Science-based entrepreneurship education as a means for university-industry technology transfer

This paper explores the potential of university-industry technology transfer through science-based entrepreneurship education (SBEE). The scientific literature focuses mostly on enabling university-industry technology transfer via university-industry collaboration in research, and not so much in (science) education. The paper identifies four strands of relevant literature for further theorizing SBEE principles to research its contribution to industry-technology transfer: 1. Embedding entrepreneurship education in universities; 2. Balancing theory and practice of entrepreneurship education; 3. Cultivating an entrepreneurial mindset through entrepreneurship education; and 4. Creating spin-offs through entrepreneurship education. One of the main theoretical contributions of this paper is, that SBEE is different from regular entrepreneurship education in its need for being firmly embedded in a science, technology and R&D environment, both within and outside the university. This is important in order to give SBEE students the opportunity to gain experience with handling the hurdles for successful university-industry technology transfer. The main empirical finding is that elements in the program, related to for example the balance between teaching entrepreneurship through theory and experiential learning, are not systematically covered. It means that fundamental questions such as: Can entrepreneurship be indeed taught? Which elements of entrepreneurship can be taught through theory, and which ones must be experienced in practice? are currently left unanswered. Systematic coverage of these questions enables a better exploitation of the possibilities that SBEE offers for university-industry technology transfer.

     

Keeping the Wheels Turning: The Dynamics of Managing Networks of Practice

Intra‐organizational networks of practice (NOPs) confront managers with a dilemma: they must manage NOPs to reap benefits from integrating geographically dispersed knowledge, but the inherently emergent nature of NOPs implies that management control may frustrate practice‐related knowledge to be shared. Based on a case study of 22 NOPs in a geographically dispersed development organization (‘TDO’), we develop a model that disentangles the dynamics underlying this dilemma, helping to better understand it. Specifically, four dynamic relationships are interrelated and involve four kinds of embeddedness (organizational, in practice, relational, and structural) that relate dynamically to knowledge sharing in NOPs. Interventions in both the content shared in the network and the connections among network members can influence each of these relations. This study contributes to theoretical and practical understanding of how to manage NOPs without killing them.     

What about the race between education and technology in the Global South? Comparing skill premiums in colonial Africa and Asia

Historical research on the race between education and technology has focused on the West but barely touched upon ‘the rest’. A new occupational wage database for 50 African and Asian economies allows us to compare long-run patterns in skill premiums across the colonial and post-colonial eras (c. 1870–2010). Our data reveal three major patterns. First, skilled labour was considerably more expensive in colonial Africa and Asia than in pre-industrial Europe. Second, skill premiums were distinctly higher in Africa than in Asia. Third, in both regions, skill premiums fell dramatically over the course of the twentieth century, ultimately converging to levels long observed in the West. Our paper takes a first step to explain both the origins of the Africa–Asia gap and the drivers of global skill premium convergence, paying special attention to the colonial context that shaped demand, supply, and labour market institutions.