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Palabras clave – provistas por la editorial

transnational industry cooperation; transnational university cooperation; transnational innovation ecosystem; EU–China; science, technology and innovation cooperation; transdisciplinary approach; artificial intelligence; machine learning; Higher Education; University; Entrepreneurial competences; Employability; Theory of Planned Behaviour (TPB); Open Innovation; business creation; technology transfer; innovation; innovation ecosystem; entrepreneurship education; science and technology; sustainability; higher education; educational innovation; Mexico; academic mobility; knowledge transfer; higher education innovation; institutional environment; postgraduate education; education level; discipline background; graduation institution; R& D investment; triple helix; synergy mechanism; national system of innovation; China; Belt and Road Initiative; developmental model of intercultural sensitivity; general model of instructional communication; instructional beliefs model; intercultural communication competence model; green GDP; environment; sustainable development; global innovation systems; Chinese research university; faculty income; academic labor market; ordinary labor market; joint R& D institute; institutional logics; China’s innovation system; China’s transnational Triple Helix linkages; problem-solving; critical reflection; knowledge integration; social learning; systemic thinking; entrepreneurial university; entrepreneurship; influencing factors; sustainable universities; corporate sustainability; tensions; integrative framework; Finnish universities; higher education system; social entrepreneurship; entrepreneurial universities; business model innovation; socialist economies; Cuba; knowledge brokers; knowledge intensive policies; smart specialisation; innovation ecosystems; global talent; social integration; economic integration; Chinese student; Finland; university; third mission; knowledge-based society; global innovation networks