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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 December 2023) | Viewed by 22611

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Special Issue Editors

Dr. Anderson Rei Galvão

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Guest Editor

1. CETRAD Research Center, 5000 Vila Real, Portugal
2. ESTG, Polytechnic of Porto, 4610 Felgueiras, Portugal
Interests: entrepreneurship; innovation; entrepreneurial education; regional development; entrepreneurial university; sustainability; international business
Special Issues, Collections and Topics in MDPI journals

Dr. Carla Mascarenhas

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CETRAD Research Center, 5000 Vila Real, Portugal
Interests: innovation; university–industry collaboration; RIS3—research and innovation strategy for smart specialization; smart specialization strategy; entrepreneurship; sustainability; innovation sustainability
Special Issues, Collections and Topics in MDPI journals

Dr. Carla Susana Marques

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Department of Economics Sociology and Management, University of Trás-os-Montes e Alto Douro & CETRAD Research Center, 5000 Vila Real, Portugal
Interests: innovation; entrepreneurship and regional development
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Dr. Alexandra Braga

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Guest Editor

CIICESI, ESTG, Polytechnic of Porto, 4610 Felgueiras, Portugal
Interests: innovation; knowledge management; entrepreneurship; internationalization; social innovation; sustainability

Dr. Vítor Braga

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Guest Editor

CIICESI, ESTG, Polytechnic of Porto, 4610 Felgueiras, Portugal
Interests: business co-operation; internationalisation processes; family business; innovation; entrepreneurship
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue will include a selection of articles on Sustainable Higher Education for Academic Entrepreneurship.

In recent years, the number of studies on academic entrepreneurship has grown exponentially, and it is increasingly associated with innovation and the development of territories and societies (Wang, Cai, & Munir, 2022; Audretsch, 2014). Academic entrepreneurship can be defined by “…any activity that occurs beyond the traditional academic roles of teaching and/or research, carries an element of risk, and leads to financial rewards for the individual academic or his/her institution.” (Abreu & Grinevich, 2013, p.408). Several authors have argued that the definition of academic entrepreneurship should be extended to cover a wider range of entrepreneurial activities, such as those associated with technology transfer, through patenting, licensing and spin-offs, and the creation of students’ entrepreneurial skills.

Over time, higher education institutions (HEIs) have evolved to adapt to the needs of the market and their students. Currently, HEIs' mission is not only centered on teaching and research, but also on developing the local community through entrepreneurial activities (Etzkowitz, 2000; Rothaermel, 2007). Academic entrepreneurship falls within the scope of the third mission of HEIs, through a multidisciplinary approach, contributing to the development of the community and the territory in which they operate through large-scale knowledge and technology transfer (Compagnucci, 2020).

Potential topics for this Special Issue include (but are not limited to):

Entrepreneurial intention in HEI students;
Entrepreneurial education;
HEI and co-creation of business innovation;
Social entrepreneurship and sustainability of sustainable entrepreneurship in HEI;
Knowledge and technology transfer;
Technology transfer offices (TTOs);
Business incubators in HEIs;
Creation and support of start-ups in HEIs;
Spinoff;
Patents;
HEI–business cooperation;
Entrepreneurial universities;
Internationalization of HEIs;
Entrepreneurial ecosystems.

References

Wang, M.; Cai, J.; Munir, H. Academic entrepreneurship in China: individual human capital and institutional context in higher education organisations. Asian J. Technol. Innov. 2022, 30, 134–157.
Audretsch, D.B. From the entrepreneurial university to the university for the entrepreneurial society. J. Technol. Transf. 2014, 39, 313–321. https://doi.org/10.1007/s10961-012-9288-1.
Etzkowitz, H.; Webster, A.; Gebhardt, C.; Terra, B.R.C. The future of the university and the university of the future: Evolution of ivory tower to entrepreneurial paradigm. Res. Policy 2000, 29, 313–330.
Abreu, M.; Grinevich, V. The nature of academic entrepreneurship in the UK: Widening the focus on entrepreneurial activities. Res. Policy 2013, 42, 408–422.
Compagnucci, L.; Spigarelli, F. The Third Mission of the university: A systematic literature review on potentials and constraints. Technol. Forecast. Soc. Change 2020, 161, 120284.
Rothaermel, F.T.; Agung, S.D.; Jiang, L. University entrepreneurship: A taxonomy of the literature. Ind. Corp. Change 2007, 16, 691–791.

Dr. Anderson Rei Galvão
Dr. Carla Mascarenhas
Dr. Carla Susana Marques
Dr. Alexandra Braga
Dr. Vítor Braga
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

academic entrepreneurship
higher education
entrepreneurial education
spinoff
start-ups
incubator
entrepreneurial intention
technology transfer
patents

Published Papers (9 papers)

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Research

18 pages, 572 KiB

Open AccessArticle

Addressing Challenges in Kazakh Education for Sustainable Development

by Perizat Yelubayeva, Erkan Tashkyn and Gulzat Berkinbayeva

Sustainability 2023, 15(19), 14311; https://doi.org/10.3390/su151914311 - 28 Sep 2023

Cited by 3 | Viewed by 1441

Abstract

Sustainability education equips individuals with the knowledge, skills, and values to address complex environmental, social, and economic challenges. Like many other nations, Kazakhstan recognizes the importance of integrating sustainable development principles and values into education to foster a sustainable and resilient future. However, several hurdles, such as the COVID-19 lockdown, have impeded the country’s effective implementation of Education for Sustainable Development. The study explores these barriers and constraints and proposes potential strategies for advancing sustainability education practices in the Kazakh educational scene. This study used a qualitative methodology involving interviews with first-year students from four Kazakh universities. The study results show that preserving the role of education in fostering a sustainable society will pave the way for a brighter and greener future for the nation and its citizens beyond lockdown. The findings revealed that using the transformative power of education, Kazakhstan, with its more sustainable and inclusive education system, can nurture a generation equipped with the knowledge, skills, and values necessary to advance the country towards a sustainable future. The findings and conclusions of this study can guide policymakers, educators, and stakeholders in better addressing the challenges of sustainable development in Kazakhstan and enhancing ESD practices in Kazakh schools and institutions. Full article

(This article belongs to the Special Issue Sustainable Higher Education for Academic Entrepreneurship)

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16 pages, 1281 KiB

Open AccessArticle

Envisaging the Impact of Entrepreneurial Culture on Venture Creation among Undergraduate Students of Selected Universities in Nigeria

by Augustina Esitse Dada, Omotayo Adeniyi Adegbuyi, Mercy E. Ogbari, Odunayo Paul Salau, Tolulope Morenike Atolagbe, Oluwakemi Oluwafunmilayo Onayemi and Abimbola Oluwaseun Oladotun

Sustainability 2023, 15(15), 11862; https://doi.org/10.3390/su151511862 - 02 Aug 2023

Cited by 1 | Viewed by 972

Abstract

Entrepreneurship is critical to the development of modern complex societies, not just for their survival but also for their long-term viability. Knowing the importance of entrepreneurship to the development of an economy brought about the introduction of entrepreneurship education into tertiary institutions in Nigeria. However, the restricted way entrepreneurship education is usually taught and practised has not helped undergraduates to imbibe an entrepreneurial culture and create a venture while at university. To close these gaps, the current study envisaged the impact of entrepreneurial culture and venture creation among undergraduate students of selected public universities in the South West region of Nigeria. Specifically, the purposive sampling technique was adopted to select the participants from selected universities in the South West region of Nigeria that offers entrepreneurship as a degree programme. A total of 450 questionnaires were administered. A total of 396 copies of questionnaires were returned valid and confirmed as fit for analysis, representing an 88% response rate. The data collected were analysed using structural equation modelling. The findings from this study concluded that students who exhibit entrepreneurial attributes, values, and mindset are more likely to be entrepreneurs than students who do not. This study recommends that universities work harder to promote entrepreneurial culture by focusing entrepreneurship education more on practical application. Full article

(This article belongs to the Special Issue Sustainable Higher Education for Academic Entrepreneurship)

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29 pages, 1929 KiB

Open AccessArticle

The Interest Shown by Potential Young Entrepreneurs in Romania Regarding Feasible Funding Sources, in the Context of a Sustainable Entrepreneurial Education

by Alexandra Zamfirache, Titus Suciu, Carmen Elena Anton, Ruxandra-Gabriela Albu and Ioana-Simona Ivasciuc

Sustainability 2023, 15(6), 4823; https://doi.org/10.3390/su15064823 - 08 Mar 2023

Cited by 1 | Viewed by 1656

Abstract

Among the most important factors that favor the development of a sustainable business environment are the sources of financing and the skills developed by the higher education system, according to recent studies. To align with these, several universities have started providing entrepreneurship knowledge. Are these sufficiently well-known by the students in Romania? The current paper aims to carry out an in-depth analysis of concepts. The primary objective of this study is to explore the most relevant sources of entrepreneurial financing in the context of a sustainable entrepreneurial higher education. For such an endeavor, quantitative research was conducted, being designed and distributed through a questionnaire. Data were collected from a sample of 285 students of Transilvania University in Brasov interested in entrepreneurship. Results indicate that the main sources of entrepreneurial financing are retained earnings/profit, personal sources, supplier credits, European funds, loans (bank credits), leasing, and business angels. Evidence shows that most respondents assert great confidence in European funds. Notably, the entrepreneurial qualities of the founder are one of the enablers of a successful and sustainable business. Additionally, this research opens new ways of collaboration between the academic and the business environment to better train future professionals in the economic field. Full article

(This article belongs to the Special Issue Sustainable Higher Education for Academic Entrepreneurship)

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20 pages, 888 KiB

Open AccessArticle

The Effect of Entrepreneurship Education on Entrepreneurial Intention: Mediation of Entrepreneurial Self-Efficacy and Moderating Model of Psychological Capital

by Xin-Hai Wang, Xiang You, Hsuan-Po Wang, Bo Wang, Wen-Ya Lai and Nanguang Su

Sustainability 2023, 15(3), 2562; https://doi.org/10.3390/su15032562 - 31 Jan 2023

Cited by 14 | Viewed by 5203

Abstract

Based on planned behavior theory (TPB), this study aims to explore the direct or indirect impacts of entrepreneurship education on entrepreneurial intentions through entrepreneurial self-efficacy and explore the moderating role of psychological capital. Sample data were collected by sending online electronic questionnaires to university students in some universities in Guangxi. A structural equation model was used to test the 757 valid sample data. The results showed that: (1) college students of different genders and those with or without family business experience have significant differences in terms of their entrepreneurial intentions; (2) entrepreneurship education has a significant positive impact on entrepreneurial intentions; (3) entrepreneurial self-efficacy plays a complete mediating role; and (4) higher psychological capital can positively regulate the impact of entrepreneurial self-efficacy on entrepreneurial intention. The findings help explain the need for entrepreneurship education. In order to increase students’ participation in entrepreneurship education courses, different innovative technology-based curricula and educational methods can be used at higher educational levels. In addition, this study constructs a mediation and moderation model influencing entrepreneurial intention based on TPB, which further tests and enriches the research perspective of this theory from the perspective of positive psychology. Full article

(This article belongs to the Special Issue Sustainable Higher Education for Academic Entrepreneurship)

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17 pages, 400 KiB

Open AccessArticle

The Learning Needs of Art and Design Students in Chinese Vocational Colleges for Entrepreneurship Education: From the Perspectives of Theory of Entrepreneurial Thought and Action

by Lin Zeng, Jian-Hong Ye, Ning Wang, Yi-Sang Lee and Jiayin Yuan

Sustainability 2023, 15(3), 2366; https://doi.org/10.3390/su15032366 - 28 Jan 2023

Cited by 5 | Viewed by 2428

Abstract

Entrepreneurship education in Chinese colleges and universities began in the early 21st century. After more than 20 years of development, it has reached an unprecedented scale. At present, there are many studies on entrepreneurship education for undergraduates in Chinese colleges and universities, but only a few general studies on entrepreneurship education in higher vocational education. Particularly, the analysis of the status quo of students’ entrepreneurship education and the research on the improvement of entrepreneurship education has not yet been widely discussed. This research adopted the semi-structured interview method and used purposive sampling to select 8 students with entrepreneurial willingness in lower grades and 8 in upper grades of higher vocational art and design in the Guangzhou area, as well as 8 students who have succeeded in entrepreneurship after graduation, giving a total of 24 students. The interview was designed based on the concept of Entrepreneurial Thought and Action (ET&A) entrepreneurship education. The interview outline was derived from the three aspects of learning, action, and creation. After the interviews were conducted, coding and qualitative analysis were performed to identify the knowledge and skills required by art students in higher vocational colleges to establish a business, and the problems encountered by successful students in entrepreneurship that might be encountered in the future. Based on the conclusions, the method and content of entrepreneurship education in schools could be improved. In addition, the research results showed that to fulfill the aim of entrepreneurship, art and design students in higher vocational colleges need to learn knowledge and skills such as entrepreneurial courses, professional knowledge, and entrepreneurial skills (competition, training, simulation, practice, etc.). Meanwhile, students who had succeeded in entrepreneurship believed that it was necessary to improve the entrepreneurship education curriculum system, pay attention to entrepreneurship practice teaching, and strengthen the linkage between home, school, and enterprise to promote entrepreneurship learning, thereby enhancing innovation and entrepreneurship ability. Full article

(This article belongs to the Special Issue Sustainable Higher Education for Academic Entrepreneurship)

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12 pages, 2823 KiB

Open AccessArticle

Born Not Made: The Impact of Six Entrepreneurial Personality Dimensions on Entrepreneurial Intention: Evidence from Healthcare Higher Education Students

by Maged E. Mohamed, Ibrahim Abdelhamid Elshaer, Alaa M. S. Azazz and Nancy S. Younis

Sustainability 2023, 15(3), 2266; https://doi.org/10.3390/su15032266 - 26 Jan 2023

Cited by 9 | Viewed by 2670

Abstract

Background: The KSA government has envisioned a national transformation plan via Vision 2030. The purpose of this plan is liberalization which provides an opportunity for the private sector to increase its share in the healthcare system. Evaluating the entrepreneurial potential of healthcare students is essential due to their future role in the healthcare environment. Thus, the goal of the current study is to measure entrepreneurial intentions and identify the characteristics and personality dimensions among junior healthcare students and fresh graduates in Saudi Arabia. Materials and methods: A cross-sectional study design was utilized to survey healthcare students in their final years of study and fresh graduates at King Faisal University (KFU), Saudi Arabia. The research team identified six as the most common entrepreneurial intention traits. Entrepreneurial traits included internal locus of control, innovativeness, risk-taking, proactiveness, autonomy, and problem-solving. A previously recognized and validated questionnaire was distributed through social media platforms and formal university emails. PLS-SEM was employed for the examination of both the measurement and structural models. Results: Internal locus of control was found to have a positive impact on entrepreneurial intention, so H1 was supported. Likewise, innovativeness showed a positive impact on entrepreneurial intention among healthcare students, which confirmed H2. The results also showed that autonomy substantially impacted entrepreneurial intention, so H3 was supported. Similarly, proactiveness has a direct influence on entrepreneurial intention; thus, H5 was supported. Furthermore, problem-solving personality dimensions also had a positive impact on entrepreneurial intention, so H5 and H6 were supported. Conversely, risk-taking propensity exhibited a negative insignificant effect on entrepreneurial intention. Thus, H4 was not supported. Conclusions: Saudi healthcare students revealed their intention towards entrepreneurship and were quite positive about becoming entrepreneurs. Furthermore, students’ entrepreneurial intention was affected by their quality of proactiveness, innovativeness, internal locus of control, problem-solving, and autonomy but not risk-taking propensity. Full article

(This article belongs to the Special Issue Sustainable Higher Education for Academic Entrepreneurship)

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16 pages, 326 KiB

Open AccessArticle

Academic Entrepreneurial Engagement among Academics in Canada and China: The Impact of Research Orientation and University Expectations

by Li Yu, Hui Guo, Olivier Bégin-Caouette, Silvia Mirlene Nakano Koga and Grace Karram Stephenson

Sustainability 2023, 15(1), 336; https://doi.org/10.3390/su15010336 - 26 Dec 2022

Viewed by 2047

Abstract

Despite a growing awareness of academic entrepreneurship undertaken by professors around the globe, there remain unanswered questions regarding how individual and organizational characteristics shape academics’ decision to engage in entrepreneurial activities. Drawing on data from the 2017–18 Academic Profession in the Knowledge-based Society (APIKS) survey, this study examines research-based and teaching-based academic entrepreneurship engagement in two countries, namely Canada and China, and examines through logistic regressions how academics’ individual research orientation and perceptions of their university’s expectations affect their likelihood of engaging in entrepreneurial activities. The results show that a majority of faculty members in the two countries are involved in entrepreneurial activities, including research-based activities (such as contract research, joint research and publications, and consultancy) and teaching-based activities (such as supervising student internships, volunteer-based work, and public lectures). Regression results suggest that academics who emphasize a theoretical research orientation are less likely to demonstrate entrepreneurial involvement, while academics who report a practical, commercial, or social research orientation are more likely to demonstrate entrepreneurial involvement. Academics who perceive that their university expects them to engage in entrepreneurial activities are also more likely to do so. These findings shed light on ways to reinforce academics’ social involvements and contributions in both countries. Full article

(This article belongs to the Special Issue Sustainable Higher Education for Academic Entrepreneurship)

18 pages, 1027 KiB

Open AccessArticle

University Incubator Support and Entrepreneurial Intention among Tourism Graduates: Mediating Role of Personal Attitude

by Tamer Ayad, Abu Elnasr E. Sobaih and Ibrahim A. Elshaer

Sustainability 2022, 14(23), 16045; https://doi.org/10.3390/su142316045 - 01 Dec 2022

Cited by 5 | Viewed by 2526

Abstract

The Saudi Arabian government has promoted the tourism industry as a way to achieve the Kingdom’s Vision 2030 by diversifying the economy and reducing overdependence on the oil sector. To align with this, several universities in Saudi Arabia have started providing tourism education. Accordingly, several academic programs and university incubators were launched to prepare workers and entrepreneurs for the industry. This study examines the role of support given by university incubators—embedded in networking support, financial support, and training support—in enhancing entrepreneurship intention among tourism graduates. Furthermore, the study examines the mediating role of personal attitude in the aforementioned relationship. Data were collected from a sample of 750 senior students at tourism and hospitality management colleges in Saudi Arabian public universities. All of the research participants have had access to these incubators. Using structural equation modeling, the study shows that the personal attitude of graduates partially mediates the impact of networking support as a dimension of university incubator support and entrepreneurship intention. However, the personal attitude of graduates was found to fully mediate the relationships between financial and training support and entrepreneurship. Future research implications and limitations are elaborated. Full article

(This article belongs to the Special Issue Sustainable Higher Education for Academic Entrepreneurship)

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19 pages, 1873 KiB

Open AccessArticle

Youth’s Entrepreneurial Intention: A Multinomial Logistic Regression Analysis of the Factors Influencing Greek HEI Students in Time of Crisis

by Konstantina Ragazou, Ioannis Passas, Alexandros Garefalakis, Markos Kourgiantakis and George Xanthos

Sustainability 2022, 14(20), 13164; https://doi.org/10.3390/su142013164 - 13 Oct 2022

Cited by 8 | Viewed by 2287

Abstract

Governments’ coronavirus disease (COVID-19) measures have forced the community to stay at home. During this period, youths have had time to think about their career paths. For some, a conventional eight-hour job in a private company is undesirable; meanwhile, entrepreneurship can mitigate the adverse effects of the crisis, such as unemployment. Accordingly, this study investigates the intention of Greek youths that study in a higher education institution (HEI) to engage in entrepreneurship in times of crisis, and highlights the factors that drive them to enter the business arena. This study designed and distributed a questionnaire to 369 Greek youths who were studying at the University of Thessaly. The data from the empirical research were used to develop a multinomial logistic regression model to investigate youths’ entrepreneurial intention and reveal the driving factors. The results showed that during times of crisis, youths appeared hesitant to enter the business arena. However, those who were more confident indicated that entrepreneurship could provide them with greater satisfaction. Driving factors for engaging in entrepreneurship were family and friends. Inhibiting factors for establishing a new business were having previous work experience in a family business and lack of educational knowledge. This study contributes to the understanding of youths’ entrepreneurial intention and the driving factors that play a key role in shaping this intention in Greece during a crisis period, since there are few studies on this topic. Full article

(This article belongs to the Special Issue Sustainable Higher Education for Academic Entrepreneurship)

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