Academic Entrepreneurial Engagement among Academics in Canada and China: The Impact of Research Orientation and University Expectations

Abstract

Despite a growing awareness of academic entrepreneurship undertaken by professors around the globe, there remain unanswered questions regarding how individual and organizational characteristics shape academics’ decision to engage in entrepreneurial activities. Drawing on data from the 2017–18 Academic Profession in the Knowledge-based Society (APIKS) survey, this study examines research-based and teaching-based academic entrepreneurship engagement in two countries, namely Canada and China, and examines through logistic regressions how academics’ individual research orientation and perceptions of their university’s expectations affect their likelihood of engaging in entrepreneurial activities. The results show that a majority of faculty members in the two countries are involved in entrepreneurial activities, including research-based activities (such as contract research, joint research and publications, and consultancy) and teaching-based activities (such as supervising student internships, volunteer-based work, and public lectures). Regression results suggest that academics who emphasize a theoretical research orientation are less likely to demonstrate entrepreneurial involvement, while academics who report a practical, commercial, or social research orientation are more likely to demonstrate entrepreneurial involvement. Academics who perceive that their university expects them to engage in entrepreneurial activities are also more likely to do so. These findings shed light on ways to reinforce academics’ social involvements and contributions in both countries.