Person: Guerrero, Maribel
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Publication Re‑viewing the entrepreneurial university: strategic challenges and theory building opportunities(2023) Guerrero, Maribel; Fayolle, Alain; Di Guardo, Maria Chiara; Lamine, Wadid; Mian, SarfrazInfluenced by the neo-liberal economic perspective, in which universities are evaluated based on their contribution to society, the term “Entrepreneurial University” (EU) emerged in the early 1980s. The entrepreneurial university has evolved as a “natural” incubator supporting entrepreneurship, innovation, and sustainability in the university community (e.g., students, alumni, staff, and academics) and beyond civic engagement. Over the last four decades, academic debates on why and how higher education organizations could play this key role have become increasingly important in the business and management literature. It has motivated several special issues published in multidisciplinary academic journals, literature reviews, and theoretical-empirical contributions. However, there is a defragmentation of the literature given the unique nature of each entrepreneurial university during the current decade and the forced transformation of entrepreneurial organizations due to new (technological and health) paradigms. Therefore, this new decade opens the door for re-viewing the theoretical foundations and empirical evidence of entrepreneurial universities. Inspired by these universities’ challenges, this special issue represented a unique opportunity to build a novel theory that provides an updated theoretical view of the entrepreneurial university phenomenon (e.g., re-conceptualization, re-view missions, re-view business models, re-view metrics), as well as to offer new insights about how the new paradigms have transformed core entrepreneurial university activities (education, research, technology transfer, and entrepreneurship), strategies, and interconnectedness with ecosystems. This introductory paper encouraged an in-depth multidisciplinary conversation within the management and related research community from different socio-economic settings to make theoretical and empirical contributions. As a result, six papers have contributed to this special issue and provide several implications for different stakeholders.Publication Driving change in higher education:(2024) Guerrero, Maribel; Menter, MatthiasAbstract Universities play a crucial role in social, economic, and technological development. Over the last decades, higher education systems have experimented with multiple transformations due to social demands, socioeconomic paradigms, and external shakeouts. Even though teaching and research are still the core functions of universities, other activities are emerging within/beyond the universities’ scope and boundaries to configure the “third mission.” Despite the increasing importance of universities’ third mission, little is known about the role of dynamic capabilities underpinning the configuration of the third mission across higher education systems. Using a unique longitudinal dataset that captures the German higher education landscape from 2000 to 2016, we investigate the effect of dynamic teaching/research capabilities for achieving the third university mission (knowledge transfer and technology commercialization). Our results reveal tensions between complementary and substitution effects when pursuing universities’ three missions (teaching, research, and knowledge transfer and technology commercialization), requiring university managers’ and policymakers’ strategic decisions. We provide implications for university managers and the university community as well as policymakers during the re-configuration process of becoming more entrepreneurial and innovative, highlighting the relevance of effectively managing universities’ dynamic capabilities. Plain English Summary Universities have undergone significant transformations in recent decades, responding to societal demands, economic shifts, and external pressures. The third mission of universities thereby serves as a driving force and encompasses endeavors that go beyond traditional academic functions, such as knowledge transfer and technology commercialization. Despite its increasing importance, little is known about the underlying mechanisms that lead to third mission outcomes. To shed light on this crucial topic, this paper delves into the impact of dynamic teaching and research capabilities on achieving the third mission’s goals. Our findings reveal goal conflicts that universities face in balancing their three missions, requiring university managers and policymakers to make strategic decisions to navigate these tensions effectively. As universities aim to become more entrepreneurial and innovative, effectively managing dynamic capabilities and making strategic decisions becomes paramount during reconfiguration processes, enabling universities to unlock their full potential for economic, technological, and societal impacts.