Universidade empreendedora (entrepreneurial university)

empreendedora) é o mais utilizado na literatura e foi utilizado em 57 dos 105 artigos analisados, ou seja, o termo é utilizado em mais da metade dos artigos. É também o termo para o qual foi encontrado o maior número de definições, como pode ser constatado no Quadro 10. É seguramente o termo mais consolidado e amplamente estudado, e foi utilizado durante todo o período de publicação dos artigos.

Quadro 10 - Definições de universidade empreendedora

Definição Autor (es)

A university considering new sources of funds like patents, research under contracts and entry into a partnership with a private enterprise

Etzkowitz, 1983 apud Kirby, Urbano e Guerrero, 2011 The creation of new business ventures by university professors,

technicians, or students.

Chrisman; Hynes; Fraser, 1995

A third mission of economic development in addition to research and teaching. The precise shape this take might vary such that different scenarios of academic development can be projected.

Readings, 1996 apud Etzkowitz et al., 2000 An institution focused on nontraditional students (predominantly

adult, part-time) that emphasizes the delivery of instructional services (as opposed to research or community outreach activities) in alternative formats (time, place, or technology) at multiple locations (including across state lines and national borders).

Neal, 1998

It can mean three things: the university itself, as an organization, becomes entrepreneurial; the members of the university - faculty, students, employees - are turning themselves somehow into entrepreneur; and the interaction of the university with the environment, the “structural coupling” between university and region, follows entrepreneurial pattern.

Ropke, 1998

seeks to work out a substantial shift in organizational character so as to arrive at a more promising posture for the future. It seeks to become ‘stand-up’ university that are significant actors in their own terms.

A university characterized by closer university-business partnerships, by greater faculty responsibility for accessing external sources of funding, and by a managerial ethos in governance, leadership and planning.

Subotzky, 1999

An academic structure and function that is revised through the alignment of economic development with research and teaching as academic missions.

Etzkowitz et al., 2000

Universities that have the ability to innovate, recognize and create opportunities, work in teams, take risks and respond to challenges.

Kirby, 2002

A seller of services in the knowledge industry. Williams, 2003 A university that has developed a comprehensive internal system

for the commercialization and commodification of its knowledge.

Jacob, Lundqvist e Hellsmark, 2003 Universities that possess a wide range of new infrastructural support mechanisms for fostering entrepreneurship within the organization as well as packaging entrepreneurship as a product.

Jacob, Lundqvist e Hellsmark, 2003 The direct involvement of universities in the exploitation of research results, more intense collaborations with industry and involvement in regional economic development.

Lazzeroni e Piccaluga, 2003 Just as the university trains individual students and sends them

out into the world, the entrepreneurial university is a natural incubator, providing support structures for teachers and students to initiate new ventures: intellectual, commercial and conjoint.

Etzkowitz, 2003a

The development of organizational mechanisms to move commercializable research across institutional borders and the integration of academic and nonacademic elements in a common framework.

Etzkowitz, 2003b

A university that takes a proactive stance in putting knowledge to use and in broadening the input into the creation of academic knowledge.

Etzkowitz, 2003a A university that retains the traditional academic roles of social reproduction and extension of certified knowledge, but places them in a broader context as part of its new role in promoting innovation.

Etzkowitz, 2003a

The entrepreneurial university has the ability to generate a focused strategic direction (Clark, 1998), both in formulating academic goals and in translating knowledge produced within the university into economic and social utility.

Etzkowitz, 2003b

A survivor of competitive environments with a common strategy oriented to being the best in all its activities (e.g., having good finances, selecting good students and teachers, producing quality research) and tries to be more productive and creative in

Kirby, 2005 apud Guerrero e Urbano, 2012

establishing links between education and research.

The process by which the universities become engaged in more entrepreneurial activities than they were previously.

Yokoyama, 2006 A manifold institution with direct mechanisms to support the

transfer of technology from academia to industry as well as indirect mechanisms in support of new business activities via entrepreneurship education.

Guenther e Wagner, 2008

A commonplace in debates about new ways of knowledge production and the changing relationships between university, industry and government.

Mathieu, Meyer e La Potterie, 2008 The university´s contribution to innovation in economic and social development is the heart of the entrepreneurial university concept.

Etzkowitz e Zhou, 2008 A university that strongly influences the regional development of

industries as well as economic growth through high-tech entrepreneurship based on strong research, technology transfer and entrepreneurship capability.

Zhou e Peng, 2008

A non-traditional institution that runs an independent activity on its own risk, being strongly involved in the economic and social development of the region where it is located.

Christina-Marta e Magdalena, 2009 University oriented toward innovation and the development of an entrepreneurial culture (CLARK, 1998; KIRBY, 2002) and has a new managerial ethos in governance, leadership, and planning (SUBOTZKY, 1999), which includes greater faculty responsibility for accessing external sources of funding (ETZKOWITZ, 1983 apud KIRBY; URBANO; GUERRERO, 2011; YOKOYAMA, 2006).

Kirby, Urbano e Guerrero, 2011

A natural incubator that, by adopting a coordinated strategy across critical activities (e.g., teaching, research and entrepreneurship), tries to provide an adequate atmosphere in which the university community (e.g., academics, students and staff) can explore, evaluate and exploit ideas that could be transformed into social and economic entrepreneurial initiatives.

Kirby, Urbano e Guerrero, 2011

A university where, among other things, multiple policies and programs are put in place to ensure that the knowledge generated contributes to regional economic development.

Bygrave e Minniti, 2000; Etzkowitz, 1983 apud Kirby, Urbano e Guerrero, 2011 Universities who’s missions are focused on fulfilling teaching,

research and entrepreneurial activities simultaneously (ETZKOWITZ, 2004). The new university missions are focused on their contribution to social development and economic growth (SCHULTE, 2004 apud GUERRERO; URBANO, 2012).

Schulte, 2004 apud Guerrero e Urbano, 2012

An emergent phenomenon resulting from the working out of an ‘inner logic’ of academic development that previously expanded the academic enterprise from a conservator to an originator of

knowledge.

An institution in which knowledge is also created and put to use. Etzkowitz, 2013 An important catalyst for regional economic and social

development, particularly because it generates and exploits knowledge as entrepreneurial opportunities.

Urbano e Guerrero, 2013 It has capability for achieving direct targeting in adjusting

universities aims and in transformation of knowledge to reach economic and social suitability.

Fateh Rad, Mansouri e Lofti, 2013 An attempt to integrate the high quality, strong research-

orientation of the research-intensive university with the social and economic relevant approach often emphasized by the alternative university establishments in which education, innovation, and social responsibility is integrated with research through new inter- and trans disciplinary initiatives.

Stensake e Benner, 2013

A university that focuses on the generation of knowledge and the expansion of the borders of human knowledge to respond to the educational, research and technical consultation needs of the environment. By encouraging creativity and developing methods of wise thinking, it contributes to the identification, formulation and resolution of the problems whether individually or collectively and, this way, prepares the ground for sustainable development.

Rohani, 2013

Fonte: do autor

As definições de universidade empreendedora incluem, mas não se restringem ao que está descrito a seguir.

a) Busca de novas fontes de recursos (ETZKOWITZ, 1983 apud KIRBY; URBANO; GUERRERO, 2011; SUBOTZKY, 1999; KIRBY; URBANO; GUERRERO, 2011).

b) Criação de novos negócios (CHRISMAN; HYNES; FRASER, 1995; ETZKOWITZ, 2003; YOKOYAMA, 2006).

c) Parcerias com a indústria (ETZKOWITZ, 1983 apud KIRBY; URBANO; GUERRERO, 2011; ROPKE, 1998; SUBOTZKY, 1999; LAZZERONI; PICCALUGA, 2003; ETZKOWITZ, 2003b; MATHIEU; MEYER; LA POTTERIE, 2008).

d) Inovação institucional, incluindo desenvolvimento acadêmico (ETZKOWITZ et al., 2000), mudança organizacional (CLARK, 1998), atitude gerencial (SUBOTZKY, 1999; KIRBY; URBANO; GUERRERO, 2011), sistemas e mecanismos de apoio

interno (JACOB; LUNDQVIST; HELLSMARK, 2003;

ETZKOWITZ, 2003a), estrutura e funções acadêmicas (ETZKOWITZ, 2003b, 2003a), estratégias de negócio (GUERRERO; URBANO, 2012) e sustentabilidade institucional (ROHANI, 2013).

e) Capitalização do conhecimento através de novos serviços (NEAL, 1998; WILLIAMS, 2003; JACOB; LUNDQVIST; HELLSMARK, 2003) e comercialização de conhecimento (JACOB; LUNDQVIST; HELLSMARK, 2003; LAZZERONI; PICCALUGA, 2003; ETZKOWITZ, 2003b; GUENTHER; WAGNER, 2008; URBANO; GUEREERO, 2013).

f) Contribuição para o desenvolvimento econômico e social

regional (ETZKOWITZ et al., 2000; LAZZERONI;

PICCALUGA, 2003; ETZKOWITZ, 2003b; ETZKOWITZ; ZHOU, 2008; ZHOWU; PENG, 2008; KIRBY; URBANO; GUERRERO, 2011; GUERRERO; URBANO, 2012; URBANO; GUERRERO, 2013; FATEH RAD; MANSOURI; LOFTI, 2013; STENSAKER; BENNER, 2013).

g) Produção e aplicação de conhecimento (ETZKOWITZ, 2003a, 2003b; GUERRERO; URBANO, 2012; MATHIEU; MEYER; LA POTTERIE, 2008; ZHOU; PENG, 2008; KIRBY; URBANO;

GUERRERO, 2011; GUERRORO; URBANO, 2012;

ETZKOWITZ, 2013; FATEH RAD, MANSOURI; LOFTI, 2013; STENSAKER; BENNER, 2013; ROHANI, 2013) para o desenvolvimento econômico e social e de acordo com as necessidades sociais e econômicas.

Etzkowitz et al. (2000) afirmam que as atividades empreendedoras são realizadas com o objetivo de melhorar o desempenho econômico regional ou nacional, bem como para obtenção da vantagem financeira da Universidade e do corpo docente. O conceito de universidade empreendedora prevê uma estrutura e função acadêmica que é revista através do alinhamento do desenvolvimento econômico com pesquisa e ensino como missões acadêmicas (ETZKOWITZ et al., 2000). Além disso, o paradigma empreendedor não se limita às novas tecnologias ou à universidade de pesquisa. Ele pode ser expresso tanto na universidade de pesquisa quanto na de ensino, por meio de inovações no ensino de graduação e na educação continuada (ETZKOWITZ et al., 2000).

A universidade empreendedora é vista como um importante catalisador de desenvolvimento econômico e social regional, particularmente porque gera e explora o conhecimento como oportunidades empreendedoras (URBANO; GUERRERO, 2013). Ela pode ser vista ainda como uma tentativa de integrar a alta qualidade da investigação realizada pelas universidades intensas em pesquisa com uma abordagem econômica e social, onde a educação, a inovação e a responsabilidade social são integradas com a pesquisa por meio de

novas iniciativas inter e transdisciplinares (STENSAKER; BENNER, 2013).

O surgimento desta nova missão, incremental em relação às tradicionais e consolidadas missões de ensino e pesquisa, determina o envolvimento direto das universidades na exploração dos resultados da investigação, em colaborações mais fortes com a indústria e o envolvimento da Universidade no desenvolvimento econômico regional (LAZZERONI; PICCALUGA, 2003).

Em suma, uma universidade empreendedora pode ser definida como a universidade que vai mais longe no processo de geração e manutenção do conhecimento (através da pesquisa e do ensino, respectivamente) e o coloca em uso (ou o aplica) a fim de gerar desenvolvimento econômico e social. Além disso, mediante a capitalização do conhecimento por meio de transferência de conhecimento, criação de novos empreendimentos e novos serviços, as atividades empreendedoras apoiam novas fontes de recursos e permitem a sua própria sustentabilidade.