Academic Entrepreneurship

The academic literature is replete with evidence of
the positive benefits associated with nurturing and
maintaining an intrapreneurial culture within
organizations. However, there is a gap in the
literature as to the role intrapreneurship plays
within academic institutions, which have historically
been reticent to foster and embrace intrapreneurial
activity. This study segments the professorate into
two groups: Academic entrepreneurs and traditional
faculty members, and captures the perceptions of each
group relative to the pay, co-worker, supervisor,
opportunity, work, and job-in-general dimensions of
job satisfaction using the Abridged Job Descriptive
Index and Abridged Job-in-General scales. The author
defines academic entrepreneurship as engaging in the
process of creating and exploiting new opportunities
from within the confines of an academic institution.
ANOVA was utilized to determine if there were
statistically significant differences in the
aforementioned dimensions of job satisfaction between
academic entrepreneurs and traditional faculty. The
findings reveal that 42.5% of respondents view
themselves as academic entrepreneurs.

Autorentext
Dr. Matthew G. Kenney is an entrepreneur, author, and business strategist. He holds a MBA in Global Business Leadership and earned his Doctorate in Business Administration with a marketing specialization. He has taught graduate and undergraduate business courses in entrepreneurship, marketing and management for several universities.

Klappentext
The academic literature is replete with evidence of the positive benefits associated with nurturing and maintaining an intrapreneurial culture within organizations. However, there is a gap in the literature as to the role intrapreneurship plays within academic institutions, which have historically been reticent to foster and embrace intrapreneurial activity. This study segments the professorate into two groups: Academic entrepreneurs and traditional faculty members, and captures the perceptions of each group relative to the pay, co-worker, supervisor, opportunity, work, and job-in-general dimensions of job satisfaction using the Abridged Job Descriptive Index and Abridged Job-in-General scales. The author defines academic entrepreneurship as engaging in the process of creating and exploiting new opportunities from within the confines of an academic institution. ANOVA was utilized to determine if there were statistically significant differences in the aforementioned dimensions of job satisfaction between academic entrepreneurs and traditional faculty. The findings reveal that 42.5% of respondents view themselves as academic entrepreneurs.