Higher education (HE) is undergoing significant changes due to globalization and the knowledge-based economy (KBE). Universities in the Arabian Gulf, influenced by the Anglo-American model, are evolving beyond their traditional teaching and research missions to encompass economic development. The concept of an entrepreneurial university, emphasizing university-industry partnerships and positive social and economic impact, is gaining prominence. This aligns with the decades-long trend of HEIs adopting economic objectives, patenting, licensing, and promoting economic growth. In the Gulf region, HEIs are increasingly viewed as knowledge production hubs and partners for industries seeking competitiveness. KBEs bring researchers and entrepreneurs together, emphasizing education-industry collaboration and university financing through entrepreneurial networks to co-create innovation outputs. GCC countries, including Qatar, are adopting these concepts. Qatar's National Vision 2030 (QNV 2030) incorporates KBE, facilitating investments in education and innovation infrastructure. However, challenges remain: hydrocarbon-dependent rentier states like Qatar face economic stability issues due to global demand shifts and decreasing oil prices. The transition to a KBE is seen as a way to diversify economies and reduce hydrocarbon dependence, though it presents challenges in relation to its existing political economy and redistributive public-sector policies. It also runs the risk of creating a highly educated workforce who challenge their regimes. Thus, this paper explores the compatibility of a KBE with the political economy of rentier states and the ability of national universities to overcome structural limitations in implementing KBE expectations. The study focuses on Qatar University (QU) as a case study to analyze the role of innovation-entrepreneurial models in HE's transition to a KBE.

The literature review explores the interconnectedness of KBE, innovation, and entrepreneurship. KBE is defined as an economic system driven by knowledge, information, and technology. Entrepreneurs play a crucial role, driving innovation through new products and services, creating jobs, and fostering competition. HEIs are expected to contribute to regional innovation and economic growth, but often face challenges in meeting these expectations due to unfavorable local conditions. The literature on entrepreneurial universities highlights the need for organizational and governance changes to cultivate an entrepreneurial culture, stimulating economic development and research commercialization. Studies examine various aspects of entrepreneurial university ecosystems, including university-industry cooperation, funding, incubators, knowledge transfer, and leadership. Critical studies emphasize the unrealistic expectations and heterogeneity of local implementation experiences, as well as the unintended consequences of neoliberal university reforms. The review also delves into the stages of entrepreneurship within universities (latent, emergent, launch, and growth), and the various organizational units that support the transition. The paper also connects the case study to existing literature on the Gulf region's transition towards KBE, highlighting universities' roles in skill development and the contextual challenges faced by entrepreneurs.

The study uses a mixed-methods approach combining qualitative data collection and a structured literature review. Qualitative data was gathered through semi-structured interviews with key experts at QU involved in research, entrepreneurial education, graduate studies, and higher administration. Interviewees included administrators responsible for implementing entrepreneurship strategies at QU—from the Center for Entrepreneurship and Organizational Excellence (CEOE), the Office of Strategic Innovation, Entrepreneurship, and Economic Development (SIEED), and deans from relevant colleges. Interviews explored entrepreneurship reforms, perceptions of successes and challenges, and the administrative units’ roles in implementing the entrepreneurial university vision. Researchers also engaged in participatory observation at entrepreneurship conferences and activities at QU. Supporting data included university documents and reports from governmental institutions and NGOs. A structured literature review was conducted using Scopus, focusing on peer-reviewed publications mentioning "entrepreneurship" or "entrepreneurial university," along with "university," "higher education," and GCC states. After screening the initial dataset of 191 papers, 20 were selected to contextualize the findings within the existing literature on the Gulf region. Additional academic studies were also used for the conceptual background and contextualization within the broader academic literature on KBE. The analysis used Guerrero et al.’s (2015) framework for understanding entrepreneurial universities, focusing on teaching, research, and entrepreneurship activities, all contributing to economic development.

The key findings reveal Qatar University's (QU) efforts to integrate entrepreneurship into its mission. Three main instruments emerged for mainstreaming entrepreneurship in teaching and learning: direct incorporation into graduate profiles and teaching methods (using learner-centric, experiential, and research-informed approaches); establishment of explicit programs and institutions (undergraduate program in entrepreneurship, CEOE with an executive master's program); and supporting mechanisms such as student participation in grants and industry collaborations. In research and development, entrepreneurship was incorporated into QU's research priorities, with significant research infrastructure and collaborations aimed at supporting entrepreneurial endeavors. QU partnered with key stakeholders (Qatar Development Bank, Qatar Science and Technology Park, Qatar Business Incubation Center) to provide resources and support. The Graduate Learning Support (GLS) played a dual role in capacity-building and industry cooperation. QU's self-orientation toward becoming an entrepreneurial university is evident in its 2018-2023 strategy, with specific goals focusing on transforming higher education, educational excellence through entrepreneurial skills, and strengthening the national entrepreneurship ecosystem. The Office of Strategic Innovation, Entrepreneurship, and Economic Development (SIEED) plays a key coordinating role. The study highlights various outcomes, including increased student collaboration in scientific publications, provision of opportunities for entrepreneurial ventures, and development of entrepreneurial abilities through real-life problem-solving. However, the study also notes limitations: the relative novelty of entrepreneurship reforms in Qatar; high expectations placed on QU as the national university; disparities within Qatar's entrepreneurship system; and the long-term nature of changes towards entrepreneurship in education. The findings also show a lack of engagement with external stakeholders, the reliance on government and large companies, and the impact of cultural challenges and economic incentives in fostering entrepreneurship.

The findings demonstrate QU's substantial efforts in adopting the entrepreneurial university model, integrating entrepreneurship into its teaching and research activities while maintaining its academic identity. However, QU appears to be in a transitional phase, combining elements of exploration and exploitation stages of entrepreneurial development. The study reveals that the most significant limitations to scaling up entrepreneurial initiatives stem from political-economic and cultural factors—including the reliance on hydrocarbon revenue, a preference for public sector jobs due to job security, and a cultural aversion to risk and failure. The discussion emphasizes the importance of local context in evaluating the success of entrepreneurial universities, and points out that imitation of successful models doesn't guarantee effectiveness without addressing unique cultural and economic barriers. Internal factors, including strong leadership and consistent, long-term strategies are crucial for establishing a sustainable entrepreneurial culture. The study didn't definitively identify a specific entrepreneurial university model adopted by QU, highlighting instead the blend of international best practices and locally relevant development imperatives. The findings reveal a prioritization of economic goals—diversification and job creation—over solely sustainability goals, although sustainability aspects are present. Finally, the discussion relates the findings to the broader concepts of neoliberalization and academic capitalism in higher education, and compares the Gulf experiences to those in other regions, highlighting differences in cultural barriers and incentives.

This study highlights Qatar University’s significant efforts to integrate entrepreneurship into its mission, showcasing a potential pathway for HEIs in the Gulf to navigate the transition to a post-oil economy. However, the study identifies several key limitations, including a shortage of human resources, lower-than-expected innovation output, and the challenges of rapid organizational change. The study recommends long-term, consistent strategies that foster cultural change, incentivize entrepreneurial behavior, and attract and retain the right leadership. Future research should focus on the long-term impacts of these reforms on economic transformation, and the role of foreign talent, acknowledging the potential social implications of policy choices. Furthermore, future studies should investigate the facilitatory factors for a culture of innovation and the development of home-grown models of entrepreneurship within the Gulf context.

The study's qualitative nature limits the generalizability of the findings beyond the specific context of Qatar University. The reliance on self-reported data from key informants may introduce bias. The relatively short timeframe of the data collection might not capture the full long-term effects of the entrepreneurship reforms. While the literature review provides context, it doesn't exhaustively cover all relevant research on entrepreneurial universities and KBE in the Gulf region.