable and convenient online coordination through the “UBC system” can provide help in enabling efficient collaboration between universities and businesses – something that has gained special importance in the time of the COVID-19 pandemic. This paper provides a number of conclusions and recommendations to improve online cooperation between universities and businesses.

The system can be administered by state entities (such as the Ministry of Education) and by career development centers within universities. The use of these kinds of systems can become a permanent part of effective UBC. The “UBC system” will not only help overcome employment problems in times of crisis but also make it easier to analyze the real situation and to introduce and develop innovative trends by both businesses and universities through mutual cooperation in an automated mode.

The proposed “UBC system” platform was developed by the authors.

This paper explores whether, in the context of university–industry (U–I) collaboration, new innovation strategies can be developed through actors' interactions, the exchange of resources and the co-creation of value for and within the system. In the context of the U–I relationship, the innovation perspective can highlight the need to develop strategies that elicit new formulas of value co-creation, which then facilitate innovation as a result of actor collaboration.

A total of 45 public universities in Spain, representing 95% of the total, participated in qualitative research. Personal in-depth interviews with technology transfer officers (TTOs) were conducted by an external firm; in a second phase, two of the researchers conducted eight interviews with the directors of TTOs in those universities with higher rates of transfer.

Findings reveal that enterprises with a technological focus are strengthening their relationships with universities and attempting to build a university business ecosystem by designing strategies for value co-creation such as co-ownership, co-patenting, and co-invention.

The empirical research is conducted in Spain, and results should be interpreted according to this context. Future research should examine new contexts (other countries) to improve the robustness of the data and enrich the results, thus enabling generalization of the management consequences.

The results provide a means to design strategies under a new collaborative and innovating logic. The theoretical framework contributes to theory, with implications for management.

The attention to the university–business collaboration (UBC) for its role in the knowledge-based economy is growing in many countries. In this context, the purpose of this paper is to conduct two surveys to explore the causes of low collaboration between the private sector and academia in the Kingdom of Saudi Arabia.

The first survey covers nearly 50 companies to learn their perspectives. Using the findings of the first survey, a second survey was conducted of university researchers to understand the determinants of private and public funding of research and development projects. The survey provided two types of data, namely, categorical and continuous, which were subjected to reliability and normality tests. A linear regression analysis also was utilized to explore the role of different factors on the funded projects by the two sectors.

There is a perception among researchers that the private sector is woefully underestimating research capacity of Saudi universities. One interesting finding is that publishing in journals from the International Scientific Indexing (ISI) is a strong predictor for government funding, but not for private funding. From the private sector perspective, publishing in ISI-indexed journals is not sufficient evidence of research capability. Moreover, high teaching load is a major obstacle in acquiring private funding, but not so for public funding.

The paper provides two main recommendations to improve collaboration. First, universities should incentivize publishing in high-impact journals more than in ISI-indexed journals to increase the faculty’s research capabilities. Second, universities should reduce the teaching load of faculty involved in research projects, particularly those funded by the private sector.

The outcomes of this survey-based study are very valuable to the ecosystem of academia, business and government in general and for Saudi Arabia in particular, where there is a vital need to implement the right policies regarding UBC in the country.

University business incubators (UBIs) are born as tools of the academic world to market research results, for the transfer of technology and to promote entrepreneurial spirit. In these contexts, the exchange of knowledge among entrepreneurs can be a key variable for the development and success of their businesses. This paper aims to analyse the characteristics of entrepreneurs' resources and the institutional logic that prevails in the incubator as determinants of the exchange of knowledge, and the authors examine the results in terms of entrepreneurial commitment and the generation of innovations.

The empirical study carried out on a sample of 101 entrepreneurs in UBIs in Spain and The Netherlands.

The results reveals how complementarity, supplementarity and transferability of resources, as well as incubator predisposition towards business are fundamental for the exchange of knowledge, the development of entrepreneurial spirit and the generation of innovation.

This study makes a contribution towards an understanding of how relationships between university entrepreneurs provide access to and help create useful knowledge for the parties, with this resource constituting one possible source of sustainable competitive advantage.

Academic entrepreneurship is seen as a pathway for universities to create value from their knowledge. However, there has been a lack of clarity about what activities constitute academic entrepreneurship, the different type of entrepreneurial academics and how their perceptions of their environment relate to their engagement.

Drawing on a large data set of 10,836 responses across 33 countries, the empirical study investigates European academics who undertake four academic entrepreneurship activities (spin-out creation, commercialisation of R&D results, joint R&D and consulting) to determine if they perceive the environment for academic entrepreneurship differently than those who undertake only some of the activities and those undertaking none at all.

The findings show that less than 1% of academics undertake exclusively spin-offs creation or R&D commercialisation; however, the majority also engage in other entrepreneurial activities such as joint R&D and consulting and even other education and management engagement activities with industry. In addition, entrepreneurial academics in Europe perceive significantly higher motivators and more developed supporting mechanisms for academic entrepreneurship. However, their perceptions of barriers are similar.

At a managerial and policy level, the study results call into question universities prioritising a narrow view of academic entrepreneurship which focusses only on spin-offs creation and R&D commercialisation. Instead, a broader view of academic entrepreneurship is recommended and appropriate mechanisms in place to enable academics to achieve research outcomes from their entrepreneurial activity.

This paper offers an important contribution on how the perception of the environment contributes to the development of entrepreneurial behaviour in individual academics.

The purpose of this paper is to identify the most extensively studied topics with respect to the triple, quadruple and quintuple helix models developed to explain these links. The review also focusses on ascertaining future trends within this field.

Relevant documents obtained from a search in the Institute for Scientific Information’s Web of Science were submitted to bibliometric analysis using VOSviewer software.

The results of this systematic review illustrate that, despite growing concern about society and the environment, issues related to the three helixes of universities, industries and governments continue to be the most often studied. However, an additional focus on research on the quadruple and quintuple helix models has emerged in the more specialised literature. An analysis of co-citations also identified four clusters of research such as, innovation and knowledge policies; entrepreneurial universities; business innovation strategy; and triple helix stakeholders in innovation, knowledge and regional development.

Some policies are needed. Polices that undergo the mapping of the universities’ specialisations, the industry/society necessities and financial measures could foster the relations between all the stakeholders.

The purpose of this paper is to investigate how knowledge management and university-industry-government collaboration – including the triple helix – relate with each other in influencing organizations’ performance. In the competitive environment nowadays, an organization’s ability to create and use knowledge becomes ever more essential in the search for sustainable competitive advantage, even leading to the search for new forms of inter-organizational arrangements.

The representatives of such collaborations selected for this study are the National Institutes of Science and Technology. The categorical content analysis technique was used for the qualitative analysis of the data.

The principal contribution was the proposal of an analytical model relating the knowledge management and triple helix theories and the proposed dimensions (namely, structural, relational, cognitive and the context), considering the peculiarities of the Brazilian context. The findings show that the organizational structure (structural) influences not only the relationship among members (relational) but also the flow of knowledge (cognitive), as well as how relational elements (collaborative culture, trust and leadership) facilitate knowledge sharing. Moreover, the context affects these three other dimensions. The main obstacles identified were cultural differences, bureaucracy and the socio-economic reality, while facilitators were the existence of technology parks and incubators, government incentives and geographical proximity between universities and industry.

This topic was chosen as there are few empirical studies that comprehensively relate the topics of knowledge management and university-industry-government cooperation focusing on the Brazilian context.

This research seeks to identify evidence of innovation elements in the implementation of a sustainable development ecosystem in the HE environment. For the purposes of this investigation, the use of developmental evaluation has been deemed appropriate to fully explore the depths of the topic.

The research follows a qualitative approach of inductive reasoning. For the purpose of this developmental evaluation, the collection of information from several stakeholders has been pursued in the study. Both a semi-structured interview and documents analysis were used.

Different awareness levels among logistics faculty members, while the incentives given are minimal. Availability of grants and lack of tenure are some of the reasons raised. Industry is not cooperative in providing placements/internships restricting students of industry experience. Internationalisation is slow and international collaborations limited. Limited freedom in topical discussions and their implications to learning.

The research has considered possible limitations and used other methods for triangulation of the findings.

Low awareness on the implementation of pedagogical approaches for innovation. Not all faculty can be innovative (owing to current practice) neither they are incentivised to be so. Government spending is very low on R&D – 0.136 of the GDP in 2016. The industry is not ready for University-Business Collaborations, therefore achieving a low theory to practice ratio for students.

In the context in which the research has taken place (HE in Oman), there has been no evaluation (and more so developmental evaluation) previously implemented. Additionally, a longitudinal study, integrated as part of an ESD system targeted to innovation could increase the innovation capacity of the country on the international innovation index.