ArticleFrontiers in psychology2026
Determinants and effects of academic engagement in university-industry collaboration: a PLS-SEM approach.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: This study examines academic engagement as a mechanism through which universities connect research with societal use. Drawing on a stimulus-organism-response perspective, it investigates the determinants of academic engagement and its effects on knowledge transfer and scientific productivity. Methods: We administered a cross-sectional survey to 147 full-time faculty members in Colombia using a validated 32-item instrument measured on five-point Likert scales. The model specifies epistemic motivation, instrumental motivation, prior U-I experience, institutional support, and perceived social norms as antecedents; academic engagement as the focal construct; and knowledge transfer and scientific productivity as outcomes. Partial least squares structural equation modelling was used to assess reliability, validity, collinearity, and predictive performance. Results: The measurement model showed satisfactory psychometric properties, with standardised loadings above 0.70, AVE values ranging from 0.590 to 0.715, composite reliability between 0.852 and 0.899, and a maximum HTMT of 0.829. All antecedents were positively and significantly associated with academic engagement, with institutional support ( Discussion: The findings position academic engagement as a robust mechanism for translating academic work into external use while sustaining scholarly output. They suggest that universities can strengthen both societal impact and research performance by recognising engagement in workload and promotion systems, reinforcing faculty support structures, and embedding collaboration more systematically into institutional strategy.
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