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ERIC Number: ED555986
Record Type: Non-Journal
Publication Date: 2013
Pages: 249
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-1499-9
Entrepreneurial Pathways in Higher Education: The Learning and Career-Making Experiences of Faculty Entrepreneurs
Feldmann, Bridget D.
ProQuest LLC, Ph.D. Dissertation, Illinois State University
While interest in and demand for academic entrepreneurship has gained prominence in recent years, there is minimal qualitative research on the learning experiences and career-making events that transform traditional faculty members into faculty entrepreneurs who are able to successfully apply their research knowledge toward endeavors that intersect with the private market. Most of the research on academic entrepreneurship focuses on the determinants that influence faculty to apply their research knowledge in an entrepreneurial manner, such as government legislation, university policies, university procedures (i.e., faculty reward systems), and university support services for entrepreneurial endeavors (i.e., Technology Transfer Offices or business incubators). Subsequently, there is a gap in the literature on how traditional faculty members learn about entrepreneurship, and how they learn to couple their research knowledge with an entrepreneurial endeavor. As such, the purpose of this study was to examine the lived entrepreneurial learning experiences and career events that stimulate academic entrepreneurship from the perspective of faculty entrepreneurs. The data for this study was primarily collected through in-depth interviews using semi-structured questions. This study is grounded in the methodology of portraiture, a phenomenological approach (Lawrence-Lightfoot & Davis, 1997). The second stage of the data analysis process revealed six overarching themes which offer insights on the learning experiences including the contextual factors that contributed to the participants' development as faculty entrepreneurs. The results of this study may benefit university and college leaders who are considering academic entrepreneurship as a strategic initiative to build community support (Kingma, 2011) and drive economic growth (Shane, 2004). In addition, the descriptive data garnered from this study may be instructive for traditional faculty members who seek to become academic entrepreneurs. Finally, this study may serve as an entry point into a larger discussion on how individuals learn and develop entrepreneurial capacity within an organizational setting. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A