The role of entrepreneurial orientation in the development of an integrative process towards en-trepreneurship performance in entrepreneurial university: A case study of Qassim university
Bibliographic record
Abstract
Entrepreneurial universities can be considered a new topic that needs greater attention. Many researchers believe that universities can and must have a more important cultural and economic impact. This study seeks to develop and analyze entrepreneurial universities profile using entrepreneurial orientations in order to define an integrative process for entrepreneurial universities. This involves identifying dimensions, mechanisms, and steps for entrepreneurial universities as well as establishing a strategy and plans for universities such as Qassim University or the College of Business and Economics (CBE). To achieve this objective, this study adopted a quantitative approach based on a questionnaire. Data was collected from 210 respondents who were practitioners and academics to discover the effect of the influential factors and entrepreneurial university orientation on the entrepreneurship and innovativeness indexes. The collected data was analyzed using AMOS 24-SEM with a moderating effect. The findings revealed that CBE, in line with strategic planning and the importance of entrepreneurship in Vision 2030, tended towards developing an entrepreneurial orientation and integrated some good practices for the integrative process for entrepreneurial universities (IPEU). The main contribution of this paper was the identification of a path diagram and adequate practices for achieving entrepreneurial university standards. Overall, the findings explicate the importance of this step in terms of cultural, economic, and social impacts. If the findings of this study are tenaciously implemented, this may help Qassim University move towards a higher level of excellence and competitiveness based on entrepreneurship actions. Entrepreneurial university orientation seems to be important for the development of this process. In other words, to become entrepreneurial we must, in the first step, integrate this new approach to determine how to use resources and factors.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".