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Faculty Entrepreneurialism and the Challenge to Undergraduate Education at Research Universities

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Abstract

This study attempts to unravel the complex relationships between faculty entrepreneurialism and teaching. Specifically, this study (1) compares the extent of entrepreneurial activities (i.e., using funds for research and consulting activity) across disciplinary fields and levels of teaching commitment and (2) examines the relative effects of faculty entrepreneurialism on commitment to teaching. Using a national database of four-year college faculty, research findings demonstrate variations of teaching commitment with respect to disciplinary fields and forms of entrepreneurial activities. More important, this study reveals rather strong negative relationships between using funds for research and teaching commitment. Such findings have important implications for policy makers, administrative leaders, and university faculty as they seek to balance the institution's instructional mission in light of the increasing trend toward entrepreneurialism.

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Authors and Affiliations

  1. Center for the Study of Higher Education, University of Arizona, Tucson, AZ, USA

    Jenny J. Lee

  2. Graduate School of Education & Information Studies, UCLA, Los Angeles, CA, USA

    Robert A. Rhoads

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  1. Jenny J. Lee
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  2. Robert A. Rhoads
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Lee, J.J., Rhoads, R.A. Faculty Entrepreneurialism and the Challenge to Undergraduate Education at Research Universities. Research in Higher Education 45, 739–760 (2004). https://doi.org/10.1023/B:RIHE.0000044229.70457.ca

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