We examine how the characteristics of entrepreneurs (e.g., education and work experience) and entrepreneurial opportunities affect start-up creation and success. The path to success is far from linear. Entrepreneurs often juggle many different roles and face countless hurdles and setbacks. Their actions are a result of trial and error and adaptation, which has led us to investigate why some entrepreneurs persist and succeed in building sustainable ventures, whereas others hit a wall or drop out altogether.

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Start-ups are typically founded by teams rather than by individual entrepreneurs, and this holds particularly true for knowledge-and science-based start-ups. Given the commitment of DTU Entrepreneurship to help academics commercialize their research, we investigate how teams are formed and evolve in academic spinoffs. We also explore team dynamics, as the success of a start-up often depends on a team’s ability to capitalize on creative conflict and diversity.

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Successful entrepreneurs seem to be particularly good at coping with high levels of stress. However, many new ventures fail, and this experience can have severe negative health effects. We investigate how being an entrepreneur affects one’s health, and in turn, how the health of an entrepreneur affects his or her start-up. We explore particular types of entrepreneurs (e.g., hybrid entrepreneurs, serial entrepreneurs, novice entrepreneurs, entrepreneurs with ADHD) and various forms of psychological and physiological health effects (e.g. burnout).

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We conduct research on corporate entrepreneurship by examining how the institutional environment (e.g., governmental innovation policy) and the managerial characteristics (e.g., human capital, political capital) influence firm-level innovation and entrepreneurship.

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Research projects in this topic area are conducted at both at a micro/individual level and a system/network level, focusing on openness (including open science), interaction, and knowledge exchange among public/private stakeholders within an ecosystem. This includes open innovation in public sectors as well.

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Our research looks at intellectual property rights (IPR) and technology licensing, which includes how firms can generate additional rents from efficiently developing, managing and applying IP instruments, creating for start-up success and growth. We also seek to understand how these IPR instruments can be applied as moderators in university-industry collaborations and the role of standards on start-up’s attraction to VC finance.

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We study the contribution of entrepreneurship and innovation to the achievement of the UN Sustainable Development Goals (SDGs). Particularly, we investigate the individual, firm, industry, and regional determinants of sustainable entrepreneurship and innovation, and the regulatory stimuli for entrepreneurship and innovation to achieve the SDGs. We translate our research into practice by providing knowledge, tools and approaches unleashing the power of entrepreneurship and business model innovation to achieve the SDGs.

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Business models are key to creating and capturing value from innovation. We examine how technology start-ups design and develop their business models as they mature. We also focus our attention on digital business model innovation by start-ups and digital transformation of incumbents. Research projects in this topic area include digital transformation and business model innovation by SMEs in manufacturing sectors; digital hub for innovation and entrepreneurship using Artificial Intelligence (AI), and digital service innovation for the post COVID-19 pandemic era.

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The Centre also invests in research that crosses the disciplinary borders of entrepreneurship to tap into theories and methods of education science and pedagogical practices to supply reflexive and critical approaches to the levels of both research and educational practice. This research area aims to bridge research, education science and pedagogical practice, while addressing diversity and inclusiveness. An inclusive approach to education that recognizes and correct biases inherent in pedagogic choices is needed to harness the value that a diverse student population brings to the table as universities prepare them for an uncertain future.

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