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Entrepreneurial universities contribute directly and indirectly to supporting all stages of entrepreneurship. The challenge for entrepreneurial universities is how they can best support academic entrepreneurs through these stages of entrepreneurship. This has led to the creation of different and often ad hoc organizational units within an entrepreneurial university. The organizational challenge for entrepreneurial universities is the selection of the appropriate formal organizational architecture to support the stages of entrepreneurship. The purpose of this paper is to examine the organizational architecture of entrepreneurial universities and how it supports the stages of entrepreneurship — latent, emergent, launch, and growth. Our conceptual organizational framework conflates the stages of entrepreneurship with the actual needs of university-based entrepreneurs and how these needs are supported through different formal organizational units within the organizational architecture of entrepreneurial universities. Therein, we categorize three types of formal organizational units — those that focus on exploration stages of entrepreneurship, those that straddle exploration and exploitation stages of entrepreneurship, and those that boundary span all stages of entrepreneurship. We conclude by discussing the resultant organizational tensions for entrepreneurial universities and highlight future avenues of research. One of the challenges that managers of entrepreneurial universities face relates to the necessary formal organizational structures that are needed to be put in place to support universitybased entrepreneurs and meet their actual needs across the stages of entrepreneurship (latent, emergent, launch, and growth). We categorize three types of formal organizational units — those that have an exclusive focus on exploration stages of entrepreneurship, those that have a selective focus on exploration and exploitation stages of entrepreneurship, and those that have an overarching focus on all exploration and exploitation stages of entrepreneurship. We further highlight some organizational tensions as a result of these configurations that entrepreneurial university managers have to handle. Such tensions relate to resource, skill, and competence synergies, seamless organizational support for university-based entrepreneurs across the different stages of entrepreneurship, appropriate governance structures, alignment of organizational units with the wider entrepreneurship context, and the appropriate configuration and mix of organizational units to support the stages of entrepreneurship.

Background Sub‐Saharan Africa (SSA) is a region with a high burden of hepatitis B virus (HBV) infection. Medical students face an elevated risk of HBV exposure due to occupational hazards, particularly during clinical placement rotations. Despite the proven efficacy of HBV vaccination in preventing HBV infection, vaccination uptake remains suboptimal in many clinical settings across SSA. This study aimed to characterize HBV vaccination coverage among medical students in Tanzania. Methods A total of 1,463 medical students from all medical universities in Tanzania completed an online survey. The questionnaire captured sociodemographic characteristics, awareness, perceptions, and access to the hepatitis B (HBV) vaccine. The outcome variable, uptake of the HBV vaccine, was measured by self‐report of having received one or more doses of the vaccine. Multivariable logistic regression was used to identify factors associated with HBV vaccine uptake, and results were reported as odds ratios (ORs) with 95% confidence intervals (CIs). A p‐value < 0.05 was considered statistically significant. Results A total of 1,463 medical students from nine medical universities in Tanzania completed an online survey, and were included in the final analysis. Male respondents accounted for the majority 932 (63.7%), the median age of 24 years (IQR: 22–25). Awareness of the HBV vaccine was notably high, with 93.98% of respondents reporting knowledge of the vaccine. Only 27.96% participants completed HBV vaccination. In adjusted logistic regression model, clinical‐year students were over 10 times more likely to be vaccinated compared to those in basic years (adjusted OR = 10.27, 95% CI: 6.99–15.10), and the availability of vaccination programs in the university increased the vaccination ratio by nearly two‐folds (adjusted OR = 1.83, 95% CI: 1.30–2.58). It was observed that, adverse effects also had no significant impact on vaccination likelihood (adjusted OR = 0.77, 95% CI: 0.50–1.19). Conclusion Despite high awareness and knowledge of HBV infection among medical students in Tanzania, HBV vaccination coverage remains substantially low. HBV vaccine has considerably high confidence among medical students in Tanzania. We are recommending the policy makers to ensure that HBV vaccine is available free of charge across medical universities in Tanzania.

This paper examines two core issues of the university-based entrepreneurship education ecosystem by explicating the key elements of the ecosystem and their roles, and the development process and sustainable construction strategy of the ecosystem. Thirty stakeholders of ecosystems from the US universities were interviewed, and the transcripts of these interviews were coded through a three-phase process, including open, axial, selective coding, and were analyzed based on the grounded theory. It was found that (i) the key elements of the university-based entrepreneurship education ecosystem consist of six units (colleges and universities, learners, educators, government, industry, and community) acting as initiators and seven factors (entrepreneurship curriculum, entrepreneurial activities and practices, organizational structure, resources, leadership vision, core faculty, and operating mechanism) acting as the intermediaries; (ii) These key elements constitute three independent functional subsystems, namely, teaching and innovation, support, and operation that are interconnected by the universities; (iii) The development process of a university-based entrepreneurship education ecosystem involves seven steps as preparation, germination, growth, equilibrium, stagnation, recession, and collapse; (iv) For sustainability, suggestions on a solid foundation, continuous investment, and constant monitoring are provided to university administrators and policymakers to advance higher education’s contribution to social and economic development.

This research study explores the existing funding systems of higher education in Georgia and their influence on universities’ research productivity. The research used Harman’s (2007) typology of research funding— institutional, project, and special program—to analyze each approach’s effect on universities’ research productivity. The research revealed that these funding models did not substantially affect the development of scholarly and research capacity. Major barriers to the development of higher education and research are largely related to the amount and financing models. Analysis of the higher education financing policy showed that per capita financing does not allow sufficient research activities at HEI, and targeted financing programs oriented toward developing specific scientific directions or improving scientific infrastructure do not promote research productivity. Based on research findings, the author argues that immediate changes in funding policy are required for the institutional development of university-based research in higher education of Georgia.

Background The University of California’s Diabetes Prevention Program (UC DPP) Initiative was implemented systemwide to address diabetes and obesity risk on all 10 campuses. As little is known about implementing lifestyle change programs in university settings, we examined implementation partners’ (i.e., UC DPP leaders and campus leads) perceptions of factors influencing program success on UC campuses. Methods We conducted qualitative interviews with UC DPP leaders and campus leads to examine challenges and opportunities with university-based DPP delivery models. Interviews were recorded, professionally transcribed, and reviewed in detail by the research team. Transcripts were analyzed using rapid qualitative analysis (RQA). The study was approved by the UCLA Institutional Review Board. All implementation partners provided verbal informed consent. Results Twenty-six implementation partners (8 UC DPP leaders and 18 campus leads) completed interviews in 2021. Seven themes were identified as critical for implementation, including (1) marketing and recruitment (i.e., market and recruit broadly through established channels as well as target at-risk populations); (2) enrollment (i.e., offer the program during convenient times and let participants know what to expect); (3) use an adaptable, evidence-based program; (4) secure funding for the program, participants, lifestyle coaches, and space; (5) hire experienced and dedicated staff and lifestyle coaches; (6) ensure leadership support; and (7) utilize campus linkages and resources. Perceptions of challenges faced with respect to these themes are also described. Conclusions This is one of the first studies to examine the challenges and opportunities of delivering an intensive lifestyle change program across 10 university sites. Understanding factors that enhance success of university-based diabetes prevention programs can facilitate UC DPP efforts and help inform delivery strategies of health and wellness programs across other university settings more broadly.

Animal Visitation Programs (AVPs) targeting college students’ stress and academic success have increased, despite limited research on academic outcomes. This randomized controlled trial (N = 349) examined the effects of incorporating levels of Human–animal Interaction (HAI) (0%, 50% or 100%) with therapy dogs in a four-week academic stress management program. Conditions included (1) Academic Stress Management (ASM) content only (0% HAI), (2) Human–animal Interaction only (100% HAI) and (3) equal combinations of ASM content and HAI (50% HAI). Intention-to-treat (ITT) analyses examined the effects of students’ risk status (N = 146; depression, anxiety, perceived stress, worry) and treatment condition on students’ learning and study strategies at posttest and follow-up. The results showed interactions between condition and risk status demonstrating higher posttest levels of WILL (i.e., anxiety, attitude, motivation) (Β = 0.582, p = 0.005) and SELFREGULATION (i.e., concentration, self-testing, study aids, time management) (Β = 0.501, p = 0.031) for at-risk students receiving equal combinations of HAI and content presentations. Moderation effects remained at follow-up (Β = 0.626, p = 0.005; Β = 0.630, p = 0.007). At-risk students receiving only HAI (100%) also showed higher levels of WILL at posttest (Β = 0.481, p = 0.021) and follow up (Β = 0.490, p = 0.038). University administrators should consider providing at-risk students with targeted programs with varying levels of HAI and ASM content, depending on the targeted academic outcome.

Given concerns with the performance and attrition of novice teachers, North Carolina allocated $7.7 million from Race to the Top to create the New Teacher Support Program (NTSP), an induction model developed and implemented by the state's public university system and targeted at low-performing schools. In this study, we assess the associations between participation in the university-based program and the performance and retention of novice teachers. Overall, NTSP teachers were more likely to return to the same school. Outcomes varied by NTSP region, cohort, and dosage, with positive performance and retention results for teachers in the region and cohort with the most intensive participation and teachers receiving more coaching. These findings contribute to efforts to develop and retain teachers.

Business incubators have become a popular policy option and economic development intervention tool. However, recent research shows that incubated firms may not benefit significantly from their incubator relationships, and may even be more vulnerable to failure post departure (graduation) from an incubator. These findings suggest that the impact of business incubation on new venture viability may be contingent on the type of support offered by an incubator and attributes of business environments within which incubation services are provided. Incubation services that protect and isolate ventures from key resource dependencies may hinder venture development and increase subsequent vulnerability to environmental demands. Alternatively, incubation services that help ventures connect and align with key resource dependencies are likely to promote firm survival. We propose that incubators vary in the services and resources they offer, and that university incubators typically provide greater connectivity and legitimacy with respect to important contingencies associated with key industry and community stakeholders. This leads us to propose that university affiliation is an important contingency that affects the relationship between firms’ participation in incubators and their subsequent performance. The purpose of this study is to evaluate this contingency by examining whether firms graduating from university incubators attain higher levels of post-incubation performance than firms participating in non-university affiliated incubators. We test this by evaluating the performance of a sample of graduated firms associated with the population of university-based incubators in the US contrasted against the performance of a matched cohort of non-incubated firms. The analysis uses an enhanced dataset that tracks the number of employees, sales, and the entry and graduation (departure) points of incubated firms from a university incubation program, so as to delineate the scope of influence of the incubator.

Aging in Community (AIC) is the preferred way to age. This systematic review identified promising AIC models in the U.S. and analyzed model characteristics and push-pull factors from older adults’ perspectives. Push factors are those driving older adults to leave, while pull factors attract them to stay in a community. We conducted a two-phase search strategy using eight databases. Phase I identified promising AIC models and Phase II expanded each specific model identified. Fifty-two of 244 screened articles met the criteria and were analyzed. We identified four promising AIC models with the potential to achieve person-environment (P-E) fit, including village, naturally occurring retirement community (NORC), cohousing, and university-based retirement community (UBRC). Each has a unique way of helping older adults with their aging needs. Similar and unique push-pull factors of each AIC model were discussed. Analyses showed that pull factors were mostly program factors while push factors were often individual circumstances. Continued research is needed to address the challenges of recruiting minority older adults and those of lower socio-economic status, meeting older adults’ diverse and dynamic needs, and conducting comparative studies to share lessons learned across the globe.