Towards an entrepreneurial university model to support knowledge ...

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NUS Entrepreneurship Centre 

Towards an “Entrepreneurial University” 

Model to Support Knowledge-Based Economic 

Development: The Case of the National 

University of Singapore 

Poh-Kam Wong 

Director 

Entrepreneurship Centre 

National University of Singapore

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Outline of Presentation 

• Changing Role of University in the transition of NIE 

to Knowledge-Based Economy : The Need to Shift 

towards an Entrepreneurial University Model 

• Singapore’s Experience: The Case of National 

University of Singapore 

• Implications & Possible Lessons for Other 

Countries

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Singapore’s Transition towards a 

Knowledge Economy 

Between 1960 and 2004, Singapore achieved GDP growth rate of 8% p.a., 

driven by the manufacturing sector and sustained by development as 

major regional business and transportation hub 

Distinctly new phase of development emerging from the late 1990s - Shift 

towards Knowledge Based Economy incorporating: 

High tech manufacturing 

Knowledge intensive business services 

Creative content production and distribution 

Mirrored by a shift in the primary focus of the national innovation 

system: 

Creation and commercialization of knowledge protected by IP 

Development of entrepreneurial mindsets and capabilities

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Comparative R&D Indicators, Singapore and 

Selected OECD/Asian NIEs 

Grouping Country Year R&D/GDP 

(%) 

Researchers per 

10,000 Labour Force 

Japan 2002 3.1 99 

G-5 Germany 2002 2.5 69 

U.S.A 2002 2.7 86 a 

U.K 2002 1.9 55 b 

France 2000 2.3 75 

Finland 2002 3.5 140 c 

Switzerland 2000 2.6 63 

Sweden 2001 4.3 106 

Industrialized Ireland 2001 1.1 51 

Small Netherlands 2001 1.9 55 

Countries Denmark 2002 2.5 93 

Norway 2002 1.7 78 a 

Australia 2000 1.5 68 

New Zealand 2001 1.2 70 

Korea 2002 2.5 64 

Asian NIEs Taiwan 2001 2.2 61 

Hong Kong 2002 0.6 na 

Singapore 1990 0.8 28 

Singapore 1996 1.4 56 

Singapore 2003 2.2 79 d 

a 1999 figure b 1998 figure c 2001 figure d RSEs per 10,000 labour force 

Source : Main Science and Technology Indicators: Volume 2004 Issue 2, downloaded from http://new.sourceoecd.org, and 

various national sources

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Stylized Stages of Singapore’s Economic Development and 

National Innovation System Changes 

Economic 

Development 

1960s-1970s 1970s-1980s 1980s-late1990s From Late-1990s 

Beginning of DFI- Transition to NIE Transition from Transition to 

Driven, Export led 

NIE to Developed Knowledge-based 

Industrialization 

Economy Economy 

National 

Innovation 

System 

Primary focus on 

developing Operative 

Capability to 

man Production 

Primary focus on developing 

Adaptive 

Capability to support 

Process Technological 

Deepening 


developing Innovative 

Capability 

to support applied 

R&D 


developing 

Intellectual Capital 

Creation and 

Commercialization/ 

Entrepreneurial 

Capability to 

support Knowledgebased 

economic 

growth

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Changing Role of University: Need to shift 

towards an “Entrepreneurial University” 

Etzkowitz et al. (2002): Shift from traditional roles of education provider 

and knowledge creators to incorporate additional role of 

Commercialization of knowledge 

Contribution to development of private enterprises 

Greater imperative to shift to entrepreneurial model in context of NIEs 

Less autonomy: Universities in NIEs are typically public institutions, 

highly regulated by Ministry of Education; muted competition & 

market responsiveness 

Lower base of research: until recently, focus has been on assimilation 

and dissemination of existing knowledge, less emphasis on creating 

new knowledge through indigenous research 

Weak industry link: academic research at universities not related to 

industry needs, and lack of readiness/capability of private industry to 

commercialize university knowledge

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Key Elements of a High-Tech Economy 

VCs, Business Angels 

High Tech Firms 

R&D Organizations 

Knowledge Worker 

Technopreneurial Talents

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Pivoted Role of Entrepreneurial, Research-based University in a High Tech Economy 

Venture capital / angel funds 

& venture professional community 

attracted by University 

High tech ventures created or 

facilitated by the 

University 

World-class R&D 

investments attracted to 

collaborate with 

University 


World Class 

University 

Top talents (researchers, students) 

attracted to work & study 

in University 

Talented graduates with 

entrepreneurial mindsets

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Key Elements of Entrepreneurship University Model 


innovations attracted to 

collaborate with University 


& preferred community attracted 

by University 

Industrial-Univ. R&D 

collaboration programs 

Technology licensing 

programs 

VC / Business 

Angel Network 

Educational 

programs 

Top talents(researchers, students) 

attracted to work & study in University 

Industrially 

Relevant 

Research 

Start-up 

Incubator 

Programs 

Research & Consulting 

on Entrepreneurship & 

Innovation Mgt 

Entrepreneurship education 

& mentorship programs 



University 

Talented 

graduates with 


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Virtuous Cycle Created by Entrepreneurship University Model 


& preferred community attracted 

by University 



University 


innovations attracted to 

collaborate with 

University 


Research-based 

University 

Top talents (researchers, students) 

attracted to work & study 

in University 

Talented graduates with 


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Multiplier Impacts of Entrepreneurship World Class University 

Attract international 

VCs 

Attract foreign 

start-ups 

Attract R&D 

investments 

from overseas 

Attract foreign talents 

Attract foreign technopreneurs

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Need for Entrepreneurial University Model 

in the Context of Singapore 

Inherited British Commonwealth Public University Model, primary 

emphasis on local manpower development to serve needs of public 

sector and foreign MNCs, regulated inputs, limited competition 

–Need to intensify research and industrially relevant IP creation 

–Need to reform internal structure & incentives to be more “market responsive”& 

globally competitive 

–Need to be more proactive in commercialization through spin-offs & contributing to 

the creation of new knowledge-based industries 

Need for local university system to take on other economic roles: 

Attraction of Foreign Talents 

Small local population 

Compete for global talents by attracting top students and faculty, as done by top 

universities in USA and UK 

Fostering Entrepreneurial Mindset 

In the past, high economic growth, good career prospects as salaried employees 

Higher-educated population have relatively low entrepreneurial propensity 

But in the knowledge economy, stable job opportunities not guaranteed

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Overview of National University of 

Singapore(NUS) 

Established 1905; Largest and oldest of 3 public universities; 

Broadest scope of courses and disciplines 

Basic Indicator for FY03-04 

Tenurable and other teaching staff 1 2,060 

Research staff 1 1,172 

Undergraduate students enrolled 2 23,092 

Graduate students enrolled 3 11,310 

Total research funding 

S$165.2 mil 

of which % industrial sponsored research 4 12% 

Total no. of research projects funded 1,841 

Research publications 5 6,470 

of which % articles in refereed journals 42% 

US Patents filed 119 

US Patents granted 28 

Cumulative US patents granted (CY1990-03) 139

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Role of NUS in Singapore’s 

Knowledge Creation 

Until 1991, public R&D concentrated in higher education sector 

(particularly in NUS) and a small number of government agencies 

More recently, R&D funding in NUS has grown rapidly: 

Doubled between 1997 and 2002 

Accounted for over one third of R&D spending in higher education 

sector 

In 2003, NUS’ R&D budget accounted for 5% of R&D spending in 

Singapore 

NUS makes significant contribution to Singapore’s R&D manpower 

NUS faculty and research staff accounted for almost half of all RSEs 

in higher education sector, over 10% of total national RSE manpower

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Recognition of Research Capabilities 

and Educational Standards at NUS 

Ranked 5 th in Asiaweek’s list of Asia’s Best Universities 2000 

Ranked 18 th in the 2004 Times Higher Education Supplement of 

top 2000 universities in the World 

Ranking of NUS in the 

World University 

Rankings by the Times 

Higher Education 

Supplement, 2004 

2004 ranking 

Overall 18 

Biomedicine 25 

Science 35 

Engineering and IT 9 

Social Sciences 10 

Arts and Humanities 17 

Source: Knowledge Enterprise Online, various issues, downloaded from http://newshub.nus.edu.sg/; The Times Higher Education 

Supplement website: http://www.thes.co.uk/statistics/international_comparisons/2004/main.aspx

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Shift Towards Entrepreneurial 

University Model 

Major impetus for change in late 1990s: 

•Economic slowdowns precipitated by Asian Financial crisis 

•Growing recognition by policy makers of the need to increase 

entrepreneurial dynamism of economy 

•Increasing awareness of pivotal role of entrepreneurial 

universities like Stanford, MIT in US high tech development 

•Appointment of a new Vice Chancellor with new visions 

– Harvard trained, research administration experience at a 

leading US university and industry experience with a 

major US corporation 

• Initiated shift towards an entrepreneurial university model


New Vision of NUS as a “Global 

Knowledge Enterprise” 

New Vice Chancellor adopted Global Knowledge Enterprise 

as the new vision for NUS 

• Aim to become a globally competitive education hub 

through the pursuit of excellence in education, research 

and services 

• Adoption of globally competitive governance and 

practices to stay competitive in global marketplace for 

faculty, students and resources 

Creation of a new Division – NUS Enterprise 

• Appointed as CEO an engineering school professor who 

had founded a spin-off to commercialize his inventions 

• Broad mission to inject more entrepreneurial dimension 

to NUS education and research 

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Towards an Entrepreneurial University 

"NUS aspires to stand among the entrepreneurial 

universities. This is in line with our vision to become 

a global knowledge enterprise. We have taken steps 

to inject an entrepreneurial dimension. We have 

established NUS Enterprise: A FREE ENTERPRISE 

ZONE, where innovation and entrepreneurship are 

freed from traditional rules…" 

-- Prof Shih Choon Fong, 

State of University Address 2002, 13 August 2002


NUS Organizational Chart 

Enterprise 

Cluster 

Academic Cluster 

Corporate Cluster 

Source: NUS staff intranet, http://my.intranet.nus.edu.sg/SAPPORTAL/ 

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NUS Enterprise 

Organization Chart


NUS Enterprise: Major Initiatives 

Reform university policies on technology commercialization and industry 

linkages 

Reorganized the Industry and Technology Relations Office (INTRO) to 

make it more “inventor friendly” 

Expansion of existing Entrepreneurship Centre into a university-wide unit 

with broad educational, research and promotional functions 

Increase in entrepreneurship course seats from 1400 

in 

AY2004/05; entrepreneurship program for foreign students, alumni; annual 

national business plan competition, research on technology entrepreneurship 

Introduction of two new units: 

Venture Support (NVS) to provide assistance for NUS community to 

engage in new venture activities (incubator, spin-off seed fund) 

Overseas College Program (NOC) to offer international entrepreneurship 

education 

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Integrating Globalism & Entrepreneurship: 

The NUS Overseas College initiative 

NUS to send her brightest undergraduate students to five entrepreneurial 

hubs in the world 

Work as interns in high-tech start-ups for one year 

Take entrepreneurship-related courses in partner universities 

“Learning by immersion” 

Infuse entrepreneurial mindset 

Influence career choices towards entrepreneurial and innovative 

settings 

Establish social networks with entrepreneurial communities 

Complementary “inward bound” programme 

NUS Entrepreneurship Centre to attract foreign students to take 

entrepreneurship courses in NUS and pursue high-tech startup 

internship in Singapore

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Impact of Shift towards the 

Entrepreneurial University Model 

Shift still in early stage; assessment of impact is necessarily 

preliminary in nature 

Changes in NUS between the 1990s and the mid 2000s 

Moderate expansion in traditional dimensions 

Education and research output 

Significant change in new dimensions 

Foreign talent attraction (foreign students, researchers, faculty) 

Technology Commercialisation (invention disclosures, patents, 

licenses) 

Entrepreneurship promotion (spin-offs and start-ups) 

Entrepreneurship Education (particularly of technical students)

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Summary Profile of Changes in NUS, Before and 

After Shift to Entrepreneurial University Model 

Indicator AY1996/7 FY2003/4 

Teaching staff 1414 1570 

of which % foreign 39.0% 49.7% 

Research staff 843 1,109 

of which % foreign 70.1% 79.7% 

Undergraduate students enrolled 17,960 23,092 

Graduate students enrolled 4,478 8,754 

Graduate students as % of total student enrolment 20.0% 27.5% 

Percentage of foreign students studying at NUS 13% 1 26.6% 

Total research funding na S$165.2 mil 

of which % industrial sponsored research 1 na 12% 

Total no. of research projects funded 1,751 2 1,841 

Research publications 4,949 3 6,470 4 

of which % articles in refereed journals 34.7% 42% 

Patents filed 13 119 

Patents granted 4 28 

Cumulative patents granted by USPTO and IPOS 30 5 242 6 

Percentage of total student intake for 1997/8 2 Includes foundations and individuals 

CY1997 4 CY2002 5 CY1990-1997 6 CY1990-2003 

ource: NUS Annual Research Report (various years), National University of Singapore

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NUS Licensing Agreements, 1987-2004 

Year of license No. % 

1987-1990 8 5.9 

1991-94 9 6.7 

1995-1999 28 20.7 

2000 25 18.5 

2001 10 7.4 

2002 17 12.6 

2003 1 18 13.3 

2004 1 20 14.8 

Total 135 100.0 

Note: Excludes 10 licenses for which data on year of signing is missing 

1 

Data is for financial year

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Number of NUS Spin-offs and Start-ups, 1980-2003 

Spin-offs Start-ups TOTAL 

1980 - 1996 6 7 13 

1997 4 1 5 

1998 0 1 1 

1999 4 4 8 

2000 5 2 7 

2001 4 3 7 

2002 6 5 11 

2003 3 13 16 

Total 32 36 68 

Note: spin-offs refer to new companies formed by NUS faculty members/researchers to commercialize 

NUS intellectual property, while start-ups refer to companies formed by NUS faculty/researchers that do 

not involve IP owned by NUS 

Source: NUS INTRO and NUS Venture Support

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Comparison of No. of Spin-offs Formed in 2002: 

NUS vs Selected US Universities 

No. of spin-offs 

University 

in 2002 

MIT 23 

Stanford University 13 

University of Illinois, Chicago at Urbana 12 

University of Pennsylvania 12 

Harvard University 7 

Columbia University 8 

NUS 6 

Source: NUS INTRO and AUTM Annual Survey 2002

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Conclusion 

NUS’ contribution to national economic development has changed, at 

least in part due to the shift towards an entrepreneurial university model 

–Before 2000: manpower provider, knowledge creator 

–After 2000: greater involvement in knowledge commercialization 

through patenting, licensing and spin-offs; significant increase in 

entrepreneurship education, also increasing emphasis on attraction of 

foreign talents 

New Model is likely to continue to evolve in response to changing 

environment 

–Corporatization of public universities by 2005, greater autonomy but 

greater reliance on private endowments, greater competition 

–Adaptation of model needed to cope with likely growing internal 

tension as the shift intensifies; need to demonstrate “success” to ensure 

sustainability ?

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Conclusion 

Implications of NUS’ experience for other NIEs 

•Strategic organizational reform Shift towards Entrepreneurial 

University Model critical 

•Top leadership of university need to put in place new vision, clear 

governance and policy framework for knowledge commercialization 

•Strategic focus on knowledge commercialization as key mission 

•Need to develop relevant performance indicators, monitoring 

performance and measure impacts, and conduct international 

benchmarking 

•Ability to compete for global talents is likely to be an important 

feature of the entrepreneurial university model for small NIEs 

•Injecting a stronger entrepreneurial dimension to the educational 

experience of technical graduates may be important for NIEs lacking a 

strong culture of indigenous entrepreneurship among the technically 

educated

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