It is well established that universities encourage the acquisition and dissemination of new knowledge among university community members and beyond. However, what is less well understood is how universities encourage entrepreneurial (opportunity discovery, evaluation, and exploiting) behavior. This research investigated a multilevel model of the determinants of academic entrepreneurship. The primary research question of interest was, "What are the key determinants of how the university environment influences the discovery, evaluation, and exploitation of opportunities for converting knowledge into products, processes and services by university faculty members?" During the first phase of this research a case study was conducted at a university implementing an administrative innovation for promoting academic entrepreneurship behavior. The findings from this case study combined with the extant research on entrepreneurship, theories of behavioral intention, and innovation implementation influenced the development of a multilevel model to understand individual, departmental, and university level determinants of entrepreneurial behavior within the university setting. Cross sectional survey research was conducted in the second phase. The model was tested using 2,649 engineering faculty survey respondents across 103 U.S. universities. The research results found university faculty members' intentions to engage in academic entrepreneurship are influenced directly by their perceptions of how desirable and feasible it is to conduct academic entrepreneurship behavior, and indirectly by the university climate for entrepreneurship and the perceived fit between the academic department's values and entrepreneurship behavior (behavior-values fit). Increases in faculty members' intentions to engage in entrepreneurial behavior were associated with increases in several behavioral outcomes including the frequency of invention disclosures, execution of technology licenses-options, and new venture startups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]