Collective Intelligence and University Entrepreneurial Performance: An Exploratory Study Among Teacher Researchers and Students from Chadian Universities

Victor Mignenan

doi:doi:10.11648/j.sjbm.20210902.17

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Collective Intelligence and University Entrepreneurial Performance: An Exploratory Study Among Teacher Researchers and Students from Chadian Universities

Victor Mignenan

Published in Science Journal of Business and Management (Volume 9, Issue 2)

Received: 25 May 2021 Accepted: 9 June 2021 Published: 21 June 2021

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Abstract

The research on intellectual capital carried out so far for the academic entrepreneurial development is few but has clearly shown its importance. However, the overall contribution of intellectual capital to the performance of academic entrepreneurial projects of both technologies, social and environmental or university spin-offs remains little studied. Even studies carried out on this subject, often, focus only on a single component and favor, for the most part, the quantitative approach. This posture does not allow us to understand which of the three components of intellectual capital is the best predictor of academic entrepreneurial performance. Thus, the results of these previous studies provide little information on how to increase entrepreneurship by mobilizing intellectual capital. To fill these gray areas and facilitate an understanding of the causal link between intellectual capital and academic entrepreneurial performance, a semi-structured interview of eleven entrepreneurs and a survey of 278 researchers and students from four Chadian universities were conducted. The research process was mixed. We used an approach that focused on both economic/financial entrepreneurship, social entrepreneurship (which is part of the obligations of Chadian universities) and societal/environmental entrepreneurship. During data production, we have put forward the criterion of participation of the actor (researcher-student-practitioner) in the various phases of activities in the process of implementation of entrepreneurship. Our results have shown that human capital (R²= 0.21) and relational capital (R²= 0.29) are the best predictors of academic entrepreneurial performance. It is mainly relational capital that contributes mainly (b = 31%) academic entrepreneurial performance. These results are explained by the fact that human capital and relational capital are deployed for the purposes of creativity, contact, creation of business networks, etc., while structural capital plays an essential role in the credibility and influence of universities. Finally, it is the combination of the three components of intellectual capital that plays a decisive role (R²= 0.85) in achieving academic entrepreneurial performance. Thus, universities are invited to revitalize their network of actors, to promote collaborative research, to advocate the agile approach and to enrich their human capital so that it fulfills its mission as an open innovation subject, without neglecting their capital structure for its undeniable support role.

Published in	Science Journal of Business and Management (Volume 9, Issue 2)
DOI	10.11648/j.sjbm.20210902.17
Page(s)	103-118
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Management, Intellectual Capital, Entrepreneurship, Performance, University

References

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Victor Mignenan. (2021). Collective Intelligence and University Entrepreneurial Performance: An Exploratory Study Among Teacher Researchers and Students from Chadian Universities. Science Journal of Business and Management, 9(2), 103-118. https://doi.org/10.11648/j.sjbm.20210902.17

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Victor Mignenan. Collective Intelligence and University Entrepreneurial Performance: An Exploratory Study Among Teacher Researchers and Students from Chadian Universities. Sci. J. Bus. Manag. 2021, 9(2), 103-118. doi: 10.11648/j.sjbm.20210902.17

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Victor Mignenan. Collective Intelligence and University Entrepreneurial Performance: An Exploratory Study Among Teacher Researchers and Students from Chadian Universities. Sci J Bus Manag. 2021;9(2):103-118. doi: 10.11648/j.sjbm.20210902.17

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@article{10.11648/j.sjbm.20210902.17,
  author = {Victor Mignenan},
  title = {Collective Intelligence and University Entrepreneurial Performance: An Exploratory Study Among Teacher Researchers and Students from Chadian Universities},
  journal = {Science Journal of Business and Management},
  volume = {9},
  number = {2},
  pages = {103-118},
  doi = {10.11648/j.sjbm.20210902.17},
  url = {https://doi.org/10.11648/j.sjbm.20210902.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjbm.20210902.17},
  abstract = {The research on intellectual capital carried out so far for the academic entrepreneurial development is few but has clearly shown its importance. However, the overall contribution of intellectual capital to the performance of academic entrepreneurial projects of both technologies, social and environmental or university spin-offs remains little studied. Even studies carried out on this subject, often, focus only on a single component and favor, for the most part, the quantitative approach. This posture does not allow us to understand which of the three components of intellectual capital is the best predictor of academic entrepreneurial performance. Thus, the results of these previous studies provide little information on how to increase entrepreneurship by mobilizing intellectual capital. To fill these gray areas and facilitate an understanding of the causal link between intellectual capital and academic entrepreneurial performance, a semi-structured interview of eleven entrepreneurs and a survey of 278 researchers and students from four Chadian universities were conducted. The research process was mixed. We used an approach that focused on both economic/financial entrepreneurship, social entrepreneurship (which is part of the obligations of Chadian universities) and societal/environmental entrepreneurship. During data production, we have put forward the criterion of participation of the actor (researcher-student-practitioner) in the various phases of activities in the process of implementation of entrepreneurship. Our results have shown that human capital (R2 = 0.21) and relational capital (R2= 0.29) are the best predictors of academic entrepreneurial performance. It is mainly relational capital that contributes mainly (b = 31%) academic entrepreneurial performance. These results are explained by the fact that human capital and relational capital are deployed for the purposes of creativity, contact, creation of business networks, etc., while structural capital plays an essential role in the credibility and influence of universities. Finally, it is the combination of the three components of intellectual capital that plays a decisive role (R2 = 0.85) in achieving academic entrepreneurial performance. Thus, universities are invited to revitalize their network of actors, to promote collaborative research, to advocate the agile approach and to enrich their human capital so that it fulfills its mission as an open innovation subject, without neglecting their capital structure for its undeniable support role.},
 year = {2021}
}

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TY  - JOUR
T1  - Collective Intelligence and University Entrepreneurial Performance: An Exploratory Study Among Teacher Researchers and Students from Chadian Universities
AU  - Victor Mignenan
Y1  - 2021/06/21
PY  - 2021
N1  - https://doi.org/10.11648/j.sjbm.20210902.17
DO  - 10.11648/j.sjbm.20210902.17
T2  - Science Journal of Business and Management
JF  - Science Journal of Business and Management
JO  - Science Journal of Business and Management
SP  - 103
EP  - 118
PB  - Science Publishing Group
SN  - 2331-0634
UR  - https://doi.org/10.11648/j.sjbm.20210902.17
AB  - The research on intellectual capital carried out so far for the academic entrepreneurial development is few but has clearly shown its importance. However, the overall contribution of intellectual capital to the performance of academic entrepreneurial projects of both technologies, social and environmental or university spin-offs remains little studied. Even studies carried out on this subject, often, focus only on a single component and favor, for the most part, the quantitative approach. This posture does not allow us to understand which of the three components of intellectual capital is the best predictor of academic entrepreneurial performance. Thus, the results of these previous studies provide little information on how to increase entrepreneurship by mobilizing intellectual capital. To fill these gray areas and facilitate an understanding of the causal link between intellectual capital and academic entrepreneurial performance, a semi-structured interview of eleven entrepreneurs and a survey of 278 researchers and students from four Chadian universities were conducted. The research process was mixed. We used an approach that focused on both economic/financial entrepreneurship, social entrepreneurship (which is part of the obligations of Chadian universities) and societal/environmental entrepreneurship. During data production, we have put forward the criterion of participation of the actor (researcher-student-practitioner) in the various phases of activities in the process of implementation of entrepreneurship. Our results have shown that human capital (R2 = 0.21) and relational capital (R2= 0.29) are the best predictors of academic entrepreneurial performance. It is mainly relational capital that contributes mainly (b = 31%) academic entrepreneurial performance. These results are explained by the fact that human capital and relational capital are deployed for the purposes of creativity, contact, creation of business networks, etc., while structural capital plays an essential role in the credibility and influence of universities. Finally, it is the combination of the three components of intellectual capital that plays a decisive role (R2 = 0.85) in achieving academic entrepreneurial performance. Thus, universities are invited to revitalize their network of actors, to promote collaborative research, to advocate the agile approach and to enrich their human capital so that it fulfills its mission as an open innovation subject, without neglecting their capital structure for its undeniable support role.
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Victor Mignenan

Department of Management, Faculty of Business Sciences and Techniques, University of Moundou, Moundou, Chad

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Victor Mignenan. (2021). Collective Intelligence and University Entrepreneurial Performance: An Exploratory Study Among Teacher Researchers and Students from Chadian Universities. Science Journal of Business and Management, 9(2), 103-118. https://doi.org/10.11648/j.sjbm.20210902.17

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Victor Mignenan. Collective Intelligence and University Entrepreneurial Performance: An Exploratory Study Among Teacher Researchers and Students from Chadian Universities. Sci. J. Bus. Manag. 2021, 9(2), 103-118. doi: 10.11648/j.sjbm.20210902.17

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Victor Mignenan. Collective Intelligence and University Entrepreneurial Performance: An Exploratory Study Among Teacher Researchers and Students from Chadian Universities. Sci J Bus Manag. 2021;9(2):103-118. doi: 10.11648/j.sjbm.20210902.17

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@article{10.11648/j.sjbm.20210902.17,
  author = {Victor Mignenan},
  title = {Collective Intelligence and University Entrepreneurial Performance: An Exploratory Study Among Teacher Researchers and Students from Chadian Universities},
  journal = {Science Journal of Business and Management},
  volume = {9},
  number = {2},
  pages = {103-118},
  doi = {10.11648/j.sjbm.20210902.17},
  url = {https://doi.org/10.11648/j.sjbm.20210902.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjbm.20210902.17},
  abstract = {The research on intellectual capital carried out so far for the academic entrepreneurial development is few but has clearly shown its importance. However, the overall contribution of intellectual capital to the performance of academic entrepreneurial projects of both technologies, social and environmental or university spin-offs remains little studied. Even studies carried out on this subject, often, focus only on a single component and favor, for the most part, the quantitative approach. This posture does not allow us to understand which of the three components of intellectual capital is the best predictor of academic entrepreneurial performance. Thus, the results of these previous studies provide little information on how to increase entrepreneurship by mobilizing intellectual capital. To fill these gray areas and facilitate an understanding of the causal link between intellectual capital and academic entrepreneurial performance, a semi-structured interview of eleven entrepreneurs and a survey of 278 researchers and students from four Chadian universities were conducted. The research process was mixed. We used an approach that focused on both economic/financial entrepreneurship, social entrepreneurship (which is part of the obligations of Chadian universities) and societal/environmental entrepreneurship. During data production, we have put forward the criterion of participation of the actor (researcher-student-practitioner) in the various phases of activities in the process of implementation of entrepreneurship. Our results have shown that human capital (R2 = 0.21) and relational capital (R2= 0.29) are the best predictors of academic entrepreneurial performance. It is mainly relational capital that contributes mainly (b = 31%) academic entrepreneurial performance. These results are explained by the fact that human capital and relational capital are deployed for the purposes of creativity, contact, creation of business networks, etc., while structural capital plays an essential role in the credibility and influence of universities. Finally, it is the combination of the three components of intellectual capital that plays a decisive role (R2 = 0.85) in achieving academic entrepreneurial performance. Thus, universities are invited to revitalize their network of actors, to promote collaborative research, to advocate the agile approach and to enrich their human capital so that it fulfills its mission as an open innovation subject, without neglecting their capital structure for its undeniable support role.},
 year = {2021}
}

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TY  - JOUR
T1  - Collective Intelligence and University Entrepreneurial Performance: An Exploratory Study Among Teacher Researchers and Students from Chadian Universities
AU  - Victor Mignenan
Y1  - 2021/06/21
PY  - 2021
N1  - https://doi.org/10.11648/j.sjbm.20210902.17
DO  - 10.11648/j.sjbm.20210902.17
T2  - Science Journal of Business and Management
JF  - Science Journal of Business and Management
JO  - Science Journal of Business and Management
SP  - 103
EP  - 118
PB  - Science Publishing Group
SN  - 2331-0634
UR  - https://doi.org/10.11648/j.sjbm.20210902.17
AB  - The research on intellectual capital carried out so far for the academic entrepreneurial development is few but has clearly shown its importance. However, the overall contribution of intellectual capital to the performance of academic entrepreneurial projects of both technologies, social and environmental or university spin-offs remains little studied. Even studies carried out on this subject, often, focus only on a single component and favor, for the most part, the quantitative approach. This posture does not allow us to understand which of the three components of intellectual capital is the best predictor of academic entrepreneurial performance. Thus, the results of these previous studies provide little information on how to increase entrepreneurship by mobilizing intellectual capital. To fill these gray areas and facilitate an understanding of the causal link between intellectual capital and academic entrepreneurial performance, a semi-structured interview of eleven entrepreneurs and a survey of 278 researchers and students from four Chadian universities were conducted. The research process was mixed. We used an approach that focused on both economic/financial entrepreneurship, social entrepreneurship (which is part of the obligations of Chadian universities) and societal/environmental entrepreneurship. During data production, we have put forward the criterion of participation of the actor (researcher-student-practitioner) in the various phases of activities in the process of implementation of entrepreneurship. Our results have shown that human capital (R2 = 0.21) and relational capital (R2= 0.29) are the best predictors of academic entrepreneurial performance. It is mainly relational capital that contributes mainly (b = 31%) academic entrepreneurial performance. These results are explained by the fact that human capital and relational capital are deployed for the purposes of creativity, contact, creation of business networks, etc., while structural capital plays an essential role in the credibility and influence of universities. Finally, it is the combination of the three components of intellectual capital that plays a decisive role (R2 = 0.85) in achieving academic entrepreneurial performance. Thus, universities are invited to revitalize their network of actors, to promote collaborative research, to advocate the agile approach and to enrich their human capital so that it fulfills its mission as an open innovation subject, without neglecting their capital structure for its undeniable support role.
VL  - 9
IS  - 2
ER  -

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