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  European Universities for Entrepreneurship
  This paper explores the theoretical foundations of the concept of entrepreneurialism in universities and the contribution it can make to the knowledge society. It reviews the concept as an economic phenomenon and draws a distinction between the use of the term in economics and its use in higher education and that in higher education it can be seen as a contested idea which can in some circumstances be destructive of academic values. On the other hand it can strengthen institutional autonomy and can be an enabling process which stimulates research and innovation. Barriers to entrepreneurialism at national and institutional levels are noted and the important area of risk. Two particular ideas are discussed, the concept of the academic entrepreneur and the relationship between the new emphasis on universities’ regional role and the nature of the entrepreneurial university.
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  What makes Universities Unique?
  This paper defends the idea that universities manufacture knowledge as a public good through the "creative destruction" of social capital. The idea is presented as contemporary restatement of the Humboldtian ideal of the unity of research and teaching: Research "creates" (i.e. concentrates) social capital, which is then "destroyed" (i.e. distributed) through teaching. The defense is made against recent attacks to the integrity of the university as an institution associated with postmodernism and the so-called "new production of knowledge", which would evaluate universities by client-led performance indicators. The emergence of such indicators is considered and critiqued, followed by some constructive suggestions for indicators specifically designed to measure qualities at which universities uniquely excel.
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  Convergence in Higher Education
  Prima facie, in the context of higher education, "entrepreneurialism" offers an example of globalisation: the idea presages a sense of systems of higher education converging across the world. However, entrepreneurialism is not undifferentiated but is to be found in different modes. Various axes identified in the paper offer spectra of entrepreneurialism and two are picked out for close inspection: these are, on the one hand, hard-soft forms of entrepreneurialism; and, on the other hand, forms of entrepreneurialism that are set in the context of strong states or strong markets. Set against each other, these two axes produce a grid that depicts four forms of entrepreneurialism: civic; hesitant; unbridled; and curtailed. These forms of entrepreneurialism can be understood as making possible or limiting alternative modes of knowledge travel. Accordingly, it may be judged that, far from heralding convergence, entrepreneurialism turns out to be a metaphor for differences of academic identity and even of academic being. These differences are so profound that they point to value choices as to the desirable forms of academic life itself.
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  Entrepreneurial Universities and the Development of Regional Societies
  This article highlights a range of university entrepreneurship activities and regional engagement in relation to current governance and finance issues. A model for networking and developing partnership between universities and their region is presented, which reflects existing and emerging European level policy instruments. This model aims at finding the right balance between competition and collaboration and it takes into account the diversity and stratification of higher education and research systems in different countries. From a regional perspective, the most vital activity seems to be the flow of knowledge from universities to business and society, thereby linking global and local players. In order to achieve a better interaction between universities and industry, the various internal and external governance features have to be studied, as sometimes conflicting forces are at work. Universities will need to realise that different institutions can be complementary to one another. It is also important for them to consider how they can best respond to demands for sustainability and accountability of their own activities within a broader knowledge space. The networking and partnership model drafted here will need to be adapted to existing specific conditions and prevailing institutional and regional characteristics. This is necessary in order to successfully coordinate policy instruments to achieve desirable results. Only then can viable entrepreneurialism and innovation be fostered within individual HEIs, between them, and in their regions.
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  The Changing Place of the University and a Clash of Values
  This article reviews literature on changing environment and culture of European universities. First it considers: the pressures of globalisation and knowledge society on universities, the implication of emerging European higher education area, the demands confronting universities, the permeation of the public sector by market ideology and the restructuring the of relationship between universities and the state. Second, the article reviews developments at the university level: the meaning of the entrepreneurial culture, activities and structures specific to entrepreneurial universities as well as entrepreneurial university management. Finally, it addresses the issue of the contradictions between traditional academic values and the basic rules of the business world.
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  Overview of National Policy Contexts for Entrepreneurialism in Higher Education Institutions
  This paper is based on seven national reports on national policies concerned with entrepreneurialism in universities as the context for a more detailed study of entrepreneurial behaviour in universities in the seven countries. It claims that the entrepreneurial university is a useful generic epithet to describe the manifold changes in mission, management and funding that many universities in Europe have experienced in the past two decades. The concept of university entrepreneurialism in most countries is linked to the "third mission" that is supplementing the long established teaching and academic research functions of universities and other higher education institutions. However, some governments are also concerned to encourage universities to embody the teaching of entrepreneurialism in at least some of their conventional courses. Five main drivers of entrepreneurial activities in the countries taking part in the "European Universities for Entrepreneurship: their role in the Europe of Knowledge", (EUEREK) study are identified: ideology; expansion in the number of institutions; the knowledge society; globalisation; financial stringency. In some countries, especially in Eastern Europe there has been rapid growth in numbers of private higher education institutions. There are questions about whether this is an indication of entrepreneurialism, or of lack of entrepreneurial dynamism in the established public universities .The paper concludes with a preliminary review of managerial and governance changes in universities and colleges accompanying the growth of entrepreneurial and third mission activities.
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