**5. Methodology**

The activities of universities in technology transfer [37], innovation, and entrepreneurship constitute an advantage for students given that it improves the efficiency of their involvement with industry dynamics as a result of a better academic training to respond to the challenges of economic development. We also know that the time devoted by professors to postgraduate teaching in the United States (especially with postdocs, with which progress in research is made) has a positive relationship with university entrepreneurship in the field of

Latin American university progress is being made in the creation of interdisciplinary research

we are witnessing, in a word, "a world market of knowledge" with characteristics quite different to those shown by amor sciendi, at the beginning of the institution of universities, when they moved on the field of knowledge on purely academic pathways. That being the case, universities are in need of redefining their relationships vis-à-vis knowledge and the use of

Although universities converge in market orientation [1], there is no one single model for the entrepreneurial university [18, 44]. There are differences in terms of years of existence, size, full-time professors, and disciplines covered by universities. Likewise, research results, especially those protected by industrial property rights, the existence of a technology transfer office (TTO), as well as the public or private nature of the university, are characteristics that

Size is an important variable since large universities have more probabilities of offering better entrepreneurial results given that they have more students and faculty members to become involved in this activity. In addition, the academic results of students may be more scattered to the extent that since the higher the number of students the greater the diversity of results. There is no relationship between faculty size of 120 universities of the United States, listed in the Carnegie Classification System, and university entrepreneurship, which would perhaps

The years of existence of the variable reflect the path of universities, giving an idea of their prestige and capability to generate good performances. Universities of long tradition have developed accrued capability for excellence in education as well as for contributing to science and innovation systems [46]. The study conducted on 20 elite US universities, almost all of them founded in the nineteenth century, leads to the deduction that the path influences technology transfer and entrepreneurship [47]. Undoubtedly, models such as the Massachusetts Institute of Technology (MIT), given their history and prestige, constitute points of reference

The public or private nature of the universities is also a relevant matter vis-à-vis the market orientation. Public universities face restrictions and resistance to develop knowledge

health care [44].

groups and that Orozco stated:

202 Open and Equal Access for Learning in School Management

the human talent they possess. [23]

**4. Characteristics of entrepreneurial universities**

lead us to evaluate this variable in the Latin American context [45].

could differentiate entrepreneurial universities.

for countries as Colombia [48].

A sample of 114 higher educational institutions (HEI) out of a total population of 288 registered at the Ministry of National Education of Colombia in October 2013 was obtained. They were selected for having presented the proof Saber Pro in 2013 and have complete and consistent information about professors. The result of the 2013 Saber Pro exam was obtained for each university in the sample from ICFES database.

We used the correlations and logistic and Poisson regression analysis to assess the relationship between the variables of this study as shown below. To evaluate the asymmetric distribution of zeros in a dependent variable, we used logistic regression to perform data with zero and one, and the Poisson distribution to analyze count data higher than zero. The statistical tests for the models are presented in the annex.

**6. Results, discussion, and conclusions**

Saber Pro exam.

**Table 1** shows that for each ten HEI there are 79 entrepreneurial activities. The mean is very low due to high number of zero in EO. Seventy-five HEI do not present EO. According to ICFES, in QE performance below 9 is considered as very low, and over 11 the results are considered excellent. Then, on average, the sample shows 10.13 that is defined as a regular result. The standard deviation of EQ means that the sample presents very regular results in

Management Challenge in the Entrepreneurial University and Academic Performance

http://dx.doi.org/10.5772/intechopen.71754

205

Applying Pearson correlation (**Table 2**), the relationship between dependent and quantitative independent variables is positive at p < 0.05. Then, the increases in independent variables are related to increases in EO. The results indicate the importance of these features to improve entrepreneurship results. This is consistent with what is seen in elite universities as can be deducted from the O'Shea and colleagues study [47], where accrued capability in size, years

The logistic and Poisson regression presented in **Table 3** shows that QE is significant at p < 0.01 in Model 1, performed by logistic regression for HEI. The second level is performed by Poisson distribution of the regression in Model 1 for HEI that does have

**Mean Standard deviation**

of existence, and patenting is significantly related to academic entrepreneurship.

EO 0.7895 1.7522 TP 5028 5555.529 QE 10.13963 0.4237

Y 56.54 58.257

IP 3921 11.7059

Size (1) 47 Size (2) 43 Size (3) 20 Size (4) 4 Focus (1) 7 Focus (2) 26 Focus (3) 62 Focus (4) 19 Nature: Private 82 Nature: Public 32

TTO\_Yes 47 TTO\_No 67

**Table 1.** Descriptive statistics.

#### **5.1. Dependent variable**

Entrepreneurship orientation (EO): the number of participations of each university in entrepreneurship contests conducted by the Ventures group; the Innova price of the Ministry of Commerce, Industry, and Tourism of Colombia in the entrepreneurial university category; and the "Emprendimiento, Ciencia e Innovación" Santander prize from 2004 to 2013.

#### **5.2. Independent variables**

Quality of education (QE): the average of results obtained by universities in the 2013 Saber Pro examination, per program, and general skills test.

Total industrial property (IP): the sum of industrial designs and patents granted or pending at the Superintendency of Industry and Commerce (SIC) and the World Intellectual Property Organization (WIPO). We obtained intellectual property registration according to the database of the Superintendency of Industry and Commerce (SIC) from Colombia and of the World Intellectual Property Organization (WIPO) for each HEI.

Technology transfer office (TTO): according to the survey developed by CINDA, RedEmprendia, and Universia [19], we obtained for each university the existence of a TTO.

Total professors (TP): the number of professors reported by HEI in 2012 to the SNIES (National Information System of Higher Education in Colombia).

#### **5.3. Control variables**

Years of existence (Y): the years between the foundation of each HEI and 2013. The year of foundation was obtained from each institutional webpage.

Size (S): the number of students according to SNIES in 2012 for four intervals to which the following values were assigned: less than 5,000 students (1); 5,000 to 11,999 students (2); 12,000 to 29,999 students (3); and 30,000+ students (4). This classification is used the QS World University Ranking.

Focus (F): the number of faculties or schools per university, classified in four categories according to the QS Ranking, thus: less than two schools with programs focused on two or less areas of knowledge (1); more than two schools (2); natural sciences, social sciences, and engineering schools (3); and universities that, in addition to the abovementioned schools, have a School of Medicine (4).

Nature of the educational institution (N): public official universities were assigned the value of 0, and private universities were assigned the value of 1.
