Academic Entrepreneurial Engagement with Weak Institutional Support: Roles of Motivation, Intention and Perceptions

Autor/inn/en	Athreye, Suma; Sengupta, Abhijit; Odetunde, Oladimeji Jamiu
Titel	Academic Entrepreneurial Engagement with Weak Institutional Support: Roles of Motivation, Intention and Perceptions
Quelle	In: Studies in Higher Education, 48 (2023) 5, S.683-694 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sengupta, Abhijit) ORCID (Odetunde, Oladimeji Jamiu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2023.2184789
Schlagwörter	Foreign Countries; Entrepreneurship; Motivation; Intention; Researchers; Attitudes; Institutional Role; College Faculty; Social Support Groups; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Unternehmungsgeist; psychologische; Motivation (psychologisch); Researcher; Forscher; Attitude; Einstellung; Verhalten; Fakultät; Social support; Soziale Unterstützung
Abstract	The paper investigates the potential impact of entrepreneurial motivation, entrepreneurial intention and academic researchers' perceptions of departmental and university support on academic entrepreneurial engagement in the context of weak or missing institutional support. A conceptual model linking motivation, intention and perceptions to entrepreneurial engagement is developed and tested on primary data collected from academic researchers in Nigeria. We find that while entrepreneurial motivation strongly influences the entrepreneurial intentions of researchers, the link between intention and engagement is weaker. Perceptions of departmental entrepreneurial orientation positively mediate a significant proportion of the latter link. In contrast, perceptions about the university's supportive framework and facilities play a relatively weaker role. Subsequently, the implications of these findings on policies and incentives for entrepreneurial academics and universities in weak institutional settings are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01