Autonomy, Competence and Relatedness -- The Facilitators of Academic Engagement in Education-Driven University-Business Cooperation

Autor/inn/en	Orazbayeva, Balzhan; van der Sijde, Peter; Baaken, Thomas
Titel	Autonomy, Competence and Relatedness -- The Facilitators of Academic Engagement in Education-Driven University-Business Cooperation
Quelle	In: Studies in Higher Education, 46 (2021) 7, S.1406-1420 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Orazbayeva, Balzhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1679764
Schlagwörter	Professional Autonomy; Academic Freedom; Individual Power; Competence; Self Efficacy; Interpersonal Relationship; Sense of Community; Psychological Needs; College Faculty; School Business Relationship; Educational Cooperation; Student Mobility; Curriculum Design; Delivery Systems; Correlation; Teacher Motivation; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Berufsfreiheit; Akademische Freiheit; Eigeninitiative; Kompetenz; Self-efficacy; Selbstwirksamkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Fakultät; Education; cooperation; Kooperation; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Lehrplangestaltung; Auslieferung; Korrelation; Ausland; Europa
Abstract	Notwithstanding the growing importance of university-business cooperation (UBC), our understanding of education-driven UBC remains nebulous, so does our knowledge of facilitators of academic engagement in such cooperation. This research explores psychological facilitators underlying academic engagement with business in education-driven activities such as student mobility, curriculum design and delivery. Drawing on a self-determination theory (SDT), it investigates the factors facilitating academic engagement in these activities with a specific focus given on their UBC autonomy, competence and relatedness. Based on an extensive and wide-reaching European survey, this research shows that academic autonomy does not only play an important role in teaching and research, but also in facilitating academic engagement in education driven UBC, with UBC competence and relatedness being highly relevant too. This research contributes to the literature by shedding light on education-driven UBC and by applying SDT framework of need satisfaction in this context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01