01222nas a2200445   4500008004100000022001400041245004000055210003700095260004200132300000800174490000600182653002800188653002600216653001800242653001800260653001300278653001700291653001900308653003100327653003100358653002100389653003100410653001400441653001500455653003500470653001500505653002600520653001400546653001500560653002200575653002000597653001400617653000900631653001300640653001700653653003500670100001800705700002300723856003000746       2019                        eng d  a1927-032100aEditorial: Insights (November 2019)0 aEditorial Insights November 2019  aOttawabTalent First Networkc11/2019  a3-40 v910aartificial intelligence10acompetitive advantage10acybersecurity10adeep learning10aDeepfake10adesign rules10adigitalization10aentrepreneurial ecosystems10aentrepreneurial university10aentrepreneurship10aentrepreneurship education10afake news10ainnovation10ainternational entrepreneurship10aleadership10aLearning Capabilities10amarketing10amotivation10anew venture teams10aquadruple helix10asanctions10aSMEs10ateamwork10atriple helix10auniversity business incubation1 aTanev, Stoyan1 aSandstrom, Gregory  utimreview.ca/article/127801840nas a2200229   4500008004100000022001400041245006900055210006700124260004200191300001000233490000600243520113000249653003101379653003101410653003101441653002001472653001701492653003501509100001901544700001701563856003001580       2019                        eng d  a1927-032100aA University Business School as an Entrepreneurial Ecosystem Hub0 aUniversity Business School as an Entrepreneurial Ecosystem Hub  aOttawabTalent First Networkc11/2019  a15-250 v93 aThis article assesses the progress of a business school toward achieving the status of an entrepreneurial ecosystem hub with emphasis on the components related to entrepreneurial universities, entrepreneurship education, university business incubators, and university-enterprise-government-civil society collaboration. The objective of a business school serving as an entrepreneurial ecosystem hub, is to stimulate economic development, generate employment, and create innovative technology-based ventures or service businesses. These components are discussed from theoretical and practical viewpoints in order to provide greater understanding of the concepts. An insider action research assessment of the university-affiliated business school was conducted to gauge the progress made in building an embryonic entrepreneurial ecosystem centered upon a business school as a hub. Emphasis is placed on the need to develop strong collaboration among key stakeholders for achieving success in building an effective entrepreneurial ecosystem based on a quadruple helix system, consistent with the lead-in quotation to the article.10aentrepreneurial ecosystems10aentrepreneurial university10aentrepreneurship education10aquadruple helix10atriple helix10auniversity business incubation1 aAllahar, Haven1 aSookram, Ron  utimreview.ca/article/128002229nas a2200253   4500008004100000022001400041245012500055210007100180260004200251300001000293490000600303520137500309653003101684653002601715653003301741653001701774653004001791100002101831700001901852700001701871700002401888700002601912856003701938       2017                        eng d  a1927-032100aA University–Industry Collaborative Entrepreneurship Education Program as a Trading Zone: The Case of Osaka University0 aUniversity–Industry Collaborative Entrepreneurship Education Pro  aOttawabTalent First Networkc06/2017  a38-490 v73 aTwo complementary problems are that busy practitioners find it difficult to access academic knowledge and university students lack practical experience. University–industry collaborative education is a potential solution for both of these problems by bringing together theoretical insights from universities and experiential know-how from industry. However, university–industry collaborative education has not been sufficiently studied to offer clear frameworks and mechanisms to foster effective knowledge exchanges between these two groups. In this article, we propose the metaphor of a “trading zone” as a potential analytical framework for implementing this method of education. Applying this framework to the analysis of a university–industry collaborative education program, this study proposes that the exchange of knowledge between students and practitioners is the essential learning experience and that it is made more meaningful by the heterogeneity between students and practitioners. The shared language provided by the program and those who deliver it make the exchanges efficient, and the temporary and extraordinary nature of the program accelerate those exchanges. Here, we analyze the case of Osaka University in Japan to illustrate the framework and develop associated propositions to encourage further study and validation of the framework.10aentrepreneurship education10aexperiential learning10atechnology commercialization10atrading zone10auniversity–industry collaboration1 aNakagawa, Koichi1 aTakata, Megumi1 aKato, Kosuke1 aMatsuyuki, Terumasa1 aMatsuhashi, Toshihiko  uhttp://timreview.ca/article/108300658nas a2200205   4500008004100000022001400041245009900055210006900154260004200223300001000265490000600275653003100281653000800312653003400320653001500354653001400369653001300383100002000396856003600416       2016                        eng d  a1927-032100aQ&A. What is the Role of Higher Education Institutions in Promoting Entrepreneurship in India?0 aQA What is the Role of Higher Education Institutions in Promotin  aOttawabTalent First Networkc05/2016  a24-260 v610aentrepreneurship education10aHEI10ahigher education institutions10aincubation10amentoring10astartups1 aRaval, Dharmesh  uhttp://timreview.ca/article/98801639nas a2200229   4500008004100000022001400041245006200055210006200117260004200179300001000221490000600231520093800237653002201175653003101197653003301228653001201261653002601273653003201299653002401331100001801355856003601373       2014                        eng d  a1927-032100aTurning Technology into Business Using University Patents0 aTurning Technology into Business Using University Patents  aOttawabTalent First Networkc12/2014  a37-430 v43 aWe present an education paradigm that stimulates innovation and entrepreneurship through a master's-level university course: "Turning Technology into Business". The course was specifically designed to connect technological research with education using patented technologies developed at the research faculties of a technical university in the Netherlands. We outline the structure and the main content of the course and explain the selection process of both the patents used in the course and the students admitted to the course. This program was initiated at Delft University of Technology in 2003 and has resulted in 10 startups that have commercialized new technologies and at least two additional dozen startups that are indirect spinoffs. To illustrate the potential of this approach, we describe the case of Holland Container Innovations, a company founded by students who developed a foldable sea container during the course.10acommercialization10aentrepreneurship education10amulti-disciplinary team work10apatents10astudent entrepreneurs10atechnology entrepreneurship10auniversity research1 aHartmann, Dap  uhttp://timreview.ca/article/856