Abstract：Teachers in research universities may face many role legitimacy dilemmas in academic entrepreneurship.As a key element of teachers' participation in academic entrepreneurship,role legitimacy directly affects the success rate of teachers' academic entrepreneurship activities.Based on interviews with 13 academic entrepreneurship teachers in research universities,the paper constructs a cognitive-action-adaptation model of the legitimacy construction process of the role of academic entrepreneurs by using grounded theory.It is found that “situational cognition”and “self-cognition”can affect the role legitimacy cognitive construction of academic entrepreneurship teachers.While cognition can promote action,academic entrepreneurship teachers will construct role legitimacy through such strategies as “embedding and adapting to external norms”, “embedding in existing entrepreneurial network system”and “attaching importance to personal role impression management”.There is a “legitimacy crisis”in the process of role legitimacy construction.Teachers often reconstruct role legitimacy through three adaptation strategies: “role division”, “role strengthening”and “role integration”.These conclusions strengthen the academic community's attention to the legitimacy of the role of academic entrepreneurship teachers,and provide a better reference for the role construction of academic entrepreneurship teachers.
吴柯豫, 魏署光. 研究型大学教师学术创业者角色合法性建构与重塑过程研究[J]. 中国科技论坛, 2024(12): 176-188.
Wu Keyu, Wei Shuguang. Research on the Legitimacy Construction and Reshaping Process of Faculty Academic Entrepreneur Role in Research Universities. , 2024(12): 176-188.
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