Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/306095 
Year of Publication: 
2024
Citation: 
[Journal:] Thunderbird International Business Review [ISSN:] 1520-6874 [Volume:] 66 [Issue:] 5 [Publisher:] Wiley Subscription Services, Inc., A Wiley Company [Place:] Hoboken, NJ [Year:] 2024 [Pages:] 447-471
Publisher: 
Wiley Subscription Services, Inc., A Wiley Company, Hoboken, NJ
Abstract: 
Society's growing demand for knowledge transfer from higher education institutions to firms through academics is a notable trend. Nonetheless, the nuances of how business school academics perceive their engagement in knowledge transfer to firms remain inadequately explored. This research endeavors to bridge this knowledge gap by drawing upon interviews conducted with 52 business school academics in Ghana. The synthesized findings derived from the interpretive phenomenological data analysis provide crucial insights grounded in the ability–motivation–opportunity theory framework. Within this framework, "opportunity" describes image‐ and project‐opportunity context drivers, such as media engagement, goodwill, in‐service training students, and projects by international development organizations fostered through relationship‐building and networking. "Motivation" explains the established national, societal, and self‐serving mandates, stimulating institutional‐, society‐, and person‐driven motivations. "Ability" encompasses the capacity of academics to employ both generic and relational mechanisms. The interplay among ability, motivation, and opportunity catalyzes the creation of various knowledge content types linked to specific market contexts.
Subjects: 
ability–motivation–opportunity theory
academic engagement
business school
internationalization
sub‐Saharan Africa
university–business collaboration
Persistent Identifier of the first edition: 
Creative Commons License: 
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Document Type: 
Article
Document Version: 
Published Version

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