Industry & Higher Education

IP Publishing Ltd

The world's leading journal for all involved in collaboration between higher education and business

Editorial coverage

Industry and Higher Education, published six times per year, is dedicated to the relationships between business and industry and higher education institutions. With a strong emphasis on practical aspects, the journal covers organizational, economic, political, legal, and social issues relating to developments in education-industry collaboration.
Among the key topics are:

Knowledge transfer from research to commercial application
Educating for entrepreneurship
Clusters and the regional economy
Preparing students for the world of work
International and national initiatives for collaboration
Respective needs in the industry–education relationship
Lifelong learning
University–industry networks
University–industry training programmes
Business–education partnerships for social and economic progress
Skills needs and the role of higher education
Formation, structure and performance of academic spin-off companies
Personnel exchange
Industrial liaison in universities
Intellectual property in the HE sector
Distance education

Submissions - Notes for authors

Please send submissions, either by e-mail or post, to John Edmondson, Industry and Higher Education, IP Publishing Ltd, 258 Belsize Road, London NW6 4BT, UK.
jedmondson(at)ippublishing.com

Type and length of contributions

The major part of the journal is taken up by papers between 4,000 and 8,000 words long. These should be analytical and evaluative in approach and not simply descriptive. Other contributions include opinion or 'viewpoint' pieces (1,500-3,000 words); case studies of specific ventures or programmes (1,500-3,000 words); brief factual summaries of reports, agency programmes, educational institutions, etc (1,000-2,000 words); and letters to the editors.

Presentation

Submissions should be double-spaced. They can be sent either by e-mail to the editor or by post (in which case one hard copy and a disk or CD should be enclosed). Papers should preferably be sent in Word (please note that PDF versions are not acceptable for review purposes). The title page should contain full names of the authors, their professional status or affiliation and the address to which they wish correspondence to be sent. There should be an abstract of about 100 words at the beginning of the paper. The text should be organized under appropriate cross-headings and where possible these should not be more than 800 words apart.

Between 3 and 6 keywords should appear below the abstract, highlighting the main topics of the paper.

References should follow the Harvard system. That is, they should be shown within the text as the author's surname (or authors' surnames) followed by a comma and the year of publication, all in round brackets: for example, (Smith, 1998). For textual citations, where there are two authors please use the word 'and', not the ampersand (thus: '(Smith and Jones, 2012)'. Where there are more than two authors, please use the first-named author only, followed by 'et al' in italics (thus: Smith et al, 2012). At the end of the article a bibliographical list should be supplied, organized alphabetically by author (surnames followed by initials - all authors should be named). Bibliographic information should be given in the order indicated by the following examples:

Articles: Woollard, D. (2010), ‘Towards a theory of university entrepreneurship’, Industry and Higher Education, Vol 24, No 6, pp 413–427.

Books: Viale, R., and Etzkowitz, H., eds (2010), The Capitalization of Knowledge, Edward Elgar, Cheltenham.

Notes should be numbered consecutively in the text and typed in plain text at the end of the paper (not as footnotes on text pages).

Figures and tables should be presented separately on separate sheets at the end of the text. Each figure or table must be referred to in the text - the first reference will be used to locate the figure or table in the final printed version.

Prior Publication

Articles are received on the understanding that they are original contributions, and have not been published officially, either in print or electronic form, or submitted for publication elsewhere. In this respect, ‘discussion’ or ‘working’ papers, conference presentations and proceedings are not considered to be official publications, unless they have been formally deemed so by conference organizers, or presented as edited works through recognized publishing channels. If in doubt, authors are asked to draw the attention of the Editor to any prior dissemination of the paper in their letter of submission. Please note that articles should not be posted on personal Websites or social networking sites before or after submission.

Refereeing

Other than research notes, reports, and personal opinion pieces, articles will be refereed. Papers by authors who are not academics (eg submissions from industry) will also be subject to review before acceptance, but their distinct nature and aims will be fully taken into account.

Copyright

Wherever possible, authors are asked to assign copyright to IP Publishing Ltd. Relevant authors' rights are protected.

Editorial Board

Editor: John Edmondson, IP Publishing Ltd, 258 Belsize Road, London NW6 4BT, UK. E-mail: Jedmondson(at)ippublishing.com.

Editorial Advisory Board

Special Adviser: Professor John Kelly, University College Dublin, Ireland
David E. Allnutt
Axia Limited, USA
Professor Graham Beaver
Warwick Business School, UK
Richard A. Bendis
Innovation America, USA
Howard W. Bremer
Attorney at Law, Patent and Licensing Causes, USA
Professor Bruce Calway
Swinburne University of Technology, Australia
Professor Elias Carayannis
George Washington University, USA
Dr Mike Clements
Staffordshire University, UK
Professor Manlio Del Giudice
Second University of Naples, Italy
Dr E.J. Duff
Innovation Management Consultant, UK
Professor D.J. Edwards
Birmingham City University, UK
Dr Brian K. Fitzgerald
Business-Higher Education Forum, USA
Professor Piero Formica
National University of Ireland
Dr Pat Frain
University College Dublin, Ireland
Dr Thomas Gering
Intellectual Asset Management Corp., USA
Keith Gilchrist
GlaxoSmithKline Inc, Canada
Professor Aaron W. Hughey
Western Kentucky University, USA
Professor Ron Johnston
University of Sydney, Australia
Professor Okyay Kaynak
Bogaziçi University, Turkey
Dr John Kirkland
Association of Commonwealth Universities, UK
Dr Glenda Kruss
Human Sciences Research Council, South Africa
Professor Loet Leydesdorff
University of Amsterdam, The Netherlands
Professor Michael J. Lynskey,
Komazawa University, Japan
Professor Harry Matlay
Birmingham City University Business School, UK
Professor Gerard McElwee
Nottingham Trent University, UK
Professor Jay Mitra
University of Essex, UK
Professor Phillipe Mustar
École Nationale Supérieure des Mines de Paris, France
Professor Hiromitsu Muta
Department of Education, Japan
Professor George M. Papadourakis
Technological Institute of Crete, Greece
Edward Prosser
Consultant, UK
Professor David Rae
University of Lincoln, UK
Dr E. H. Robson
Oxford, UK
Dr Robert Ronstadt
former Vice President of Technology Commercialization,
Boston University, USA
Professor Howard Rush
University of Brighton, UK
Dr Peter van der Sijde
Free University Amsterdam, The Netherlands
Dr Paul J. Smith
Teesside University, UK
Professor Urmas Varblane
University of Tartu, Estonia
Professor Hebe Vessuri
Instituto Venezolano de Investigaciones Cientificas, Venezuela
Dr Mary Lindenstein Walshok
University of California at San Diego
Professor Andrew Webster
University of York, UK

December 2011 ISSUE (VOL 25, NO 6)

412 Monitor

A bimonthly round-up of developments worldwide

SPECIAL ISSUE: Enterprise education and university entrepreneurship

Edited by David Rae and Pauric McGowan

415 Introduction

David Rae and Pauric McGowan

417 The questions we care about: paradigms and progression in entrepreneurship education

Per Blenker, Steffen Korsgaard, Helle Neergaard and Claus Thrane

429 A model of entrepreneurial capability based on a holistic review of the literature from three academic domains

Hilary Lewis

441 Emergent issues in enterprise education: the educator’s perspective

Charlotte Carey and Harry Matlay

451 The efficacy of entrepreneurship education: perspectives of Irish graduate entrepreneurs

Mary Fenton and Almar Barry

461 Learning based on ‘entrepreneurial volunteering’: using enterprise education to explore social responsibility

Julia Clarke and Sarah Underwood

469 The development of human capital in young entrepreneurs

James Hickie

483 University enterprise: the growth and impact of university-related companies in London

Dave Chapman, Helen Lawton Smith, Peter Wood, Timothy Barnes and Saverio Romeo

493 Calendar

494 Index to Volume 25, 2011

Title: The questions we care about: paradigms and progression in entrepreneurship education

Author(s): Per Blenker, Steffen Korsgaard, Helle Neergaard and Claus Thrane

Abstract: One of the most frequently discussed topics in the entrepreneurship education literature is current practice in entrepreneurship education with regard to what is taught and how it is taught. The literature on entrepreneurship education is replete with statistics and reviews of entrepreneurship courses and programmes. In this paper, the authors take a different approach and propose a model that transcends the current understanding of entrepreneurship. Instead of asking what entrepreneurship education is and what it does, they ask what ideally it should be and should do. The authors suggest that there is a logical progression between existing approaches – paradigms – to teaching entrepreneurship, and that a fourth ‘new’ paradigm, ‘everyday practice’, constitutes the foundation for all other entrepreneurship education because it establishes the core entrepreneurial competence. They further identify four dimensions as the constituent elements of entrepreneurship as everyday practice.

Title: A model of entrepreneurial capability based on a holistic review of the literature from three academic domains

Author(s): Hilary Lewis

Abstract: While there has been a noted variation in the ‘species’ of entrepreneur so that no single list of traits, characteristics or attributes is definitive, it is posited that to be an entrepreneur a certain amount of entrepreneurial capability is required. Entrepreneurial capability’ is a concept developed to place some form of identity on the attributes that are needed to pursue an entrepreneurial career. The concept of entrepreneurial capability is linked to that of entrepreneurial capital, previously discussed by Erikson (2002) and Firkin (2003), but it provides greater depth and offers wider applicability. After reviewing the literature from the fields of economics, politics and the social sciences, the author proposes an ‘equation’ and a model for the factors that act as building blocks for an individual’s entrepreneurial capability, which can be applied to nascent as well as experienced and serial entrepreneurs.

Title: Emergent issues in enterprise education: the educator’s perspective

Author(s): Charlotte Carey and Harry Matlay

Abstract: Recent research suggests that important issues are emerging among enterprise educators in higher education institutions (HEIs). This paper examines four key areas of debate. The first of these is the assessment of entrepreneurship ideas and related activities (Pittaway and Cope, 2007). Penaluna and Penaluna (2008, 2009a,b), for example, focus on assessment methods in schools of art and design and on how these methods could be employed more effectively by enterprise educators. Second, and linked to the issue of assessment, is the area of ‘contextualized’ enterprise education, focusing on enterprise education as it is taught within the context of a specific discipline (for example, Carey and Matlay, 2007). The third area concerns online social media platforms and how in the UK these are increasingly being employed to deliver and support enterprise pedagogies, including the use of external contacts, teaching marketing and explorations of professional boundaries (Smith, 2009; Carey, 2009a,b,c; Harris et al, 2011). The final emergent topic relates to risk and responsibility in the assessment and potential support of business ideas in entrepreneurship education on offer in UK HEIs (Harte, 2008; ISBE, 2010). This article explores recent developments in the debates on these emergent issues and examines them in the context of enterprise education provision in UK HEIs.

Title: The efficacy of entrepreneurship education: perspectives of Irish graduate entrepreneurs

Author(s): Mary Fenton and Almar Barry

Abstract: This paper presents an analysis of the views of Irish graduate entrepreneurs on the efficacy of entrepreneurship education in fostering their development as entrepreneurs. It answers three key questions: (a) what was the graduate entrepreneurs’ experience of undergraduate entrepreneurship education; (b) what was the graduate entrepreneurs’ experience of graduate entrepreneurship education; and (c) to what extent did entrepreneurship education prepare the graduate entrepreneurs to start their own business? The authors find that graduate entrepreneurs benefit from entrepreneurship education, particularly at graduate level, when it is more relevant, engaging and applied. They conclude that entrepreneurship education can be enhanced through experiential learning and the authentic experience of both students and lecturers.

Title: Learning based on ‘entrepreneurial volunteering’: using enterprise education to explore social responsibility

Author(s): Julia Clarke and Sarah Underwood

Abstract: This article presents a case study of how a business school has developed enterprise education to incorporate ethics and social responsibility. The authors describe the process of developing volunteering opportunities and embedding them in the curriculum, and outline the underlying pedagogy. They describe how existing approaches to project-based and problem-based learning may be applied to the different stages of learning and teaching development in enterprise, ethics and volunteering education. Finally, they offer their own adaptation of these frameworks to create an entrepreneurial volunteering-based learning, whereby student volunteering opportunities are embedded into enterprise education with a clear disciplinary knowledge base and explicit and assessed learning outcomes in both skills and knowledge.

Title: The development of human capital in young entrepreneurs

Author(s): James Hickie

Abstract: This paper provides insights into the human capital development of a group of young entrepreneurs, all of whom have built growth businesses with turnovers of between £1M and £90M. Their development of knowledge and skills was investigated before and during the creation of their first main ventures. This is significant in the context of current UK government policies to encourage young people to consider entrepreneurship as a career. The study considers the relevant skills and knowledge the young entrepreneurs developed prior to starting their businesses, the influences they experienced and how this pre-entrepreneurial learning affected their venture creation activities. Finally, the paper considers the challenges the entrepreneurs faced as they grew their businesses.

Title: University enterprise: the growth and impact of university-related companies in London

Author(s): Dave Chapman, Helen Lawton Smith, Peter Wood, Timothy Barnes and Saverio Romeo

Abstract: Over the last decade policies framing the enterprise agenda for UK higher education institutions (HEIs) have consistently emphasized the potential impact of successful universities on both regional and national economies. Such policies have been backed by significant public funding to ensure that the UK HEI sector is able to compete globally in the creation and exploitation of cutting- edge science. Collectively, these initiatives have led to the development of a ‘third mission’ for universities –increasing the pace and impact of knowledge-exchange activities – while simultaneously maintaining and improving their more traditional research and teaching activities. Previous studies have demonstrated the contribution of universities to the growth of high-technology clusters as well as to knowledge exchange activities more generally. However, the extent to which these activities, particularly the formation of new university-related companies, deliver benefits to particular regions and cities is imperfectly understood. As a consequence, the economic and social impact of companies originating in universities in the UK is generally under-reported by official surveys, which frequently fail to capture details of the trajectories of such companies after formation. These considerations form the context for this paper, which presents the results from a detailed study of the impact of science and technology based academic spin-offs from a cross-section of London’s HEIs.