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Third Mission Accelerator Labs (TMALs) : = an Exploratory Study on the Strategic Evolution of Sustainability in University-Business Incubators (UBIs).

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Third Mission Accelerator Labs (TMALs) :/
Reminder of title:	an Exploratory Study on the Strategic Evolution of Sustainability in University-Business Incubators (UBIs).
Author:	Hassanein, Abdalla Ashraf.
Description:	1 online resource (187 pages)
Notes:	Source: Masters Abstracts International, Volume: 85-05.
Contained By:	Masters Abstracts International85-05.
Subject:	Innovations. -
Online resource:	click for full text (PQDT)
ISBN:	9798380725743

Third Mission Accelerator Labs (TMALs) : = an Exploratory Study on the Strategic Evolution of Sustainability in University-Business Incubators (UBIs).
Hassanein, Abdalla Ashraf.

Third Mission Accelerator Labs (TMALs) :an Exploratory Study on the Strategic Evolution of Sustainability in University-Business Incubators (UBIs). - 1 online resource (187 pages)

Source: Masters Abstracts International, Volume: 85-05.

Thesis (Master's)--The American University in Cairo (Egypt), 2024.

Includes bibliographical references

Globally, higher education institutions (HEIs) are devoting rising resources in order to remain competitive, impactful and attractive within the ever-changing socio-economic developments and to well position and communicate their value among their stakeholders (Lafuente-Ruiz-de-Sabando, et al. 2018). Universities are constantly evaluating how to best educate students for fulfilling vocations. Students today want to do more than just get a degree; they want to create businesses, develop new products, and start social movements (Kay et al., 2010). Universities have been challenged to become more accountable to the general public and contribute directly to economic and social development. According to Etzkowitz (2008), under the open innovation model, universities' deeper linkages and engagements with the private and public sectors are seen as their third mission (TM), in addition to teaching (their first and conventional mission) and researching (their second mission).The earliest known model of the TM is the idea of an entrepreneurial university. Universities have gradually begun to reevaluate and modify their position, within the local, national, and international contexts they belong to, in response to the growing requirement to develop, transfer, and commercially utilize viable research findings and intellectual capacities (Goethner and Wyrwich, 2019). The goal of university entrepreneurship advancement was simplified in Hofer and Potter's (2011) study in which they separated this ambition into two categories:• the first is to contribute to the development of entrepreneurial mindsets and skills• the second is to encourage the formation of new businesses through incubationAs enterprise development has been recognized as the source of the majority of new jobs, productive investment, and the foundation for economic expansion and poverty alleviation (Gherghina et al., 2020), therefore universities have been adopting entrepreneurial paradigm shifts to ignite entrepreneurial characteristics and enterprise development through incubation services as part of its third mission (TM). A University Business Incubator (UBI), according to Grimaldi and Grandi (2005) is a university-based space that provides tangible and intangible services to early-stage founders and start-ups with a focus on utilizing on-campus resources to support venture creation and entrepreneurial development.UBIs are designed to foster innovation in academic environments and ensure that intellectual development and knowledge creation are effectively transferred to practically benefit the broader community. With the proliferation of university-based business incubators in the 1990s, academic entrepreneurship became a significant form of cooperation between universities and corporations. University business incubators (UBIs) are particularly positioned to encourage transnational entrepreneurship and the international expansion of commercial and technical practices (Stal et al., 2016).However, several concerns have been raised with the intensive focus on commercialization and growth within the TM. As we are confronted with global environmental issues that threaten to exceed our planet's bounds, and the socio-economic divide and inequality have aggravated, sustainability is no longer a marginal notion and has been mainstreamed in education, policy, business, and other environments across society (Rockstrom J. et al., 2009). Higher education can ignite the attitudes, behaviors, and leadership required for empowered sustainable transformation. The socioeconomic environment of universities may be co-created with key stakeholders to foster sustainable growth. Its mission transcends beyond conventional measures of academic education such as teaching, research, and commercial significance (Moreno et al., 2019).Changing to sustainable practices is not an easy task. Within a business context, it requires challenging entrenched systematic assumptions about growth, profitability and operations. It requires courage, resourcefulness, long-term visionary leadership, ethical decision making and resilience. These are all qualities known as entrepreneurial behaviors, according to a Harvard Business School article (Miller, 2020), describing the notion to challenge the status quo and build a commercially viable intervention that aims to solve a modern problem in demand. These different entrepreneurial attitudes and models should be centered in entrepreneurship education (EE) as universities act on their missions of teaching, research, and entrepreneurial activities by serving as natural incubators (Pellegrini & Johnson, 2021).And thus, with the ever-growing systematic socio-economic and environmental complexities, and the evident need for universities to become innovation hubs and leaders of sustainable business transitions, this study aims to explore the role of UBIs in promoting and advancing sustainable entrepreneurship knowledge and practices as a strategic evolution from their traditional third-mission (TM) focus on commercial entrepreneurship.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380725743Subjects--Topical Terms:

578404
Innovations.
Index Terms--Genre/Form:

554714
Electronic books.

Third Mission Accelerator Labs (TMALs) : = an Exploratory Study on the Strategic Evolution of Sustainability in University-Business Incubators (UBIs).
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According to Etzkowitz (2008), under the open innovation model, universities' deeper linkages and engagements with the private and public sectors are seen as their third mission (TM), in addition to teaching (their first and conventional mission) and researching (their second mission).The earliest known model of the TM is the idea of an entrepreneurial university. Universities have gradually begun to reevaluate and modify their position, within the local, national, and international contexts they belong to, in response to the growing requirement to develop, transfer, and commercially utilize viable research findings and intellectual capacities (Goethner and Wyrwich, 2019). The goal of university entrepreneurship advancement was simplified in Hofer and Potter's (2011) study in which they separated this ambition into two categories:• the first is to contribute to the development of entrepreneurial mindsets and skills• the second is to encourage the formation of new businesses through incubationAs enterprise development has been recognized as the source of the majority of new jobs, productive investment, and the foundation for economic expansion and poverty alleviation (Gherghina et al., 2020), therefore universities have been adopting entrepreneurial paradigm shifts to ignite entrepreneurial characteristics and enterprise development through incubation services as part of its third mission (TM). A University Business Incubator (UBI), according to Grimaldi and Grandi (2005) is a university-based space that provides tangible and intangible services to early-stage founders and start-ups with a focus on utilizing on-campus resources to support venture creation and entrepreneurial development.UBIs are designed to foster innovation in academic environments and ensure that intellectual development and knowledge creation are effectively transferred to practically benefit the broader community. With the proliferation of university-based business incubators in the 1990s, academic entrepreneurship became a significant form of cooperation between universities and corporations. University business incubators (UBIs) are particularly positioned to encourage transnational entrepreneurship and the international expansion of commercial and technical practices (Stal et al., 2016).However, several concerns have been raised with the intensive focus on commercialization and growth within the TM. As we are confronted with global environmental issues that threaten to exceed our planet's bounds, and the socio-economic divide and inequality have aggravated, sustainability is no longer a marginal notion and has been mainstreamed in education, policy, business, and other environments across society (Rockstrom J. et al., 2009). Higher education can ignite the attitudes, behaviors, and leadership required for empowered sustainable transformation. The socioeconomic environment of universities may be co-created with key stakeholders to foster sustainable growth. Its mission transcends beyond conventional measures of academic education such as teaching, research, and commercial significance (Moreno et al., 2019).Changing to sustainable practices is not an easy task. Within a business context, it requires challenging entrenched systematic assumptions about growth, profitability and operations. It requires courage, resourcefulness, long-term visionary leadership, ethical decision making and resilience. These are all qualities known as entrepreneurial behaviors, according to a Harvard Business School article (Miller, 2020), describing the notion to challenge the status quo and build a commercially viable intervention that aims to solve a modern problem in demand. These different entrepreneurial attitudes and models should be centered in entrepreneurship education (EE) as universities act on their missions of teaching, research, and entrepreneurial activities by serving as natural incubators (Pellegrini & Johnson, 2021).And thus, with the ever-growing systematic socio-economic and environmental complexities, and the evident need for universities to become innovation hubs and leaders of sustainable business transitions, this study aims to explore the role of UBIs in promoting and advancing sustainable entrepreneurship knowledge and practices as a strategic evolution from their traditional third-mission (TM) focus on commercial entrepreneurship.
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