Volume 13 Issue 1

This study analyzes the entrepreneurial ecosystems and entrepreneurial activity of the nine countries belonging to the FORTHEM European University Alliance (Germany, France, Poland, Finland, Latvia, Spain, Italy, Norway, and Romania) using Global Entrepreneurship Monitor (GEM) data for the period 2021–2024. The purpose of the research is to provide a comparative, alliance-specific understanding of how entrepreneurial attitudes, systemic framework conditions, and institutional capacities influence both the quantity and quality of entrepreneurial activity in a heterogeneous European environment. The analysis integrates the Adult Population Survey (APS) and National Expert Survey (NES) indicators within an unbalanced panel structure to examine levels, patterns and short-term temporal changes in entrepreneurial dynamics during the post-pandemic recovery period. The study employs descriptive comparison and econometric modelling using pooled ordinary least squares and first-difference estimation to test the influence of entrepreneurial framework conditions on early-stage entrepreneurship, innovation orientation, intentions and the volatility of entrepreneurial activity. The findings show that while entrepreneurial intentions are the strongest predictor of early-stage entrepreneurial activity, the overall quality of the entrepreneurial ecosystem does not necessarily increase the volume of new ventures. Instead, ecosystem strength plays a decisive role in shaping innovation-driven entrepreneurship and the stability of entrepreneurial activity over time. The paper contributes an alliance-specific diagnostic relevant to higher education institutions and policymakers seeking to reinforce entrepreneurial capability, reduce volatility and enhance the innovative potential of emerging European entrepreneurial ecosystems.

This study investigates the complex university management environment, specifically, universities of technology, seeking to unravel the complicated dynamics that describe changes in management competencies from regular operational periods to times of crisis. The goal is to comprehend how management competencies evolve in response to the unique challenges posed by crises, with a particular emphasis on the impact of the #FeesMustFall student protest and the COVID-19 pandemic. The exploratory research study employs a qualitative methodology that includes semi-structured online interviews conducted through videoconferencing, providing a safe and flexible platform for gathering real-time, audio-visual insights from participants, closely resembling traditional in-person interviews adhering to the strict COVID-19 pandemic requirements and Qualitative Content Analysis (QCA) enables a comprehensive exploration of management and crisis competencies. The findings of the study identify six critical changes executives make when a crisis evolves. Ultimately, this study provides a valuable contribution to understanding how university executives evolve and adapt their management competencies during crises, with the unprecedented backdrop of the COVID-19 pandemic serving as a critical focal point.