@article {1278,
	title = {Editorial: Insights (November 2019)},
	journal = {Technology Innovation Management Review},
	volume = {9},
	year = {2019},
	month = {11/2019},
	pages = {3-4},
	publisher = {Talent First Network},
	chapter = {3},
	address = {Ottawa},
	keywords = {artificial intelligence, competitive advantage, cybersecurity, deep learning, Deepfake, design rules, digitalization, entrepreneurial ecosystems, entrepreneurial university, entrepreneurship, entrepreneurship education, fake news, innovation, international entrepreneurship, leadership, Learning Capabilities, marketing, motivation, new venture teams, quadruple helix, sanctions, SMEs, teamwork, triple helix, university business incubation},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1278},
	url = {timreview.ca/article/1278},
	author = {Stoyan Tanev and Gregory Sandstrom}
}
@article {1280,
	title = {A University Business School as an Entrepreneurial Ecosystem Hub},
	journal = {Technology Innovation Management Review},
	volume = {9},
	year = {2019},
	month = {11/2019},
	pages = {15-25},
	publisher = {Talent First Network},
	chapter = {15},
	address = {Ottawa},
	abstract = {This article assesses the progress of a business school toward achieving the status of an entrepreneurial ecosystem hub with emphasis on the components related to entrepreneurial universities, entrepreneurship education, university business incubators, and university-enterprise-government-civil society collaboration. The objective of a business school serving as an entrepreneurial ecosystem hub, is to stimulate economic development, generate employment, and create innovative technology-based ventures or service businesses. These components are discussed from theoretical and practical viewpoints in order to provide greater understanding of the concepts. An insider action research assessment of the university-affiliated business school was conducted to gauge the progress made in building an embryonic entrepreneurial ecosystem centered upon a business school as a hub. Emphasis is placed on the need to develop strong collaboration among key stakeholders for achieving success in building an effective entrepreneurial ecosystem based on a quadruple helix system, consistent with the lead-in quotation to the article.},
	keywords = {entrepreneurial ecosystems, entrepreneurial university, entrepreneurship education, quadruple helix, triple helix, university business incubation},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1280},
	url = {timreview.ca/article/1280},
	author = {Haven Allahar and Ron Sookram}
}
@article {1083,
	title = {A University{\textendash}Industry Collaborative Entrepreneurship Education Program as a Trading Zone: The Case of Osaka University},
	journal = {Technology Innovation Management Review},
	volume = {7},
	year = {2017},
	month = {06/2017},
	pages = {38-49},
	publisher = {Talent First Network},
	address = {Ottawa},
	abstract = {Two complementary problems are that busy practitioners find it difficult to access academic knowledge and university students lack practical experience. University{\textendash}industry collaborative education is a potential solution for both of these problems by bringing together theoretical insights from universities and experiential know-how from industry. However, university{\textendash}industry collaborative education has not been sufficiently studied to offer clear frameworks and mechanisms to foster effective knowledge exchanges between these two groups. In this article, we propose the metaphor of a {\textquotedblleft}trading zone{\textquotedblright} as a potential analytical framework for implementing this method of education. Applying this framework to the analysis of a university{\textendash}industry collaborative education program, this study proposes that the exchange of knowledge between students and practitioners is the essential learning experience and that it is made more meaningful by the heterogeneity between students and practitioners. The shared language provided by the program and those who deliver it make the exchanges efficient, and the temporary and extraordinary nature of the program accelerate those exchanges. Here, we analyze the case of Osaka University in Japan to illustrate the framework and develop associated propositions to encourage further study and validation of the framework.},
	keywords = {entrepreneurship education, experiential learning, technology commercialization, trading zone, university{\textendash}industry collaboration},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1083},
	url = {http://timreview.ca/article/1083},
	author = {Koichi Nakagawa and Megumi Takata and Kosuke Kato and Terumasa Matsuyuki and Toshihiko Matsuhashi}
}
@article {988,
	title = {Q\&A. What is the Role of Higher Education Institutions in Promoting Entrepreneurship in India?},
	journal = {Technology Innovation Management Review},
	volume = {6},
	year = {2016},
	month = {05/2016},
	pages = {24-26},
	publisher = {Talent First Network},
	address = {Ottawa},
	keywords = {entrepreneurship education, HEI, higher education institutions, incubation, mentoring, startups},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/988},
	url = {http://timreview.ca/article/988},
	author = {Dharmesh Raval}
}
@article {856,
	title = {Turning Technology into Business Using University Patents},
	journal = {Technology Innovation Management Review},
	volume = {4},
	year = {2014},
	month = {12/2014},
	pages = {37-43},
	publisher = {Talent First Network},
	address = {Ottawa},
	abstract = {We present an education paradigm that stimulates innovation and entrepreneurship through a master{\textquoteright}s-level university course: "Turning Technology into Business". The course was specifically designed to connect technological research with education using patented technologies developed at the research faculties of a technical university in the Netherlands. We outline the structure and the main content of the course and explain the selection process of both the patents used in the course and the students admitted to the course. This program was initiated at Delft University of Technology in 2003 and has resulted in 10 startups that have commercialized new technologies and at least two additional dozen startups that are indirect spinoffs. To illustrate the potential of this approach, we describe the case of Holland Container Innovations, a company founded by students who developed a foldable sea container during the course.},
	keywords = {commercialization, entrepreneurship education, multi-disciplinary team work, patents, student entrepreneurs, technology entrepreneurship, university research},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/856},
	url = {http://timreview.ca/article/856},
	author = {Dap Hartmann}
}
