THE READINESS OF SCIENTIFIC AND PEDAGOGICAL STAFF FOR ACADEMIC ENTREPRENEURSHIP: SCIENTIFIC AND PEDAGOGICAL DISCOURSE

Abstract

In the world practice, academic entrepreneurship is actively developing. Still, its integration into the national educational space requires substantiation of theoretical foundations, study of best practices of famous universities, and training of teachers following its implementation. Substantiation of the theoretical foundations of academic entrepreneurship, definition and characterisation of terms that constitute the conceptual and categorical field of academic entrepreneurship, allows synchronisation of its content with international standards. The article reveals the scientific literature which determines the concept of “readiness”. It is justified that a clear definition of the essence of the readiness of scientific and pedagogical staff for academic entrepreneurship is necessary for making strategic decisions in educational policy, the development of entrepreneurial culture at the university, creation of an environment open to innovations. Considering the essence of academic entrepreneurship, the functions performed during its implementation, and taking into account the results of previous scientific research, it is concluded that the readiness of scientific and pedagogical staff for academic entrepreneurship should be interpreted as a personal and functional system that encompasses values and attitudes, beliefs, motives, interests and needs, intellectual and creative potential of scientific and pedagogical staff, innovative thinking, a system of knowledge, skills and abilities, personal qualities, which together form the basis for personal and professional realisation and achievement of entrepreneurial success in the academic environment. In the structure of the readiness of scientific and pedagogical staff for academic entrepreneurship, the following components should be distinguished: motivational, cognitive, activity, and personal. The substantiation of the essence and research of the main characteristics of the motivational, cognitive, activity, and personal components in the structure of the readiness of scientific and pedagogical staff for academic entrepreneurship is attributed to the prospects of further scientific studies.