International Journal of Technology Management and Sustainable Development

Volume 7 Number 1 copy 2008 Intellect Ltd

Article English language doi 101386ijtm71391

Innovation and entrepreneurship inBrazilian universitiesMariza Almeida Augusto Motta University Centre

AbstractThis article is concerned with the analysis of university-based initiatives inBrazil emphasising activities directed at enhancing innovation and entrepreneur-ship The Triple Helix thesis is utilised here to probe the nature of the changestaking place in Brazilian universities reflecting the characteristics of the changestaking place in the wider economy The article begins by reviewing some of themodifications introduced in the Brazilian innovation system and by explaininghow universities have been incorporating entrepreneurial activities Three univer-sity case studies are presented in order to identify different models of entrepre-neurship and innovation activities The article shows that different structureshave arisen in universities in order to stimulate innovation and entrepreneurialactivities Government support for these initiatives has been increasing at thefederal regional and local levels

IntroductionIn the configuration of a new economic model known as lsquothe learningeconomyrsquo where knowledge is understood to be the key driver of growthand wealth issues relating to change and learning assume a progressivelymore important role making skill-building and innovation fundamentalto economic health and well-being At the same time a general perceptionhas taken hold in the world that technological factors are important tocompetitiveness and economic growth

In the modern knowledge economy growth depends extensively on thepresence or the formation of a network which provides a favourable envi-ronment for innovation based on the development indigenous capabilitiesEven though firm-specific factors are important determinants of innova-tion activity technological opportunities and a favourable entrepreneurialenvironment also have a positive effect

The evolution of the relationships among the institutions from thethree separate spheres namely university industry and governmentshows different patterns according to the level of development and to thehistorical and institutional traditions of individual countries (Senker2003) In the international context developing countries in general areobserved striving to see their economies evolve from one based on low

39

Keywordstriple helixentrepreneurial

universityinnovationBrazil

TMSD 7 (1) 39ndash58 copy Intellect Ltd 2008

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technology use aimed at resource exploitation to a position associatedwith high technology-based economic growth The desire to free economiesfrom their dependence on natural resources and other limiting factors thatinhibit growth is at the heart of this transformation No less important fordeveloping countries is the need to identify and address the range of factorswhich are of fundamental significance for technology-based growth

For the past two decades Brazil has been undergoing a transition froma top-down innovation system to an innovation system which operates atvarious levels municipal regional national and multi-national In thisnew innovation structure initiatives arise from diverse actors hithertoinactive in the field most especially universities and industrial associa-tions Universities not only play their traditional roles but also take onsome of the roles of other institutional spheres ndash industry and governmentin particular ndash in helping to put knowledge to use both by establishingorganisational mechanisms to transfer knowledge and technology and byplaying a strategic role in regional innovation (Etzkowitz and Mello 2004)

The first academic revolution the incorporation of research as a broaduniversity mission took place in Brazil in the 1970s expanding the tradi-tional support role of the university in society to one directly linked tonational priorities Although this transformation took place under a mili-tary regime the universities were left with some autonomy that enabledthem to provide a space for the nurturing and articulation of new initia-tives aimed at transferring knowledge produced at the universities toindustry These initiatives were originally implemented outside of the uni-versitiesrsquo formal structure They were not the result of academia incorpo-rating economic and social development as a mission for such a missionwould have made universities fragile and vulnerable without support fromthe other institutional spheres of the Triple Helix Recently however fundingagencies such as CNPq (National Research Council) Finep (Projects andStudies Financing Agency) and others at regional and municipal levelshave been increasing the support for university-based knowledge transferprogrammes

The results of the lsquoResearch into Technological Innovation in Brazil(PINTEC)rsquo published by the Brazilian Agency for Geography and Statistics(IBGE) revealed that between the years 2003 and 2005 only 334 per centof the countryrsquos industrial firms renewed their technology base High-techintensive companies such as those involved in telecommunications andcomputing had higher rates of innovation 459 per cent and 576 per centrespectively These numbers reveal a low level of dynamism in the compa-nies in question because product innovation occurs at an annual rate of65 per cent in the industrial sector 84 per cent in telecommunicationsand 155 per cent in the computer industry1

With RampD activities being concentrated in public institutions such asuniversities the interface between these institutions and companiesobviously becomes of prime importance Here we find activities which canbe considered to be examples of Triple Helix interactions as well as the

1 The RampD sector wasexcluded from thedata cited abovegiven that in Brazilbasic applied andexperimentaldevelopmentalresearch is generallyconducted by publicinstitutions Many ofthese produce servicesspecialized inintensive knowledgegenerationparticularly in thefields of energyagriculture medicineand information andcommunicationstechnology They tendto work for both thegovernment and theprivate sector throughcontracts which sportconfidentialityclauses

40 Mariza Almeida

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 40

technology use aimed at resource exploitation to a position associatedwith high technology-based economic growth The desire to free economiesfrom their dependence on natural resources and other limiting factors thatinhibit growth is at the heart of this transformation No less important fordeveloping countries is the need to identify and address the range of factorswhich are of fundamental significance for technology-based growth

For the past two decades Brazil has been undergoing a transition froma top-down innovation system to an innovation system which operates atvarious levels municipal regional national and multi-national In thisnew innovation structure initiatives arise from diverse actors hithertoinactive in the field most especially universities and industrial associa-tions Universities not only play their traditional roles but also take onsome of the roles of other institutional spheres ndash industry and governmentin particular ndash in helping to put knowledge to use both by establishingorganisational mechanisms to transfer knowledge and technology and byplaying a strategic role in regional innovation (Etzkowitz and Mello 2004)

The first academic revolution the incorporation of research as a broaduniversity mission took place in Brazil in the 1970s expanding the tradi-tional support role of the university in society to one directly linked tonational priorities Although this transformation took place under a mili-tary regime the universities were left with some autonomy that enabledthem to provide a space for the nurturing and articulation of new initia-tives aimed at transferring knowledge produced at the universities toindustry These initiatives were originally implemented outside of the uni-versitiesrsquo formal structure They were not the result of academia incorpo-rating economic and social development as a mission for such a missionwould have made universities fragile and vulnerable without support fromthe other institutional spheres of the Triple Helix Recently however fundingagencies such as CNPq (National Research Council) Finep (Projects andStudies Financing Agency) and others at regional and municipal levelshave been increasing the support for university-based knowledge transferprogrammes

The results of the lsquoResearch into Technological Innovation in Brazil(PINTEC)rsquo published by the Brazilian Agency for Geography and Statistics(IBGE) revealed that between the years 2003 and 2005 only 334 per centof the countryrsquos industrial firms renewed their technology base High-techintensive companies such as those involved in telecommunications andcomputing had higher rates of innovation 459 per cent and 576 per centrespectively These numbers reveal a low level of dynamism in the compa-nies in question because product innovation occurs at an annual rate of65 per cent in the industrial sector 84 per cent in telecommunicationsand 155 per cent in the computer industry1

With RampD activities being concentrated in public institutions such asuniversities the interface between these institutions and companiesobviously becomes of prime importance Here we find activities which canbe considered to be examples of Triple Helix interactions as well as the

1 The RampD sector wasexcluded from thedata cited abovegiven that in Brazilbasic applied andexperimentaldevelopmentalresearch is generallyconducted by publicinstitutions Many ofthese produce servicesspecialized inintensive knowledgegenerationparticularly in thefields of energyagriculture medicineand information andcommunicationstechnology They tendto work for both thegovernment and theprivate sector throughcontracts which sportconfidentialityclauses

40 Mariza Almeida

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 40

transformation of teaching and research universities into entrepreneurialuniversities (Etzkowitz and Zhou 2007)

According to a 1968 law institutions of higher education in Brazil areclassified as either public or private Public institutions are sub-classified asfederal-supported and managed by the Federal Government state-sup-ported and managed by state governments and municipal-supported andmanaged by municipal governments Private institutions on the otherhand can be sub-classified as non-profit or pro-profit Finally non-profitprivate institutions can be communitarian confessional (religious orienta-tion) and philanthropist The 1968 law categorises institutions of highereducation as universities specialised universities and university centrescentres for technological education isolated schools extensive schoolsand institutes of higher education The INEP Educational Census (2005)gives a comprehensive picture of the state of the Brazilian higher educa-tion with 2165 Higher Education Institutions (HEIs) distributed amongfive categories as shown in Table 1 below

No study has yet been made regarding the entrepreneurial activities inthese institutions of higher education in Brazil so it is difficult to evaluatehow the set of actions and programmes promulgated by these institutionshave contributed to the countryrsquos economic development

Article 207 of Brazilrsquos 1988 post-military Constitution stipulates thatresearch teaching and extension are in principle inseparable activities ofuniversities in Brazil Universities however are not directly charged withthe task of making contributions to economic development

The Technological Innovation Law No 109732004 was an importantwatershed as it established innovation incentive measures and situatedscientific and technological research within a productive environmentseeking to create technological autonomy and industrial development inBrazil This law aimed at encouraging strategic partnerships between uni-versities technological institutes and companies stimulating the partici-pation of science and technology institutes in the innovation process andcreating incentives for innovation within companies

After the establishment of the Technological Innovation Law Andifes(National Association of Federal Higher Learning Institutes) an organisation

41Innovation and entrepreneurship in Brazilian universities

SpeUniv ExtSchools Center HEIs type Universities UnivCenter Institutes for Tech Total

Federal 52 ndash 8 37 97State 33 ndash 26 16 75Municipal 5 7 47 ndash 59Total Public 90 7 81 53 231Pro-Profit 25 155 1213 127 1520Non-Profit 61 69 280 4 414Total Privates 86 224 1493 131 1934Total HEI 176 231 1574 184 2165

Source INEP (2005) Census

Table 1 Higher education institutions in Brazil 2005

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 41

which includes 58 federal universities created a Commission for ScienceTechnology Innovation and Entrepreneurship with the remit to evaluatethe extent of the commitment of the university system to the developmentof entrepreneurship through teaching and research According to theCommissionrsquos report only some 9 per cent of the participating universitieshad incorporated entrepreneurship in their undergraduate courses beforethe 2004 law was passed 82 per cent got involved with it consequentupon the enforcement of the law and a further 9 per cent still had nocourses or dealing with entrepreneurship in their undergraduate pro-grammes Results for graduate level courses were even more extreme asnone of the universities involved had dealt with the topic prior to the 2004law as shown in Table 2 below

The data in Table 2 show that programmes in a good number of federaluniversities do not address the issue of entrepreneurship head on and thatthose universities which already deal with the issue would need to expandtheir course offerings throughout all their departments Where companiesgenerate little innovative activities on their own and RampD activities arelargely concentrated within the university system and in research insti-tutes the significance of incorporating entrepreneurship studies in under-graduate and postgraduate programmes cannot be over-emphasised

In this article we consider the involvement of three Brazilian universitiesin activities directed towards disseminating entrepreneurship behaviour andinnovation practice in accordance with local conditions and internal andexternal influences The remainder of the article is seven parts Part two pre-sents the methodology of the study Part three discusses the conceptual basisof the research Part four looks into the changes which have occurred in tech-nological development policies in Brazil Part five deals with the beginning ofthe teaching of entrepreneurship as a subject in Brazilian universities Part sixpresents the results of our three case studies and the seventh part concludeswith a discussion of our findings and future recommendations

42 Mariza Almeida

Activities linked to Level entrepreneurship Percentage

Undergraduate Departments with One department 27courses dealing with Several departments 64Entrepreneurship All departments 9

Activities Lectures 30Optional or complementary

classes 20Activities integrated into the

curriculum 50Graduate Departments with One department 14

courses dealing with Several departments 57Entrepreneurship All departments 29

36 still have no courses

Source Andifes (2006)

Table 2 Entrepreneurship activities at federal universities

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 42

MethodologyThe research presented below is exploratory in nature Its goal is to providean overview of the extent to which universities in Brazil have effectivelyincorporated entrepreneurship and innovation studies in their programmesusing the case study approach which is considered appropriate as it canprovide ideal typifications that would allow a better understanding of thecharacteristics of a more general problem

For the purpose of this study three cases have been chosen from the pop-ulation of Brazilian universities that have developed entrepreneurial-relatedactivities These choices were made on grounds that the three cases are atdifferent stages in the course of implementing entrepreneurial activities

The questions which this research seeks to answer include the following

bull Can these universities be considered to be entrepreneurial according tothe definition provided by Etzkowitz and Zhou (2007) Are entrepre-neurial activities accepted and systematically supported Do interfacemechanisms such as technology transfer offices exist Do a significantnumber of staff members create companies which generate funds tosupport university research and other activities

bull What internal or external factors influenced these institutions to takeon board entrepreneurship as a mainstream concern

bull How was the process of incorporating entrepreneurial activities under-taken in each institution and what is its significance for the extensionprojects proposed by the universities in question

Different approaches were used for eliciting data for the study includingrecourse to published and unpublished sources semi-structured interviewswith professors andor university directors and participation in eventswhere university representatives presented information regarding theirinstitutions and programmes2

Brief survey of Triple Helix experienceThe Triple Helix thesis provides a useful framework for us to examinethe inter-relationships between the three main actors in the innovationchain university-industry-government (Etzkowitz and Leydesdorff 2000)The interaction among these players in the innovation process is centralto policy initiatives aimed at improving the conditions for innovationand knowledge generation The model explains new and complex inter-institutional relationships where innovations occur in a process of contin-uous exchange of ideas among the three spheres Institutional overlappingcreates a new environment leading to increased interaction which inturn results in new innovation strategies The emergent entity ndash theTriple Helix ndash constitutes a new synthesis between university industry andgovernment (Etzkowitz and Leydesdorff 2000)

Research directed towards innovation which was previously limited tocompany RampD laboratories is now increasingly being conducted within

2 Part of this researchwas conducted whilethe author wasworking on herdoctoral dissertationin 20012004 andthe rest in20062007

43Innovation and entrepreneurship in Brazilian universities

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 43

which includes 58 federal universities created a Commission for ScienceTechnology Innovation and Entrepreneurship with the remit to evaluatethe extent of the commitment of the university system to the developmentof entrepreneurship through teaching and research According to theCommissionrsquos report only some 9 per cent of the participating universitieshad incorporated entrepreneurship in their undergraduate courses beforethe 2004 law was passed 82 per cent got involved with it consequentupon the enforcement of the law and a further 9 per cent still had nocourses or dealing with entrepreneurship in their undergraduate pro-grammes Results for graduate level courses were even more extreme asnone of the universities involved had dealt with the topic prior to the 2004law as shown in Table 2 below

The data in Table 2 show that programmes in a good number of federaluniversities do not address the issue of entrepreneurship head on and thatthose universities which already deal with the issue would need to expandtheir course offerings throughout all their departments Where companiesgenerate little innovative activities on their own and RampD activities arelargely concentrated within the university system and in research insti-tutes the significance of incorporating entrepreneurship studies in under-graduate and postgraduate programmes cannot be over-emphasised

In this article we consider the involvement of three Brazilian universitiesin activities directed towards disseminating entrepreneurship behaviour andinnovation practice in accordance with local conditions and internal andexternal influences The remainder of the article is seven parts Part two pre-sents the methodology of the study Part three discusses the conceptual basisof the research Part four looks into the changes which have occurred in tech-nological development policies in Brazil Part five deals with the beginning ofthe teaching of entrepreneurship as a subject in Brazilian universities Part sixpresents the results of our three case studies and the seventh part concludeswith a discussion of our findings and future recommendations

42 Mariza Almeida

Activities linked to Level entrepreneurship Percentage

Undergraduate Departments with One department 27courses dealing with Several departments 64Entrepreneurship All departments 9

Activities Lectures 30Optional or complementary

classes 20Activities integrated into the

curriculum 50Graduate Departments with One department 14

courses dealing with Several departments 57Entrepreneurship All departments 29

36 still have no courses

Source Andifes (2006)

Table 2 Entrepreneurship activities at federal universities

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 42

MethodologyThe research presented below is exploratory in nature Its goal is to providean overview of the extent to which universities in Brazil have effectivelyincorporated entrepreneurship and innovation studies in their programmesusing the case study approach which is considered appropriate as it canprovide ideal typifications that would allow a better understanding of thecharacteristics of a more general problem

For the purpose of this study three cases have been chosen from the pop-ulation of Brazilian universities that have developed entrepreneurial-relatedactivities These choices were made on grounds that the three cases are atdifferent stages in the course of implementing entrepreneurial activities

The questions which this research seeks to answer include the following

bull Can these universities be considered to be entrepreneurial according tothe definition provided by Etzkowitz and Zhou (2007) Are entrepre-neurial activities accepted and systematically supported Do interfacemechanisms such as technology transfer offices exist Do a significantnumber of staff members create companies which generate funds tosupport university research and other activities

bull What internal or external factors influenced these institutions to takeon board entrepreneurship as a mainstream concern

bull How was the process of incorporating entrepreneurial activities under-taken in each institution and what is its significance for the extensionprojects proposed by the universities in question

Different approaches were used for eliciting data for the study includingrecourse to published and unpublished sources semi-structured interviewswith professors andor university directors and participation in eventswhere university representatives presented information regarding theirinstitutions and programmes2

Brief survey of Triple Helix experienceThe Triple Helix thesis provides a useful framework for us to examinethe inter-relationships between the three main actors in the innovationchain university-industry-government (Etzkowitz and Leydesdorff 2000)The interaction among these players in the innovation process is centralto policy initiatives aimed at improving the conditions for innovationand knowledge generation The model explains new and complex inter-institutional relationships where innovations occur in a process of contin-uous exchange of ideas among the three spheres Institutional overlappingcreates a new environment leading to increased interaction which inturn results in new innovation strategies The emergent entity ndash theTriple Helix ndash constitutes a new synthesis between university industry andgovernment (Etzkowitz and Leydesdorff 2000)

Research directed towards innovation which was previously limited tocompany RampD laboratories is now increasingly being conducted within

2 Part of this researchwas conducted whilethe author wasworking on herdoctoral dissertationin 20012004 andthe rest in20062007

43Innovation and entrepreneurship in Brazilian universities

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 43

MethodologyThe research presented below is exploratory in nature Its goal is to providean overview of the extent to which universities in Brazil have effectivelyincorporated entrepreneurship and innovation studies in their programmesusing the case study approach which is considered appropriate as it canprovide ideal typifications that would allow a better understanding of thecharacteristics of a more general problem

For the purpose of this study three cases have been chosen from the pop-ulation of Brazilian universities that have developed entrepreneurial-relatedactivities These choices were made on grounds that the three cases are atdifferent stages in the course of implementing entrepreneurial activities

The questions which this research seeks to answer include the following

bull Can these universities be considered to be entrepreneurial according tothe definition provided by Etzkowitz and Zhou (2007) Are entrepre-neurial activities accepted and systematically supported Do interfacemechanisms such as technology transfer offices exist Do a significantnumber of staff members create companies which generate funds tosupport university research and other activities

bull What internal or external factors influenced these institutions to takeon board entrepreneurship as a mainstream concern

bull How was the process of incorporating entrepreneurial activities under-taken in each institution and what is its significance for the extensionprojects proposed by the universities in question

Different approaches were used for eliciting data for the study includingrecourse to published and unpublished sources semi-structured interviewswith professors andor university directors and participation in eventswhere university representatives presented information regarding theirinstitutions and programmes2

Brief survey of Triple Helix experienceThe Triple Helix thesis provides a useful framework for us to examinethe inter-relationships between the three main actors in the innovationchain university-industry-government (Etzkowitz and Leydesdorff 2000)The interaction among these players in the innovation process is centralto policy initiatives aimed at improving the conditions for innovationand knowledge generation The model explains new and complex inter-institutional relationships where innovations occur in a process of contin-uous exchange of ideas among the three spheres Institutional overlappingcreates a new environment leading to increased interaction which inturn results in new innovation strategies The emergent entity ndash theTriple Helix ndash constitutes a new synthesis between university industry andgovernment (Etzkowitz and Leydesdorff 2000)

Research directed towards innovation which was previously limited tocompany RampD laboratories is now increasingly being conducted within

2 Part of this researchwas conducted whilethe author wasworking on herdoctoral dissertationin 20012004 andthe rest in20062007

43Innovation and entrepreneurship in Brazilian universities

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 43

universities This has led to the development of an entrepreneurial culturewithin universities and has had an impact on both teaching and researchactivities New organisational structures appeared in the form of officesfor the transfer of technology spin-off companies technology parks incu-bators and other entities (Etzkowitz et al 2000)

The Triple Helix perspective is based upon the presupposition that therelationships between university industry and government create condi-tions for the production of technological innovations and that specificgroups inside the three helices meet in order to address new problemsarising in a constantly changing economic institutional and intellectualworld (Shinn 2002)

The creation of an entrepreneurial university involves the culturaltransformation of academia so that this plays a more active role in societyat several levels Research and teaching activities need to be developed anddirected to contribute to economic and social development as well as to theeducation of students and the advancement of knowledge Such a univer-sity which is committed to promoting entrepreneurial attitudes and iscapable of creating initiatives at various levels (among faculty studentsand administrators for example) is considered to be an entrepreneurialuniversity (Etzkowitz 2006)

The entrepreneurial university develops distinct activities within a creativetension and possesses three primary characteristics (1) entrepreneurialactivities are accepted and systematically supported (2) interface mecha-nisms such as technology transfer offices exist and (3) a significantnumber of staff members create companies which generate funds forresearch and other university activities (Etzkowitz and Zhou 2007)

Cultural and national factors evidently have an impact upon thischange Many studies have been conducted regarding entrepreneurialexperiences inside universities in countries with different economic andpolitical conditions For example the study by Saad Zawdie and Derbal(2005) looks into the triple helix experience in developing countries withparticular reference to experiences in Algeria Malaysia and EthiopiaThere is also Nanalrsquos work (2007) regarding the importance of an ethicalculture based upon public transparency

The types of entrepreneurial activities also vary Lee and Chen (2007)have looked into the stimulus given to undergraduate student entrepre-neurship at the Multimedia University in Malaysia The generation of spin-offs at the Universidad Autocircnoma de Barcelona was facilitated by thegrowth in research activities internal changes in the institution itself andin the surrounding environment (Gonzalez 2007) Marques (2007) hasalso described a university entrepreneurial model in Portugal based on thecooperation between university and industry through the construction ofbusiness incubators associated with andor promoted by universitiesJacob Lundqvist and Hellsmark (2003) have described the transforma-tions of the Chalmers University of Technology in Sweden In Brazilseveral studies regarding experiments in transforming the universities and

44 Mariza Almeida

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 44

research institutes have been undertaken emphasising different perspec-tives Zouaim and Sousa (2005) have analysed the effects of managementchanges at the Instituto de Pesquisas em Energia Nuclear em Satildeo Paulo(IPEN) and Mello and Renault (2006) have described the bottom-up initia-tives taking place in civil society which have created the so-called commu-nity universities which seek to develop the surrounding communities andregions particularly in the countryrsquos southern states Etzkowitz Mello andAlmeida (2005) have analysed the creation and development of the incu-bator movement Finally Lahorgue Mello and Santos (2005) haveresearched technology transfer offices

Brazilian political change and new proposals for technology transferThe military government that took power in 1964 continued to apply thesame science and technology (SampT) policies adopted after the Second WorldWar These were directed towards national security technological autonomyand the development of institutional infrastructure and human resourcesfor universities and state-owned companies

Some good results were obtained in developing indigenous technologiesin fields such as energy (off-shore technologies) telecommunicationsinformation and aviation However the technological autonomy projectwas mainly directed towards state industries in strategic sectors Theprivate sector as a whole was left outside this project and did not benefitfrom technology transfers from universities and public laboratories Shortof RampD policy of their own the companies of this sector were generallyreduced to acquiring mature technologies from sources outside thecountry (Coutinho and Ferraz 1995)

The need for the role of government in technological developmentbegan to be felt in the mid-1970s when CNPq an agency created to supportacademic research was expanded to include technology (although itretained its original name) Another important issue that dominated SampTpolicy in the 1980s was universityndashindustry relationships The main pointdebated in this respect was how to create new policies and new mecha-nisms to improve the transfer of knowledge from universities to industryCNPq normally more interested in supporting academic science began totake actions focused on technological innovation programmes beginningwith the creation of a technological innovation office in 1980 As a firststep twelve Technological Innovation Centers (NITs) were set up inresearch institutes and universities across the country The NITsrsquo goalswere to promote innovation in universities and research institutes encour-age knowledge transfer to industry and conduct technological forecast-ing3 The NIT programme was closed at the end of the 1980s in part dueto the severe economic crises affecting Brazil at that time (Medeiros Staland Souza Neto 1987) A second programme however the lsquoProgram forthe Establishment of Science Parksrsquo was introduced in the mid-80s byCNPq under the direction of the Technological Innovation Office Difficulties

3 Mello JMC andAlmeida MInterview with 1)Mauriacutecio GuedesDirector of FederalUniversity of Rio deJaneiro Science Parkon December 122001 RicardoPereira COPPETECFederal University ofRio de Janeiro onJanuary 7 2003These people weremembers of the NITat the FederalUniversity of Rio deJaneiro

45Innovation and entrepreneurship in Brazilian universities

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 45

apparent in these science park initiatives included insufficient resourcesabsence of venture capital and lack of academic leadership

In 1986 the military government came to an end and Brazil returnedto democratic rule The re-democratisation process began with electionsfor state governments in 1982 This made state governments more recep-tive to academic proposals in general and to science and technology initia-tives in particular (Etzkowitz Mello and Terra 1998) Regional developmentbased on contributions from science and technology thus began to occurat the state level State secretariats for Science and Technology were estab-lished from 1984 onwards and these began to develop into regionalSampT plans

The emergence of this space in civil society associated with the SampTinfrastructure built by the military regime propitiated conditions for theestablishment of new types of university-based organisations in line withthe Triple Helix model of overlapping spheres The reorganisation of civilsociety allowed for a whole new set of policies to be developed In a climateof increased political freedom following the debate over the transfer oftechnology from universities to industry it was proposed that incubatorsbe established As civil society learned to express itself and the bottom-uppolicy for creating incubators was consolidated different kinds of institu-tions became involved in the their organisation

The entrepreneurial university was introduced in Brazil through teach-ing and the development of research as a highly organised activity Newuniversity initiatives based upon the Triple Helix model were introduced ina bottom-up fashion in conjunction with industrial organisations andnon-governmental organisations and received the support of municipalstate and federal governments From this emerged new types of university-based organisations ndash the hybrid organisations Academic entrepreneurshipalso takes place through innovation in incubation science parks technol-ogy transfer offices and junior company projects

The beginning of entrepreneurship teaching in BrazilThe first lsquoInformation Technology Lawrsquo No 723284 was a significantmilestone which guaranteed a market in the IT area for Brazilian compa-nies As a result an investment strategy was developed for both the gov-ernment and the private sectors This strategy focused on the developmentof human resources with the view to allowing the transfer and assimila-tion of technologies and RampD The ultimate goal was the assembly ofmicroelectronics and hardware architecture and the development of basicsoftware and parallel support for first applications4 This strategy of creat-ing a niche market had both defenders and critics and although its termi-nation in 1991 was criticised by some as the abandonment of the strugglefor technological independence this change also brought about a pro-found transformation in both national policy and in the configuration ofthe IT economic sector At the level of government policy the focusswitched from hardware to software development5

4 httpwwwmemoriacnpqbrareassociedadeinformacaosoftexsoftex_2000pdf accessed onOctober 21 2007

5 Idem

46 Mariza Almeida

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 46

In 1991 the Brazilian Software Engineering Symposium formed theconcept of creating a national software producing and exporting industryUniversity computer scientists drew up the proposal with contributionsfrom the Computer Sciences Advisory Committee the Brazilian ComputerSociety ASSESPRO (Association of Brazilian Information TechnologySoftware and Internet Enterprises) AUTOMAacuteTICA and important nationalleaders in this field6

As a result of this involvement of institutions from all three spheres ofthe Triple Helix a programme was established in 1992 to stimulate thecreation of software companies and the National Export Software Program(Softex) was founded by CNPq Other steps were also taken later to com-plement this initiative Table 3 presents the chronological development ofthese activities the institutions which lead them the programmes or pro-jects which were created the impact of these upon the teaching of entre-preneurship and finally the results achieved

The Softex programme was national in scope but sensitive to regionalcharacteristics Its goal was to carry out a series of coordinated steps

6 Ibid

47Innovation and entrepreneurship in Brazilian universities

Institution Year Programme Influences Results

National 1992 SOFTEX Programme Stimulates the foundation Institutions acting together Research of a Brazilian software with local Softex agents Council industry geared to in 15 states supporting (CNPq) exportation more than 1000 software

development companies(a)

1995 Generation of New Organise regional A total of 21 units were Enterprises in nuclei geared towards selected by means of Software Information stimulating creation public notices issued in Technology and of new companies in 1996 and 1997 to host Services (Genesis the software sector the local nuclei(b)

Project)1996 Softstart Project It aimed to set up an Create entrepreneurship

entrepreneurship courses in 200 of the courses at universities countryrsquos technical and

higher education establishments(c)

Softex nuclei 1998 To transform Softex Widen actions designed Contributed the experience Forum nuclei into to create companies and knowledge acquired

incubators and entrepreneurs in in the process of creating order to meet the businesses and in the projectrsquos initial goals teaching of entrepreneurs and to participate to Anprotec(d)

in Anprotec

Sources(a) httpwwwsoftexbrportal_asoftexagentesasp accessed on October 21 2007(b) httpwwwmemoriacnpqbrresultadosjulgamentosoftex_2001_resulthtm accessed on October 21 2007(c) Dolabela (1999)(d) Interview with Joseacute Alberto Sampaio Aranha director of the Brazilian Association of Science Parks and BusinessIncubation (Anprotec) and Director of the Genesis Institute at PUC-Rio on October 09 2001

Table 3 Softex programme

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 47

involving government agencies universities and industry with the view topromoting the technological capacity of software and information technol-ogy companies as well as the creation of new companies The programmeinvolved measures which encouraged the development of software for exportas a source of foreign revenue (Prochnik 1998 Valdeacutes and Furiati 1994)

The creation of new businesses in the high technology software sectorwas planned by Softex to stimulate recently graduated professionals tostart up businesses based on their knowledge of software and servicesThis idea led to the Genesis Project in 1995 The Genesis Project aimed toinject university students and recently graduated professionals with theentrepreneurial lsquobugrsquo and equip them with the necessary knowledge suchas management and entrepreneurial skills tools and methods (Silva andArauacutejo 1996)

In 1996 CNPq created the Softstart project which was linked to GenesisThis groundbreaking initiative covered basic entrepreneurial training rightthrough the monitoring of ensuing start-ups during their initial phaseDuring this period industry ndash university relations were hardly in evidence inthe majority of Brazilian universities and because of this entrepreneurshiptraining was originally implemented outside of the academic sphere withno direct linkages to universities and without the direct involvement of thefederal and state educational ministries and institutions (Dolabela 1999)

Entrepreneurship was introduced as a theme within universities throughinitiatives which were directed by institutions and bodies that were notformally part of Brazilrsquos educational sector This may explain the incon-gruities in the data presented above regarding the diffusion of entrepre-neurship in the undergraduate and post-graduate programmes

Towards an entrepreneurial universityThree case studies are presented here involving Brazilian universities thatintroduced entrepreneurship The cases look into local contexts and exter-nal interference and opportunities to establish the factors have been crucialin widening activities relating to entrepreneurship in Brazilian universities

The Pontifical Catholic University of Rio de Janeiro (PUC-Rio)PUC-Rio was chosen as one of our three case studies because it undertakesinnovation and entrepreneurial activities as part of its mission and as amatter of an institutional policy PUC-Rio is a private non-profit Catholicuniversity based in Rio de Janeiro Brazilrsquos second largest city It wasfounded in 1941 by the Jesuits in order to develop knowledge based onhumanistic values Over the years the university has gained experiencethat has made it an exemplar for higher education research social projectsand entrepreneurship PUC-Rio has approximately 10000 undergraduatestudents 2500 graduate students and 5000 extension studentsThese have at their disposal a first-rate educational structure containing29 undergraduate programmes which participate in several differentdiploma-orientated and certificate courses The university also has 50

48 Mariza Almeida

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 48

postgraduate programmes divided into 26 mastersrsquo degree and 24 doctoratedegree courses

Table 4 below presents in chronological order the internal and exter-nal factors which favourably impacted PUC to introduce entrepreneurialactivities

Until the 1990s PUC-Rio was mainly a basic education and researchuniversity with financial support from Finep for its science and engineer-ing programmes since the 1960s The University had established severallaboratories and has a good reputation for research7

The changes which led PUC-Rio to institute entrepreneurial activitieswithin its campus came about in the 1990s as can be seen in Table 4These changes were the result of external pressures and internal leader-ship which used an immediate crisis to visualise new opportunities Theexternal pressures came in the form cuts in federal resources dedicated tohigher education This led to financial instability for PUC-Rio that posed athreat to its established institutional prestige Faced with this problem theUniversity sought alternative financing strategies to reduce its dependencyon the federal government Consequently PUC created its TechnologyTransfer Office as a first attempt to create ties with industry (Guananys2003 Aranha et al 1998)

In 1995 Finep created the REENGE which aimed at improving engi-neering education with the aim to enhancing interaction between the pro-ductive and research sectors This created an opportunity for an internaldebate regarding engineering education in a post-industrial context of rapidtechnological change and economic globalisation (Aranha et al 1998)

Elective classes on entrepreneurship dealing with behaviour simula-tion and planning were offered to graduate students for the first time in1997 as a consequence of Softex and Softstart Project These classes werepioneered by PUC-Riorsquos Entrepreneurs Formation Program (EFP)

CET (Coordination of Entrepreneurship Teaching) is an agency of theGenesis Institute for Innovation and Entrepreneur Action created in 2000 topromote educational activities research and extension in the area of entre-preneurship The entrepreneurship programme includes 14 classes com-mercial and social enterprises venture capital business plan issues relatedto the creation of technological cultural and design firms and creativity

According to Guananys (2003) PUC-Riorsquos establishment of an incuba-tor also resulted in changes in laboratories and researchers transformingseveral groups into what can be described as quasi-companies A series ofexternal pressures and internal debates combined to create new opportu-nities but what really turned PUC into one of the most successful cases asan entrepreneurial university in Brazil is the internal consensus particu-larly among its Directors that established entrepreneurship and develop-ment as an integral component of the Universityrsquos mission Consequentlythe focus on entrepreneurship covered all areas of the Universityrsquos pro-grammes and a research environment was created to attend to the needsof industry Finally institutional space was built for students researchers

7 Research reputationas measured byresearchersrsquopublications(Guarannys 2003)

49Innovation and entrepreneurship in Brazilian universities

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 49

50 Mariza Almeida

Institution Year Decision Influences Result

Federal 1994 The federal government Resources for Brazilian Puc-Rio develops an Government changes public universities including adjustment process

policies for the PUC-Rio quickly and create the CTC promotion and decline and are Development Office(a)

subsidy of practically technological areas extinguished in 1994

Finep 1995 REENGE program PUC-Rio starts an Engineering course aimed at improving internal debate curriculums are engineering education regarding engineering modified in order to by enhancing education renew engineersrsquo interaction between professional profile the productive and in the new research sectors economy(b)

CNPq 1992 Softex Project launched ndash ndashCNPq 1995 Genesis Project launched ndash ndashCNPq 1996 CNPq invites Puc-Rio submits a The PUC-Rio proposal is

universities to present proposal selected giving new proposals for the impulseto the establishment of construction of an Genesis project entrepreneurial culturenuclei in the university(c)

CNPq 1997 Softstart Project Elective entrepreneurship Those classes were launched classes in behaviour pioneered by PUC-Riorsquos

simulation and Entrepreneurs planning are offered Formation to undergraduate Program (EFP)(d)

students for the first time

PUC-Rio 1998 Infogene Nuclei InfoGene Nuclei The Technological participates in the becomes a Gecircnesis Incubator could receive Softex nuclei Forum Technological 20 firms to incubate(e)

Incubator and is associated with Anprotec

2000 Puc-Rio decides to New teaching programs CET becomes an agency of evaluate its experience were adopted in the the Genesis Institute for in teaching second semester Innovation and Entrepreneurship of 2001 Entrepreneur Action(f)

From Genesis Institute for Institute aims to Institute has been 2000 Innovation and promote educational focusing its actions on on Entrepreneur activities research three major areas

Action active and extension in the entrepreneurial entrepreneurship education outreach

activities with entrepre-neurs and entrepre-neurial research

Sources(a) Guarannys (2003)(b) Aranha Pimenta-Bueno Carmo and Silveira (1998)(c) httpwwwcinufpebr~genesishistoricohtmledital96 accessed on October 20 2007(d) Salim 2001(e) Almeida M interview with Joseacute Alberto Sampaio Aranha Director of Genesis Institute at PUC-Rio on October 09 2001 (f) Salim 2001

Table 4 External and internal influences and their impact on PUC-Rio

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 50

postgraduate programmes divided into 26 mastersrsquo degree and 24 doctoratedegree courses

Table 4 below presents in chronological order the internal and exter-nal factors which favourably impacted PUC to introduce entrepreneurialactivities

Until the 1990s PUC-Rio was mainly a basic education and researchuniversity with financial support from Finep for its science and engineer-ing programmes since the 1960s The University had established severallaboratories and has a good reputation for research7

The changes which led PUC-Rio to institute entrepreneurial activitieswithin its campus came about in the 1990s as can be seen in Table 4These changes were the result of external pressures and internal leader-ship which used an immediate crisis to visualise new opportunities Theexternal pressures came in the form cuts in federal resources dedicated tohigher education This led to financial instability for PUC-Rio that posed athreat to its established institutional prestige Faced with this problem theUniversity sought alternative financing strategies to reduce its dependencyon the federal government Consequently PUC created its TechnologyTransfer Office as a first attempt to create ties with industry (Guananys2003 Aranha et al 1998)

In 1995 Finep created the REENGE which aimed at improving engi-neering education with the aim to enhancing interaction between the pro-ductive and research sectors This created an opportunity for an internaldebate regarding engineering education in a post-industrial context of rapidtechnological change and economic globalisation (Aranha et al 1998)

Elective classes on entrepreneurship dealing with behaviour simula-tion and planning were offered to graduate students for the first time in1997 as a consequence of Softex and Softstart Project These classes werepioneered by PUC-Riorsquos Entrepreneurs Formation Program (EFP)

CET (Coordination of Entrepreneurship Teaching) is an agency of theGenesis Institute for Innovation and Entrepreneur Action created in 2000 topromote educational activities research and extension in the area of entre-preneurship The entrepreneurship programme includes 14 classes com-mercial and social enterprises venture capital business plan issues relatedto the creation of technological cultural and design firms and creativity

According to Guananys (2003) PUC-Riorsquos establishment of an incuba-tor also resulted in changes in laboratories and researchers transformingseveral groups into what can be described as quasi-companies A series ofexternal pressures and internal debates combined to create new opportu-nities but what really turned PUC into one of the most successful cases asan entrepreneurial university in Brazil is the internal consensus particu-larly among its Directors that established entrepreneurship and develop-ment as an integral component of the Universityrsquos mission Consequentlythe focus on entrepreneurship covered all areas of the Universityrsquos pro-grammes and a research environment was created to attend to the needsof industry Finally institutional space was built for students researchers

7 Research reputationas measured byresearchersrsquopublications(Guarannys 2003)

49Innovation and entrepreneurship in Brazilian universities

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 49

50 Mariza Almeida

Institution Year Decision Influences Result

Federal 1994 The federal government Resources for Brazilian Puc-Rio develops an Government changes public universities including adjustment process

policies for the PUC-Rio quickly and create the CTC promotion and decline and are Development Office(a)

subsidy of practically technological areas extinguished in 1994

Finep 1995 REENGE program PUC-Rio starts an Engineering course aimed at improving internal debate curriculums are engineering education regarding engineering modified in order to by enhancing education renew engineersrsquo interaction between professional profile the productive and in the new research sectors economy(b)

CNPq 1992 Softex Project launched ndash ndashCNPq 1995 Genesis Project launched ndash ndashCNPq 1996 CNPq invites Puc-Rio submits a The PUC-Rio proposal is

universities to present proposal selected giving new proposals for the impulseto the establishment of construction of an Genesis project entrepreneurial culturenuclei in the university(c)

CNPq 1997 Softstart Project Elective entrepreneurship Those classes were launched classes in behaviour pioneered by PUC-Riorsquos

simulation and Entrepreneurs planning are offered Formation to undergraduate Program (EFP)(d)

students for the first time

PUC-Rio 1998 Infogene Nuclei InfoGene Nuclei The Technological participates in the becomes a Gecircnesis Incubator could receive Softex nuclei Forum Technological 20 firms to incubate(e)

Incubator and is associated with Anprotec

2000 Puc-Rio decides to New teaching programs CET becomes an agency of evaluate its experience were adopted in the the Genesis Institute for in teaching second semester Innovation and Entrepreneurship of 2001 Entrepreneur Action(f)

From Genesis Institute for Institute aims to Institute has been 2000 Innovation and promote educational focusing its actions on on Entrepreneur activities research three major areas

Action active and extension in the entrepreneurial entrepreneurship education outreach

activities with entrepre-neurs and entrepre-neurial research

Sources(a) Guarannys (2003)(b) Aranha Pimenta-Bueno Carmo and Silveira (1998)(c) httpwwwcinufpebr~genesishistoricohtmledital96 accessed on October 20 2007(d) Salim 2001(e) Almeida M interview with Joseacute Alberto Sampaio Aranha Director of Genesis Institute at PUC-Rio on October 09 2001 (f) Salim 2001

Table 4 External and internal influences and their impact on PUC-Rio

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 50

50 Mariza Almeida

Institution Year Decision Influences Result

Federal 1994 The federal government Resources for Brazilian Puc-Rio develops an Government changes public universities including adjustment process

policies for the PUC-Rio quickly and create the CTC promotion and decline and are Development Office(a)

subsidy of practically technological areas extinguished in 1994

Finep 1995 REENGE program PUC-Rio starts an Engineering course aimed at improving internal debate curriculums are engineering education regarding engineering modified in order to by enhancing education renew engineersrsquo interaction between professional profile the productive and in the new research sectors economy(b)

CNPq 1992 Softex Project launched ndash ndashCNPq 1995 Genesis Project launched ndash ndashCNPq 1996 CNPq invites Puc-Rio submits a The PUC-Rio proposal is

universities to present proposal selected giving new proposals for the impulseto the establishment of construction of an Genesis project entrepreneurial culturenuclei in the university(c)

CNPq 1997 Softstart Project Elective entrepreneurship Those classes were launched classes in behaviour pioneered by PUC-Riorsquos

simulation and Entrepreneurs planning are offered Formation to undergraduate Program (EFP)(d)

students for the first time

PUC-Rio 1998 Infogene Nuclei InfoGene Nuclei The Technological participates in the becomes a Gecircnesis Incubator could receive Softex nuclei Forum Technological 20 firms to incubate(e)

Incubator and is associated with Anprotec

2000 Puc-Rio decides to New teaching programs CET becomes an agency of evaluate its experience were adopted in the the Genesis Institute for in teaching second semester Innovation and Entrepreneurship of 2001 Entrepreneur Action(f)

From Genesis Institute for Institute aims to Institute has been 2000 Innovation and promote educational focusing its actions on on Entrepreneur activities research three major areas

Action active and extension in the entrepreneurial entrepreneurship education outreach

activities with entrepre-neurs and entrepre-neurial research

Sources(a) Guarannys (2003)(b) Aranha Pimenta-Bueno Carmo and Silveira (1998)(c) httpwwwcinufpebr~genesishistoricohtmledital96 accessed on October 20 2007(d) Salim 2001(e) Almeida M interview with Joseacute Alberto Sampaio Aranha Director of Genesis Institute at PUC-Rio on October 09 2001 (f) Salim 2001

Table 4 External and internal influences and their impact on PUC-Rio

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 50

and professors to create companies based upon research conducted inincubators linked to the Genesis Institute

Federal University of ItajubaacuteThis case involves a university with an entrepreneurship project under devel-opment The Universityrsquos Dean who had been an incubator manager pro-posed to transform the Universityrsquos isolated entrepreneurial activities into aninstitutionalised and cohesive university mission that introduced innovationand entrepreneurship as a common element to all courses in the University8

The Federal University of Itajubaacute located in a small town in MinasGerais state was founded in 1931 as the Instituto Eletroteacutecnico e Mecacircnicode Itajubaacute (IEMI) In 1968 the school renamed as the Itajubaacute FederalEngineering School (UNIFEI) started to expand its engineering under-graduate courses In 1994 the university began to offer masters coursesand in 1998 seven additional undergraduate courses were added In2002 UNIFEI became the Federal University of Itajubaacute

UNIFEI offers eleven undergraduate six MA and two PhD programmeswith a total enrolment of 2200 students Table 5 presents in chronologicalorder the internal and external factors which have had an impact uponUNIFEI as well as the changes which have been wrought in terms of theintroduction of entrepreneurial activities

UNIFEI became entrepreneurial in focus influenced partly by internalfactors and partly by the new pedagogical project designed during2004ndash2008 Other than reinforcing its research and teaching activitiesUNIFEI also sought greater participation in local development projects andon the international scene The new pedagogical project considers localdevelopment activities as a socially responsible part of the Universityrsquosextension mission

UNIFEIrsquos entrepreneur and entrepreneurship training programme cutsacross all departments encouraging innovation and generating newenterprises (both within and outside of its incubators)

One of the first activities of the lsquoentrepreneurial universityrsquo project wastransfer of the management of the university restaurant and snack bar tothe studentsrsquo organisation in February 2005 The Dean proposed thischallenge and it was immediately accepted by the students who had alreadypresented a business plan working out the costs of the restaurant thefinancial viability of the business meal prices and so forth In the Deanrsquosopinion the restaurant has thus become a management lab for the stu-dents from business and industrial engineering courses9

Another objective of the programme is the dissemination of entrepreneur-ial culture through the university environment by promoting discussionsbusiness plan competitions and by recommending that entrepreneurshipcourses be open to students from across the University

There are three incubators at the University One is dedicated to thesupport of technological firms The second which was established uponagreement with the local government incubates firms in traditional

8 Renato Aquino FariaNunes Dean ofFederal University ofItajubaacute Presentationat XVI SeminaacuterioNacional daAnprotec SalvadorOctober 20 2006

9 Almeida M interviewwith Renato AquinoFaria Nunes Dean ofFederal University ofItajubaacute onSeptember 19 2007

51Innovation and entrepreneurship in Brazilian universities

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 51

economic sectors The third is a cooperative incubator which was estab-lished to organise enterprises that create jobs for marginalised social sectors

The project of transforming UNIFEI into an entrepreneurial universityis not yet complete The changes to date have nonetheless kept pace with

52 Mariza Almeida

Institution Year Decision Influences Result

Escola Federal de 1995 Cefei (Centro Promote the teaching of Creation of entrepemeurialEngenharia de Empresarial de Entrepreneurship in classesItajubaacute Formaccedilatildeo the School of

Empreendera de EngineeringItajubaacute) created(a)

1998 Business Department Promote the teaching Creation of creates Entrepre- of Entrepreneurship entrepreneurial classesneurship classes(b) in the Business School

2000 Establishment of the Create high tech 14 companies supportedEmpresas de Base companies by the incubatorTecnoloacutegica de Itajubaacute Incubator(c)

Ministeacuterio da 2002 Transform the Federal Strengthens and expands Strengthens schoolrsquos roleEducaccedilatildeo Engineering School the university in the region

onto the Federal University of Itajubaacute

Universidade 2004 Professor Renato New pedagogical model Entrepreneurial researchFederal de Aquino creator of is defined for the and local development Itajubaacute the incubator is university in gets a big boost

named as Dean(d) 2004ndash20082005 Entrepreneurial Widening of Entrepreneurial content

activities included entrepreneurial in 17 of the 25 in the schoolrsquos teaching to other undergraduateprogram graduate and programs lectures on

undergraduate the theme in programs post-graduate programs

Technological park Installed at the university Under constructionCreation of the Centro Incubator directed Incubates 6 companiesGerador de Empresas towards traditional

de Itajubaacute (CEGEIT) economic sectors2007 Creation of the University started to Incubates 5 groups

Cooperativas contribute to social Populares Incubator inclusion

New campus is built Installed in neighbouring The university amplifies itscity of Itabira in activities and partnership with local partnershipsmunicipal government and the Vale do Rio Doce Company

Sources(a) Arauacutejo Lago Oliveira Cabral Cheng and Fillion (2005)(b) Leite (2002)(c) Ribeiro Jr and Silva (2006)(d) AlmeidaM interview with Renato Aquino Faria Nunes Dean of Federal University of Itajubaacute on September 19 2007

Table 5 External and internal influences on UNIFEI

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 52

the growing interest in entrepreneurship in the context of an expandinguniversity system in Brazil

Federal University of Minas Gerais (UFMG)The Federal University of Minas Gerais (UFMG) situated in Belo Horizonteoffers 44 undergraduate programmes currently catering for over 35000students It has also about 6000 students enrolled in masters and PhDprogrammes10 Unlike in the two cases discussed above at UFMG entre-preneurial activities have not been implemented in a top-down fashionEntrepreneurship is an isolated activity here and depends on the activitiesof a handful of professors and colleges11 In spite of this some collegeshave been able to create successful spin-offs such as the IT course whichsome professors used to create the Akwan company Google bought thisfirm which is now its laboratory in Latin America (Deutscher Renault andZiviani 2005) UFMG has promoted various internal entrepreneurial activ-ities in the University and has also forged partnership with external insti-tutions to do the same Some examples are mentioned in Table 6 below

The Computer Science course at UFMG was a pioneer in Brazil in intro-ducing entrepreneurship classes to undergraduate students in 1993 Thiswork was initiated by two professors at the University (Silva and ColenciJr 2002)

In 2003 the CIM incubator and Inovatec decided to merge andbecome a new incubator named Inova-UFMG The unification of the twoprojects which was led by the UFMG Dean joined the better physicalstructures of Inovatec with the incubation know-how of CIM12 In 2006another incubator was established by the UFMGrsquos Business School13

The absence of a centralised project at UFMG allowed considerable flex-ibility in the creation of an entrepreneurial environment albeit withoutany commitment that the institution of formal academic programmeswould have warranted As shown in Table 6 several initiatives have takenplace at UFMG over the years in order to promote entrepreneurshipHowever the University still lacks a unified policy geared towards imple-menting these activities which have for the most part resulted from iso-lated and ad hoc initiatives14

DiscussionThe state of entrepreneurial activities within the Brazilian University systemraises two key issues The first is university autonomy This allowed activitiesrelated to entrepreneurship to be conducted new courses to be offered tostudents innovative companies to be created incubators to be establishedlocal development networks to be contacted and so forth as a result of theformation of local contacts and agreements Incubators assumed a leader-ship role in different areas disseminating the concept of entrepreneurshipand ndash on a wider scale ndash interacting with and convincing institutions uni-versities research centres and governments (federal state and municipal) totake part in the movement and support the incubators and entrepreneurial

10 Ronaldo Tadeu PenaDean of FederalUniversity of MinasGerais presentationat XVII SeminaacuterioNacional daAnprotec BeloHorizonte October18 2007

11 Ibid

12 httpwwwinovaufmgbrportalmoduleswfchannelindexphppagenum=62 accessed on June15 2007

13 httpwwwfaceufmgbrservicossub_ser_cei_hisphpaccessed on June 062007

14 Ronaldo Tadeu PenaDean of FederalUniversity of MinasGerais presentationat XVII SeminaacuterioNacional daAnprotec BeloHorizonte October18 2007

53Innovation and entrepreneurship in Brazilian universities

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 53

economic sectors The third is a cooperative incubator which was estab-lished to organise enterprises that create jobs for marginalised social sectors

The project of transforming UNIFEI into an entrepreneurial universityis not yet complete The changes to date have nonetheless kept pace with

52 Mariza Almeida

Institution Year Decision Influences Result

Escola Federal de 1995 Cefei (Centro Promote the teaching of Creation of entrepemeurialEngenharia de Empresarial de Entrepreneurship in classesItajubaacute Formaccedilatildeo the School of

Empreendera de EngineeringItajubaacute) created(a)

1998 Business Department Promote the teaching Creation of creates Entrepre- of Entrepreneurship entrepreneurial classesneurship classes(b) in the Business School

2000 Establishment of the Create high tech 14 companies supportedEmpresas de Base companies by the incubatorTecnoloacutegica de Itajubaacute Incubator(c)

Ministeacuterio da 2002 Transform the Federal Strengthens and expands Strengthens schoolrsquos roleEducaccedilatildeo Engineering School the university in the region

onto the Federal University of Itajubaacute

Universidade 2004 Professor Renato New pedagogical model Entrepreneurial researchFederal de Aquino creator of is defined for the and local development Itajubaacute the incubator is university in gets a big boost

named as Dean(d) 2004ndash20082005 Entrepreneurial Widening of Entrepreneurial content

activities included entrepreneurial in 17 of the 25 in the schoolrsquos teaching to other undergraduateprogram graduate and programs lectures on

undergraduate the theme in programs post-graduate programs

Technological park Installed at the university Under constructionCreation of the Centro Incubator directed Incubates 6 companiesGerador de Empresas towards traditional

de Itajubaacute (CEGEIT) economic sectors2007 Creation of the University started to Incubates 5 groups

Cooperativas contribute to social Populares Incubator inclusion

New campus is built Installed in neighbouring The university amplifies itscity of Itabira in activities and partnership with local partnershipsmunicipal government and the Vale do Rio Doce Company

Sources(a) Arauacutejo Lago Oliveira Cabral Cheng and Fillion (2005)(b) Leite (2002)(c) Ribeiro Jr and Silva (2006)(d) AlmeidaM interview with Renato Aquino Faria Nunes Dean of Federal University of Itajubaacute on September 19 2007

Table 5 External and internal influences on UNIFEI

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 52

the growing interest in entrepreneurship in the context of an expandinguniversity system in Brazil

Federal University of Minas Gerais (UFMG)The Federal University of Minas Gerais (UFMG) situated in Belo Horizonteoffers 44 undergraduate programmes currently catering for over 35000students It has also about 6000 students enrolled in masters and PhDprogrammes10 Unlike in the two cases discussed above at UFMG entre-preneurial activities have not been implemented in a top-down fashionEntrepreneurship is an isolated activity here and depends on the activitiesof a handful of professors and colleges11 In spite of this some collegeshave been able to create successful spin-offs such as the IT course whichsome professors used to create the Akwan company Google bought thisfirm which is now its laboratory in Latin America (Deutscher Renault andZiviani 2005) UFMG has promoted various internal entrepreneurial activ-ities in the University and has also forged partnership with external insti-tutions to do the same Some examples are mentioned in Table 6 below

The Computer Science course at UFMG was a pioneer in Brazil in intro-ducing entrepreneurship classes to undergraduate students in 1993 Thiswork was initiated by two professors at the University (Silva and ColenciJr 2002)

In 2003 the CIM incubator and Inovatec decided to merge andbecome a new incubator named Inova-UFMG The unification of the twoprojects which was led by the UFMG Dean joined the better physicalstructures of Inovatec with the incubation know-how of CIM12 In 2006another incubator was established by the UFMGrsquos Business School13

The absence of a centralised project at UFMG allowed considerable flex-ibility in the creation of an entrepreneurial environment albeit withoutany commitment that the institution of formal academic programmeswould have warranted As shown in Table 6 several initiatives have takenplace at UFMG over the years in order to promote entrepreneurshipHowever the University still lacks a unified policy geared towards imple-menting these activities which have for the most part resulted from iso-lated and ad hoc initiatives14

DiscussionThe state of entrepreneurial activities within the Brazilian University systemraises two key issues The first is university autonomy This allowed activitiesrelated to entrepreneurship to be conducted new courses to be offered tostudents innovative companies to be created incubators to be establishedlocal development networks to be contacted and so forth as a result of theformation of local contacts and agreements Incubators assumed a leader-ship role in different areas disseminating the concept of entrepreneurshipand ndash on a wider scale ndash interacting with and convincing institutions uni-versities research centres and governments (federal state and municipal) totake part in the movement and support the incubators and entrepreneurial

10 Ronaldo Tadeu PenaDean of FederalUniversity of MinasGerais presentationat XVII SeminaacuterioNacional daAnprotec BeloHorizonte October18 2007

11 Ibid

12 httpwwwinovaufmgbrportalmoduleswfchannelindexphppagenum=62 accessed on June15 2007

13 httpwwwfaceufmgbrservicossub_ser_cei_hisphpaccessed on June 062007

14 Ronaldo Tadeu PenaDean of FederalUniversity of MinasGerais presentationat XVII SeminaacuterioNacional daAnprotec BeloHorizonte October18 2007

53Innovation and entrepreneurship in Brazilian universities

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 53

the growing interest in entrepreneurship in the context of an expandinguniversity system in Brazil

Federal University of Minas Gerais (UFMG)The Federal University of Minas Gerais (UFMG) situated in Belo Horizonteoffers 44 undergraduate programmes currently catering for over 35000students It has also about 6000 students enrolled in masters and PhDprogrammes10 Unlike in the two cases discussed above at UFMG entre-preneurial activities have not been implemented in a top-down fashionEntrepreneurship is an isolated activity here and depends on the activitiesof a handful of professors and colleges11 In spite of this some collegeshave been able to create successful spin-offs such as the IT course whichsome professors used to create the Akwan company Google bought thisfirm which is now its laboratory in Latin America (Deutscher Renault andZiviani 2005) UFMG has promoted various internal entrepreneurial activ-ities in the University and has also forged partnership with external insti-tutions to do the same Some examples are mentioned in Table 6 below

The Computer Science course at UFMG was a pioneer in Brazil in intro-ducing entrepreneurship classes to undergraduate students in 1993 Thiswork was initiated by two professors at the University (Silva and ColenciJr 2002)

In 2003 the CIM incubator and Inovatec decided to merge andbecome a new incubator named Inova-UFMG The unification of the twoprojects which was led by the UFMG Dean joined the better physicalstructures of Inovatec with the incubation know-how of CIM12 In 2006another incubator was established by the UFMGrsquos Business School13

The absence of a centralised project at UFMG allowed considerable flex-ibility in the creation of an entrepreneurial environment albeit withoutany commitment that the institution of formal academic programmeswould have warranted As shown in Table 6 several initiatives have takenplace at UFMG over the years in order to promote entrepreneurshipHowever the University still lacks a unified policy geared towards imple-menting these activities which have for the most part resulted from iso-lated and ad hoc initiatives14

DiscussionThe state of entrepreneurial activities within the Brazilian University systemraises two key issues The first is university autonomy This allowed activitiesrelated to entrepreneurship to be conducted new courses to be offered tostudents innovative companies to be created incubators to be establishedlocal development networks to be contacted and so forth as a result of theformation of local contacts and agreements Incubators assumed a leader-ship role in different areas disseminating the concept of entrepreneurshipand ndash on a wider scale ndash interacting with and convincing institutions uni-versities research centres and governments (federal state and municipal) totake part in the movement and support the incubators and entrepreneurial

10 Ronaldo Tadeu PenaDean of FederalUniversity of MinasGerais presentationat XVII SeminaacuterioNacional daAnprotec BeloHorizonte October18 2007

11 Ibid

12 httpwwwinovaufmgbrportalmoduleswfchannelindexphppagenum=62 accessed on June15 2007

13 httpwwwfaceufmgbrservicossub_ser_cei_hisphpaccessed on June 062007

14 Ronaldo Tadeu PenaDean of FederalUniversity of MinasGerais presentationat XVII SeminaacuterioNacional daAnprotec BeloHorizonte October18 2007

53Innovation and entrepreneurship in Brazilian universities

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 53

54 Mariza Almeida

Institution Year Decision Influences Results

Federal 1993 Introduction of UFMG was a pioneer in This experiment created University of Entrepreneurship Brazil 30 new IT Minas Gerais class in the Computer companies(a)

Science DepartmentCNPq 1992 Launching of the ndash ndash

Softex ProjectCNPq 1995 Launching of the ndash ndash

Genesis ProjectCNPq 1996 CNPq invites universities Founding of a Softex In 11 years of functioning

to present proposals nucleus in Belo 29 companies have for the establishment Horizonte the been benefited or are of Genesis project Sociedade Mineira de still receiving the nuclei Software (FUMSOFT) upport of the

UFMG professors sincubator(b)

participate in the project

CNPq 1997 Softstart Project Elective subjects in As these classes alreadylaunched entrepreneurship in existed in the

areas of behavior Computer Sciences simulation and Department and the planning were Softex nucleus was offered to established beyond undergraduate the universityrsquos wallsstudents for the first there wasnrsquot muchtime of an impact

Federal 1997 Physics Department Interdisciplinary focus Students are taught toUniversity of includes Entrepre- with the participation present projects for theMinas Gerais neurship in their of undergraduate future incubator(c)

curriculum students from both the Physics and Engineering Departments

1999 Physics Department An external network of The multidisciplinarycreates the universityrsquos institutions is character of the first incubator the established to support incubator has favored Multidisciplinary the incubator the formation of mixedInnovation Center teams within the(CIM) resident companies(d)

2001 The Coordenadoria de Undergraduate Classes implemented inTransferecircncia e programs which 10 undergraduateInovaccedilatildeo Tecnoloacutegica want to receive programs(e)

organises a support in order to competition for the implement their owndiffusion of EntrepreneurshipEntrepreneurship classes are selected

2002 Engineering School Helps academic Develops pre-incubationdecides to organise a community elaborate phase(f)

Technological technical and Entrepreneurship and economic viability Innovation Center studies regarding the (Empreende) results of research

Table 6 External and internal influences and their impact over UFMG (continued)

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 54

activities inside the university system The second issue relates to the expan-sion of this process inside each university while university autonomy ismaintained This has often depended on the existence of internal consensusthat is crucial for welding isolated initiatives into a cohesive action proposalthat can be incorporated into the universityrsquos mission

Table 7 shows the different stages in the evolution of entrepreneurshipin the three universities discussed in this article and the similarities anddifferences thereof Developments at UNIFEI and UFMG are still inchoateand it is not yet clear as to how they would respond subject to internal andexternal pressure Although the three universities are different in size andlegal mandate we can see that at both PUC-Rio the non-profit privateuniversity and UNIFEI which is a federal university an internal consen-sus can be achieved for the adoption and development of entrepreneurship

55Innovation and entrepreneurship in Brazilian universities

Institution Year Decision Influences Results

2002 A second incubator Systematically Successful creation ofthe Enterprising implements activities various spin-offs(g)

Center of which permit the Technological DCC to improve and Innovation (Inovatec) expand the is created by the technology Computer Sciences generation and Department transference project

2003 The CIM and Inovatec Improvement in the 28 companies are incubators are merged capacities of the served(h)

forming a new incubated companiesincubator (INOVA)

Source (a) Silva and Colenci Jr (2002)(b) httpwwwfumsoftsoftexbrinsoftinsoftphpm01amps0 accessed on June 13 2007(cd) Valadares and Cabral (2002)(e) httpwwwufmgbrprpqEditalCTIT2001doc accessed on June 13 2007(f) Cheng Drummond and Mattos 2004(g) httpwwwfaceufmgbrservicossub_ser_cei_hisphp accessed on June 15 2007(h) httpwwwinovaufmgbrportalmoduleswfchannelindexphppagenum62 accessed on October 31 2007

Table 6 External and internal influences and their impact over UFMG

Entrepreneurial university Pontifical Catholic Federal University Federal University of characteristics according University of Rio de of Itajubaacute (UNIFEI) Minas Gerais (UFMG)to Etzkowitz and Zhou (2007) Janeiro (PUC-Rio)

Entrepreneurial activities are Yes Proposal in progress Isolated activitiesaccepted and systematically supported

Interfaces are present Yes (Incubator TTO) (Incubator) Yes (Incubator TTO)Spin-off creation and Yes No Yes

generation of resources for the university

Source Based on the definition of entrepreneurial university by Etzkowitz and Zhou (2007)

Table 7 Case study comparison

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 55

activities inside the university system The second issue relates to the expan-sion of this process inside each university while university autonomy ismaintained This has often depended on the existence of internal consensusthat is crucial for welding isolated initiatives into a cohesive action proposalthat can be incorporated into the universityrsquos mission

Table 7 shows the different stages in the evolution of entrepreneurshipin the three universities discussed in this article and the similarities anddifferences thereof Developments at UNIFEI and UFMG are still inchoateand it is not yet clear as to how they would respond subject to internal andexternal pressure Although the three universities are different in size andlegal mandate we can see that at both PUC-Rio the non-profit privateuniversity and UNIFEI which is a federal university an internal consen-sus can be achieved for the adoption and development of entrepreneurship

55Innovation and entrepreneurship in Brazilian universities

Institution Year Decision Influences Results

2002 A second incubator Systematically Successful creation ofthe Enterprising implements activities various spin-offs(g)

Center of which permit the Technological DCC to improve and Innovation (Inovatec) expand the is created by the technology Computer Sciences generation and Department transference project

2003 The CIM and Inovatec Improvement in the 28 companies are incubators are merged capacities of the served(h)

forming a new incubated companiesincubator (INOVA)

Source (a) Silva and Colenci Jr (2002)(b) httpwwwfumsoftsoftexbrinsoftinsoftphpm01amps0 accessed on June 13 2007(cd) Valadares and Cabral (2002)(e) httpwwwufmgbrprpqEditalCTIT2001doc accessed on June 13 2007(f) Cheng Drummond and Mattos 2004(g) httpwwwfaceufmgbrservicossub_ser_cei_hisphp accessed on June 15 2007(h) httpwwwinovaufmgbrportalmoduleswfchannelindexphppagenum62 accessed on October 31 2007

Table 6 External and internal influences and their impact over UFMG

Entrepreneurial university Pontifical Catholic Federal University Federal University of characteristics according University of Rio de of Itajubaacute (UNIFEI) Minas Gerais (UFMG)to Etzkowitz and Zhou (2007) Janeiro (PUC-Rio)

Entrepreneurial activities are Yes Proposal in progress Isolated activitiesaccepted and systematically supported

Interfaces are present Yes (Incubator TTO) (Incubator) Yes (Incubator TTO)Spin-off creation and Yes No Yes

generation of resources for the university

Source Based on the definition of entrepreneurial university by Etzkowitz and Zhou (2007)

Table 7 Case study comparison

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 55

programmes On the other hand even where a university-wide consensusdoes not exist and entrepreneurship activities are limited to one or a fewdepartments as in the case of UFMGrsquos Computer Sciences Departmentthese departments came into being largely as a result initiatives drivenfrom within the university

The creation of an entrepreneurial environment in a university is a steptowards transforming it into an entrepreneurial university dependingamong other things on the extent of participation of the universityrsquos variousdepartments and networks to which the university is linked Isolated initia-tives like those which occurred in PUC-Rio towards the mid-90s can findinstitutional space to grow and become university-wide policy This hasencouraged the creation of new opportunities for students and staff in teach-ing activities and participation in the foundation of spin-offs

The entrepreneurial activities which are reshaping the Federal Universityof Itajubaacute have created new possibilities for the University Universities havestarted to develop the ethos of commercial entrepreneurship and a new trendis emerging making way for the culture of social entrepreneurship to evolveThis has already occurred if to a limited extent in teaching and researchand in incubator activities and is reflected in the growing number ofcooperative incubators in recent years

ConclusionThis article has attempted to show the importance of internal and externalfactors that influence the role of universities in economic developmentthrough the development of entrepreneurial culture There is however nosingle road towards the development of entrepreneurial university Thereare many outstanding differences even within the Brazilian environmentbetween universities and institutions such as the three cases discussed inthis article

A major feature in the process of building an entrepreneurial univer-sity is the complementary interaction between university industry andgovernment (the three helices) which inevitably widens the original goalsFor example the Softex programme originally sought to create new com-panies but in order to facilitate its goals it needed to create a secondprogramme ndash Sofstart ndash which introduced the teaching of entrepreneur-ship in different institutions Likewise other institutions came up with ini-tiatives that increased the number of incubators in Brazil specifically withthe aim to reduce social inequality by shifting the teaching of technologi-cal entrepreneurship towards the realm of social intervention activities

ReferencesAranha JCA Pimenta-Bueno JA Carmo LCS and Silveira MA (1998)

lsquoEntrepreneuship in the Engineering Curriculum PUC-Riorsquo InternationalConference on Engineering Education Annals Rio de Janeiro

Arauacutejo MH Lago RM Oliveira LCA Cabral PRM Cheng LC and Filion LJ(2005) lsquoO Estiacutemulo ao Empreendedorismo nos Cursos de Quiacutemica formandoQuiacutemicos Empreendedoresrsquo Quimica Nova 28 (suppl) pp S18ndashS25

56 Mariza Almeida

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 56

Cheng L Drummond P and Mattos P (2004) lsquoA Integraccedilatildeo do trinocircmio tecnologiaproduto e mercado na preacute-incubaccedilatildeo de uma empresa de base tecnoloacutegicarsquo3rd Conferecircncia Internacional de Pesquisa em Empreendedorismo na AmeacutericaLatina (CIPEAL) Rio de Janeiro

Deutscher JA Renault T and Ziviani N (2005) lsquoA geraccedilatildeo de riqueza a partirda universidade o caso da Akwanrsquo Inteligecircncia Empresarial 24 pp 2ndash8

Coutinho L and Ferraz J (1995) Estudo da Competitividade da Induacutestria BrasileiraRio de Janeiro Papirus

Dolabela F (1999) lsquoUma revoluccedilatildeo no ensino universitaacuterio de empreendedorismono Brasil A metodologia da Oficina do Empreendedorrsquo 44th ICSB WorldConference Annals

Etzkowitz H and Zhou C (2007) lsquoRegional Innovation Initiator The EntrepreneurialUniversity in Various Triple Helix Modelsrsquo Triple Helix 6th Conference themepaper Singapore

Etzkowitz H (2006) lsquoThe Entrepreneurial University and the Triple Helix as aDevelopment Paradigmrsquo Ethiopia Triple Helix Conference Addis Ababa

Etzkowitz H Mello J and Almeida M (2005) lsquoTowards lsquoMeta-Innovationrsquo in BrazilThe Evolution of the Incubator and the Emergence of a Triple Helixrsquo ResearchPolicy 34 4 pp 411ndash424

Etzkowitz H and Mello JMC (2004) lsquoThe rise of a triple helix culture Innovationin a Brazilian economic and social developmentrsquo International Journal ofTechnology Management and Sustainable Development 2 3 pp 159ndash171

Etzkowitz H and Leydesdorff L (2000) lsquoThe dynamics of innovation from NationalSystems and lsquoMode 2rsquo to a Triple Helix of university-industry-government rela-tionsrsquo Research Policy 29 2 pp 109ndash123

Etzkowitz H Webster A Gebhart C and Terra B (2000) lsquoThe future of theuniversity and the University of the future the evolution of the ivory tower toentrepreneurial paradigmrsquo Research Policy 29 2 pp 313ndash330

Gonzaacutelez S (2007) lsquoNew University Instruments for Spin-Offs Global Growingthe Case of Universitat Autogravenoma de Barcelona Research Park (UABRP)Entrepreneurship and Innovation Programmersquo 6th Triple Helix ConferenceSingapore CD ROM

Guananys LR (2003) lsquoDe universidade de pesquisa a universidade empreendedorao papel do Empreendedorismo e da incubadora tecnoloacutegica na transformaccedilatildeoda PUC-Rio Anprotecrsquo XIII Seminaacuterio Nacional Annals

Instituto Nacional de Ensino Superior e Pesquisas Educacionais Aniacutesio TeixeiraINEP (2007) Censo da Educaccedilatildeo Superior sinopse estatiacutestica ndash 2005 Brasiacutelia OInstituto

Jacob M Lundqvist M and Hellsmark H (2003) lsquoEntrepreneurial Transformationsin the Swedish University system The Case of Chalmers University ofTechnologyrsquo Research Policy 32 9 pp 1555ndash1568

Lahorgue MA Mello JMC and Santos MER (2005) lsquoEconomic DevelopmentMission in Brazilian Universitiesrsquo 5th Triple Helix Conference Italy

Lee and Chen (2007) lsquoMultimedia Universityrsquos experience in fostering and sup-porting undergraduate student technopreneurship programsrsquo 6th Triple HelixConference Singapore CD ROM

Leite VF (2002) lsquoCrescente demanda pela educaccedilatildeo empreendedora com meacutetodosapropriados e o caso UNIFEI XIII Encontro Nacional dos Cursos de GraduaccedilatildeoEm Administraccedilatildeorsquo Annals p 47

Mello JMC and Renault T (2006) lsquoIntegrating entrepreneurial initiatives inBrazilian universitiesrsquo Ethiopia Triple Helix Conference Addis Ababa

57Innovation and entrepreneurship in Brazilian universities

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 57

Cheng L Drummond P and Mattos P (2004) lsquoA Integraccedilatildeo do trinocircmio tecnologiaproduto e mercado na preacute-incubaccedilatildeo de uma empresa de base tecnoloacutegicarsquo3rd Conferecircncia Internacional de Pesquisa em Empreendedorismo na AmeacutericaLatina (CIPEAL) Rio de Janeiro

Deutscher JA Renault T and Ziviani N (2005) lsquoA geraccedilatildeo de riqueza a partirda universidade o caso da Akwanrsquo Inteligecircncia Empresarial 24 pp 2ndash8

Coutinho L and Ferraz J (1995) Estudo da Competitividade da Induacutestria BrasileiraRio de Janeiro Papirus

Dolabela F (1999) lsquoUma revoluccedilatildeo no ensino universitaacuterio de empreendedorismono Brasil A metodologia da Oficina do Empreendedorrsquo 44th ICSB WorldConference Annals

Etzkowitz H and Zhou C (2007) lsquoRegional Innovation Initiator The EntrepreneurialUniversity in Various Triple Helix Modelsrsquo Triple Helix 6th Conference themepaper Singapore

Etzkowitz H (2006) lsquoThe Entrepreneurial University and the Triple Helix as aDevelopment Paradigmrsquo Ethiopia Triple Helix Conference Addis Ababa

Etzkowitz H Mello J and Almeida M (2005) lsquoTowards lsquoMeta-Innovationrsquo in BrazilThe Evolution of the Incubator and the Emergence of a Triple Helixrsquo ResearchPolicy 34 4 pp 411ndash424

Etzkowitz H and Mello JMC (2004) lsquoThe rise of a triple helix culture Innovationin a Brazilian economic and social developmentrsquo International Journal ofTechnology Management and Sustainable Development 2 3 pp 159ndash171

Etzkowitz H and Leydesdorff L (2000) lsquoThe dynamics of innovation from NationalSystems and lsquoMode 2rsquo to a Triple Helix of university-industry-government rela-tionsrsquo Research Policy 29 2 pp 109ndash123

Etzkowitz H Webster A Gebhart C and Terra B (2000) lsquoThe future of theuniversity and the University of the future the evolution of the ivory tower toentrepreneurial paradigmrsquo Research Policy 29 2 pp 313ndash330

Gonzaacutelez S (2007) lsquoNew University Instruments for Spin-Offs Global Growingthe Case of Universitat Autogravenoma de Barcelona Research Park (UABRP)Entrepreneurship and Innovation Programmersquo 6th Triple Helix ConferenceSingapore CD ROM

Guananys LR (2003) lsquoDe universidade de pesquisa a universidade empreendedorao papel do Empreendedorismo e da incubadora tecnoloacutegica na transformaccedilatildeoda PUC-Rio Anprotecrsquo XIII Seminaacuterio Nacional Annals

Instituto Nacional de Ensino Superior e Pesquisas Educacionais Aniacutesio TeixeiraINEP (2007) Censo da Educaccedilatildeo Superior sinopse estatiacutestica ndash 2005 Brasiacutelia OInstituto

Jacob M Lundqvist M and Hellsmark H (2003) lsquoEntrepreneurial Transformationsin the Swedish University system The Case of Chalmers University ofTechnologyrsquo Research Policy 32 9 pp 1555ndash1568

Lahorgue MA Mello JMC and Santos MER (2005) lsquoEconomic DevelopmentMission in Brazilian Universitiesrsquo 5th Triple Helix Conference Italy

Lee and Chen (2007) lsquoMultimedia Universityrsquos experience in fostering and sup-porting undergraduate student technopreneurship programsrsquo 6th Triple HelixConference Singapore CD ROM

Leite VF (2002) lsquoCrescente demanda pela educaccedilatildeo empreendedora com meacutetodosapropriados e o caso UNIFEI XIII Encontro Nacional dos Cursos de GraduaccedilatildeoEm Administraccedilatildeorsquo Annals p 47

Mello JMC and Renault T (2006) lsquoIntegrating entrepreneurial initiatives inBrazilian universitiesrsquo Ethiopia Triple Helix Conference Addis Ababa

57Innovation and entrepreneurship in Brazilian universities

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 57

Marques JPC (2007) lsquoLessons learned from Portuguese business incubators Amodel of entrepreneurial university based on empirical datarsquo 6th Triple HelixConference Singapore CD ROM

Medeiros J A e Stal E and e Souza Neto J A (1987) lsquoA difiacutecil relaccedilatildeo pesquisa ndashproduccedilatildeo experiecircncia brasileira dos nuacutecleos de inovaccedilatildeo tecnoloacutegica (1981 ndash1987)rsquo II Seminaacuterio Latino Americano de Gestion Tecnologica p 85 CIUDADDE MEXICO

Nanal G (2007) lsquoAn Emerging Model for the Entrepreneurial University inMauritiusrsquo 6th Triple Helix Conference Singapore CD ROM

Prochnik V (1998) lsquoCooperation among universities industry and government inthe Brazilian software production and export ndash Softex-2000rsquo 2nd Triple HelixConference New York

Ribeiro Jr HJ and Silva CES (2006) lsquoContribuiccedilotildees da metodologia projectmanagement body of knowledge (PMBoK) de gestatildeo de projetos a gestatildeo doconhecimento adaptada ao ambiente de incubadoras de empresas ndash Estudo decaso INCITrsquo XIII Simpoacutesio de Engenharia de Produccedilatildeo Annals Bauru Brasil

Saad M Zawdie G and Derbal A (2005) lsquoIssues and Challenges Arising from aGreater Role of the University in Promoting Innovation in DevelopingCountries A Comparative Study of Experiences in Malaysia Algeria andEthiopiarsquo 5th Triple Helix Conference Italy

Salim CS (2001) lsquoEntrepreneurship Formation Programs Presentation at theWorld Conference on Business Incubationrsquo Brazil CD ROM

Senker P (2003) lsquoEditorialrsquo Science Technology amp Human Values 28 1 pp 5ndash14

Shinn T (2002) lsquoThe Triple Helix and New Production of knowledge PrepackagedThinking on Science and Technologyrsquo Social Studies of Science 32 4 pp 599ndash614

Silva F and Araujo E (1996) lsquoEnterprise start-ups in academic departments theGENESIS projectrsquo V World Conference in Science Parks Rio de Janeiro

Silva NCD and Colenci Jr A (2002) lsquoProcedimentos para a valorizaccedilatildeo da for-maccedilatildeo da cultura empreendedora dentro da universidade estudo de casoUFMG Anprotecrsquo X Seminaacuterio Nacional Brazil CD ROM

Valadares EC and Cabral PRM (2002) lsquoEntrepreneurial Opportunities forEngineering Science and Technology Students within a MultidisciplinaryBusiness Incubatorrsquo Proceedings of International Conference on Engineering andTechnology Education Brazil CD-ROM

Valdeacutes GJA and Furiati NMA (1994) lsquoDesenvolvimento Estrateacutegico emInformaacutetica ndash DESI e as Novas Fronteiras Tecnoloacutegicasrsquo XVIII Simpoacutesio deGestatildeo da Inovaccedilatildeo Tecnoloacutegica Satildeo Paulo Annals p 416

Zouain D and Sousa WH (2005) lsquoDevelopment of a culture based on strategic andknowledge management of a Brazilian public institute the case of the Nuclearand Energetic Research Institute ndash IPENrsquo 5th Triple Helix Conference Italy

Suggested citationAlmeida M (2008) lsquoInnovation and entrepreneurship in Brazilian universitiesrsquo

International Journal of Technology Management and Sustainable Development 7 1pp 39ndash58 doi 101386ijtm71391

Contributor detailsDr Mariza Almeida is Assistant Professor at the Augusto Motta University Centrein Brazil Contact Avenida Paris 41 Bonsucesso Rio de Janeiro RJ Brazil CEP21041-020 Tel 0055 2138 829752 Fax 0055 2139 778943E-mail marizaunisuamedubr almeidamarizaglobocom

58 Mariza Almeida

TMSD-7_1-03-Almeidaqxp 51608 716 PM Page 58