Role conflict, entrepreneurial identity, and academic entrepreneurship: the effects of immigration status

University scientists have been strongly encouraged by administrators to engage in academic entrepreneurship (AE), via patenting, licensing, and startup formation. AE is a key aspect of the rise of “entrepreneurial universities” as discussed by (Guerrero & Urbano, Journal of Technology Transfer, 37(1), 43–74, 2012). We examine the relationship between role conflict and scientists’ propensity to engage in AE. Our model starts with the realization that academics contemplating AE struggle with multiple identities as scientists and entrepreneurs and different roles. We hypothesize that foreign-born scientists are more adept at developing an entrepreneurial identity and managing role conflict, which makes them more likely to engage in AE than their domestic counterparts. Our empirical results, based on data from 391 scientists at 25 US research universities, confirm that foreign-born scientists are well-positioned for AE and that engagement in AE mediates the positive impact of foreign-born status on entrepreneurial identity. The results imply that a more open immigration policy will generate higher levels of AE

COVID-19 and the academy: opinions and experiences of university-based scientists in the U.S.

Abstract Much of the available evidence regarding COVID-19 effects on the scientific community in the U.S. is anecdotal and non-representative. We report findings from a based survey of university-based biologists, biochemists, and civil and environmental engineers regarding negative and positive COVID-19 impacts, respondent contributions to addressing the pandemic, and their opinions regarding COVID-19 research policies. The most common negative impact was university closures, cited by 93% of all scientists. Significant subgroup differences emerged, with higher proportions of women, assistant professors, and scientists at institutions located in COVID-19 “hotspot” counties reporting difficulties concentrating on research. Assistant professors additionally reported facing more unanticipated childcare responsibilities. Approximately half of the sample also reported one or more positive COVID-19 impacts, suggesting the importance of developing a better understanding of the complete range of impacts across all fields of science. Regarding COVID-19 relevant public policy, findings suggest divergence of opinion concerning surveillance technologies and the need to alter federal approval processes for new tests and vaccines