EFFECTS OF UNIVERSITY CONTEXT ON STUDENTS’ AND UNIVERSITY EMPLOYEES’ ENTREPRENEURIAL INTENTIONS, SELF-EFFICACY AND INDUSTRY COLLABORATION

Tatiana Aleksandrovna Iakovleva; Mette Eriksen Adkins

doi:10.29073/jer.v1i2.17

Authors

Tatiana Aleksandrovna Iakovleva University of Stavanger https://orcid.org/0000-0002-6803-4376
Mette Eriksen Adkins Laerdal Medical AS https://orcid.org/0000-0003-0238-9809

DOI:

https://doi.org/10.29073/jer.v1i2.17

Keywords:

Academic Faculty, Entrepreneurial Intentions, Self-Efficacy, Scott's Three-Dimensional Framework, University Context

Abstract

This study examines the influence of a university’s environment on the entrepreneurial intentions and activities of its faculty and students. Focusing on a medium-sized, relatively young university in Norway, the research investigates how university context (UC), defined through Scott’s three-dimensional framework (regulative, normative, and cognitive structures), impacts two groups: university teaching and research faculty (referred to as “academic faculty”) and students.

Key findings show that UC significantly influences students’ entrepreneurial intentions and self-efficacy, but not those of academic faculty. A possible reason is that academic faculty, having committed to academia, might not align their values with entrepreneurial activities, viewing their role more as providing high-quality research and education rather than commercializing innovations. However, industry collaboration is seen positively by academic faculty, primarily motivated by expanding knowledge and accessing research funding.

The paper also finds that fostering a university context supportive of industry collaboration through rules, rewards, knowledge, and social acceptance can further enhance such collaborations. The study contributes to the discussion on entrepreneurial universities by highlighting that the effectiveness of promoting entrepreneurial behavior is dependent on aligning these activities with the personal and organizational goals of the individuals involved. It notes that students, without pre-set professional goals, are more adaptable to entrepreneurial initiatives compared to academic faculty.

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