Configuring motivational pathways to manage academics' individual motivation for engagement: Insights from German higher education institutions

Higher education institutions are a driver of innovation within the knowledge-based economy. Knowledge transfer via academic engagement with society is a promising response to societal challenges. This study investigates academics' motivation to engage with society by testing hypotheses derived from self-determination-theory. Effects of intrinsic regulation (joy), integrated regulation (internalized values) and the mediation by perceived autonomy (choicefullness) were tested using structural equation modelling, in which unique survey data collected from academics in Germany were analyzed. Two motivational pathways for academic engagement with society were found to be significant. These results provide relevant insights for higher education institution managers.