These days, crowdfunding has become an established tool for entrepreneurial financing. Beyond that, it has also established a new method of innovation marketing, especially for high-tech products: using crowdfunding to find out if there is a market for the product. However, this possibility requires the tailoring of entrepreneurial commercialization strategies for crowdfunding platforms as product markets. This chapter offers insights into crowdfunding behavior, and how technology entrepreneurs can make use of it. For this, a market theory perspective is taken on crowdfunding platforms, with implications for theory and practice.
Ferran Giones, Kerem Gurses and Alexander Brem
Technological innovations open opportunities for new entrants (techno-entrepreneurs) to transform and recreate industries, as they come as so-called innovation shocks. These shocks can change technology trajectories and make irrelevant existing regulatory frameworks. It is unclear, however, what the interplay between technology evolution, entrepreneurship, and regulation is. We explore the case of the emergence of the drone industry to extract insights on how different profiles of new entrants respond to distinct regulatory frameworks, aiming to decipher the effect that those regulatory frameworks have on the exploration and development of new tech-based innovation opportunities. Our findings suggest that more attention should be given to the impact that regulatory responses can have on the short- and long-term development of emerging technological fields. We propose a process framework to make sense of the possible outcomes of distinct regulatory responses, elaborating on the consequences they have on entrepreneurial activity and overall market growth.
Kari Kleine, Ferran Giones, Mauricio Camargo and Silke Tegtmeier
Although technology entrepreneurship has recently received increased attention, the link between entrepreneurship education and the transfer and commercialization of technology has not been explored sufficiently so far. In this chapter the authors apply an explorative approach to investigate two cases of science and technology entrepreneurship education (STEE) by analysing documents and interviews regarding similarities and differences of the two educational programmes. Their findings suggest that open and problem-based pedagogical approaches are more applied in STEE-related courses compared to regular engineering courses. Additionally, STEE benefits greatly from taking place in a practical context with access to support structures that assist in developing technical and business aspects of start-ups. The findings hold implications for research, educational programmes, policy makers and entrepreneurs.