Description of independent variables
| Variable name | Variable description | Mean |
|---|---|---|
| Type of UBC | ||
| UBC for education and training | Collaboration between universities and businesses focused on education and training, including student mobility, dual education programs, curriculum co-design and co-delivery, and lifelong learning | 0.2340497 |
| UBC for research and development | Collaboration between universities and businesses focused on research and development, including R&D collaboration, consulting, staff mobility, and commercialisation of R&D results | 0.2385984 |
| UBC for entrepreneurship and innovation | Collaboration focused on fostering entrepreneurship and innovation, including academic and student entrepreneurship programs | 0.1038682 |
| UBC for strategic and operational aspects | Collaboration related to strategic and operational aspects, including governance, resource sharing, and mutual support between universities and businesses | 0.1429481 |
| Barriers for UBC | ||
| Resource and institutional barriers | Barriers related to the lack of funding, bureaucracy, insufficient work time for UBC, limited SME resources and difficulties in finding collaboration partners | 0 |
| Attitudinal and motivational barriers | Barriers related to differing motivations/values, communication styles, lack of university management support and lack of government funding for UBC | 0 |
| Business-specific barriers | Barriers specific to businesses, including needs for confidentiality, staff turnover, concerns over IP ownership and conflicting priorities between UBC and teaching/research responsibilities | 0 |
| Business awareness and capacity barriers | Barriers related to business focus on immediate practical results, limited capacity to absorb research and lack of awareness of university research offerings | 0 |
| Relationship-building barriers | Barriers related to the difficulty in initiating and establishing relationships, including the absence of appropriate contacts, lack of awareness of UBC opportunities and insufficient institutional prioritisation of UBC | 0 |
| Motivation | ||
| Intrinsic motivations: research and institutional goals | Motivations driven by research advancement and institutional objectives, including gaining new insights, applying research, securing funding and improving teaching performance | 0 |
| Extrinsic and personal motivations: personal and commercial goals | Motivations driven by personal gain and career advancement, such as obtaining personal income, commercialising IP, achieving academic promotion and improving reputation | 0 |
| Channels | ||
| Formalised institutional channels | Partnerships formed through institutional mechanisms like Technology Transfer Offices, Industry Liaison Offices and Technoparks | 0.2892 |
| Informal and networking channels | Partnerships formed through informal methods, including direct personal contact, referrals, alumni networks and publication searches | 0.3024 |
| Intuitional support | ||
| Regional governmental support | Support from governmental Organisations such as Regional Development Agencies and KOSGEB for university–business collaboration | 17.41% |
| Industry and commerce organisations | Support from industry and commerce entities, including Chambers of Commerce and Industry, which facilitate university–business collaboration | 5.78% |
| University-linked Support | Support from university-associated bodies such as Technology Transfer Offices and Public-University-Industry Representatives | 20.99% |
| External consulting support | Support provided by private consulting firms that offer external expertise for university–business collaboration | 10.27% |
| Control variables | ||
| Discipline | Categorises academics based on the discipline or subject area of their Faculty, which may influence their involvement in collaboration | |
| Academic's position | Captures the academic's position or seniority level within the university, such as junior Faculty or senior researchers, affecting their engagement in collaboration | Professors: 34.7% Assoc. Prof: 26.6% Assist. Prof: 26.4% Res. Assistant: 10.3% Lectures: 1.1% Other: 0.9% |
| Age group of academic | Categorises academics by age group, as age may influence their perspectives and involvement in university–business collaboration | 50+: 32.2% 40–49: 39.3% 30–3: 28.5% 30>: 3.9% |
| Variable name | Variable description | Mean |
|---|---|---|
| UBC for education and training | Collaboration between universities and businesses focused on education and training, including student mobility, dual education programs, curriculum co-design and co-delivery, and lifelong learning | 0.2340497 |
| UBC for research and development | Collaboration between universities and businesses focused on research and development, including R&D collaboration, consulting, staff mobility, and commercialisation of R&D results | 0.2385984 |
| UBC for entrepreneurship and innovation | Collaboration focused on fostering entrepreneurship and innovation, including academic and student entrepreneurship programs | 0.1038682 |
| UBC for strategic and operational aspects | Collaboration related to strategic and operational aspects, including governance, resource sharing, and mutual support between universities and businesses | 0.1429481 |
| Resource and institutional barriers | Barriers related to the lack of funding, bureaucracy, insufficient work time for UBC, limited SME resources and difficulties in finding collaboration partners | 0 |
| Attitudinal and motivational barriers | Barriers related to differing motivations/values, communication styles, lack of university management support and lack of government funding for UBC | 0 |
| Business-specific barriers | Barriers specific to businesses, including needs for confidentiality, staff turnover, concerns over IP ownership and conflicting priorities between UBC and teaching/research responsibilities | 0 |
| Business awareness and capacity barriers | Barriers related to business focus on immediate practical results, limited capacity to absorb research and lack of awareness of university research offerings | 0 |
| Relationship-building barriers | Barriers related to the difficulty in initiating and establishing relationships, including the absence of appropriate contacts, lack of awareness of UBC opportunities and insufficient institutional prioritisation of UBC | 0 |
| Intrinsic motivations: research and institutional goals | Motivations driven by research advancement and institutional objectives, including gaining new insights, applying research, securing funding and improving teaching performance | 0 |
| Extrinsic and personal motivations: personal and commercial goals | Motivations driven by personal gain and career advancement, such as obtaining personal income, commercialising IP, achieving academic promotion and improving reputation | 0 |
| Formalised institutional channels | Partnerships formed through institutional mechanisms like Technology Transfer Offices, Industry Liaison Offices and Technoparks | 0.2892 |
| Informal and networking channels | Partnerships formed through informal methods, including direct personal contact, referrals, alumni networks and publication searches | 0.3024 |
| Regional governmental support | Support from governmental Organisations such as Regional Development Agencies and KOSGEB for university–business collaboration | 17.41% |
| Industry and commerce organisations | Support from industry and commerce entities, including Chambers of Commerce and Industry, which facilitate university–business collaboration | 5.78% |
| University-linked Support | Support from university-associated bodies such as Technology Transfer Offices and Public-University-Industry Representatives | 20.99% |
| External consulting support | Support provided by private consulting firms that offer external expertise for university–business collaboration | 10.27% |
| Discipline | Categorises academics based on the discipline or subject area of their Faculty, which may influence their involvement in collaboration | |
| Academic's position | Captures the academic's position or seniority level within the university, such as junior Faculty or senior researchers, affecting their engagement in collaboration | Professors: 34.7% |
| Age group of academic | Categorises academics by age group, as age may influence their perspectives and involvement in university–business collaboration | 50+: 32.2% |
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