In academic environments where publishing papers takes priority, pursuing entrepreneurship can be particularly challenging. Academics play a central role in university entrepreneurship, but gaps remain in understanding what motivates them to share and apply their knowledge beyond universities and how this fits with their academic responsibilities.

Academic entrepreneurship can involve turning university research into businesses, patenting inventions and licensing technologies for others to use. A recently published chapter title “Understanding Academic Entrepreneurship: Ecosystem, Participants, Incentives and Obstacles, Abe Mathopa and Kwena Kgaabi explore what motivates academics to engage in entrepreneurship, how they participate and the conditions that support or discourage their involvement.

The chapter draws on existing literature from different countries and theoretical frameworks to examine academics’ motivations, institutional support and barriers to entrepreneurship. It also considers relationships between universities, industry, government and civil society.

The chapter highlights several insights from existing research:

Money is one of several motivations. Academics may pursue entrepreneurship to earn income, gain independence, solve societal problems or see their research put to practical use. Others seek to improve students’ learning experiences through industry engagement. The chapter therefore discusses both financial and non-financial motivations for academic entrepreneurship.

University support matters. Technology transfer offices, which help researchers protect inventions and bring them into practical or commercial use, can assist with patenting, licensing and establishing businesses. However, limited awareness of these services, poor communication and difficult relationships with support staff can discourage academics from using formal university processes.

Networks and learning opportunities can support participation. Entrepreneurship education, mentoring, role models and industry connections can help academics access business knowledge, resources and collaborators. Supportive institutional leaders and recognition for entrepreneurial activities can also encourage involvement.

Academic culture and competing responsibilities can create barriers. Some academic environments view entrepreneurship as a distraction from publishing research. Academics may also struggle to balance their roles as teachers, researchers, inventors and entrepreneurs. However, the chapter also discusses research suggesting that entrepreneurial activities can contribute to knowledge creation and support academics’ ability to publish.

The chapter points to the importance of support that reflects each institution’s strengths and circumstances. Its discussion highlights how clear communication about available services, appropriate incentives, entrepreneurship education and stronger industry relationships can support academics in applying their knowledge beyond universities.

It also identifies a need for further research into individual academics’ experiences, their relationships with university support offices and how institutional policies affect their ability to balance academic and entrepreneurial responsibilities. These insights draw on research from different settings and should be understood in the context of each institution.