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Academic spinoffs: the role of entrepreneurship education

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Abstract

New ventures depend on the capability of entrepreneurs to transform an idea or a technology into a successful company. The literature on entrepreneurship has recognized that Entrepreneurship Education (EE) plays a key role in this process, but the literature on academic spinoffs has focused on other determinants (e.g., Technology Transfer Offices - TTO, and university research expenditures). This research investigates the role of EE in the creation of academic spinoffs by using a new dataset built around 1262 entrepreneurship courses offered between 2011 and 2014 by 80 US universities included in the Licensing Survey by the Association of University Technology Managers - AUTM). Adopting a Poisson panel regression model, we show that, in addition to TTO size and university research expenditures, EE favours the creation of academic spinoffs. Moreover, we find that practical – rather than theoretical - entrepreneurship courses favour the creation of academic spinoffs. We conclude discussing the theoretical and practical implications for universities, students and scholars interested in entrepreneurship.

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Notes

  1. For instance, despite their limited geographical distance and their belonging to a similar institutional environment, in the US context, the University of South Florida created approximately 38% fewer academic spinoffs than the University of Florida between 2011 and 2014 (data source: Licensing Survey by the AUTM).

  2. Nabi et al. (2017) have recently also used the framework presented by Béchard and Grégoire (2005).

  3. https://autm.net/

  4. We used the word “entre” as a keyword in order to display results containing such terms as entrepreneurship, entrepreneur and entrepreneurial.

  5. Several universities did not report at all the course catalogue, or they did not report enough information to categorize them in the three teaching models we use. For instance, some universities just reported the course ID code and/or the name of the course, making not reliable a categorization about the kind of teaching model the course have adopted. To avoid bias in categorizing courses we chose to discard such universities.

  6. Full-time equivalent (FTE) is the hours worked by one employee on a full-time basis.

  7. The frequency of zeros for our dependent variable is reported in Annex Table 6 .

  8. The negative coefficients can be explained by the fact that better universities show a lower ranking, and this means that the lower the ranking of a university is, the better its quality and the more the spinoffs created.

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Acknowledgments

This work has been partially supported by “Ministero dell’Istruzione, dell’Università e della Ricerca” Award “TESUN-83486178370409 finanziamento dipartimenti di eccellenza CAP. 1694 TIT. 232 ART. 6”.

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  1. Department of Management and Production Engineering, Politecnico di Torino and Entrepreneurship and Innovation Center (EIC), Corso Duca degli Abruzzi, 24, 10129, Torino, Italy

    Giuliano Sansone, Daniele Battaglia, Paolo Landoni & Emilio Paolucci

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  1. Giuliano Sansone
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Appendix 1

Appendix 1

Table 6 Descriptive statistics on the number of academic spinoffs per university over the period of study (2011–2014)
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Sansone, G., Battaglia, D., Landoni, P. et al. Academic spinoffs: the role of entrepreneurship education. Int Entrep Manag J 17, 369–399 (2021). https://doi.org/10.1007/s11365-019-00601-9

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