Entrepreneurial ecosystems are an important economic consideration but remain an understudied phenomenon. In particular, research emphasising the role of the entrepreneur within entrepreneurial ecosystems is scant. Entrepreneurial universities, particularly the commercialisation activities by academic entrepreneurs, contribute to both the emergence and development of entrepreneurial ecosystems at the university-industry (U-I) boundary. Yet, an understanding of the links between university characteristics and micro-level cognition on entrepreneurial ecosystems remains limited. Furthermore, it is not clear how the dynamics of entrepreneurial ecosystems differ across different national geographies. Venture development at the U-I boundary is difficult and uncertain. Entrepreneurs must make decisions under intense ambiguity and make sense of the highly uncertain situation. Nowhere is this more evident than in knowledge and technology-intensive sectors, where venturing relies on entrepreneurial coping responses to uncertainty. However, little is known about how entrepreneurs cope with uncertainty, especially when uncertainty is irreducible. To progress understanding of entrepreneurial behaviour amidst uncertainty, and the emergence and development of entrepreneurial ecosystems at the U-I boundary, this PhD thesis investigates venturing in the field of regenerative medicine (regenmed). This is a particularly suited study context since regenmed commercialisation activities, which are driven by university-based stem cell research, are highly uncertain and the industry is still in a formative stage. This PhD thesis explores entrepreneurial behaviour amidst uncertainty and the development of entrepreneurial ecosystems at the U-I boundary. The thesis comprises of three empirical studies (essays) that can be read independently, however, together the essays provide an enhanced understanding of entrepreneurial behaviour and the development of entrepreneurial ecosystems at the U-I boundary. Essay 1 reveals how ecosystem participants make sense of venturing processes in a highly uncertain, technology-intensive field. It highlights the development of coping strategies during the sensemaking process, and illustrates an association between university entrepreneurial culture and coping strategies. A model of sensemaking process under uncertainty is presented and a typology of sensemaking types in uncertain ecosystems is proposed. Essay 2 is a cross-national study of entrepreneurial ecosystems in Edinburgh (UK) and Madison (USA). The study investigates the development of entrepreneurial ecosystems around two research-intensive universities, which have a long history in stem cell innovation. The essay highlights the effects of cultural artefacts on microlevel behaviours. The influence of behaviour and cognition on the development of entrepreneurial ecosystems is modelled. This reveals different development paths for similar ecosystems. Essay 3 explores the emergence and development of entrepreneurial ecosystems, and considers how these help drive technology-based economies. More specifically, the study explores technology transfer and contextual factors across three regenmed ecosystems (Edinburgh, Madison, and Moscow) to reveal the emergence of entrepreneurial ecosystems at the U-I boundary. Findings show that ecosystem and venture characteristics emerge from institutional characteristics, micro-level cognition and regional context. Additionally, university culture and entrepreneurial coping strategies generate a typology for spinouts within the ecosystem. Collectively, these three essays reveal novel phenomena explaining how ecosystem actors make sense of uncertainty and how this influences the emergence of entrepreneurial ecosystems at the U-I boundary. Additionally, they reveal the importance of context in the venturing process and in entrepreneurial ecosystem dynamics. This provides important contributions to theories of entrepreneurial behaviour, entrepreneurial ecosystems and technology transfer. These scholarly contributions impart important practical implications.

In higher education, the current method of awarding grades and degrees through summative evaluation is didactically outmoded, leaving students frustrated and dissatisfied (Jantos 2021; Traub & MacRury 1990). Educators in higher education have been reprimanded for failing to adequately address new challenges while continuing to model traditional lecture-based knowledge transfer instruction (Alt 2018; Assen et al. 2016; Alt 2014). As a result, there is a demand for teacher education programs to provide didactics that will improve teachers’ abilities to apply sensible course design and assessment strategies, and so provide their future students with lifetime learning skills that they can use throughout their careers (Major & Mulvihill 2018). ... [Aus: Introduction]

Submitted by Adriana Alves Rodrigues (aalves@espm.br) on 2018-10-04T15:46:29Z No. of bitstreams: 1 PMDGI - MARIA LUCIA RIGHETTI.pdf: 3456056 bytes, checksum: 1998d0b7c2f9d73fa0d98f5f187f72bd (MD5) / Approved for entry into archive by Adriana Alves Rodrigues (aalves@espm.br) on 2018-10-04T15:47:11Z (GMT) No. of bitstreams: 1 PMDGI - MARIA LUCIA RIGHETTI.pdf: 3456056 bytes, checksum: 1998d0b7c2f9d73fa0d98f5f187f72bd (MD5) / Approved for entry into archive by Debora Cristina Bonfim Aquarone (deborabonfim@espm.br) on 2018-10-04T18:49:30Z (GMT) No. of bitstreams: 1 PMDGI - MARIA LUCIA RIGHETTI.pdf: 3456056 bytes, checksum: 1998d0b7c2f9d73fa0d98f5f187f72bd (MD5) / Made available in DSpace on 2018-10-04T18:49:59Z (GMT). No. of bitstreams: 1 PMDGI - MARIA LUCIA RIGHETTI.pdf: 3456056 bytes, checksum: 1998d0b7c2f9d73fa0d98f5f187f72bd (MD5) Previous issue date: 2018-02-20 / This work investigates the phenomenon of the reverse transfer of knowledge in subsidiaries with a multidimensional approach. The main objective is to verify in an empirical way if the strategies and actions of marketing, autonomy and integration of marketing has influence in the reverse knowledge transfer in the foreign multinationals enterprises located in Brazil. As control it was verify the time of international experience and the type of industry can be influence the reverse knowledge transfer. To test the hypotheses, a survey was conducted with managers of 104 subsidiaries of foreign multinationals located in Brazil. The data were analyzed by multiple linear regression and cluster analysis. To deepen the analysis, the empirical part also includes qualitative exploratory research through of the multiple case study with three subsidiaries of foreign multinationals. The results in both empirical researches show that product innovation and the integration between subsidiary and headquarter have a positive effect on the reverse knowledge transfer. This study contributes for academic paradox showing elements to the view of authors and refutes other theoretical perspectives, such as Rugman (2009), Narula (2006), Dunning (1988) and Dunning and Narula (1996) and Ghauri et al (2016) and Yip (1995). Managerially, this work deepens the factors that determine the reverse knowledge transfer like the development of innovations and the high integration between subsidiary and headquarter. Exposing to managers the importance of managing communication with the headquarter and to invest in human resources with creativity and innovation capacity. Also, it became evident that the marketing operations of foreign multinationals in Brazil are developed in the same time between subsidiary and headquarter. The results are expected to contribute to the extension of international marketing literature and provides a better understanding of the phenomenon of reverse knowledge transfer in the brazilian context. / Este trabalho investiga o fenômeno da transferência reversa de conhecimento em subsidiárias com uma abordagem multidimensional. O objetivo principal é verificar de modo empírico se as estratégias e ações de marketing, a autonomia e a integração de marketing influenciam na transferência reversa de conhecimento em multinacionais estrangerias no Brasil. Como controle verifica-se se o tempo de experiência internacional e o tipo de indústria influenciam na transferência reversa de conhecimento. Para testar as hipóteses apresenta-se uma survey com gestores de 104 subsidiárias de multinacionais estrangeiras localizadas no Brasil. Os dados foram analisados por meio de regressão linear múltipla e análise de conglomerados. Para aprofundar as análises, a parte empírica inclui também pesquisa qualitativa exploratória realizada por meio de estudo de caso múltiplo realizada com três subsidiárias de multinacionais estrangeiras. Os resultados em ambas pesquisas empíricas demostram que inovação de produto e a integração entre subsidiária e matriz possuem efeito positivo na transferência reversa de conhecimento. No que se refere a paradoxo acadêmico, este estudo contribui sustentando a visão de autores e refutando outras óticas teóricas, como Rugman (2009), Narula (2006), Dunning (1988) e Dunning e Narula (1996) e Ghauri et al (2016) e Yip (1995). Gerencialmente, este trabalho aprofunda os fatores que determinam a transferência reversa de conhecimentos, o desenvolvimento de inovações e a alta integração com a matriz. Expondo aos gestores a importância de gerir a comunicação com a matriz e investir em recursos humanos com criatividade e capacidade de inovação. Ainda, ficou evidente que as operações de marketing de multinacionais estrangeiras no país são desenvolvidas de forma dividida entre matriz e subsidiária. Espera- se com os resultados contribuir para a extensão da literatura de marketing internacional e para uma melhor compreensão acerca do fenômeno transferência reversa de conhecimento no contexto brasileiro.

Cette recherche doctorale s’inscrit dans le cadre de la didactique de l’anglais et prend appui sur les champs théoriques propres à la didactique des langues et aux sciences du langage. Elle a pour objet l’étude de l’introduction d’approches plurielles fondées sur les langues inconnues (APLI) au sein du cours d’anglais et cherche à comprendre les effets d’une telle modification du savoir sur les acteurs de la relation pédagogique (l’élève et l’enseignant). Une quasi-expérimentation fut menée sur l’année scolaire 2011-2012 dans cinq classes de collège, de niveau cinquième. Les élèves, regroupés par tétrades, ont successivement été confrontés à trois langues inconnues (néerlandais, italien et finnois). Pour chacune de ces langues, ils ont été amenés à résoudre des problèmes d’ordre métasémantique, métasyntaxique, puis métaphonologique. Après avoir circonscrit le cadre institutionnel et théorique nécessaire à l’étude, le cadre méthodologique est précisé. Puis est abordée l’analyse des effets de la modification du savoir devenu plurilingue, tant sur les élèves que sur les enseignants. Lorsqu’on observe les effets des APLI sur la relation Savoir-Professeur, on constate que cette modification didactique a permis aux enseignants de mieux comprendre les concepts de situation-problème, de conceptualisation, de stratégies d’apprentissage et de compétence. La transposition didactique s’en trouve modifiée : les enseignants ont progressivement été amenés à concevoir des séquences didactiques donnant plus de place à l’élève, avec des exigences plus élevées. L’étude de la relation Enseignant-Élève met en exergue une modification de la pratique, essentiellement liée à la mise en place du travail de groupe. Le rôle de l’enseignant est alors révisé : il devient facilitateur du travail qui s’effectue en collaboration au sein du groupe. Finalement, l’analyse de la relation Savoir-Élève souligne la nécessaire conscientisation qui mène vers le développement de compétences plurilingues et la mise en œuvre de stratégies d’apprentissage transférables à l’étude de la L2. / This doctoral research work is embedded in the field of language didactics and is equally based on the linguistics and cognitive theoretical fields. Its main goal is to study the introduction of pluralistic approaches based on unknown languages (PAUL) within the English class, at lower secondary school. It seeks to understand the effects of such a change of knowledge on the actors of the pedagogical relationship (student and teacher). A quasi-experiment was conducted in 2011-2012 in five year 7 and four year 9 forms. Students, in groups of four, were successively confronted to three unknown languages (Dutch, Italian and Finnish). They were asked to solve metasemantic, metasyntactic or metaphonological problems in turn, for each of these languages. This doctoral work first explores the institutional and theoretical framework. Then, it presents the methodological framework so as to be able to analyze the effects of the change of the knowledge parameter which has become multilingual, both on the students and the teachers. When looking into the effects of PAUL on the Knowledge-Teacher relationship, we observe that it enables teachers to better apprehend concepts such as problem-solving, conceptualisation, learning strategies and competence. The didactic transposition is hence modified: teachers have gradually been led to develop teaching sequences with higher standards giving more space to the student. The study of the Teacher-Student relationship highlights a change in practice, mainly due to the implementation of group work. The role of the teacher is then revised: he becomes a facilitator of the collaborative learning. Finally, the analysis of the Knowledge-Student relationship underlines the necessary awareness that leads to the development of multilingual competences through the implementation of learning strategies which appear to be transferable to the study of L2.