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Institutional design thinking for entrepreneurial governance

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dc.contributor.authorVictorino, Guilherme
dc.contributor.authorMartins, João
dc.contributor.authorNeto, Miguel de Castro
dc.contributor.institutionInformation Management Research Center (MagIC) - NOVA Information Management School
dc.contributor.institutionNOVA Information Management School (NOVA IMS)
dc.coverage.spatialValencia, Spain
dc.date.accessioned2026-07-24T11:27:01Z
dc.date.available2026-07-24T11:27:01Z
dc.date.issued2026
dc.descriptionVictorino, G., Martins, J., & Neto, M. D. C. (2026). Institutional design thinking for entrepreneurial governance: when employability success is not enough. In L. Gómez Chova, C. González Martínez, & J. Lees (Eds.), 18th International Conference on Education and New Learning Technologies Article 0796 (EDULEARN Proceedings). IATED Academy. https://doi.org/10.21125/edulearn.2026.0796
dc.description.abstractMany higher education institutions (HEIs) have come to believe that successful graduates represent the pinnacle of success. The institution’s focus on graduate employability may inadvertently suppress entrepreneurial behavior in its graduates. The purpose of this paper is to investigate this paradox and argue that the institutional successes in graduate employability may inhibit entrepreneurial behavior in graduates. This paper focus on one leading European data science and information management school showcasing exceptional levels of graduate employment and partnerships with both private and public sector organizations. In spite of these very positive conditions, however, there appear to be very few start-ups formed by graduates from the school. It appears that the problem lies in the design of the institutional governance structure of the school rather than a lack of entrepreneurial initiatives. When the curriculum, partnerships, incentives, and performance metrics for students are all primarily focused on preparing students to supply talent to existing organizations, then student expectations and career development are shaped toward employment rather than starting ventures. In order to help resolve this challenge, the paper presents a design-thinking based framework for designing entrepreneurial governance that includes three phases: Inspire, Ideate, and Implement. The first phase, Inspire, involves using self-assessment and stakeholder analysis to identify the contradictions between the school's rhetorical commitments to innovation and its actual entrepreneurial outcomes. The second phase, Ideate, identifies how governance structures, curricula, and incentives can be re-designed to encourage the formation of ventures while still providing students with the opportunity to pursue employment in traditional ways. The third phase, Implement, involves transforming entrepreneurship into an embedded part of the school's operations by establishing venture pipelines, creating new performance metrics, and increasing ties to entrepreneurial ecosystems. The proposed framework represents entrepreneurship in universities as a systemic design challenge rather than solely as an educational intervention. The paper also asserts that entrepreneurship cannot be successfully taught without corresponding systemic entrepreneurial governance structures. Therefore, by synchronizing strategy, incentives, partnerships, and learning environments, universities can convert successful graduate employment outcomes into increased entrepreneurial activity in the regions in which they are located and contribute more effectively to regional innovation ecosystems.en
dc.description.versionpublishersversion
dc.description.versionpublished
dc.format.extent9
dc.format.extent297279
dc.identifier.doi10.21125/edulearn.2026.0796
dc.identifier.isbn978-84-09-88444-5
dc.identifier.issn2340-1117
dc.identifier.otherPURE: 169528349
dc.identifier.otherPURE UUID: 1bc37f5c-c722-4a1a-8f0e-3250b60afa8b
dc.identifier.otherORCID: /0000-0002-7265-3890/work/221756102
dc.identifier.otherORCID: /0000-0003-2133-9815/work/221756186
dc.identifier.urihttp://hdl.handle.net/10362/204824
dc.language.isoeng
dc.peerreviewedyes
dc.publisherIATED Academy
dc.relationhttps://doi.org/10.54499/UID/04152/2025
dc.relationhttps://doi.org/10.54499/UID/PRR/04152/2025
dc.subjectEntrepreneurial University
dc.subjectEntrepreneurial Governance
dc.subjectDesign Thinking
dc.subjectGraduate Employability
dc.subjectAcademic Entrepreneurship
dc.subjectInnovation Ecosystems
dc.titleInstitutional design thinking for entrepreneurial governanceen
dc.title.subtitlewhen employability success is not enoughen
dc.typeconference object
degois.publication.title18th International Conference on Education and New Learning Technologies
degois.publication.title18th International Conference on Education and New Learning Technologies
dspace.entity.typePublication
rcaap.rightsopenAccess

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