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Published in: Review of Regional Research 1/2018

28-04-2017 | Original Paper

How entrepreneurial are students who intend to become academics? – A study of career motives

Authors: Nora Hesse, Jürgen Brünjes

Published in: Review of Regional Research | Issue 1/2018

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Abstract

The aim of this paper is to ascertain how students who intend to work as academics differ in their entrepreneurial attitudes and career motives from students who intend to become entrepreneurs. The study is based on quantitative data from two German universities. Our multinomial logistic regression analyses show that some career motives that can be associated with the intention of starting a business can also be associated with the intention of starting an academic career. However, students with academic career intentions are by and large not more likely to develop entrepreneurial intentions than students who intend to become employees outside the academic world. Particularly, compared to students with entrepreneurial career intentions, academic-bound students tend to lack entrepreneurial attitudes, and have a lower desire to achieve financial success and a stronger desire to receive recognition in their future career. These differences should be considered when designing policies that aim at fostering the creation of university spin-offs.

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Appendix
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Footnotes
1
In our understanding, an academic is a researcher in a university or in another research organisation.
 
2
In our understanding, entrepreneurship is the process of starting up a company or becoming self-employed, and an entrepreneur is someone who starts up a company or is in the process of becoming self-employed.
 
3
This is of little surprise as the instruments all directly address starting up a business, which, in contrast to students with academic intentions, is what students with entrepreneurial intentions aim to do. As Sieger and Monsen (2015, S. 48) note, their analyses use only “instruments tailored to the entrepreneurship context”.
 
4
It should be noted that students with “academic intentions” intend to be in paid employment. However, in order to improve readability, we use the term “employee intentions” in accordance with Sieger and Monsen (2015) for those students with the intention to be in paid employment outside academia.
 
5
The habilitation is the highest possible academic qualification in Germany and essentially qualifies the holder to obtain the rank of a university professor within the German system.
 
6
See acknowledgements.
 
7
Leibniz Universität Hannover had 21478 students and Georg-August-Universität Göttingen had 26381 students in the summer semester 2013 (Georg-August-Universität Göttingen 2013; Leibniz Universität Hannover 2013).
 
8
These are the MINT subjects (mathematics, computer science, natural science and engineering) and medical science (Kulicke et al. 2008). MINT subjects are comparable with the STEM fields used in English that comprise science, technology, engineering and mathematics.
 
9
Goodness of fit test: LR = 1635, p = 0.0000; Test vs. independence: LR = 35000, p = 0.0000.
 
10
These were the following items: A career as entrepreneur is attractive for me. If I had the opportunity and resources, I would become an entrepreneur. Being an entrepreneur would entail great satisfaction for me. Being an entrepreneur implies more advantages than disadvantages to me.
 
11
These were the following items: My life is chiefly controlled by powerful others. I feel like what happens in my life is mostly determined by powerful people. I can pretty much determine what will happen in my life.
 
12
The category STEM includes mathematics, natural sciences, engineering sciences including architecture, and computer sciences/informatics.
 
13
A change in the base category does not change the goodness of fit, so it is reported only once. The comparison of employee intentions vs. academic intentions was not added as it is already captured by the first column.
 
14
Academic intention: chi2 = 13.4, p = 0.768; Entrepreneurial intention: chi2 = 16.1, p = 0.589. To make sure, we also ran the model by omitting each category and compared the coefficients to the original model without noting any large differences.
 
15
The largest VIF value is 5.7 and the mean VIF value 2.0.
 
16
For summary statistics of the predicted probabilities of all groups see Appendix C.
 
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Metadata
Title
How entrepreneurial are students who intend to become academics? – A study of career motives
Authors
Nora Hesse
Jürgen Brünjes
Publication date
28-04-2017
Publisher
Springer Berlin Heidelberg
Published in
Review of Regional Research / Issue 1/2018
Print ISSN: 0173-7600
Electronic ISSN: 1613-9836
DOI
https://doi.org/10.1007/s10037-017-0114-y