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

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

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;

Quality of education (QE): the average of results obtained by universities in the 2013 Saber

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

Technology transfer office (TTO): according to the survey developed by CINDA, RedEmprendia,

Total professors (TP): the number of professors reported by HEI in 2012 to the SNIES (National

Years of existence (Y): the years between the foundation of each HEI and 2013. The year of

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

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,

Nature of the educational institution (N): public official universities were assigned the value

and the "Emprendimiento, Ciencia e Innovación" Santander prize from 2004 to 2013.

tests for the models are presented in the annex.

204 Open and Equal Access for Learning in School Management

Pro examination, per program, and general skills test.

Information System of Higher Education in Colombia).

foundation was obtained from each institutional webpage.

of 0, and private universities were assigned the value of 1.

World Intellectual Property Organization (WIPO) for each HEI.

and Universia [19], we obtained for each university the existence of a TTO.

**5.1. Dependent variable**

**5.2. Independent variables**

**5.3. Control variables**

University Ranking.

have a School of Medicine (4).

**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 Saber Pro exam.

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

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


**Table 1.** Descriptive statistics.


**Table 2.** Pearson correlation.

entrepreneurial activities; the QE is positive and significant at p < 0.05. In Model 2 we included TP, and it is significant at p < 0.10 for EO > 0. Then, more TP increases the odd of the engagement of HEI in entrepreneurial activities. In Model 3 we include TTO and IP. The results indicate that QE remains as an explanatory variable for EO in the logistic regression. In the case of Poisson model, the results indicate that QE and IP are significant at p < 0.05 and TP at p < 0.10.

Results mean that universities with good academic performance can undertake new tasks, like those of the third mission in terms of patenting and entrepreneurial activities without this having any noticeable effect in their academic rating. It could seem then that HEI in Colombia do not betray their original idea when conducting entrepreneurial activities. Having or not a TTO does not imply that HEI present more entrepreneurial activities. As found, HEI are trying to organize TTO not only for conviction but also for external environmental pressures [19]. The number of professors, the number of schools, and the size in terms of the number of students do not present a significant relationship, as could be expected with the argument of much is better. Then, no matter if a HEI is huge or small, if they reveal good QE, they also tend to present activities in EO.

In the aim to understand the open and equal access to learning in school management, the market orientation focused on innovation and entrepreneurial activities could imply less effort in training and education in undergraduate programs or could be an opportunity to improve learning with the involvement of students and professors. Debate on classical university model against entrepreneurship university model is a significant feature in the higher education system in Latin America [20, 22, 25]. Particularly, there is a risk that demands for commercialization of knowledge and social pertinence can lead universities away from their quality ideal of their traditional mission [23, 25, 27].

**Model 1** **Estimate**

Logistic

(Intercept)

−23.8903

8.7349

0.0062

\*\*

−22.7400 0.0001

0.0001

0.24279

1.16E−04

1.05E−04

0.2688

8.7090

0.00903

\*\*

−2.24E+01

8.86E+00

0.0115

\*

model

TP QE Size (2) Size (3) Size (4) Focus (2) Focus (3) Focus (4) Nature:Private

Y TTO:Yes

IP

0.0058

0.0055

0.2935

0.0029

0.0060

0.62852

3.07E−03 1.42E−01 2.89E−03

3.09E−02

0.9254

Management Challenge in the Entrepreneurial University and Academic Performance

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207

7.31E−01

0.8457

6.06E−03

0.6128

−0.4530

0.6566

0.4903

−0.5381

0.6689

0.42111

−5.25E−01

6.70E−01

0.4330

−0.2732

1.2183

0.8226

−0.5968

1.2430

0.63113

−5.77E−01

1.25E+00

0.6431

−0.8783

1.1598

0.4489

−0.9926

1.1630

0.39354

−8.74E−01

1.29E+00

0.4978

0.7926

1.0917

0.4678

0.6196

1.1010

0.57344

6.82E−01

1.14E+00

0.5511

0.9851

1.4877

0.5079

−1.2990

2.8130

0.64412

−1.37E+00

2.94E+00

0.6416

0.6005

0.7607

0.4298

−0.1978

1.0470

0.85023

−2.64E−01

1.09E+00

0.8094

1.2376

0.6069

0.0414

\*

0.9525

0.6550

0.14588

8.99E−01

7.08E−01

0.2040

2.2389

0.8220

0.0065

\*\*

2.1360

0.8219

0.00935

\*\*

2.09E+00

8.49E−01

0.0138

\*

**Std error**

**Pr(>|z|)**

**Estimate**

**Std error**

**Pr(>|z|)**

**Estimate**

**Std error**

**Pr(>|z|)**

**Model 2**

**Model 3**

The regression results presented here support the adoption of the policies suggested by UNESCO in Budapest Declaration in 1999 for higher education. This shows that universities are capable of being involved in academic entrepreneurship while generating synergies with the professional education that constitutes the basis of their mission.

On the evidence presented here, and from the viewpoint of universities in the Colombian higher education system, we can suggest that a higher participation in academic entrepreneurship contests has fostered the creation of adequate spaces for improving the


entrepreneurial activities; the QE is positive and significant at p < 0.05. In Model 2 we included TP, and it is significant at p < 0.10 for EO > 0. Then, more TP increases the odd of the engagement of HEI in entrepreneurial activities. In Model 3 we include TTO and IP. The results indicate that QE remains as an explanatory variable for EO in the logistic regression. In the case of Poisson model, the results indicate that QE and IP are significant

**EO TP QE Y IP** EO — 0.5178210 0.5796877 0.3607961 0.5807665 TP 0.5178210 — 0.2868203 0.5250827 0.6215135 QE 0.5796877 0.2868203 — 0.3334894 0.3767650 Y 0.3607961 0.5250827 0.3334894 — 0.2261286

IP 0.5807665 0.6215135 0.3767650 0.2261286 —

Results mean that universities with good academic performance can undertake new tasks, like those of the third mission in terms of patenting and entrepreneurial activities without this having any noticeable effect in their academic rating. It could seem then that HEI in Colombia do not betray their original idea when conducting entrepreneurial activities. Having or not a TTO does not imply that HEI present more entrepreneurial activities. As found, HEI are trying to organize TTO not only for conviction but also for external environmental pressures [19]. The number of professors, the number of schools, and the size in terms of the number of students do not present a significant relationship, as could be expected with the argument of much is better. Then, no matter if a HEI is huge or small, if they reveal good QE, they also

In the aim to understand the open and equal access to learning in school management, the market orientation focused on innovation and entrepreneurial activities could imply less effort in training and education in undergraduate programs or could be an opportunity to improve learning with the involvement of students and professors. Debate on classical university model against entrepreneurship university model is a significant feature in the higher education system in Latin America [20, 22, 25]. Particularly, there is a risk that demands for commercialization of knowledge and social pertinence can lead universities away from their

The regression results presented here support the adoption of the policies suggested by UNESCO in Budapest Declaration in 1999 for higher education. This shows that universities are capable of being involved in academic entrepreneurship while generating synergies with

On the evidence presented here, and from the viewpoint of universities in the Colombian higher education system, we can suggest that a higher participation in academic entrepreneurship contests has fostered the creation of adequate spaces for improving the

at p < 0.05 and TP at p < 0.10.

**Table 2.** Pearson correlation.

206 Open and Equal Access for Learning in School Management

tend to present activities in EO.

quality ideal of their traditional mission [23, 25, 27].

the professional education that constitutes the basis of their mission.


*\*\**p < 0.01, \*p < 0.05, p < 0.10.

**Table 3.** Logistic and Poisson regression analysis. education of new professionals. There seems to be no contradiction between the academic quality rated on the basis of the students' results in the State's knowledge rating examination

Management Challenge in the Entrepreneurial University and Academic Performance

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209

It is possible that synergies develop in research groups favoring the students' training [41, 52], in Chile [20] and in Colombia [23], and the evidence we have from interviews to students who have participated in the Universidad de Los Andes 2014 InnovAndes Entrepreneurship Fair. Contrary to what could have been expected, judging from the evident tensions regarding teaching and entrepreneurship as indicated in the first part of this paper, the market orientation through entrepreneurship does not go to the detriment of the quality

With this study we expect to encourage empirical research on entrepreneurship in universities in order to contribute knowledge for the development of policies enabling the management of universities and of the higher education system to improve their contribution to socioeconomic and environmental development and sustainability, in the idea of creation

The authors want to thank Alejandro Venegas, member of the Colombian Ministry of Education, for the accomplishment of this project; also the authors thank the work of Natalia Suarez and Carlos Plata, members of the Management Faculty at the Universidad Externado de Colombia, with whom a research group to create new knowledge about the higher educa-

and José Luis Villaveces2,3

and the entrepreneurial university model orientation.

of student education in professional careers [55–60].

tion systems of Colombia and Latin America has been organized.

\*, Jeimy Paola Aristizabal<sup>1</sup>

1 School of Management, Externado University of Colombia, Bogota, Colombia

3 Colombian Association for the Advancement of Science, Bogota, Colombia

2 Honorary at Colombian Academy of Exact, Physical and Natural Sciences, Bogota,

[1] Yokoyama K. Entrepreneurialism in Japanese and UK universities: Governance, man-

agement, leadership, and funding. Higher Education. 2006;**52**(3):523-555

\*Address all correspondence to: luis.orozco@uexternado.edu.co

equal to an open access of learning.

**Acknowledgements**

**Author details**

Colombia

**References**

Luis Antonio Orozco<sup>1</sup>

education of new professionals. There seems to be no contradiction between the academic quality rated on the basis of the students' results in the State's knowledge rating examination and the entrepreneurial university model orientation.

It is possible that synergies develop in research groups favoring the students' training [41, 52], in Chile [20] and in Colombia [23], and the evidence we have from interviews to students who have participated in the Universidad de Los Andes 2014 InnovAndes Entrepreneurship Fair. Contrary to what could have been expected, judging from the evident tensions regarding teaching and entrepreneurship as indicated in the first part of this paper, the market orientation through entrepreneurship does not go to the detriment of the quality of student education in professional careers [55–60].

With this study we expect to encourage empirical research on entrepreneurship in universities in order to contribute knowledge for the development of policies enabling the management of universities and of the higher education system to improve their contribution to socioeconomic and environmental development and sustainability, in the idea of creation equal to an open access of learning.
