The entrepreneurial university can play a crucial role in economic development across countries. Such a university acts as a central driver of development within an innovative society, operating within a continuous process of transformation. Its capacity to evolve depends greatly on the entrepreneurial mindset and actions of its community—academics, researchers, and leaders—who generate knowledge, create solutions, and foster innovation. At the same time, the university itself acts entrepreneurially by engaging with its surrounding environment: building partnerships, transferring knowledge, and shaping ecosystems where transformative, innovative, and entrepreneurial activities can take root and flourish.
University leaders play a central role in strengthening the capacity of an entrepreneurial university, as they set the vision, create enabling structures, and mobilize resources. Leaders can enhance the entrepreneurial capacity of their institutions by being visionary change agents, establishing supportive policies and structures, fostering partnerships, and cultivating an entrepreneurial culture among staff and students. Furthermore, university leaders who are also researchers should possess strong leadership traits, as their role extends far beyond producing knowledge—they influence people, shape institutions, and guide innovation.
The importance of university management in developing an entrepreneurial mindset was highlighted in a survey conducted at Vidzeme University of Applied Sciences, which included students, staff, and management. Almost all participants emphasized the significant role of the rector and other managerial staff in fostering an entrepreneurial mindset, promoting openness in external cooperation, and strengthening the university as an entrepreneurial institution.
Recognizing the importance of leadership skills, Vidzeme University of Applied Sciences, through the Accelerate Future HEI project, has set the goal of fostering an entrepreneurial mindset, mindful leadership, and human resource management skills among its leadership, professional staff, and lead researchers. Based on a staff needs survey, the Academic Leadership Program was developed. This program offers senior staff training across six modules: strategic academic leadership, change management, collaboration and communication, personal motivation and effectiveness, and a supervision program. While most of the training targets management staff, certain modules are also designed for academic staff to enhance self-leadership skills in working with students.
UIIN training plays a key role in the Academic Leadership Program. ViA’s senior personnel have already gained valuable knowledge through the first module in areas such as strategic university cooperation, partnership building, entrepreneurial mindset development, and the creation of entrepreneurial ecosystems.
At the end of August, the Academic Leadership Program was officially launched with its first training session. The day included lectures and discussions on leadership in higher education, as well as group work exploring various aspects of leadership—self-leadership, scientific activity, leadership in the international environment, and leadership within the E³UDRES² alliance.
During the workshop on leadership in science, each researcher had the opportunity to discuss their personal motivation for working in science and research, as well as to evaluate their professional development in accordance with the EURAXESS researcher career framework. Priority tasks in daily work were addressed for both the coming month and the year ahead, along with the identification of needed support. Participants agreed that the individual career growth and success of each researcher contributes to the collective strength, reputation, and development of the institute.
The discussion on international academic leadership promoted shared goals, collaborative planning, and communication among E³UDRES² organizations, while the workshop on self-leadership emphasized each person’s ability to act as a leader and inspire both colleagues and students.
Common conclusions from the discussions highlighted the importance of stable support from management, grounded in strategic vision, scientific competence, international engagement, care for both young and experienced researchers and lecturers, and an inclusive and fair management style. Such an approach inspires teams to achieve high-quality scientific results and ensures the sustainable development of the university’s scientific institutes and the university as a whole.
The Academic Leadership Program will continue in October with training on strategic change management and will run until the end of 2026.
Author: Dr.sc.admin Agita Smitina, Vidzeme University of Applied Sciences
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