Engagement of academics in education-driven university-business cooperation: a motivation-based perspective

Orazbayeva, Balzhan; Davey, Todd; Plewa, Carolin; Galán-Muros, Victoria

doi:10.1080/03075079.2019.1582013

Cited by 47 publications

(49 citation statements)

References 64 publications

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“…For instance, on the one hand, studies have supported the idea that promotions and pay raises could motivate academics to engage (van de Burgwal et al, 2019). On the other hand, studies also support intrinsic motivations for academic engagement (Orazbayeva et al, 2019a;van de Burgwal et al, 2019). In a case study on academic engagement, Lahikainen et al (2019) found that academics might decouple their academic engagement activities from the incentive system implemented by HEI managers because they consider the incentive system counterproductive.…”

Section: Self-determination Theorymentioning

confidence: 99%

“…Additionally, efforts appealing to the research support motive should be expanded as this was positively perceived by academics. Especially in the short term, research support in the form of resources is considered an enabling factor for third mission efforts (D'Este and Perkmann, 2011;Franco and Haase, 2015;Iorio et al 2017;Lam 2011;Lee, 2000;Orazbayeva et al, 2019a;Ramos-Vielba et al, 2014;Roman et al, 2018;van de Burgwal et al, 2019). Considering academics' autonomy, we recommend the exploitation of nudges since they are subtle and maintain freedom of choice (Sunstein, 2014;Thaler and Sunstein, 2008).…”

Section: Contributions To Practicementioning

confidence: 99%

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What sparks academic engagement with society? A comparison of incentives appealing to motives

Baaken

Sijde²

2021

Industry and Higher Education

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The pressure on higher education institutions (HEIs) to realize third mission activities continues to grow, intensifying the search for incentives to motivate academics to engage with stakeholders outside their HEI. Previous studies have found limitations in intrinsically motivating academic engagement; therefore, this study investigates the extrinsic regulation of motivations via incentives. The authors identified a broad range of incentives for third mission activities, belonging to four motivation categories: pecuniary incentives, career advancement, appreciation and research support. Drawing on self-determination theory, incentives (nudges and rewards) are empirically compared in a between-subject design with a sample of 324 academics from the business and economics disciplines. The analysis showed that nudges affect business and economics academics’ intention to engage with society in a joint research project. Furthermore, these academics responded well to incentives concerned with the research support motivation category. The findings contribute to the literature by highlighting the relevance of marginal incentives—nudges—in implementing appropriate incentives in HEIs.

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Section: Self-determination Theorymentioning

confidence: 99%

Section: Contributions To Practicementioning

confidence: 99%

What sparks academic engagement with society? A comparison of incentives appealing to motives

Baaken

Sijde²

2021

Industry and Higher Education

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“…HEIs should thus continue and further develop their engagement with companies to ensure students' contacts to their potential future employers and, in turn, facilitate the development of workplace relevant skills and competences (D'Este and Perkmann, 2011;Ishengoma and Vaaland, 2016;Orazbayeva et al, 2019).…”

Section: Engagementmentioning

confidence: 99%

The Future of University-Business Cooperation: Research and Practice Priorities

Orazbayeva¹,

Plewa

Davey

et al. 2019

Journal of Engineering and Technology Management

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University-Business Cooperation (UBC) is an essential mechanism for advancing interests of business, universities and societies. To improve our understanding of the future of UBC research and practice, this study reports on a priority setting process comprising a two-stage research design. Qualitative research identifies a portfolio of six priority areas and 58 related topics. A quantitative step then evaluates the perceived future importance and current advancement of these topics. This approach contributes to shaping the future of UBC by identifying topics that require particular focus to maximise opportunities. The paper concludes with clear future directions for both UBC theory and practice.

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“…In recent decades, the collaboration between higher education (HE) and industry has grown significantly [1] fueled by marked changes in the modes of knowledge production and innovation [2,3] as well as increasing societal demands and expectations from higher education institutions (HEIs). This collaboration is based on the recognition that HEIs are an essential source of technology, innovation, and human capital [4]. Under the label of a third mission, HEIs are expected to interact with firms at the national and regional levels to promote innovation and competitiveness in the knowledge economy [5].…”

Section: Introductionmentioning

confidence: 99%

“…Only more recently have academics started to pay attention to other forms of collaboration regarding graduates' skills and training [4,6], namely in curriculum design and delivery [7], and in promoting employability skills [8]. Our study adds insights to this research agenda by examining the employers' perception of the barriers and facilitators to engaging with HEIs.…”

Section: Introductionmentioning

confidence: 99%

Higher Education and Employability Skills: Barriers and Facilitators of Employer Engagement at Local Level

2021

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This research examines the barriers and facilitators to employers’ engagement with higher education institutions. The data were collected through interviews with a set of employers (n = 19) in the Northern region of Portugal, V.N.de Famalicão, in 2019. We begin by exploring employers’ engagement activities as a potential solution to address local-level skill problems. Empirical evidence suggests that the engagement activities are mostly passive as firms use higher education largely as a recruitment channel. The differences in organizational goals and culture are the most cited barriers to the lack of more active engagement. Some efforts have recently been made to strengthen the ties between higher education and employers, notably through a local multi-stakeholder partnership as a potential broker. However, it will take time for this to bear fruit and contribute to reducing skill gaps and shortages. The data show that despite employers’ apparent willingness, more effort must be made to encourage active engagement.

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Engagement of academics in education-driven university-business cooperation: a motivation-based perspective

Cited by 47 publications

References 64 publications

What sparks academic engagement with society? A comparison of incentives appealing to motives

What sparks academic engagement with society? A comparison of incentives appealing to motives

The Future of University-Business Cooperation: Research and Practice Priorities

Higher Education and Employability Skills: Barriers and Facilitators of Employer Engagement at Local Level

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