Academics and individual motivation : the Knowledge Transfer Partnerships context

This research study is designed to elicit an understanding of what motivates academics engaging in Knowledge Transfer Partnerships (KTPs). KTPs are a mechanism used by universities to transfer knowledge to business and industry, but there is very little evidence of why academics engage in the activity, and how they find it motivating. Using a qualitative case study approach, this study applies the principles of SelfDetermination Theory (SDT) to understand intrinsic and extrinsic motivation. SDT isan increasingly popular theory of motivation, but has had little application in the fieldof knowledge transfer, and no evidence was foundof its application to the field ofKTPs. This provides a unique approach to, and opportunity for, understandingindividual academic motivation in the context of KTPs.SDT proposes a motivation continuum where intrinsic motivation is the mostautonomousbehaviour, and external regulation the most controlled. They argue thatindividuals need to feel competent and able to behave autonomously, if they are tobe intrinsically motivated. Furthermore, where the environment is supportive, they aremuch more likely to feel they can behave autonomously, and for their behaviour to bethe most autonomous form of extrinsically motivated behaviour. SDT studies typicallyare quantitative, and take place in more controlled settings, although increasinglythere is evidence of qualitative studies being conducted. In the case of this qualitativeresearch study, thematic analysis is used to identify a series of themes, which are designed to enable an exploration and explanation of academic motivation. This evidence, along with secondary data, is designed to contribute to further understandings of SDT and individual academic motivation in the context of KTPs.The overall purpose is to provide a series of recommendations designed to improve the relationships between academics engaging in KTPs, the universities supporting them, and the higher education policy environment

Level dc:type.qualificationlevel

Doctoral (Level 8)

Year dc:date.issued

2026

Author dc:creator

• McCleary, E

Language dc:language

en

Identifier

oai:salford-repository.worktribe.com:1406946

OAI identifier oai:identifier

oai:salford-repository.worktribe.com:1406946