Engagement of academics in education-driven university-business cooperation
A Motivation-Based Perspective
Bibliographic Data
| ID | 4098212 |
|---|---|
| Authors | Balzhan Orazbayeva (0000-0002-3127-3103, Science-to-Business Marketing Research Centre, Münster University of Applied Sciences, Münster, Germany, corresponding author), Todd Davey (0000-0001-9210-4293, Institut Mines-Télécom Business School, Paris, France), Carolin Plewa (0000-0002-4570-0065, Entrepreneurship, Commercialisation and Innovation Centre, The University of Adelaide, Adelaide, Australia), Victoria Galán-Muros (Technolopis Group, Brighton, UK), Victoria Galán‐Muros (Technopolis (Finland)) |
| Year | 2020 |
| Volume | 45 |
| Issue | 8 |
| Pages | 1723-1736 |
| Publication date | 2020-08-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2019.1582013 |
| OpenAlex | W2921642348 |
| Language | EN |
| Citations received | 14 |
| References cited | 64 |
The importance of university-business cooperation (UBC) continues to grow. To date, however, our understanding of UBC in education is lacking, as is our knowledge of the motivations of academics. This research explores a comprehensive mix of motivations underlying education-driven UBC in the form of student mobility, curriculum design and delivery, and lifelong learning. Specifically, drawing on self-determination theory, motivations across five orientations are examined, namely monetary, career, research, educational and social. Based on an extensive and wide-reaching European survey, this research demonstrates the context-specific nature of academic motivations for UBC in education. Not only do the motivations differ from those commonly noted in relation to commercialisation, the set of motivations varies across different education-driven activities. This research offers important contributions to theory and practice, revealing that academics are motivated more strongly by intrinsic than extrinsic reasons, with only social and educational orientations emerging as significant motivations across all four activities
Curriculum · Higher education · Lifelong learning · Pedagogy · Political science · Public relations · Sociology · Entrepreneurship Studies and Influences · Innovation and Knowledge Management · Motivation and Self-Concept in Sports · Psychology
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| Citations per year | 2.8 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |