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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 paper aims to understand, in the state of São Paulo academic environment, the differences between the profiles of academic entrepreneurs, nonacademic entrepreneurs and non-entrepreneurs.

The authors collected data from a more comprehensive research, whose objective was to evaluate the scholarship programmes of São Paulo Research Foundation (FAPESP). For data collection, the authors used an online questionnaire, pre-filled with information from the Lattes Curriculum of the sample individuals, as well as information obtained from FAPESP and from coordination for the improvement of higher education personnel. The response rate of the questionnaires was 21 per cent. The authors sought to explore the variables regarding entrepreneurial activities carried out by former scholarship holders, by relating them to other key variables identified in the literature review and explained in the hypotheses.

The results indicate that entrepreneurship rates decrease with the higher academic level of the researcher; in general, academic entrepreneurs come from families with a good financial situation, and applied sciences are the areas of knowledge with more entrepreneurs.

Despite the great number of theoretical and empirical studies found in the literature on entrepreneurship and academic entrepreneurship, there is still a shortage of practical studies on this latter topic in Brazil. This gap is even more evident when the authors consider the significant growth of entrepreneurial activity in the country in the past years. This paper contributes to fill this gap, and it aims to understand, in the state of São Paulo academic environment, the differences between the profiles of academic entrepreneurs, nonacademic entrepreneurs and non-entrepreneurs.

This paper investigates how academic teachers engage in identity work and make sense of entrepreneurship and academia in an entrepreneurship training programme.

By employing a sensemaking approach, the paper inductively analyses materials from a business idea development camp organised for academic teachers.

In collective sensemaking during the camp, non-academic facilitators strongly influenced the reflection-in-experience via normative ideas of entrepreneurship and their othering of entrepreneurship from academic work. In their post-camp individual essays, the academic teachers reflect-on-experience and draw parallels between entrepreneurship and academic work constructing sameness.

Longitudinal research is needed in identity work and sensemaking among academic teachers in relation to entrepreneurship.

Universities need to offer arenas for teachers and other faculty to support identity work and sensemaking.

This study generates new understanding of how academic teachers engage in identity work and make sense of entrepreneurship in training when interacting with others. It underscores the importance of time needed for reflection-on-action.

The commercialization of research produced by universities constitutes a core facet of academic entrepreneurship (AE). Academic literature reveals the need to shed light on entrepreneurial processes in higher education institutions (HEIs). This study intends to fill this gap by researching the mechanisms for facilitating AE and the variables that can moderate the relationship between such mechanisms and AE in Portuguese HEIs.

Our research model aims to assess the mechanisms of academic entrepreneurship (AE) within a sample of 125 Portuguese public higher education institutions (HEIs). To test our research hypotheses, we employed a structural equation model (SEM) using the partial least squares (PLS) method. Additionally, our evaluation examines the potential moderating effects of incubator programs, support initiatives, and proof-of-concept programs (PoCs). Our research model seeks to evaluate the mechanisms for facilitating AE and explore the effects of including incubator programs, support initiatives, and PoCs as moderators. The seven variables (Research mobilization, Unconventionality, Industry collaboration, University policies, Incubator programs and support initiatives, Proof-of-concept programs, and academic entrepreneurship) were measured using a 7-point Likert scale.

The results revealed that different drivers of AE influence the creation and development of entrepreneurial activities. Our findings also show the moderating effects of incubator programs, support initiatives, and proof-of-concept programs on AE. We find that incubator programs, other support initiatives, and PoCs maintain a moderating effect on AE and benefit their respective HEIs.

The study examines only the Portuguese HEI context. Therefore, generalizing these results necessitates reservations. However, the responses came from various actors in HEIs, from different academic backgrounds and research interests. This makes the results more generalizable. Limitations are evident in external validity, given that we gathered the data over a relatively short period.

Observed factors are explored to gain a deeper understanding of their influence on the mechanisms of AE. The implications arise from the new perspective presented and the methodology used to identify mechanisms capable of fostering AE. We hope this research will encourage other researchers to study this topic further.

the engagement of universities at the global level should be emphasised in future policy. While universities in innovation systems often have a local focus, their engagement in innovation ecosystems transcends the boundaries of geographic locations.

PoCs had a significant positive moderating effect on the impact of research mobilization and university policies on AE. Thus, we find interactions between universities and industry boost AE. This study demonstrates how AE benefits HEIs by extending orientation towards mobilizing research, unconventional approaches, cooperation with industry, and university policy implementation. We thus advocate a new approach, demonstrating the influence that the mobility of research, unconventionality, industry collaboration, and university policies hold over AE.

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.

The aim of the paper was to investigate entrepreneurship in a university setting and in particular amongst university managers, established academic entrepreneurs and nascent academic entrepreneurs. The purpose was to better understand the enablers and barriers to entrepreneurship taking place.

A qualitative, sense‐making methodology was used involving a single case method and a purposeful sampling approach. A three‐stage design strategy consisted of: identification of key themes by questioning university policy makers, managers and academic entrepreneurs; development of a questionnaire to profile academic entrepreneurs; and use of the questionnaire to assess preferences amongst nascent academic entrepreneurs

Four types of academic entrepreneur (hero, maverick, broker and prospector) were identified based on different approaches by individual academics to the use/production of discipline knowledge and the nature of their relationship with the host university.

The single case research is perceived as a limitation. Future studies will involve refining the level of analysis in terms of different disciplines and institutions.

The results suggest that interventions to promote entrepreneurship within universities ought to consider different strategies in order to take account of preferences amongst nascent entrepreneurs.

The paper looks at entrepreneurship in universities from a corporate perspective rather than from an individual perspective. The powerful influence of the university organisational setting is therefore recognised in terms of the creation of enablers and barriers to academic entrepreneurship taking place.

This paper aims to identify factors that influence the outcomes of academic entrepreneurship at the University of Tehran.

The research questionnaires were randomly distributed, and 95 individuals, including professors and experts in the field of academic entrepreneurship at the University, answered the questions. The population was estimated to include 150 subjects; 100 questionnaires were distributed totally; and 95 questionnaires were finally collected.

The results obtained from the data analysis indicate that institutions (formal and informal) and organizational factors (resources and capabilities) have a significant impact on the success of academic entrepreneurship. In addition, the results from an effect size analysis revealed that capabilities and informal resources have the strongest impact on the academic entrepreneurship outcomes. Limitations and directions for future research are provided at the end of the study.

It is a pioneering work that identifies the factors that influence academic entrepreneurship outcomes at the University of Tehran in a specific context such as Iran. Guerrero and Urbano’s (2012) entrepreneurial university model, which is built on the theory of institutional economy (North, 1990) and the resource-based view (Barney, 1991), has been adapted as the theoretical framework.

To explore, describe and explain what processes are at work in facilitating or inhibiting entrepreneurship amongst academics.

A corporate entrepreneurship perspective is used to construct a framework for understanding academic entrepreneurship at different ontological levels within a university context. A single case study method is adopted involving a purposeful sampling strategy of academic entrepreneurs within one university. A sense‐making approach investigated the practice of entrepreneurship by academics.

Develops a tentative framework for bounding the phenomenon of academic entrepreneurship and presents a model that attempts to identify key elements of academic entrepreneurship in terms of different modes of knowledge production and value‐creating processes.

The single case setting limits the applicability of the research to other institutions. However, the framework and model that are developed and the overall approach are valuable contributions to an important, emerging research area. The academic entrepreneurship framework provides a series of logically related conceptual bins that form a basis for future research. The model of academic entrepreneurship attempts to explain how academics produce different types of knowledge.

The paper suggests that academic entrepreneurs have a complex set of relationships with their parent disciplines and the university setting within which they operate. The outcomes indicate that orthodox models of entrepreneurship are not always meaningful as regards understanding what academic entrepreneurs actually do in practice.

The paper investigates a little‐understood phenomenon and one that is increasingly important for UK policy makers and university administrators. The academic entrepreneurship framework and model is an original and valuable contribution to the study of this phenomenon.

We conjecture that there are five stages to academic entrepreneurship: motivation, governance, selection, competition, and performance. The process of academic entrepreneurship originates with the motivation of faculty, universities, industry, and government to commercialize knowledge that originates within the university setting. The model conceptualizes that the governance and competitiveness of the commercialized knowledge moderate the mode selection and ultimately the performance of academic entrepreneurship. The conceptual and empirical support for the model are derived from a theory-driven synthesis of articles related to academic entrepreneurship.

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.