| In the context of building an innovation-oriented country,interaction among universities,industries and economies is becoming more and more frequent.Entrepreneurial universities and academic entrepreneurship have become important research subjects.The factors influencing teachers’ participation in academic entrepreneurship are complex,including external factors such as economy,institution and society,self-efficacy and risk perception,etc.,all of which may influence teachers’ participation in academic entrepreneurship.At present,Chinese scholars usually use foreign research results as the concept structure of "self-evident",but there is a relative dearth of empirical research.Therefore,this study is based on teachers’ individual level,taking the academic capitalism theory,triple helix theory,knowledge production mode theory and planned behavior theory as the instruction,using the methods of depth interview,grounded theory and questionnaire survey,to explore the key factors that affect academic entrepreneurship research university teachers in China.This paper empirically studies the model of influencing factors of academic entrepreneurship of research university teachers in China.Based on the influencing factors,the corresponding incentive policies are found out.Through the analysis of the policy text,this paper finds out the characteristics and problems of the current academic entrepreneurship incentive policy,and puts forward suggestions for optimizing China’s academic entrepreneurship policy.More specifically,Firstly Based on the theory of planned behavior,this study conducts in-depth interviews with 20 university teachers,utilizing research methods of the grounded theory to build a conceptual theoretical model.Secondly Through 214 empirical analyses,verifying the influencing factor model of academic entrepreneurship of teachers in China’s research universities proposed in chapter 3 by AMOS.Then By using the case study method,three different forms of academic entrepreneurship were selected: licensing,technology-priced shareholding and the academic spin-off,to further verify the influencing factor model of academic entrepreneurship of teachers in China’s research universities.Finally Based on the influencing factors model of academic entrepreneurship of research university teachers in China,this paper puts forward the incentive strategies for academic entrepreneurship of research university teachers from the national level,university level and personal level.This study focuses on three questions: what are the influencing factors of academic entrepreneurship of teachers in research university of China? What is the mechanism of influencing factors of academic entrepreneurship in research university of China? Are the existing academic entrepreneurship incentive policies reasonable and effective? The following conclusions are drawn from the study:1.The empirical results show that academic entrepreneurship attitude and subjective norm indirectly influence academic entrepreneurship behavior by affecting academic entrepreneurship behavior.Perceived behavioral control not only directly affect academic entrepreneurship,but also indirectly influences academic entrepreneurship by affecting academic entrepreneurship intention.Material expectation has no remarkable influence on teachers’ academic entrepreneurial attitude,and social expectation and self-evaluation expectation have remarkable positive influence on teachers’ academic entrepreneurial attitude.Organization,leadership,colleagues and role models all have significant positive effects on teachers’ subjective norms of academic entrepreneurship.Role conflict has a significant negative influence on the perceived behavior control of academic entrepreneurship.Academic research level did not have a significant positive effect on teachers’ academic entrepreneurial attitude and perceived behavior control,previous experience and academic entrepreneurship to teacher academic entrepreneurial attitude and perceived behavior control have a significant positive impact.Academic entrepreneurial attitude,subjective norms and perceived behavior control all positively influence academic entrepreneurial intention.2.By testing the moderating effect of situational factors,it is found that the national policy does not have the incentive function,and even hinders the generation of teachers’ academic entrepreneurial behavior.The research evaluation mechanism negatively regulates teachers’ academic entrepreneurial intention and academic entrepreneurial behavior.The intermediary institutions of university science and technology are adjusting teachers’ academic entrepreneurial intention and academic entrepreneurial behavior.3.Through the analysis of academic entrepreneurial behaviors of teachers under different variables,it is found that there are significant differences among different ages,genders,disciplines and research types.4.The results show that the three different forms of academic entrepreneurship further validate the conclusions of the previous empirical study,and there are certain differences in the influencing factors of different forms of academic entrepreneurship.5.Put forward suggestions to encourage Chinese research university teachers to participate in academic entrepreneurship.At the national level,we should strengthen the top-level design and build an academic entrepreneurship ecosystem.Specific recommendations include:(1)pay equal attention to both material and spiritual incentives,and establish a diversified reward system;(2)give play to the role of government guidance,and build the industry-university-research collaborative innovation mechanism;(3)improve the pilot environment,and improve the risk investment mechanism.At the university level,the boundary of academic entrepreneurship should be set to provide support for academic entrepreneurship within the defined boundary.Specific suggestions include:(1)adopt a regular “let go” strategy to encourage teachers’ academic entrepreneurship;(2)deepen the reform of personnel system,promulgating rules for part-time and off-job entrepreneurship;(3)remove obstacles to the evaluation mechanism,stimulating teachers’ academic entrepreneurship vitality;(4)strengthen group reference pressure and creating an atmosphere for academic entrepreneurship.(5)open up the channel of academic achievement and market docking,and make up the short board of academic entrepreneurship.At the individual level of teachers,we should change our concepts and serve the construction of an innovative country.Specific proposals include:(1)establish the awareness of academic entrepreneurship and improve the academic entrepreneurship ability;(2)clarify personal positioning,and seek a balance between teaching,scientific research and academic entrepreneurship.The main contributions of this study include the following points :(1)guided by the planning theory and using the grounded theory to conduct in-depth interviews with 20 Chinese research university teachers,and identified the key influencing factors of academic entrepreneurship of Chinese research-based university teachers;(2)empirical verification has verified the influencing factor model of academic entrepreneurship of China’s research-based university teachers,and analyzed the mechanism of influencing factors;(3)By using the case study method,three different forms of academic entrepreneurship were selected: licensing,technology-priced shareholding and the academic spin-off,to further verify the influencing factor model of academic entrepreneurship of teachers in China’s research universities;(4)Based on the influencing factors model of academic entrepreneurship of research university teachers in China,this paper puts forward the incentive strategies for academic entrepreneurship of research university teachers from the national level,university level and personal level. |
