With the increasing globalization of people saw the need for wealth creation, especially in the developing world to increase under-developed. It was also clear that provide neither the government nor the formal-sector jobs without the necessary effort and sustained partnership between all sectors of the economy. One way is to create jobs, the development of entrepreneurial skills and innovative in his country. The creation of employment opportunities through the promotion of such entrepreneurial innovation, was also of Dana, Korot and Tovstiga (2005:12) in Silicon Valley, Israel, Singapore and the Netherlands have shown. These authors report that in the narrow size 35 miles 10 miles per lane in technology companies in Silicon Valley 6500 is removed. Singapore is home to nearly 100,000 contractors, and had a GDP per capita of U.S. $ 42,948.00 in 2004 and an annual growth rate of 8.8% (Statistics Singapore, 2006).
In addition to higher education has become an export success of the first world trade in services in total to a staggering $ 3% (& Grundling Steynberg, 2006:5). With the increasing interest in business innovation as an economic engine, it is necessary to develop expertise in this area. It is therefore necessary to develop knowledge of business and innovation in universities, in order to maintain a competitive advantage in an underdeveloped market. Dana, et al. (2005:10) define knowledge as “the integration of information, learning ideas, experience, intuition, experience and lessons that creates value for a company.” In addition to Dana and el (2005) define innovation as “the process that converts knowledge into new or substantially changed and / or services to establish a competitive advantage for the company.” It is therefore evident that it is imperative that higher education in South Africa to actively promote a policy of entrepreneurial innovation, in order to ensure the creation of know-how, the development of new industries and empower students in an innovative corporate culture to pay. Higher education is needed to become a major player in the domestication and diffusion of knowledge throughout the economy as an engine for community development and social renewal are (Grundling & Steynberg, 2006:6) are.
The problem statement
The question under discussion is how What are the minimum requirements in an entrepreneurial and innovation to promote entrepreneurship and the creation of knowledge for innovation support in universities must be defined formulated?
Target
This article attempts to encourage a framework for the promotion of entrepreneurship in an environment of higher education institutions to develop, taking into account the political and infrastructural requirements, the creation of foundations and institutional arrangements.
Government intervention
Strategic initiatives in the universities are required to establish guidelines for the entrepreneurs, funding agencies, industry, labor in general and especially for students and universities. From the perspective of a government of higher education and the needs of institutional policy will be discussed shortly.
• Government policy
Should, if it needs to be done requires government intervention to a policy to lower taxes in the form include capital gains tax rates, build incentives for increased spending on research and development, markets encourage risk capital, an impairment of the hiring and firing ” employment legislation and the promotion of investments in new technologies Actions (Da Rin, Nicodano & Sembenelli, 2005:8).
• The university policy
The college has a work environment in which entrepreneurship can flourish. Venkataraman (2003:154) suggests that it is not only the capital injection, which promotes the development of entrepreneurship. Rather it is the most physical infrastructure such as markets, advanced telecommunications, with its legal and transportation. In addition, goodwill must be present. These intangible assets will provide access to new ideas, informal forums, role models, opportunities given region, access to large markets, networks and security management team. Policy is developed within the institution, we must examine and understand a planning process to address these essential elements.
The policy should also increase, as expected, the entrepreneurial culture within the university as a new state of mind of the pupil of one used to have to make an order can be derived for other employment opportunities. Technology licensing offices (TLO) must be set up in universities. Stanford University research expenditures of $ 391 million generated 25 start-ups OTL in 1997 (Gregorio & Shane, 2003:209). An investment in patent rights of universities will ensure future investment in the plant. Intellectual Property (IP) policies should be formulated so as to capture the wealth generated and distributed evenly among the investors, partners, the University and the contractor. The awards will be a future interest to both investors and entrepreneurs. Must understand the principles, procedures and contacts with the VC network to be established.
Policy research and development of an entrepreneurial spirit needs to be refined and focused. Currently the focus of entrepreneurship research is in Tshwane University of Technology in South Africa part of the three slots of the business combination, business development and innovation management. In each of these niches, it will be necessary to develop master’s and doctoral programs in entrepreneurship and innovation. This in turn will lead to improvement in the need, the qualifications of the staff in these areas. With master’s and doctoral research studies into entrepreneurship and innovation must be accredited (Grundling & Steynberg, 2006:6) are produced. In addition, compared to a master’s degree in entrepreneurship and local development under control, should be considered an MA in cognitive thinking for the future into account. Such a course should have a thorough basis for considering financial and creative thinking and business planning.
Institutional structures to implement
The university will be a clear knowledge nodes, which can arise in a variety of contributing parties. Parties could contribute, such a node of the knowledge industry partners, industry experts, relevant government agencies, foreign investors, community forums, trade unions, academic experts, research foundations, funding agencies, students and entrepreneurs. Such a node could provide the necessary contacts between entrepreneurs, funding agencies, industry and labor. This is the exposure of research and innovative ideas to those affected. It would also be relevant to export / import platform of entrepreneurship in the country. In addition, regular seminars organized to present their business ideas to funding agencies. An information network that entrepreneurs with venture capital is to be built within these nodes of knowledge.
These forums allow industry partners, research projects in the commercial college funding organizations, which in turn would be willing to submit funds. Gregorio and Shane (2003:212) also stress the need for a higher education institution to demonstrate intellectual superiority. It is suggested that researchers are more likely to inventions, to use the less-skilled researchers. The intellectual superiority makes it even easier to use for the involved scientists in the creation of companies and their inventions (Gregorio & Shane, 2003:212). In addition to the most prominent researchers an improved knowledge base and in turn this is more qualified researchers and students will win. To ensure that the intellectual superiority of their outputs, universities should carefully selected students.
The university should be involved in the development of incubators, the establishment or in the vicinity of the industry. This will certainly affect the startup capital. Gregorio and Shane (2003:213) point out that these kindergartens enable entrepreneurs to “mature” technologies in the vicinity of inventors and experts.
The creation of technology parks, the institution could be accommodated. Dana, et al. (2005:12) report that the first technology park established in the Netherlands. It is hardly surprising that the Netherlands is one of the leading companies in the promotion of entrepreneurship, the comparison with Israel, Singapore and Silicon Valley. Perhaps these parks could be established in cooperation with the government and serve the students to expose corporate culture.
Information networks between entrepreneurs with venture capital to be set up within the university. Dushnitsky and Lenox (2004:618) reinforces this view. Gregorio and Shane (2003:214) also recommend that in return for a stake in TLO start-ups of the institution, the patenting, marketing or other initial costs. They are promoting the creation of new companies. Furthermore, could the position of a university presence institutional basis of the geographical proximity of the capital company donated an advantage (Gregorio & Shane, 2003:211) are.
Strategy to develop an innovative corporate culture
¨ re-curricula curriculum in entrepreneurship and
Must be recognized as a entrepreneurial training of two fields of knowledge, “tacit” and “explicit”. “Explicit knowledge is easily recognizable, easy to articulate, capture and share. In contrast, tacit knowledge consists essentially of intuition, feelings, perceptions and beliefs that are often difficult to express and difficult to detect and transmit. Of the both tacit knowledge is valuable because it is the essence of innovation “(Dana et al. 2005:10). Perhaps an illustration of Ali (2001:339) where is used to illustrate the difference between the skills in the manufacture of an artifact. The engineer is a man of action for the development of intellectual abilities, but rarely have the opportunity to develop manual skills. The craftsman uses his hands above his head, used more as tools and instruments only rarely in computer science or mathematics. Both refer to invent it. The engineer is concerned, the ideas and artifacts, while the architect is the production of art objects. The craftsman has been no method and the technique is designed for the process. The engineer is primarily based on scientific expertise, then the explicit craftsmen based on the intuitive, tacit knowledge. This person is involved in the creation of something new, innovative capabilities. Technology and the plans could also include knowledge of tactics.
In designing programs, we must recognize the difference between the support infrastructure of skills that are usually recursive routine in nature and the infrastructure for innovation and feeding decisions. They concern the design, innovation, communication in group problem solving in face-to-face idea generation and group work (Ali, 2001:41). Brown and Duguid (1991) quoted Ali (2001:342) use the term “communities of practice ‘to describe the social context for the development of work, learning and innovation. Lin, Li and Chen (2004:4) and Markman and Baron (2003:291) use the term “social capital” to build the capacity to support networks of relationships described. This ability is seen as a means to overcome the mobilization of resources to the environmental obstacles and dangers in the entrepreneurial process. Others highlighted the importance of social capital in the creation of new businesses. Lin et al. (2004:4) recognized the need for financing relationships in formal and informal environment. These contractors are called “business angels” to gain access to their resources, like venture capitalists, distributors, and suitable talent from the outside environment. Lin et al. (2004:6) regarding social capital as “entrepreneurial social infrastructure”. Harris, Fletcher and Forbes (2000:125-126) point out that the plan “dampens” the spirit of enterprise and emerging issues to better education tend to dissolve the planned procedure. It is proposed that should the style of learning for entrepreneurs to be the mediator, learning by doing, the interactive approaches in the classroom, peer group, problem-solving skills, opportunities for input and holistic approaches. It is recommended that foreign entries and entrepreneurs (Harris et al., 2000:126) must be made. Johnson (1987:31, in Harris et al., 2000) states that a contractor planned approach to any problem must be aware of the problem, problem diagnosis, solution development and selection of a solution. Once again the need for “emergence” rather than “planned” approach is emphasized. In addition, Harris et al. (2000:133) emphasize the need for a long time close ties to the development of the contractor. These partners can share the same vision and serve as points of contact for ideas and concerns. These relationships are critical to the development of innovative thinking. The results suggest that entrepreneurs should be trained in a less structured, in group work, class discussions, a specialist, a concentration of social skills, communication and conflict management. The methodology must include the personal contact and developing relationships face.
Another factor that should be included in the curriculum is the ability to deal with problems can be reprogrammed to be able to cope with the new goals emerge. This is clear by Ireland, Kuratko and Morris (2006:12) indicates the presence of internal and external triggers of entrepreneurship of the company represented. External triggers that entrepreneurial initiative to promote from changes in the external environment. These options are in decline, rapid technological change, labor shortages, aggressive moves by competitors, changes in market structure or the threat of regulation. Internal triggers are rewards for staff, guidelines for managers, the tensions between staff, problems with controlling costs, etc. Ireland, et al. (2006:12). Trigger entrepreneurship summarized in the phrase “Necessity is the mother of invention.” This focus once again the need for coaches, based on the entrepreneurial process and not focus as content, with particular emphasis on change and solve unforeseen problems that arise within a particular process.
Markman and Baron (2003:288) on self-efficacy as an important success factor in the development of entrepreneurs. Self-efficacy is defined as “the extent to which people believe they can organize effectively, given to producing and exporting operations acquired” (Bandura, as cited in 1997 by Baron and Markman 2003:288). Successful entrepreneurs have high self-efficacy tend to believe that their actions lead to a successful business. It is also suggested that entrepreneurs need to recognize the business opportunities possible. It is also suggested that entrepreneurs need stamina and must be able to overcome unhappiness and insecurity. The program should be set for the training of self-confidence, reliability, perseverance, overcoming setbacks, have a vision, goals and rescheduling, if something goes wrong.
Siwar and Deakins (1999:204) point out that a gradual approach, in a high-tech companies, it is advantageous since it the time to develop contacts, strategy and networking and allows time to acquire resources and revenues. These authors stress the need for knowledge-based market for a successful business (Deakins & Siwar, 1999:205) to acquire. It is therefore recommended that the networks and agents external market research, to present to the trainees. These results should be reflected and shared through the group.
Completion
In this paper, an attempt was made to develop a framework for the development of entrepreneurship in an environment of higher education. The framework must be supported by government policies and initiatives, including tax incentives for entrepreneurs, by encouraging investment in research and development, incentives for industry venture capital assets and changes in labor law to provide space for small business sectors. In addition to the techno-park is in collaboration with the government, expose students to develop the corporate culture.
The research must be done in the niche business in order to examine the policy and communicate the needs of the government. If government officials in the nodes of the knowledge that involved the visibility, which could provide for the government.
Strategic initiatives within the higher education institution should be included among the nodes of knowledge, scientific experts, research foundations, government officials concerned, the industrial partners, industry experts, foreign investors, community forums, trade unions, funding agencies, students and entrepreneurs. Information networks between entrepreneurs with venture capital is to be built within these nodes of knowledge. Intellectual property should be assured by the African Business Development will be developed to ensure that TLO start-ups are backed up as possible in college and that the patenting, marketing or other initial costs are paid by the university or its employees. The college was able to contact the Innovation Hub held in collaboration with the CSIR in conjunction. An agreement of cooperation could benefit both parties. Research must select niche of the industry clustering to the most appropriate combination and integration of knowledge in the nodes are performed.
To ensure correct intellectual superiority researchers, scientists and entrepreneurs should be selected in the cluster entrepreneurship. Incubators and TLO have on “the development of advanced technologies” and are based on form for small, innovative industries. Research could be done in this area of ??business development and niches of innovation management.
A funding agency for innovation entrepreneurship (formerly the institutional basis) could be in the vicinity of industrial partners for fundraising. All three niches should be actively networking with the industry on an ongoing basis to inform on the needs and suggestions.
A teaching strategy designed to promote the development of tacit knowledge. Group work, problem solving, brainstorming, innovation, design and communication, face to face to be used widely. Small classes are used to work in groups. The programs should overcome issues such as self-efficacy, perseverance and the need to adversity. In addition to market-based knowledge should be presented by industry experts on an ongoing basis. Network should be a normal part of the program and will dare to be connected to the innovations developed within the nodes of knowledge.
If universities do not see South Africa and the need to develop entrepreneurship in all communities, people can be delegated to a life of poverty without developing the ability to work or South Africa is rich in natural resources for future generations.
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