Marketing and Entrepreneurship

UNIVERSITY

1. DEFINITION

   1. An institution for higher learning with teaching and research facilities constituting a graduate school and professional schools that award master’s degrees and doctorates and an undergraduate division that awards bachelor’s degrees.

   2. The buildings and grounds of such an institution

   3. The body of students and faculty of such an institution

2. ESSENCE

   1. A University is uniquely accountable to the past and to the future – not simply or even primarily to the present.

   2. A university is not about results in the next quarter; it is not even about who a student has become by graduation. It is about learning that molds a lifetime, learning that transmits the heritage of millennia; learning that shapes the future.

   3. A university is a social institution that has been functioning for a long time as the basic cultural reference point of society (Ibarra-Callado, 2007)

3. ROLE

   1. Traditional : Education provider and knowledge creator. That role indicates university as an ivory tower which a metaphor of the classic portrayal of the sublime institution closed around itself, here research and teaching are based solely on internally defined criteria for production of knowledge and this knowledge primarily spreads to colleagues and students (Blenker et.al, 2008).

   2. Modern : as Entrepreneurial university which a university that, for a substantial part of its activities, has to engage (sometimes for economic reasons) in close cooperation with the world outside the university (Blenker et.al, 2008). Therefore university has an additional role of commercialization of knowledge and contribution to development of private enterprise and regional economy (Etzkowitz, 2002).

4. CORE

   1. Traditional core: basic disciplines which was proudly free from both church and government influence and that knowledge is valued for its own sake with little thought or consideration for its applicability in the real world.

   2. New : applied and professional program as the demand for real world application of knowledge in basic discipline (Audretsch and Phillips).

5. MISSION (academic)

   1. Traditional : teaching (preservation and dissemination of knowledge) and research.

   2. New : teaching, research, and economic and social development.

ENTREPRENEURIAL UNIVERSITY

1. IMPETUS

a) There any pressure to play an enhanced role in contributing to the international competitiveness of economies particularly via a process of commercialization of research.

b) There are increasingly demands made on the sector to contribute more substantially to local economic and social development.

c) There is also pressure to prepare students for a life world of much greater uncertainty and complexity and to prepare student for a world of life long learning. (Gibb &Hannon)

d) Reduction of public funding and the increase of private funding (Bouroche, 2001).

e) Responsible autonomy and university governance (accountability). That means University must cease to depend on the state, to assume rather fully the responsibilities implied in its decision-making, management, and performance. In addition, university must essentially respond to the demand imposed by market and economy (Ibarra-Callado, 2007).

2. ACADEMIC

a) An extension of teaching and research activities and internalization of technology transfer capabilities, taking a role traditionally played by industry.

b) Research became an inextricable part of the teaching extended from dissemination of available knowledge to include methodologies that retrieve lost knowledge.

c) Research was expanded to an increasing number of disciplines as reliable methods were formulated, enabling students to participate in the creation of new knowledge as part of their training. (Etzkowitz, 2002).

d) Different forms of learning are developed with respect purpose and target group.

e) Practical knowledge is interwoven with theoretical deflection and disciplinary development.

f) Personal development and the development of the ability for self-organization and self-learning is supported. (Blenker et.al, 2008).

3. BEHAVIOR

a) The university itself, as organization, becomes entrepreneurial.

b) The members of the university (faculty, students and employee) turn themselves somehow into entrepreneurs.

c) The interaction of the university with the environment, “structural coupling” between university and region, follows entrepreneurial patterns. (Ropke, 1998).

d) University system responds effectively to market demand and economy, displacing to a second place its historical commitment with social justice and equity (Ibarra-Callado, 2007).

e) There are any boundary spanning structures and mechanisms to interact with the “outside” world, with businesses, communities, and government agencies.

f) University integrate entrepreneurial culture to accommodate commercialization activity and university/business interaction. (Clark, 1998).

4. PRACTICE

a) MIT University (USA)

During the early 20^th century, MIT’s involvement with industry was structured through a series of organizational innovations that legitimated the interaction between the academic and business spheres:

 This included the invention of the one-fifth rule regulating consultation, the utilization of contracts to formalize hitherto informal university-industry ties, and the patent system to protect intellectual property, what emerged were the traditional academic committee process to review inventions and an external organization, the research corporation, to market the patents to industry.

 Creation of an organization within the university, the technology transfer office, to carry out this task on a more intensive basis. In either format, as a branch of the university or as a freestanding entity, a search mechanisms was introduced to identify commercialization knowledge within the university and to market it to potential users.

 During the 1930s, MIT played a leading role in developing a regional innovation strategy based upon several instances of high tech firm-formation.(Etzkowitz, 2004)

b) National University of Singapore

 Establishment of NUS Enterprise as a new division in the university that groups together existing units as well as host the creation of new units relevance to the enterprise mission.

 Appointment as CEO an engineering school professor who was among the first faculty to have founded a spin-off to commercialize his inventions. (Wong)

c) University of Twente ( Netherlands)

The university open toward its environment, and business development and entrepreneurship have been important ingredients in this process. Contact between faculty and business was established. Experienced people from industry were hired to coach nascent entrepreneurs, and people with a business background were brought into the faculty. New pedagogical tools such as coaching, short-term fellowships and project workplaces were introduced. Furthermore, a closer contact between the natural sciences and the management disciplines was established as part of a deliberate interdisciplinary or cross-faculty strategy.

d) University of Central England (England)

At UCE, entrepreneurship research and teaching are primarily related to the Enterprise Research Development Center (ERDC), which offers both an MBA and MSC in Entrepreneurship. The MSC is a rather traditional entrepreneurship education interchanging between theory and practice, but idea generation and creativity are encouraged through an “idea laboratory”. The final thesis can take the form of either a traditional theoretical thesis or business plan based on the student’s business ideas. ERDC has only a low degree of contact with other faculties at the UCE, not because of lack of will, but because university policy does not give the economic incentives for cross-disciplinary activities to prosper. Instead, ERDC is closely related to the regional network institution Mercia Institute of Enterprise, which was established as a result of both regional requests and national pressures. The aim of Mercia is to become catalyst linking knowledge producers, firms, organizations and entrepreneurial individuals in the region to enhance regional wealth creation entrepreneurship. Mercia initiatives are organised in two groups: the Education Group, focusing on enterprise education and e-learning, and the Enterprise Group, working with spin-outs, technology transfer and general commercialization of university activities; i.e., the Enterprise Group gives fellowship to researcher who want to pursue a business idea. (Blenker et al., 2008).

MY PERCEPTION OF ENTREPRENEURIAL UNIVERSITY

1. On one hand, it is imperative for university to change as a form adaptation of its environment, like be entrepreneurial university. On the other hand, it need for university to aware of obstacles and side effect of be entrepreneurial university.

2. In fact, it is not easy to change mindset of faculty, administrator, student and society on entrepreneurial university term, especially in underdeveloped country. In that country term and career as “entrepreneur” is not quite prestigious. Society consider higher education just an opportunity to improve their level of life. They witnessed many failure are experienced by entrepreneur. This condition leads to lower appreciation on entrepreneurial term.

3. In addition, as university is driven by market and economy solely, it can ignore historical commitment with social justice and equity. Sometimes, be entrepreneurial university just as means to charge in high tuition fee that it can be impediment for impoverished group of society to get right in education.

REFERENCES

Audretsch, D & Phillip, Ronnie J. Entrepreneurship, State Economy Development Policy, and The Entrepreneurial University. http://papers.ssrn.com/sol3/papers.cfm?abstract_id=963401

Bouroche, Myriam A.2001. Academic Capitalism. Politics, Policies and the Entrepreneurial University. Journal of Research administration; 2001;2,1; ABI/INFORM Global pg.33

Blenker, et al., 2008. A Framework For Developing Entrepreneurship Education in a University Context. International Journal of Entrepreneurship & Small Business vol.5, No1, pp.45-63

Dictionary: University. http://www.answers.com/main/ntquery?s=university&gwp=13

Etzkowitz, H. 2004. The Evolution of the Entrepreneurial university. International Journal Technology and Globalisation, Vol. 1, No 1, pp. 64-77

Gibb, Allan & Hannon, Paul. Toward the Entrepreneurial University. http://www.ncge.org.uk/downloads/policy/Towards_the_Entrepreneurial_University.pdf

Ibarra-Colado, Eduardo.2007. Future University in Present Times: Autonomy, Governance, and the Entrepreneurial University. Management Revue, Vol.18, No. 2, pp. 117-137

Nanopolitan: University: A definition from speech by Drew Gilpin at the (formal) inauguration of her precidency of Harvard University. http://nanopolitan.blogspot.com/2007/10/university-definition.html

Ropke, J. 1998. The Entrepreneurial University: Innovation, Academic knowledge Creation and Regional Development in a Globalized Economy. http://www.wiwi.uni-marburg.de/Lehrstuehle/VWL/Witheo3/documents/entreuni.pdf

Wong, Poh-Kam. Toward an Entrepreneurial University Model: The Approach of National University of Singapore. http://www2.warwick.ac.uk/newsandevents/events/ac21/ie_wongpk_nus_approach_to_becoming_an_entre.pdf