A dataset from a population-wide-scale survey of academics in Iceland on barriers to collaboration with industry and community.

In early 2021, a quantitative survey was conducted among academics in Icelandic universities to gather information about their involvement in Third Mission (TM) activities and barriers to collaboration [1]. The target group consisted of all academics working at any of the seven Icelandic universities. The majority of participants (n = 674) were affiliated with the University of Iceland, while the remaining (n = 360) were associated with other universities. The survey was designed based on previous studies on barriers to university-industry collaboration [2]. Before it was administered, it underwent a pre-test phase involving various academics and university staff members. Email addresses of potential participants were obtained from the universities' public websites. The survey was conducted using QuestionPro over a period of 21 days, with two reminders being sent following the initial invitation to participate. A total of 183 responses were collected, although not all participants completed the entire questionnaire. Consequently, the response rate amounted to 17.7%. It is worth noting that the study is a census, i.e., it targeted all academics in Iceland that satisfied the participation criteria rather than targeting only a sample of the population. Furthermore, the data extends its focus to academic disciplines that have previously received limited attention in third mission research.

Investigating capacities and barriers of Iranian medical universities in developing entrepreneurship in terms of educational experts: A content analysis study.

Background: Entrepreneurship leads to an increase in national income by creating new jobs and plays a role as a positive factor in economic growth by serving as a bridge between innovation and the market. The aim of this study was to identify the capacity and barriers existing in the medical universities of Iran to develop entrepreneurship from the viewpoint of some of the officials and academic experts. Methods: This qualitative, descriptive-analytic study was conducted to explore threats and opportunities in educational entrepreneurship at medical universities. The sample consists of medical universities' deputies of education across the country, attending the national meeting of education deputies. A questionnaire containing 10 open questions was tailored and given to the participants. After returning the questionnaires, the responses were evaluated using the content analysis method. Results: The issues related to the strengths of the medical universities in entrepreneurship development can be summarized in 3 categories: human factors, organizational and infrastructure factors, and technical and technological factors. With regard to the existing weaknesses while developing entrepreneurship in the context of medical universities, there are 3 general categories: education and research barriers, state-legal-political, and economic-managerial shortcomings. The barriers to entrepreneurship development among medical graduates can be categorized in 4 groups, including education and information, cultural and social factors, financial barriers as well as structural and infrastructural drawback. Conclusion: The most important movement toward entrepreneurship development in medical universities could be making structural revisions in transforming into third-generation universities. This important issue is being pursued and implemented by the government in the form of Plan for Development and Innovation in Medical Education.

Entrepreneurial Profiles at the University: A Competence Approach.

The Entrepreneurial University plays a central role in entrepreneurial ecosystems and actively influences the development of entrepreneurial human capital, which is a critical asset for many economies. There is thus a requirement for the identification and strengthening of entrepreneurial competences, but no previous studies have included any analysis of these competences in the university context using an approach based on profiles. The present study fills this gap by investigating the existence of different entrepreneurial profiles among students, based on their competences. It also defines key competences that are critical for differentiating between these profiles and improving entrepreneurial competence levels more generally. To meet these objectives, a field research campaign was developed. Data on 1104 students from various degrees and faculties were collected and analyzed using a quantitative methodological approach. The results reveal the existence of four entrepreneurial competence profiles, namely low profile, top profile, social profile, and grit profile. Among as many as 12 possible entrepreneurial competences, the most prominent can explain to a large extent the entrepreneurial profiles of students; these are networking and professional social skills, community engagement, perseverance of effort, and consistency of interest. The results provide evidence of the importance of social capital and grit. In addition to their contribution to the theory in this area and the development of the Entrepreneurial University paradigm, the results are also useful for the design of training strategies aimed at strengthening the levels of competence of students, thereby providing universities with tools to foster the creation of entrepreneurial human capital.

Identifying the effective factors on the transition to the third-generation university: A qualitative study.

BACKGROUND: Iranian universities optimistically can be regarded as second-generation research-centered universities which train people who can only fill the predefined occupational gaps. These universities are doing very little to become third-generation universities. It seems that medical science universities have a huge capacity to create and expand entrepreneurship in health care because of their diverse activities in health services. The present study aimed to investigate the effective factors affecting the Iranian medical universities transition to third-generation universities. METHODS: The present study is a qualitative study which was carried out in Kerman University of Medical Sciences. The study population was the faculty members of Kerman University of Medical Sciences who had been selected by purposeful sampling method. For this purpose, 13 faculty members of Kerman University of Medical Sciences who were interested in the topic were interviewed. To collect data, a number of general questions were asked from the participants to clarify specific topics. The interviews lasted between 20 and 45 min. The descriptive phenomenology method was used for data analysis based on the Colaizzi's seven steps. RESULTS: In the present study, five main themes include; reforming the bureaucracy, paying attention to the empowerment of university personnel, improving the status of graduates, reviewing the status of education and research, and connecting with the industry and making a profit were identified. CONCLUSION: We can use strategies such as reduction of bureaucracy, privatization, reduction of management pyramid, culture building, creation of appropriate reward system, and taking a role model from successful people.

Dataset from a qualitative survey on Ph.D. entrepreneurship in Italy.

This article describes questionnaire data on Ph.D. (Doctor of Philosophy) entrepreneurship in Italy. The data includes (i) information recently collected via a questionnaire survey on Ph.D. students; (ii) background information on Italian academic institutions attended by students. We present here some descriptive statistics of the variables included in the dataset. The database includes the responses of 906 students. Students provided information on their employment condition, on their family background and opinions on the Ph.D. course and the institution they attended. Information on regional characteristics and on university policies are also included.

Nosotros los académicos. Narrativas identitarias y autodefinición en la universidad actual / We the academics. Identity Narratives and self-definition in the current university

Las transformaciones del espacio universitario a partir de los años ochenta, en Chile, revelan el ascenso de formas managerialistas de organizar la universidad y el trabajo académico. El nuevo managment, orientado por lógicas de eficiencia y mercado, promueve una cultura laboral de rendición de cuentas y, en consecuencia, una reconfiguración de las identidades académicas llamadas a adscribirse a este nuevo modelo de universidad. Este artículo presenta una investigación cualitativa realizada en Chile con veinte académicos de planta en torno a su identidad laboral. A partir del análisis de contenido -discursivamente orientado- de veinte entrevistas, se presentan como resultado dos ejes en torno a los cuales se organizan las narrativas identitarias de los académicos, mostrando los efectos para la autodefinición de este grupo y la ética del trabajo académico.

The transformations of the university space from the eighties reveals the rise of managerialist ways to organize the university and its workforce, fostering a culture of accountability and plurality of tasks such as research, guided by the logic of efficiency and market movements. Such claims therefore imply the existence of reconfigurations in academic work identity. Drawing on focused interviews with 20 academics, the article shows two axes around which the narrative identities of academics are organized and what are its effects on self-definition of the group and the ethics of academic work.