Innovation and the Entrepreneurial University

325 Pages·2018·5.626 MB·English

by  Dirk Meissner, Erkan Erdil, Joanna Chataway

Science, Technology and Innovation Studies
Dirk Meissner
Erkan Erdil
Joanna Chataway Editors
Innovation
and the
Entrepreneurial
University
Science, Technology and Innovation
Studies
Serieseditors
LeonidGokhberg
Moscow,Russia
DirkMeissner
Moscow,Russia
Science, technology and innovation (STI) studies are interrelated, as are STI
policies and policy studies. This series of books aims to contribute to improved
understanding of these interrelations. Their importance has become more widely
recognized,astheroleofinnovationindrivingeconomicdevelopmentandfoster-
ingsocietal welfare has become almost conventional wisdom. Interdisciplinary in
coverage, the series focuses on the links between STI, business, and the broader
economy andsociety.Theseries includesconceptual and empirical contributions,
which aim to extend our theoretical grasp while offering practical relevance.
RelevanttopicsincludetheeconomicandsocialimpactsofSTI,STIpolicydesign
and implementation, technology and innovation management, entrepreneurship
(and related policies), foresight studies, and analysis of emerging technologies.
Theseriesisaddressedtoprofessionalsinresearchandteaching,consultanciesand
industry,governmentandinternationalorganizations.
Moreinformationaboutthisseriesathttp://www.springer.com/series/13398
Dirk Meissner (cid:129) Erkan Erdil (cid:129)
Joanna Chataway
Editors
Innovation and the
Entrepreneurial University
Editors
DirkMeissner ErkanErdil
HigherSchoolofEconomics DepartmentofEconomics
NationalResearchUniversity MiddleEastTechnicalUniversity
Moscow,Russia Ankara,Turkey
JoannaChataway
SPRU,UniversityofSussex
Sussex,UnitedKingdom
Science,TechnologyandInnovationStudies
ISBN978-3-319-62648-2 ISBN978-3-319-62649-9 (eBook)
https://doi.org/10.1007/978-3-319-62649-9
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Contents
PartI InnovationandEntrepreneurialUniversity
1 InnovationEcosystemsandUniversities. . . . . . . . . . . . . . . . . . . . . 3
ErkanErdil,DirkMeissner,andJoannaChataway
PartII TheChangingRoleofUniversitiesasEconomicActors
2 EffectsofUniversityResearchExposureonYoungCompany
BehaviorandPerformance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
YannisCaloghirou,AimiliaProtogerou,andNicholasS.Vonortas
3 EntrepreneurialUniversities:TowardsaRevisedParadigm. . . . . 37
DirkMeissner
4 ImpactofPre-incubatorsonEntrepreneurialActivitiesinTurkey:
Problems,Successes,andPolicyRecommendations. . . . . . . . . . . . 57
EmekBarıs¸ KepenekandZelihaEser
5 Catching-upandtheRoleofUniversity-IndustryCollaboration
inEmergingEconomies:CaseofTurkey. . . . . . . . . . . . . . . . . . . . 83
HadiTolgaG€oksidan,ErkanErdil,andBarıs¸C¸akmur
6 HigherEducationInstitutionsintheKnowledgeTriangle. . . . . . . 115
MarioCervantes
PartIII LocalandRegionalStrategies
7 HighGrowthFirms:APolicyOptioninTurkey. . . . . . . . . . . . . . 145
MuratDemirez
8 StakeholderRelationshipBuildingProcessesofR&DBased
Startups:TheCaseofTechno-entrepreneursinTurkey. . . . . . . . . 173
ElifKalaycı
v
vi Contents
9 Industry-UniversityCollaborationforICTandE-Government
ServiceDevelopment:LearningfromPracticeofInnovative
Tu€rksat-UniversityCase. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Tunc¸ MedeniandHalilYes¸ilc¸imen
10 FromaNascenttoaMatureRegionalInnovationSystem:
WhatDrivestheTransition?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
MarinaRangaandSerdalTemel
11 ScientificCooperationinaGermanPolishBorderRegioninthe
LightofEUEnlargement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
JuttaGünther,GresaLatifi,JudytaLubacha-Sember,
andDanielT€obelmann
PartIV EvolvingUniversity/IndustryCollabrationsinResponsetoNew
ModesofKnowledgeProduction
12 HowWillOpenScienceImpactonUniversity/Industry
Collaborations?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
JoannaChataway,SarahParks,andEltaSmith
13 ValueGenerationfromIndustry-ScienceLinkagesinLight
ofTargetedOpenInnovation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
DirkMeissnerandEliasCarayannis
14 TheLatentRoleofUniversitiesinBoostingInnovations:
AnInformationalApproach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
IngaIvanova,MarkJohnson,andNikitaKrupenskiy
PartV TargetingonInnovation:PotentialsandLimitsof
EntrepreneurialUniversities
15 TargetingonInnovation:PotentialsandLimitsofEntrepreneurial
Universities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319
DirkMeissnerandErkanErdil
Part I
Innovation and Entrepreneurial University
1
Innovation Ecosystems and Universities
Erkan Erdil, Dirk Meissner, and Joanna Chataway
Abstract
Duringthelastdecadesthenumberofuniversitiesextendingtheirinitialeduca-
tion and teaching missions towards the triple helix and knowledge triangle
paradigms,e.g.knowledgeandtechnologytransferandinnovationhasincreased
substantially. In line with this evolution the term ‘entrepreneurial university’
became increasingly popular however until recently there is hardly a common
understanding of ‘entrepreneurial universities’. The main perception of
‘entrepreneurial universities’ rests with a visible and measurable contribution
ofuniversitiestoinnovationandentrepreneurshipinabroadersense.Although
thisperceptionisplausibleandconvincingitraisesmanyopenquestionswhich
mainlypointtouniversitygovernancemodels.Theinnovationandentrepreneur-
ial university paradigm requires a holistic view on university governance
approaches which include the full set of universities missions and respective
managementroutines.Inthisrespectit’sofutmostimportancethatuniversities
keep a “healthy balance” between their missions. This statement is frequently
usedinmanyinstancesyetthusfarthereisnoclearindicationwhata“healthy
balance” implies. The chapter provides first indications about entrepreneurial
universitygovernanceandrespectivemanagementapproaches.
E.Erdil(*)
ODTU¨-TEKPOLResearchCenterandDepartmentofEconomics,MiddleEastTechnical
University,Ankara,Turkey
e-mail:[email protected]
D.Meissner
NationalResearchUniversityHigherSchoolofEconomics,Moscow,Russia
e-mail:[email protected]
J.Chataway
SPRU—SciencePolicyResearchUnit,UniversityofSussex,Brighton,UK
e-mail:[email protected]
#SpringerInternationalPublishingAG,partofSpringerNature2018 3
D.Meissneretal.(eds.),InnovationandtheEntrepreneurialUniversity,Science,
TechnologyandInnovationStudies,https://doi.org/10.1007/978-3-319-62649-9_1
4 E.Erdiletal.
Keywords
Entrepreneurialuniversity(cid:1)Knowledgetriangle(cid:1)Triplehelix(cid:1)Innovation(cid:1)
Knowledgetransfer
1.1 Introduction
Iholdalooffrompracticalpoliticsandrecognizenopurposeotherthanknowledge...
JosephAloisSchumpeter
TheNatureandEssenceofEconomicTheory,1908
The ever-increasing significance of knowledge for almost all societies has
shapedourdailyroutinesandcreativecapacities.Theprincipalnestofknowledge
in today’s world is universities. The recent decades have witnessed the changing
role of universities in the so-called age of entrepreneurial university. This book
aimstooutlinetheissuesassociatedwiththistransformationmovingfromtheoreti-
calunderpinningstoempiricalfactsandillustratingwithvariousexamples.
1.2 Knowledge and Innovation
Inthecourseofrecentdecades,knowledgehascomeincreasinglytobeviewedasa
product.Yet,thecommodificationprocessofknowledgeastheoutcomeofvarious
activitiesexhibitsdifferentcharacteristicsascomparedtoothercommodities.The
relationshipbetweenuseandexchangevalueobservedinothercommoditieshave
different peculiarities in the context ofknowledge (Meissner et al. 2013a, b). The
usevalueofothercommoditiesdecreasesthroughconsumptionwhiletheprocessis
completelythereverseintheuseofknowledge.Theusevalueofknowledgeusually
increases as it is consumed. In order to consider knowledge as a commodity in
economicsense,itshouldbeconvenienttobeexchangedinthemarket.Themain
processinthiscontextisthetransformationofinformationtoknowledge.Thefinal
outputofthisactivitymakestheknowledgemeasurableandassomethingthatcan
materiallyvalued.Oneoftheseprocessesisthecodificationofknowledge.Knowl-
edge is the deduction and transformation of information in which it creates an
impact on the decisions of economic actors. As defined in Oslo Manual (OECD
2005), “An innovation is the implementation of a new or significantly improved
product(goodorservice),orprocess,anewmarketingmethod,oraneworganiza-
tionalmethodinbusinesspractices,workplaceorganizationorexternalrelations”.
In recent history, tremendous technological change and uninterrupted speed in
flowsofinformation haveledknowledgetobetreatedasthecentralmotor power
of economic development and innovation as the key force of competition in the
market.Thenthequestionofhowknowledgeisembeddedintheuniversitiesisnow
widelythoughtaboutinrelationtothegeneralwelfareofsocieties.
The concept of entrepreneurial university has emerged from this context. In
additiontoclassicalmissionsofuniversity—teachingandresearch,anewmission