The Heterogeneity of the Academic Profession: The Effect of Occupational Variables on University Scientists’ Participation in Research Commercialization

Novotny, Ádám

doi:10.1007/s11024-017-9321-5

Cited by 7 publications

(3 citation statements)

References 57 publications

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“…In this regard, there is an open debate regarding the impact of previous experience of faculty on engaging in entrepreneurial activities (Hindle, 2007). Recent studies indicate that professors with work experience in industrial activities are more committed to entrepreneurial initiatives in general (Abreu & Grinevich, 2013;Gulbrandsen & Thune, 2017;Lubango & Pouris, 2007;Moutinho, Fontes, & Godinho, 2007;Novotny, 2017). Furthermore, some authors support the notion that faculty with prior experience in launching new ventures are valued in entrepreneurial education, given their ability to bring real examples to the classroom, as well as enthusiasm for teaching the topic and engaging to use innovative methods (Diegoli, Gutierrez, & Salmones, 2018;Hopkins & Feldman, 1989;Stadler & Smith, 2017).…”

Section: The Moderating Role Of Faculty Entrepreneurial Experiencementioning

confidence: 99%

University Ecosystems and the Commitment of Faculty Members to Support Entrepreneurial Activity

Moraes

Fischer

Campos

et al. 2020

BAR, Braz. Adm. Rev.

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Section: The Moderating Role Of Faculty Entrepreneurial Experiencementioning

confidence: 99%

University Ecosystems and the Commitment of Faculty Members to Support Entrepreneurial Activity

Moraes

Fischer

Campos

et al. 2020

BAR, Braz. Adm. Rev.

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“…According to Santos et al (2016) and Novotny (2017), -the commercialization of research […] under the ethos of ‗academic capitalism'‖ (Novotny, 2017, p. 2), in a -‗marketization' of university research‖ (Novotny, 2017, p. 2), is considered a new mission of the University and, consequently, of the academic, which is a new expectation in general, considering the traditional academics (Santos, et al, 2016). Martins (2015) substantiates this need to reconfigure the academic profession that has emerged in recent years, by stating that Being ours a time of technological mobilisation, a new type of teacher and student is required today, as well as a new type of researcher.…”

Section: Knowledge Transfermentioning

confidence: 99%

(Un)professionalisation or (Re)professionalisation of the Academic in the Brave New World?

José¹,

Ferreira

Serpa

2019

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Currently, the digital dimension permeates the daily activity of many professions, with all that this entails, in terms of advantages, disadvantages and challenges. The academic world is not immune to these new technological, political and social conditions and new instigations and situations emerge, which need to be studied. This article seeks to answer the following research question: Is the academic profession undergoing a process of increasing proletarianisation, which is influenced by the new universities' mission (in a broad way), in the sense of unprofessionalisation, or are there new conditions for academics' re-professionalisation experienced as a challenge? A meta-analysis of publications that focus directly on this topic was conducted through a conceptual analysis of the most recent literature addressing this topic. It is concluded that, in general, and notwithstanding institutional, local, regional, national and international specificities, there is some degree of academic's unprofessionalisation resulting from an increase in the functions ascribed to him/her by the political dimension that, in a context of increasing instability and control of his/her activity through the quantity and intensity of the functions to be conducted, may call into question academic autonomy, a basic foundation of the University. However, and concurrently, there is a new context which could, under certain conditions, foster the enormous challenge of re-professionalisation. As an implication of this work, there is a need to rethink this situation, which, if continued and deepened, will threaten the academic profession in some of its central dimensions, which may jeopardise the future sustainable development of our societies.

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“…Critics of the entrepreneurial paradigm see academics as promotors as well as victims of commercialisation who internalize the pursuit of profit and value of money under the academic capitalist knowledge regime (Slaughter & Leslie, 1997;Slaughter & Rhoades, 2004). While some academic researchers have enthusiastically embraced the transformation in the relationship between science and business, and between the academy and industry, many others remain disinterested and disengaged (Novotny, 2017). For those who choose to adopt this new role, not enough is known about existing patterns of relationship that academic scientists have with industry and their potential to reshape career trajectories in the pursuit of entrepreneurial opportunity (Audretsch & Kayalar-Erdem, 2005).…”

Section: Introductionmentioning

confidence: 99%

Managing Knowledge and Identity across the Boundary of Academic and Commercial Science

Rondeau

Dillon

Mansour

et al. 2022

ECIE

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In the last few decades, institutions of higher learning are being transformed from ivory towers to become engines of regional and national economic development and ‘knowledge businesses’ increasingly focused on producing commercial products for private industry. The role of academics is rapidly shifting as many in the professoriate are becoming ‘captured’ by an ethos of commercialization as they rush to bring the product of their research to the marketplace. Critics of the entrepreneurial paradigm see academics as promoters as well as victims of commercialisation who internalize the pursuit of profit and value of money under the academic capitalist knowledge regime. While some academic researchers have enthusiastically embraced the transformation in the relationship between science and business, and between the academy and industry, many remain firmly committed to academic science, disinterested in pursuing commercial opportunities. Yet, others choose a middle ground and straddle the academic and commercial boundary. The purpose of this paper is to illustrate the role of identity to influence how academic scientists manage the boundary between the world of academic science and commercial science. Drawing from a large sample of Canadian university academic researchers in the applied sciences (n=379), four distinct categories of academic scientists are identified: Type I: Traditional academics who view the realm of academic science and commercial science as distinct and choose to position themselves strictly as academic scientists; Type II: Pragmatic academic hybrids who view academic and commercial science as distinct but decide to strategically pursue industrial links to acquire resources that support their research; Type III: Collaborative academic hybrids who believe in the paramountcy of academic and industry collaborations for the advancement of science; and Type IV: Academic entrepreneurs who abide in the fundamental importance of academic-industry links for application and for commercial exploitation. Results suggest that our researcher categories are further differentiated with respect to the strength of their collaborations with industry, their program of research, the extent of their industry experience, the degree of financial support they receive from industry, the size of their research laboratory, and by their scientific publications and the number of patents and licenses they hold from their research.

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The Heterogeneity of the Academic Profession: The Effect of Occupational Variables on University Scientists’ Participation in Research Commercialization

Cited by 7 publications

References 57 publications

University Ecosystems and the Commitment of Faculty Members to Support Entrepreneurial Activity

University Ecosystems and the Commitment of Faculty Members to Support Entrepreneurial Activity

(Un)professionalisation or (Re)professionalisation of the Academic in the Brave New World?

Managing Knowledge and Identity across the Boundary of Academic and Commercial Science

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