There has been growing international recognition of entrepreneurial universities due to the need to transfer business skills to a wider range of disciplines including arts, engineering and science within higher education institutions (Dana, 2001). This is due to the view that entrepreneurial thinking is beneficial to students at universities as it increases their critical thinking abilities and ways of coping in the ever changing global business market (Moroz, Hindle and Anderson, 2008). The transition to entrepreneurial universities has largely been driven by a changing attitude about the role of entrepreneurship in education and particularly the connection between training and vocational interests (Dana, 1993). Therefore, in today's society, universities are expected to initiate new ideas that go beyond current practices and look towards future trends. This means universities are advancing knowledge by expanding the interaction between university, industry and government (Etzkowitz, 2014). The combination of education, research and commercialization exemplifies an entrepreneurial university although some outcomes are socially rather than financially motivated (Moroz, Hindle and Anderson, 2010). This has resulted in universities having a infrastructure that enables both theoretical and practical issues to be analysed.