Partnership consensus in triple helix pathways: a challenge for sustainable higher education

. The study's purposes are (i) to determine the gender role in the relationship between partnership consensus with the lecturer's attributes and (ii) to test Etzkowitz's partnership pathways in determining the role of consensus in mediating the influence of an institution's sustainable entrepreneurial culture (ISEC) on innovation. This study confirmed that the partnership consensus has no relationship with the education level of male lecturers, while the functional position has one. In contrast, a partnership consensus for female lecturers has no significant relationship with the educational level and functional position. The partnership consensus was able to mediate ISEC's influence in the Etzkowitz partnership path towards the emergence of innovation to 53% from 30% directly. The quadruple helix in Indonesia was decomposed into a triple helix with a university-government-community and university-industry-community partnership pattern. The conclusions are lecturers' partnership consensus has no relationship with internal factors, such as education level or functional position, but rather because of the institutional culture that supports increasing innovation capability, namely ISEC. Internal and external partnership consensus triggers innovation significantly. These findings are helpful for higher education (HE) policymakers, where gender equality is crucial to formulate in partnership. Furthermore, HE must build an ISEC to trigger the innovations as a manifestation of HE's contribution to sustainable regional socio-economic development.

1 Introduction A regional socio-economic development model that has been conducive to being developed in the last two decades is: transforming from resource-based to knowledge-based; moving from state-led to university-led; and changing single or multiple innovation systems to interactions based on the triple helix innovation model between higher education, government, and industry [1][2][3].The triple helix can occur through the partnership pathways model (Figure 1), known as the three partnership spaces: knowledge, consensus, and innovation [1].Knowledge space is where sources of innovation for socio-economic development are born, such as research institutes, higher education institutions, laboratories and testing centers, and others.Furthermor between highe and culture-ba focuses more [5], so that thi social innovat education colla with the comm quadruple heli synergistic com As an illus (G), Industry interactions [9 helix, where consensus, an "knowledge s economic dev Socio-econ development.direct all inte resources and fulfilling this implementing sustainability [ outlooks on l environment innovations [1 Sustainable entrepreneursh friendly produ space means agreements t ns to be carried helix partnersh space means sed regional d n the consensu wledge space, can move fro o be used as oviding busines tial funding a aces, establishin re, the quadru er education-go ased [4].This on commercia s expansion ca tion in higher aboration with munity in qua ix, even n-helix mbinations [9].stration, quadr y (I), and C 9].The helix this interactio nd innovation space" partne velopment [ planet-profit, otherwise known as the triple bottom line [12,13].Entrepreneurship is more than just creating a business.Entrepreneurship includes broader activities, from looking for opportunities to taking risks and even providing tenacity to push ideas into reality [14].The findings of previous researchers confirm that not all entrepreneurial activities have a positive impact.Some products from entrepreneurship activities cause market failure, further impacting environmental degradation [15].Of course, this kind of entrepreneurial activity does not generate sustainable benefits.It gives rise to sustainable entrepreneurship as part of entrepreneurship [15].It reinforces that business people prioritize economic benefits and broadly cover social aspects and environmental innovation to move towards real sustainability benefits [16].Other researchers state that sustainable entrepreneurship focuses on nature conservation, life support, and communities in pursuit of perceived opportunities to realize future products, processes, and services to gain economic and noneconomic benefits for individuals, economies, and society [17].
Many studies have started to examine the readiness of higher education institutions to respond to sustainability issues, including the willingness of human capital, which is an asset for institutions, both men and women.In the last five years, many researchers have begun examining the relationship between sustainable socio-economic development and gender equality [18][19][20][21][22][23].Other findings state that gender equality is a fundamental goal because its implementation can drive a positive effect on the development of achieving the SDGs and is directly connected to the continuing education linkage [22].Regarding the role of Gender in higher education in achieving sustainable development goals, gender policies emerge.However, a gender policy does not necessarily translate into gender balance in all universities [18].In Saudi Arabia, awareness of knowledge-based social-economy development raises a determination to empower women and place them at the center of the country's educational and economic transformation plans, even though a study finds Saudi women's labor market participation is unsatisfactory [23].Studies in Pakistan also confirm that in developing countries, education cannot affect gender equality, and there is an urgent need to address religious issues in developing countries to promote gender equality [19].
Furthermore, a study on sustainability in higher institutions through the perspective of female managers found a positive and significant relationship to the knowledge management process in HE through the view of female managers [20].Previous studies state that government and industry can easily accept and support higher education that will carry out partnerships in creating innovation for regional socio-economic development through commercialization and technology transfer, but this is not the case for certain academic circles [1], [24].Certain academicians believe that higher education institutions should focus more on educational and research activities and not need to carry out commercial activities.Furthermore, the sustainability challenges and partnership consensus issue lead the author to conduct empirical evidence to test the role of consensus in Etzkowitz's partnership pathway model and explore the triggers for consensus emergence.
The synthesis of the triple helix partnership model, sustainable entrepreneurial culture, Gender, and higher education leads the author to draw hypotheses 1-5 (H1-5), namely: H1: Gender influences the relationship between the lecturer's attributes and the consensus.H2: Institutional sustainable entrepreneurial culture (ISEC) directly affects consensus.H3: Consensus directly affects innovation.H4: ISEC directly affects innovation.H5: Consensus can mediate the relationship between ISEC and innovation.
Therefore, several research questions (RQs) in this study are formulated as follows: RQ1-What is the role of Gender in the relationship between the lecturer's attributes and the consensus's emergence?RQ2-Can consensus mediates the relationship between an institution's sustainable entrepreneurial culture and innovation in Etzkowitz's partnership pathways model?

Method
This study us position, edu universities in Technology a and Papua) an Java and Sum universities ar other islands be sampled w islands.
Data analy profiles and software to p analysis using sampling tech analysis.A cr campuses, w questionnaire The observ presented in Ta erature reviews wn in Figure 2 H1-1: Gender influences the relationship between the functional position and the internal consensus about eclectic entrepreneurial education mission (EEEM-IC).
H1-2: Gender influences the relationship between the functional position and the internal consensus about research and technology transfer mission (RTTO-IC).
H1-3: Gender influences the relationship between the functional position and the internal consensus toward partnership with government and community (UGC-IC).
H1-4: Gender influences the relationship between the functional position and the internal consensus toward partnership with government and industry (UGI-IC).
H1-5: Gender influences the relationship between the functional position and the internal consensus toward partnership with industry and community (UIC-IC).
H1-6: Gender influences the relationship between the education level and the internal consensus about eclectic entrepreneurial education mission (EEEM-IC).H1-7: Gender influences the relationship between the education level and the internal consensus about research and technology transfer mission (RTTO-IC).
H1-8: Gender influences the relationship between the education level and the internal consensus toward partnership with the government and community (UGC-IC).
H1-9: Gender influences the relationship between the education level and the internal consensus toward partnership with government and industry (UGI-IC).
H1-10: Gender influences the relationship between the education level and the internal consensus toward partnership with industry and community (UIC-IC).
H1-11: Gender influences the relationship between the functional position and the external consensus with the government and community (UGC-EC).
H1-12: Gender influences the relationship between the functional position and the external consensus with government and industry (UGI-EC).
H1-13: Gender influences the relationship between the functional position and the external consensus with industry and community (UIC-EC).
H1-14: Gender influences the relationship between the education level and the external consensus with the government and community (UGC-EC).
H1-15: Gender influences the relationship between the education level and the external consensus with the government and industry (UGI-EC).
H1-16: Gender influences the relationship between the education level and the external consensus with industry and community (UIC-EC).
(1) H1-2 Gender influences the relationship between the functional position and the internal consensus about the RTTO mission.CS: Chi-Square; CC: Contingency Coefficient; Prof.: Professor Table 3 shows χ 2 count=47.917≥ χ 2 critical (0.05;12) =21.026 and p-value=0.000.It means H1-2 was supported significantly.Consensus related to the commercialization and technology transfer missions that institutions will carry out through research and technology transfer offices (RTTO).The male lecturers agreed that the establishment of RTTO, among others, aims a) to commercialize research findings, b) to generate independent institutional income through commercialization and technology transfer, c) to commercialize startups formed by the academic community, such as students, lecturers, staff, and alumni, and d) RTTO's role as a university integrator in partnership.The agreement regarding this mission facilitates the next steps for male lecturers to coordinate and take further action in partnerships that the institution will carry out with the government, industry, and the community.The finding aligns with previous studies, which stated that technology transfer managers facilitated transferring university research findings to business firms and other research users [34].
(2) H1-3 Gender influences the relationship between the functional position and UGC-IC.The consensus of male lecturers with the institution's commitment to partner with the government and communities (UGC-IC), including business incubators management, business mentoring, business dialogue, product/service development, or other social innovation programs.
(3) H1-4 Gender influences the relationship between the functional position and UGI-IC.Table 5 shows χ 2 count=22.430≥χ 2 critical (0.05;12) =21.026 and p-value=0.033,so H1-4 was supported significantly.The consensus of male lecturers with the institution's commitment to partner with the government and industry (UGI-IC) in the form of joint research, joint projects, transfer of technology, commercialization of research results, formation and coaching of startups, and others.It is in line with previous studies, which stated that the commercialization mission of universities must be recognized and respected.Regional stakeholders and university management need to recognize that this mission needs support from internal and external colleagues and financial support [35].The consensus for conducting partnerships is only significant in the relationship between male lecturers' functional position and education level towards UGC and UGI.It proves that consensus will be quickly agreed upon, especially for partnerships involving the government as a regulator.It will create a sense of security in partnerships between UGC and UGI actors.The external consensus that Indonesian male lecturers have carried out empirically shows a significant relationship between the government and the community (UGC) in business incubator management, business mentoring, business dialogue, product development, or social innovation programs.
(5) H1-13 Gender influences the relationship between the functional position and UIC.Table 7 shows χ 2 count=24.798≥ χ 2 critical (0.05;12) =21.026 and p-value=0.016,so H1-13 was supported significantly.Other external partnerships consensus by Indonesian male lecturers empirically shows a significant relationship between industry and community in business incubator management, business mentoring, business dialogue, product/service development, or other social innovation programs (UIC).The partnerships in higher education in Indonesia were decomposed into partnerships between UGC and UIC.It indicates that many HE partnership practices include managing business incubators, business mentoring, business dialogue, product/service development, and other social innovation programs.It means the practice of social innovation [7] is mainly carried out by higher education in Indonesia to foster and empower communities [6].This empirical evidence is in line with previous studies stating that the quadruple helix can be decomposed into a triple helix relationship in various synergies, such as UGI, UGC, or UIC [9].
Furthermore, empirical evidence confirmed that female lecturers had no significant relationship between functional position and education level for all consensus toward HE, government, industry, and community partnerships.Even if several female lecturers agree on the partnership, it is not because of the lecturer's attributes that influence it, but other things that are not included in this test.It also underlies the author in formulating H2, H3, H4, and H5 to determine the role of sustainable entrepreneurial culture in influencing the emergence of a lecturer partnership consensus and the implication to the innovation.

Relationship between the sustainable entrepreneurial culture, partnership consensus, and innovation
To answer RQ2, the author conducted a variance-based structural equation modeling using SmartPLS4 through the measurement and structural model assessments.The results show all outer loadings values of >0.7 and AVE >0.5.Table 8 presents the measurement model assessment of the three observed variables.It indicates the SEC and Innovation indicators have good convergent validity and internal consistency [36].The formative indicators on consensus showed a VIF <5.It confirmed no collinearity in the four indicators measured [36].According to Table 8, the SEC variable's most significant outer loading value is in the economic sustainable entrepreneurial culture (SECEC) indicator, 0.914.ISEC → Inn, t-stat = 5.309; p-value = 0.000; f 2 = 0.125.PC → Inn, t-stat = 8.869; p-value = 0,000; f 2 = 0.303.R 2 = 0.443.Table 10 empirically shows that the sustainable entrepreneurial culture influences the emergence of various innovations in higher education directly, about 30.1%, but indirectly through consensus, could increase the innovation become 52.8% significantly.It increases the influence of the sustainable entrepreneurial culture that has occurred in a university in triggering innovation among the academic community.The academic community must wholeheartedly understand, support, and be fully committed to these innovations, even to the institution's commitments and consensus with other partnership actors in the quadruple helix (government, industry, and community), to arrive at the creation of these innovations.Furthermore, the author assesses the strength of the predictive model using PLS predicts menu in SmartPLS4 software.This assessment indicates the power of the model to predict data out-of-sample [36].If the PLS path model shows high predictive relevance, then the model can accurately predict the data outside the sample tested.Table 11 shows that all indicators of the innovation variable have PLS-SEM RMSE < LM-RMSE values.It proves that the institutional innovation model, which is influenced by sustainable entrepreneurial culture and partnership consensus from academia civitas, is confirmed to have high predictive power [36].

Conclusion, limitations, and recommendations
The results of empirical evidence conclude that for female lecturers in Indonesia, the consensus to carry out partnerships with government, industry, and the community has nothing to do with the lecturer's attributes, such as level of education and functional position.Meanwhile, for male lecturers in Indonesia, it is proven that functional position has a significant relationship with partnership consensus but not with the level of education.It implies that gender equality in the partnership policy needs to be formulated.Confirmed that it is not the personal attributes such as functional positions or educational levels that make lecturers agree to conduct partnership, but other things are more supportive and related.
What are the other things?One of them is a culture of sustainable entrepreneurship which can influence the emergence of consensus significantly by 48.4%.It means that academics easier to agree on partnerships in a working environment under sustainable entrepreneurship culture, among others: tri dharma activities and student mobility that are oriented towards sustainable entrepreneurship; infrastructure that supports academics to innovate together with the government, industry, or society, and management support and institutional leadership with sustainable entrepreneurial vision.
Consensus formed internally and externally is proven to increase innovation results in institutions with a sustainable entrepreneurial culture, from 30% to 53%.It means that civitas academia's understanding, support, and agreements related to partnerships carried out by institutions with government, industry, and the community will significantly stimulate the academic community to be more productive in innovation.It is a good precedent for sustainable regional socio-economic development from the perspective of higher education institutions as one of the partnership actors.Various innovations have been successfully carried out by institutions that have a sustainable entrepreneurial culture, among others commercializing research findings and technology transfer, innovation in the establishment or development of startups, innovation in fundraising for newly established startups, as well as innovation in creating problem-solving of community problems, or research findings used in providing solutions to problems in the community.
The limitations and recommendations of the research are this study was only conducted at Universities in Java and Sumatra Islands, Indonesia.Future researchers should expand the scope of study to the islands of Kalimantan, Sulawesi, and Papua to obtain more comprehensive results so that the model can generalize the further higher education innovation model.
Fig. 1.Triple h Innovation knowledge-bas agreed upon in from the kno Conversely, it then agreed to others, are pro providing init innovation spaFurthermor between highe and culture-ba focuses more[5], so that thi social innovat education colla with the comm quadruple heli synergistic comAs an illus (G), Industry interactions[9 helix, where consensus, an "knowledge s economic dev Socio-econ development.direct all inte resources and fulfilling this implementing sustainability [ outlooks on l environment innovations [1 Sustainable entrepreneursh friendly produ Fig. 2. Concep Gender influences the relationship between the functional position and UGC.
The author would like to thank: (1) The Indonesian Ministry of Education, Culture, Research, and Technology has funded the research and the APC through DIPA Directorate of Research, Technology, and Community Service; Directorate General of Higher Education, Research, and Technology, with Research Contract for Fiscal Year 2022, No 410/LL3/AK.04/2022,June 17, 2022.(2) All leaders and colleagues at Binus University who have helped carry out this research, from submitting proposals to disseminating the results.(3) Colleagues from several campuses who have participated in licensing and distributing research instruments.
[11]IC : I agree with the institution's commitment to partnering with industry and communities by managing an incubator business, mentoring business, dialogue business, product/service development, or other social innovation programs[11].UGC-EC : I have made consensuses with the government and the community, one of which includes: business incubators management, business assistance, business dialogue, product development, and social innovation programs[27],[28].UGI-EC : I have made consensuses with the government and industry, one of which includes: joint research, joint projects, technology transfer, commercialization of research results, and the formation and coaching of startups[3].UIC-EC : I have made consensuses with industry and community, one of which includes: business incubators management, business mentoring, business dialogue, product development, and other social innovation programs[11].U=University; G=Government; C=Community; EC=External Consensus; IC=Internal Consensus; SECSO=Social Sustainable Entrepreneurial Culture; SECEC=Economic Sustainable Entrepreneurial Culture; SECEN=Environment Sustainable Entrepreneurial Culture; InnCTT=Innovation in commercialization and transfer technology; InnBI=Innovattion in Business Incubator; InnVC=Innovation in startup fundraising; InnUSO=Innovation in university-spin off.

Table 2 .
Recapitulation of independence testing results.

Table 2
presents the contingency testing for H1 with 16 sub-hypotheses.Contingency
Table 10 it can be drawn a prediction equation for higher education innovation, namely: