Affirming the policy-based innovation agenda by design: Evaluating 20 years of UK enterprise initiatives towards applying an emergent ‘adaptive university-intervention’ framework

National policy for entrepreneurial ecosystem development in the UK has placed Higher Education Institutions (HEIs) as significant drivers of innovation, sources of growth, and commercialisation of research and knowledge within ecosystems. Similarly, for the previous 20 years, several policies and initiatives aiming to inspire and promote entrepreneurialism were championed by the incumbent UK government, including Local Enterprise Partnerships (2010, coalition-led policy), the Northern Powerhouse (2014), Levelling Up agenda (2019), and the Innovation Strategy (2021). Additionally, the Scottish Government’s National Innovation Strategy and Entrepreneurial Campus reports from 2023 outline bold plans which emphasise the need for a fair, green, and enterprising society, with tertiary education institutions at its heart.

As entrepreneurial ecosystems become increasingly interconnected, international models of collaboration and commercialisation are reshaping how national institutions - particularly universities and policy agencies - support business development. In the UK, this influence is visible through initiatives such as UEZs and expanded Technology Transfer Offices (TTOs), both of which seek to replicate globally successful practices of co-locating research, talent, and capital (Hughes and Kitson, 2012; Wilson, 2012). Frameworks such as the Higher Education Innovation Fund (HEIF) and the Knowledge Exchange Framework (KEF) explicitly benchmark performance against international standards, encouraging universities to deliver tangible commercial outcomes from publicly funded research (Johnson, 2022). Furthermore, UK institutions are increasingly participating in international consortia and transnational research partnerships, supported by schemes like Horizon Europe and the European Institute of Innovation and Technology (EIT) (European Commission, 2021). These collaborations provide both funding and global market access, accelerating the commercial potential of spinouts and startups. Internationalisation also enhances institutional learning (Marginson, 2011), as UK universities adopt global best practices in governance, IP licensing, and innovation policy (Wright et al., 2008). Yet, such models are not without critique.
Universities, as pivotal centres of knowledge, are ideally equipped to tackle these difficulties through collaborative initiatives that promote innovation, skill enhancement, and capacity development (Etzkowitz & Leidesdorff, 2000; Crammond, 2020; 2023a; 2023b). Recent research indicates an increase in university connections among businesses (Bruneel et al.; 2010; Uyarra, 2010; Wilson, 2012; Hruskova, 2024). Nonetheless, overall collaboration with SMEs has diminished, indicating a necessity for improved engagement initiatives (ERC, 2024).

Applicability to the ISBE conference theme – Collaborating across Entrepreneurial Ecosystems: opportunities for inclusion, innovation, sustainability, resilience and growth.

The third mission of universities, beyond teaching provision and research activity, includes encouraged entrepreneurial action for social good, including within entrepreneurial ecosystems (Crammond, 2023a; 2023b; Chinnasamy et al., 2024; ERC, 2024). This action, embraced by universities, is evidenced by business enterprise and knowledge, or technology, transfer departments and offices are a main fixture within educational institutions (Hughes and Kitson, 2012; Ankrah and Al-Tabbaa; 2015; Jones et al., 2021; Advance HE, 2022; Crammond, 2023).

University collaboration with industry is essential to fostering SME innovation, regional economic development (Benneworth and Hospers, 2007; Knox and Arshed, 2022), and a broader knowledge economy (Aman et al., 2024). Across advanced economies, the role of universities in supporting business development has intensified, particularly as governments recognise the knowledge economy as a driver of growth (Hewitt-Dundas, 2012; Perkmann et al., 2013a; Johnson, 2022). Universities are increasingly expected to engage not only in teaching and research, but also in the third mission of economic and social engagement, acting as innovation intermediaries, capacity-builders, and engines of regional growth (Crammond, 2020; Rossi & Rosli, 2014a).

Aim
This paper reviews UK business, enterprise and innovation policy over the last 25 years, across government and academia domains, acknowledging the role of universities and their ecosystem engagement towards skills development and the promotion of business growth. Subsequently, it explores through interviews contextual examples and gathered perspectives of the essential function of enduring universities as timely, regional hubs of knowledge, skill enhancement, and collaborative partners.
This policy review focuses on three specific themes. Firstly, UK policy and university-based support mechanisms: evaluating policy, industry development, training programmes, continuing professional development activities, and partnerships that address regional (Audretsch et al., 2019), SME-context challenges and enhance resilience (Rossi & Rosli, 2014; Gibb, 2000; Normand and Anderson, 2017; Crammond, 2020). Secondly, the themes of collaboration and commercialisation (Lam, 2011; Perkmann et al., 2013): examining existing approaches by universities within the UK that aim to help SMEs develop new ideas through applied research, sharing knowledge, and engagement (Perkmann et al., 2012). Finally, future proofing and legacy building: assessing the roles of universities in linking research to marketable solutions, emphasising the need for durable and effective engagement frameworks (Perkmann and Walsh; 2007; Philbin, 2008; Bradley et al., 2021; Crammond, 2023).

This paper confronts remarkable deficiencies in existing engagement policies and models between universities and industry while outlining both pedagogical and institutional solutions to enhance these relationships.

Methodology
The paper adopts a multi-method qualitative approach, involving policy review (document, narrative analysis) and exploratory semi-structured interviews involving university leaders and enterprise educators.

These interviews, taken from a non-probability quote-criteria sample technique, comprise of questions informed by the five deduced themes of: institutional infrastructure and responsibilities, alignment to enterprise policy; pedagogical approaches; engagement activities; and, the building of entrepreneurial legacies.

The qualitative strategy utilised, culminating in multi-staged coded analysis, aims to understand current strategies and situations, as well as appreciate enterprise ecosystem outlooks and nuanced perspectives, as reflected on by participants.

Contribution
This paper outlines and applies a novel ‘adaptive intervention framework’, highlighting:
•University-based support: education and training, professional development, and partnerships (Normand and Anderson, 2017).
•Collaboration: examining the policy landscape, change agents, and opportunities (Perkmann et al., 2012).
•Legacy building: the enduring role of UWS amidst industry and societal change (Crammond, 2023b).
The novel ‘Adaptive Intervention Framework’ model, crystalises significant practice, pedagogy, and policy principles. These principles, synthesised with empirical data, outline stakeholder responsibility and processes for establishing and sustaining university-based entrepreneurial engagement and development for business, guided and inspired by national level initiatives and interests.
Moving forward, an adaptive intervention framework is constructed to assist policymakers, educators, and business leaders in emboldening institutional initiatives in line with the unique needs of businesses. This is valuable in promoting sustainable collaborations, and innovation and business growth, contributing to the national economy through entrepreneurial ecosystems.

Implications for policy
This intervention framework reflects the political (economic and social policy) and pedagogical considerations of embedding enterprise for individuals and business, illustrating productive pathways and principles. The framework also encourages the development of enterprising skills, institutional strategies for enterprise, and the advancing of enterprise ecosystems cognisant of ongoing policy initiatives and cross-sector endeavours.

As a result, the intervention framework acts as a technical guide towards the development and growth of businesses, placing the enterprising activities of educational institutions and supportive agencies at the core and embracing regional and national interests.

Implications for practice
The framework emphasises enterprise (engagement) as a fundamental element of learning and teaching in promoting sustainable collaborations, innovation, and vibrant educational environments.

From a practical perspective, the framework identifies key stakeholders and outlines a mechanism for increased engagement, collaboration, and achievement of shared goals concerning business support and wider economic growth. From a pedagogical perspective, it explicitly states educational principles upon which courses, programmes, university activities and agenda can suitably respond to the business support need and contextual this within their role as educational providers and places of idea generation and business incubation.