Summary of related studies
| Author(s) | Theoretical framework | Method | Related criteria | Sample |
|---|---|---|---|---|
| Guerrero et al. (2016) | Agency theory; institutional theory | The multilevel and diverse methodological approach | Entrepreneurial universities play a pivotal role in innovation and entrepreneurship, driving economic growth and addressing socio-economic challenges within broader innovation ecosystems | Seven studies on entrepreneurial universities in the USA and European contexts |
| Wright et al. (2017) | Entrepreneurial Universities Framework based on Zahra and Wright (2011) and Cooke et al. (1997). Innovation and Entrepreneurship Ecosystems based on Isenberg (2011) and Mason and Brown (2014) | Multilevel analysis and quantitative surveys | Essential criteria for assessing entrepreneurial universities are fostering entrepreneurial intentions in students and staff, efficient technology transfer, and building ecosystems that provide access to resources and networks | Studies cover various European and US universities, both teaching-led and research-focused, with data from thousands of students and researchers on entrepreneurial behavior and environments |
| Elnadi and Gheith (2021) | Theory of planned behavior (TPB) and the entrepreneurial event model (EEM); entrepreneurial orientation model (EO); social cognitive theory | Quantitative, survey-based approach; structural equation modelling (PLS-SEM), ANOVA, ANCOVA, and MANOVA | Factors of the university ecosystem, finance, policy and entrepreneurship education shape entrepreneurial intention. This relationship is reflected in the impact of self-efficacy, ecosystem support and TTOs’ involvement of STEM students | 259 students from six Saudi universities |
| Mehtap et al. (2017) | Herzberg’s (1960) two-factor theory, the Theory of Planned Behavior (TPB) | Discussion-based approach; factor analysis | The relationship between the university entrepreneurial ecosystem and female students’ entrepreneurial intention is reflected in the influence of perceived socio-cultural barriers (e.g. family support, social expectations), self-efficacy related to entrepreneurship, and some factors related to the educational system in promoting entrepreneurship (e.g. curriculum and pedagogy, supportive environment) | 254 female business students from a private and a public university |
| Guerrero et al. (2020) | Douglas and shepherd’s utility-maximising function | Exploratory study approach; multinomial logistic regression | University ecosystems, like incubators, influence graduates’ career choices, from academia to self-employment or employment | 8948 graduates of the Monterrey Institute of Technology and Higher Education (ITESM) in Mexico |
| Ali et al. (2019) | Entrepreneurial Ecosystem Theory primarily draws from the work of Isenberg (2011) | Symmetric modelling [structural equation modelling (SEM)]; asymmetric analysis [fuzzy-set qualitative comparative analysis (fsQCA)] | The entrepreneurial ecosystem in a university includes access to finance, government support and policies, social and cultural influences, and education | 310 female students in Saudi Arabia |
| Pandit et al. (2018) | Theory of planned behavior | Quantitative survey method [confirmatory factor analysis (CFA)] | Entrepreneurship education is the process of equipping individuals with the skills, knowledge, and ability to gain insights, recognize opportunities, and take action (Kaltenecker et al., 2015) | 499 undergraduate and 364 graduate STEM students in India |
| Secundo et al. (2020) | Entrepreneurship education (EE) theory following the Austrian school of economics | Ethnographic case study (ethnography and semi-structured in-depth interviews with key informants) | Entrepreneurial culture, as described by Bramwell and Wolfe (2008), refers to a mindset where the efforts of pioneering professors and students inspire others within universities to view entrepreneurship as a viable pursuit | Contamination Labs (CLabs) in Italy from 2017 to 2019 |
| Sansone et al. (2021) | Extracurricular Engagement Theory of Hattie and Timperley (2007) | Quantitative survey method (logit regression) | Student-Led entrepreneurial organizations (SLEOs) significantly enhance their members’ entrepreneurial intentions, making them a vital part of the university ecosystem that promotes an entrepreneurial culture | Junior Enterprises Europe (JEE) associates in 2016 |
| Ferrandiz et al. (2018) | Entrepreneurial Ecosystem Theory by Isenberg (2011) | Qualitative case study approach | The Internal Entrepreneurship Education Ecosystem comprises Curricular, Co-curricular, and Research domains (Brush, 2014) | Students enrolled in the master’s in entrepreneurship and leadership program in Spain |
| Author(s) | Theoretical framework | Method | Related criteria | Sample |
|---|---|---|---|---|
| Agency theory; institutional theory | The multilevel and diverse methodological approach | Entrepreneurial universities play a pivotal role in innovation and entrepreneurship, driving economic growth and addressing socio-economic challenges within broader innovation ecosystems | Seven studies on entrepreneurial universities in the | |
| Entrepreneurial Universities Framework based on | Multilevel analysis and quantitative surveys | Essential criteria for assessing entrepreneurial universities are fostering entrepreneurial intentions in students and staff, efficient technology transfer, and building ecosystems that provide access to resources and networks | Studies cover various European and | |
| Theory of planned behavior ( | Quantitative, survey-based approach; structural equation modelling (PLS-SEM), ANOVA, ANCOVA, and | Factors of the university ecosystem, finance, policy and entrepreneurship education shape entrepreneurial intention. This relationship is reflected in the impact of self-efficacy, ecosystem support and TTOs’ involvement of | 259 students from six Saudi universities | |
| Herzberg’s (1960) two-factor theory, the Theory of Planned Behavior ( | Discussion-based approach; factor analysis | The relationship between the university entrepreneurial ecosystem and female students’ entrepreneurial intention is reflected in the influence of perceived socio-cultural barriers (e.g. family support, social expectations), self-efficacy related to entrepreneurship, and some factors related to the educational system in promoting entrepreneurship (e.g. curriculum and pedagogy, supportive environment) | 254 female business students from a private and a public university | |
| Douglas and shepherd’s utility-maximising function | Exploratory study approach; multinomial logistic regression | University ecosystems, like incubators, influence graduates’ career choices, from academia to self-employment or employment | 8948 graduates of the Monterrey Institute of Technology and Higher Education ( | |
| Entrepreneurial Ecosystem Theory primarily draws from the work of | Symmetric modelling [structural equation modelling ( | The entrepreneurial ecosystem in a university includes access to finance, government support and policies, social and cultural influences, and education | 310 female students in Saudi Arabia | |
| Theory of planned behavior | Quantitative survey method [confirmatory factor analysis ( | Entrepreneurship education is the process of equipping individuals with the skills, knowledge, and ability to gain insights, recognize opportunities, and take action ( | 499 undergraduate and 364 graduate | |
| Entrepreneurship education ( | Ethnographic case study (ethnography and semi-structured in-depth interviews with key informants) | Entrepreneurial culture, as described by | Contamination Labs (CLabs) in Italy from 2017 to 2019 | |
| Extracurricular Engagement Theory of | Quantitative survey method (logit regression) | Student-Led entrepreneurial organizations (SLEOs) significantly enhance their members’ entrepreneurial intentions, making them a vital part of the university ecosystem that promotes an entrepreneurial culture | Junior Enterprises Europe ( | |
| Entrepreneurial Ecosystem Theory by | Qualitative case study approach | The Internal Entrepreneurship Education Ecosystem comprises Curricular, Co-curricular, and Research domains ( | Students enrolled in the master’s in entrepreneurship and leadership program in Spain |
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