Engagement of Academics in Education-Driven University-Business Cooperation: A Motivation-Based Perspective

Autor/inn/en	Orazbayeva, Balzhan; Davey, Todd; Plewa, Carolin; Galán-Muros, Victoria
Titel	Engagement of Academics in Education-Driven University-Business Cooperation: A Motivation-Based Perspective
Quelle	In: Studies in Higher Education, 45 (2020) 8, S.1723-1736 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Orazbayeva, Balzhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1582013
Schlagwörter	College Faculty; School Business Relationship; Teacher Motivation; Teacher Attitudes; Foreign Countries; Student Mobility; Curriculum Design; Lifelong Learning; Teaching Methods; Self Determination; Faculty Promotion; Research; Educational Benefits; Institutional Mission; Economic Development; Incentives; College Administration; Cross Cultural Studies; Europe + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Ausland; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Lehrplangestaltung; Life-long learning; Lebenslanges Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstbestimmung; Forschung; Bildungsertrag; Wirtschaftsentwicklung; Anreiz; College administrators; Hochschulverwaltung; Cultural comparison; Kulturvergleich; Europa
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01