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In a study of how the resource attributes of universities, specifically financial, physical, human capital, and organizational resources, may explain university performance in technology transfer, data from the annual licensing surveys of the Association of University Technology Managers were examined for 108 research universities for the period 1991 to 1998. The findings highlighted the importance of research and development support from the federal government and industry. Although support from industry strongly influenced patenting activity, it had no measurable effect on the numbers of licenses produced or the university's licensing income. The presence of a medical or engineering school did not predict the number of patents and licenses or income from licensing. However, the quality of science and engineering faculty members, as measured by National Academy of Sciences ratings, positively predicted high levels of performance in technology transfer. The size of the Technology Transfer Office positively predicted licenses and licensing income, while the age of the office was a positive predictor of patents and licenses. In considering effects from the external environment, a strong negative relationship emerged between venture capitalization and the number of licenses and income from licensing, and a slightly negative relationship was found between entrepreneurial climate and the number of licenses. (43 reftDepartment of Educational Leadership, Administration and Foundations, Indiana State University. 0063-39iGMT FACULTY ATTITUDESKreber, Carolin. The Scholarship of Teaching: A Comparison of Conceptions Held by Experts and Regular Academic Staff. Higher Education, 2003,46 (July) pp. 93-121.

Research to date has not adequately explained the role that expectancy of entrepreneurial performance based on perceived ability plays in motivating persons to persevere on an entrepreneurial task. This study investigated the entrepreneurial expectancy, effort-performance linkage via a World Wide Web-based experiment involving 179 undergraduate business students at a large midwestern university. Results indicated that the type of feedback (positive versus negative) that individuals received regarding their entrepreneurial ability (regardless of actual ability) changed expectancies regarding future business start-up, but did not alter task effort or quality of performance. Individuals receiving positive feedback about their entrepreneurial abilities had higher entrepreneurial expectancies than individuals receiving negative feedback. We also found that males had higher expectancies regardless of experimental condition than females.

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