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11. Are You a Knowledge Entrepreneur?
(0 Introduction/0.1 Motivation, Aim & Overview)
...eurial University Discourse (page 35) 1.3.4.2. Research Position: The Importance of Universities as Public Institutions (page 39) 1.3.4.3. The University and Knowledge Management (page 41) ...

12. 5.2.2. Internet Based Knowledge Entrepreneurship in Universities
(5 Best in Breed KE & Conclusions/5.2. Conclusions)
...cesses caused by the application of ICT. She proposed a set of interrelated effects of digitisation that effect institutions and their practices. In the context of the research presented here, what is...

13. 5.2.1. Practical Knowledge Entrepreneurship in Universities
(5 Best in Breed KE & Conclusions/5.2. Conclusions)
... be central to the spirit of his motivation: to make universities the vibrant, productive and fertile knowledge institutions, we need to reach inclusive and sustainable information societies. ...

14. 5.1.1. Best of Breed Knowledge Entrepreneurship
(5 Best in Breed KE & Conclusions/5.1. Best of Breed Knowledge Entrepreneurship)
Naturally, all the universities investigated – being education and research institutions - live knowledge entrepreneurship to a certain degree. However, it is equally normal that, given that k

15. 4.2.6. Knowledge Entrepreneurial Practice
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...ing (UOC10).   4.2.6.2.    Evaluating Opportunities In this paragraph the institutions attitude and practice towards entrepreneuring and risk tolerance are review...

16. 4.2.5.2. Far From Equilibrium Spaces
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...situation varies widely, but here institutional action might be considered as faculty clubs and other strategic institutions might be useful to improve inter-departmental, policy discourse and general...

17. 4.2.5. Institutional Infrastructure and Gestell
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
... what provides the environment for an entrepreneurial mindset. First, the power- or political-structures of the institutions in question are reviewed and to a certain degree set in relation. Then seve...

18. 4.2.4.4. Ethics & Sustainability
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...one’s practice to the rest of the world? And namely: How to behave with regards to other humans and human institutions and how to behave towards the natural environment? Considerations about sus...

19. 4.2.4.3. Pragmatism
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...t. All investigated universities are observing the feedback that they receive from the corresponding government institutions and change their practice accordingly. (For more information on the theme o...

20. 4.2.4.2. Axiology & Teleology
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...istributed leadership described below. They need spielraum  (see below). Constructing the Telos “Institutions, in a word, inculcate duties and generate outcomes. In order to generate ou...

21. 4.2.4. (2) The four poles of an entrepreneurial mindset
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...amp; Hefler, 2001). One interesting claim is expressed in the fourth thesis, where he says that the educational institutions are no exception to the rule because they are obsessively engaged in ensuri...

22. 4.2.2. Cybernetic Analysis of a complex system
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...neurial and Second Order Cybernetics Birnbaum (1988; 2004), who describes the functioning of higher education institutions from a cybernetic perspective, proposes the following cybernetic loop, whic...

23. 4.1.5. Web Knowledge Entrepreneurship
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...mal cross-case analysis at the beginning of the chapter, it has to be pointed out that a comparison between the institutions is not aimed at as they are too different [i]. The following innovations ar...

24. 4.1.4. Approaches
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
... two big universities investigated are both pursuing an approach employing a variety of internal, semi-internal institutions and consultancies with the provision of IT related services. Naturally each...

25. 4.1.3. Web Data
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...e views (number of unique pages viewed per user per day for this site) allows for a realistic assessment of the institutions utilisation of the web (Figure 1). The UOC (red line) receives by far the m...

26. 4.1.1. Formally contrasting Setting & Typology
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...  Table 4.1 – Cross-Case-Study University Overview All universities are rather young institutions. But within this category the sample is spread between 112 and 12 years. Fu...

27. 3.4.11. Analysis and Conclusion
(3 Case-Studies/3.4. Case-Study UOC)
...re campus, the team is in limbo with regards to realizing future opportunities. No concrete procedures or other institutions have been found that would allow the team to receive input from other stake...

28. 3.4.10. Unique Strange Attractors
(3 Case-Studies/3.4. Case-Study UOC)
 3.4.10.1.    Virtuality Pioneer UOC is the youngest of the institutions investigated and therefore in many aspects it is still in its formation phase, especially since it lack

29. 3.4.9. Rival Explanations
(3 Case-Studies/3.4. Case-Study UOC)
...ize the UOC opportunities to enrol in subjects not offered e.g. by the specialized Andorranian Higher Education Institutions .   --------------------------------------   ...

30. 3.4.8. UOC Position (Institutional Results)
(3 Case-Studies/3.4. Case-Study UOC)
...ing of university websites conducted by InternetLab (Webometrics, 2006). There it received the 41st rank of 100 institutions evaluated in Spain and the 1007th place on the global ranking. According to...

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