[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597158-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597158-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","entrepreneurial-activities-in-postsecondary-education","Entrepreneurial Activities in Postsecondary Education","","Entrepreneurial activities in postsecondary education have emerged through four historical phases in Western countries, culminating in a current entrepreneurial stage driven by underfunding, government influence, and institutional initiatives. The discussion covers how costs should be shared between institutions and users, how market-oriented work should be balanced with purely academic missions, and how research priorities, fundraising, and patent and licensing efforts evolve. Implications for administrators include budget allocation changes, expanded administrator training, and increased focus on student needs while preserving the academic mandate.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/entrepreneurial-activities-in-postsecondary-education/597158/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/entrepreneurial-activities-in-postsecondary-education/597158.png","ImageObject",300,407,{"name":42,"@type":43},"Rainbow Cat","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What historical developments have led to entrepreneurship in postsecondary education?","Question",{"text":63,"@type":64},"The text describes four phases: an elite stage until about 1945, a reconstructionist phase, funding and support reductions in the 1980s, and the current entrepreneurial phase driven largely by underfunding, government influence, and institutional initiatives.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What aspects of postsecondary education are considered entrepreneurial?",{"text":68,"@type":64},"Entrepreneurial aspects include user cost-sharing, balancing market-related versus academic activities, shifting emphases in basic and applied research, fundraising, and increasing involvement in obtaining patents, licences, and cooperation with large companies.",{"name":70,"@type":61,"acceptedAnswer":71},"How does a more entrepreneurial orientation affect administrators and institutions?",{"text":72,"@type":64},"It affects budget allocations, increases the need for training administrators, and requires greater 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Abstract\n\nPostsecondary education in western countries has experienced four majorphases in this century.An elite phase persisted until about 1945 when a recon-structionist phase emerged,reflecting a more democratic approach.The thirdphase of reductions in funding and support characterized the 1980s.Inadequaterevenues to meet rising costs,government measures,and institutional efforts tobecome more market-oriented can be viewed as complementary developmentswhich were largely responsible for the current entrepreneurial phase.  \nEntrepreneurial aspects of postsecondary education include the extent towhich users should pay,the balance between market-related and purely acade-mic activities,the relative emphases upon basic and applied research,fund-raising,and greater involvement of institutions and individuals in obtainingpatents,licences,and cooperating with sizeable companies.A more entrepre-neurial emphasis has implications for postsecondary administrators,especiallyin the matters of budget allocations,the need for more training of administra-tors,and increased attention to student needs.While a greater market orienta-tion is warranted,care must be exercised to ensure that the academic mandateremains paramount.  \n## Résumé\n\nDans les pays occidentaux,P'éducation post-secondaire a passé par quatrephases importantes de développement duranat ce siecle.Une phase plutôt éli-tiste a persistée jusque vers 1945 alors que faisait surface une phase recon-structioniste ayant un caractere plus démocratique.La troisieme phase pendantles années 1980 a été caractérisée par une réduction de ressources financiereset du soutien aux institutions.L'insufisance des revenus face aux couts crois-sants,les mesures et les efforts des institutions pour devenir plus centrées surdes exigences de marché,peuvent être considérés comme des développementscomplémentaires en grande partie responsables de la phase entrepreneurialeactuelle.  \n张  \n十  \nAssistant Professor at the Bristol Bay Campus of the University of Alaska.Professor of Educational Administration at the University of Alberta.  \nEn ce qui a trait àléducation postsecondaire,les questions soulevées par ledéveloppement de I'entrepreneurship ont porté sur la récupération des coutsdirects et indirects de la recherche,I'équilibre entre la recherche pure etappliquée,la levée de fonds,la participation croissante des individus et desinstitutions à I'obtention de brevets d'invention et de permis,et enfin,sur lacoopération avec les grandes sociétés.reliees au marché et les activités pure-ment académiques,la cueillette de fonds,et la participation croissante des indi-vidus et des institutions à I'obtention de brevets d'invention et de permis,etenfin,sur la coopération avec les grandes sociétés.Cette orientation plus entre-preneuriale force les administrateurs et administratrices dans les établisse-ments postsecondaires à ré-examiner les allocations budgétaires,la formationmeme des gestionnaires,et surtout les besoins de formation des étudiants et étu-diantes.Bien qu’une orientation plus centrée sur le marché soit souhaitable,ilfaut s'assurer que la mission académique des institutions demeure de la plushaute importance.  \n## Entrepreneurial Activities in Postsecondary Education\n\nAcross Canada,and in many other countries,public postsecondary educationalinstitutions are engaged in entrepreneurial activities to a greater extent than everbefore.Both advocates and opponents of entrepreneurship exist,but the issuesand implications have not been examined as critically as they deserve.The the-sis of this paper is that postsecondary institutions are currently becoming moreentrepreneurial as a result of three complementary developments involvingunderfunding,government influence,and institutional initiatives.Consequently,definitions and meanings of entrepreneurship and marketing in postsecondaryeducation are addressed,some aspects","cbCaijhOrW7xkV3x","https://ap.wps.com/l/cbCaijhOrW7xkV3x","pdf",755699,26,"English","# Abstract\n# Résumé\n# Entrepreneurial Activities in Postsecondary Education\n## Definitions and Meanings","[{\"question\":\"What historical developments have led to entrepreneurship in postsecondary education?\",\"answer\":\"The text describes four phases: an elite stage until about 1945, a reconstructionist phase, funding and support reductions in the 1980s, and the current entrepreneurial phase driven largely by underfunding, government influence, and institutional initiatives.\"},{\"question\":\"What aspects of postsecondary education are considered entrepreneurial?\",\"answer\":\"Entrepreneurial aspects include user cost-sharing, balancing market-related versus academic activities, shifting emphases in basic and applied research, fundraising, and increasing involvement in obtaining patents, licences, and cooperation with large companies.\"},{\"question\":\"How does a more entrepreneurial orientation affect administrators and institutions?\",\"answer\":\"It affects budget allocations, increases the need for training administrators, and requires greater attention to student needs, while still ensuring the academic mandate remains paramount.\"}]","Entrepreneurial Activities in Postsecondary Education | PDF",1792084499,66]