Abstract
Higher education institutions are a driver of innovation within the knowledge-based economy. Knowledge transfer via academic engagement with society is a promising response to societal challenges. This study investigates academics’ motivation to engage with society by testing hypotheses derived from self-determination-theory. Effects of intrinsic regulation (joy), integrated regulation (internalized values) and the mediation by perceived autonomy (choicefullness) were tested using structural equation modelling, in which unique survey data collected from academics in Germany were analyzed. Two motivational pathways for academic engagement with society were found to be significant. These results provide relevant insights for higher education institution managers.
| Original language | English |
|---|---|
| Article number | 101768 |
| Pages (from-to) | 1-11 |
| Number of pages | 11 |
| Journal | Journal of Engineering and Technology Management - JET-M |
| Volume | 69 |
| Early online date | 16 Aug 2023 |
| DOIs | |
| Publication status | Published - Sept 2023 |
Bibliographical note
Funding Information:This work was supported by the Innovative Hochschule, an initiative of Bundesministeriums für Bildung und Forschung ( BMBF ) Gemeinsame Wissenschaftskonferenz ( GWK ) under Grant 03IHS062A .
Publisher Copyright:
© 2023
Funding
This work was supported by the Innovative Hochschule, an initiative of Bundesministeriums für Bildung und Forschung ( BMBF ) Gemeinsame Wissenschaftskonferenz ( GWK ) under Grant 03IHS062A .
Keywords
- Academic engagement
- Autonomy
- Motivation
- Regulation
- Self-determination
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