**2. Development of the entrepreneurial university model in Latin America and Colombia**

The entrepreneurial university has its foundations on the activities to commercialize the new knowledge to steer economic growth [9, 11]. Universities introduced activities for knowledge transfer like counseling; contracted training and research, patenting, and licensing; development of infrastructures like technology parks; and promote the creation of new enterprises [12, 18, 53, 54].

However, in emerging economies like Chile [20] and Croatia [21], universities need much to be done to articulate resources for the development of the capabilities required for a better market orientation. As stated by Arocena and Sutz, "the Latin American idea of university highly values an active institutional compromise with social progress. (…) Consequently, many people inside and outside the university expect research groups to co-operate with different actors in tasks related to solving collective problems" [22].

Decisions on the adoption of entrepreneurial university in Latin America are not only the exclusive property and interest of universities but also concern the institutional pressures of their surroundings [20, 22, 24]. In addition to the global tension of the market orientation, to the detriment of the quality and autonomy of the university in Latin America [23, 25, 26], and to the pressure for privatization in the production of knowledge [20, 22], there is "a regionally specific tension between two notions of external involvement (…) fostered by the rise of a new set of market-dominated relations with governments and entrepreneurs" [22].

The market-oriented innovation and entrepreneurship university model are close to neoliberalism, emphasizing market power as the engine for development [1, 10]. As pointed out (see [27]), as negative aspects of this university model for Latin America, that education is considered as a good one buys in the market and that in a competitive environment, the university must be a profitable entity demanding the reduction of free services.

As Arocena and Sutz argued in Latin America:

since market logic decided which courses were given or not, public universities were pushed to act as 'educational enterprises' and it is said that their sense of mission was deteriorated A similar trend has been observed in Colombia: exaggerated adaptation to market demands has negatively affected knowledge generation as a university function. Due to the usually weak market demand for advanced knowledge, an 'entrepreneurial university' in Latin America will probably be asked to perform much less creative activities than in highly industrialized countries [22].

The examination of higher education quality—Saber Pro (formerly known as ECAES) exam in the country is compulsory by Act 1324 of 2009 and is designed by the academic community in keeping with the "training by skills" policy deemed basic for the future professional education graduates. This examination evaluates civic skills, written communication, critical reading, quantitative reasoning, and English language. It also evaluates knowledge on the

Management Challenge in the Entrepreneurial University and Academic Performance

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Then, the evaluation of teaching could be done by using the Saber Pro examinations as a result of the achievement of the first university mission defined in training and formation of human

There are several tensions in the entrepreneurship-oriented university and the development of the teaching activity. The most important is the allocation of the professors' time. It is warned by Gibbons that orientation toward the entrepreneurial university model "can also be destructive of academic work, reducing research to consultancy, subordinating academic teaching to low level repetitive performance for financial return and encouraging an approach to university management based solely on financial criteria" [32]. Likewise, Wright and colleagues stated that "academic entrepreneurs, who are expected to spend time commercializing their IP (intellectual property), will not be able to dedicate the same amount of time to the

Research universities have policies that establish the time assigned to teaching, to research, and to other institutional development activities that include administrative tasks, participation in meetings, and provision of university outreach services [15] that can include entrepreneurship. Results, as evidence in the case of Los Andes University in Colombia, are positive

It is also essential to admit that elite universities in the world have changed from a collegiate government model, based on academic freedom with lack of commercial interest for the progress of science, to a corporate one, based on profit and on activities that benefit trade, corpora-

It is stated by Ridgeway that "the professor entrepreneurs, who dart back and forth from university to government to business, help shape corporate structures and policies" [35]. Likewise, "the development of entrepreneurial professors with equity in private companies and large outside funding tends to relocate power away from the departmental level to the center and to the entrepreneurial professor who often has control over large sums of

As summarized by Gibbons "the university has moved much closer to an industrial pattern of organization with senior management teams and strategic plans, line managers, and cost centers. Just as universities have moved closer to a corporate model of management […]" [34].

corresponding professional training disciplines.

**3. Tensions between teaching and entrepreneurship**

traditional areas of teaching, research and administration" [14].

capital in the educational activities.

regarding research [33].

money" [28].

tions, and political interests [28, 34, 35].

Buchbinder from the context of North America and Europe [28], and Orozco from Latin America [26], agree on the fact that this market-oriented research responds more to the production of merchandise quality goods than to social knowledge enabling nations to become the solution of problems such as inequity, employment, and poverty in productive systems.

The market orientation leaves education and research subordinated to the interests of those who finance and buy university services [27, 28]. Thus, market-oriented universities become mere corporate education and research units, whose purpose is the creation of knowledge to be exploited with private profit, turning the university into "an enterprise having as the main objective the production of profits" [27].

The higher education system in Colombia is ruled by Law 30 of 1992. This frame stated that institutions must provide education, research, and other activities to contribute in socioeconomic and environmental development. Law 1014 of 2006 stated that higher education system must provide teaching in entrepreneurship without considering instruments to promote university's R&D activities to create knowledge-based firms [24]. Only the most important universities move toward the third mission and establish activities and infrastructure to promote entrepreneurship [19].

Isomorphic pressures steer the introduction of policies and incentives to promote entrepreneurship. However, the general results are scant and show several gaps according to performance of higher education systems in countries like Spain, Brazil, and Mexico [29]. Colombia has been debating the model of university, and several challenges cannot be assumed because of restrictions in funding, statutory missions. and activities that remember the tension between teaching and the third mission activities [19].

It has been discussed how the urgency of pertinence and satisfaction of market demands can go to the detriment of the basic concept of university and of the quality of its faculty members and their scientific teaching, if an adequate balance between the different university activities is not achieved [23, 26, 30]. In other words, if a university does not achieve better performance in teaching, there will be no legitimate capacities to evolve toward the third mission.

According to OECD, "The examination system run by the Instituto Colombiano para la Evaluación de la Educación (ICFES) – which measures students' abilities when they enter and leave tertiary education – puts Colombia in a position to be a global leader in both the measurement of value-added in tertiary education and, perhaps more importantly, the use of assessment findings for tertiary quality improvement" [31].

The examination of higher education quality—Saber Pro (formerly known as ECAES) exam in the country is compulsory by Act 1324 of 2009 and is designed by the academic community in keeping with the "training by skills" policy deemed basic for the future professional education graduates. This examination evaluates civic skills, written communication, critical reading, quantitative reasoning, and English language. It also evaluates knowledge on the corresponding professional training disciplines.

Then, the evaluation of teaching could be done by using the Saber Pro examinations as a result of the achievement of the first university mission defined in training and formation of human capital in the educational activities.
