摘要:本文是一个关于企业环境的留学生论文,这项研究的目的是调查这些由科学家变成的环境企业家的的触发机制和动机,因为他们洞察了这一现象:从科学家过渡到企业家的转换以及从员工到企业家转换的过程。
ggested individuals would be motivated toward minimizing the disparity between their perceived self and their ideal self. Champy and Nohria (2000) proposed three distinct phases of ambition. These are the initial conceptualization or the rise in ambition, the exhibition of the concept or the apex of ambition, and the challenges to the concept or the decline of ambition (Champy & Nohria, 2000).
Likewise, Lawrence and Nohria (2002) postulated four basic motivations of individuals in these higher orders. They proposed that individuals at this level seek to acquire, bond, learn, and defend. It is important to note that these higher order theorists do not disavow the motivational forces of self interest. Rather, they suggest that there is a higher-level motivation for gaining new knowledge, contributing to the social welfare, and fulfilling the need for long-term relationships. The importance of these egocentric theories to scientific entrepreneurship is that individuals are sometimes motivated to extend themselves for the benefits of others.
Motivational Theory and Scientific Entrepreneurs
The commentary on the motivation and characterization of scientists predates the modern era. Plato remarked that, “Scientists are people of very dissimilar temperaments doing different things in very different ways. Among scientists are collectors, classifiers, and compulsive tidiers-up; many are detectives by temperament and many are explorers; some are artists and others artisans” (Plato, 1982, p. 116). Plato's suggestion encompasses not only the differences in temperament but that the motivation for their work involves an interplay between the scientist and their environment, has a broader social context, and that there is an interrelationship between the scientist, their education, and the importance of their work. It was not until much later that others more fully considered their motivations.
Consistent with his previously discussed theory, Maslow (1954) suggested that scientists were motivated beyond the lower order needs. He stated that these include “... cognitive needs for sheer knowledge (curiosity) and for understanding (the philosophical, theological, and value-system-building)...” (Maslow, 1954, p. 2). He went on to suggest what he termed, “impulses to beauty, symmetry, and possibly to simplicity, completion, and order...” (Maslow, 1954, p. 2). These fit with his proposition for self-actualization and transcendence. This understanding by Maslow seems to suggest an almost Platonic philosophy of holism or a tradition of higher understanding and humanism in scientists.
In his study using ten well established scientific corporations and 277 scientists and engineers, Lee Danielson (1960) undertook a quantitative assessment of the characteristics and traits of scientists to determine the specific differences between these and other workers. Danielson (1960, p. 30) states, “Years of formal schooling promote and perpetuate certain knowledge, skills, and attitudes that ... act as a stabilizing and standardizing influence ...” He also suggested the motivation for scientific work included self-esteem, self-determination, self-expression, belonging, security, and opportunity for growth (Danielson, 1960). Following on Danielson's work, Samsom (1990) refined the characteristics and traits of scientists and scientific entrepreneurs but did not find consistency in the
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