Affiliations: [a] School of Management, Wuhan University of Technology, Wuhan, China
| [b] Ideological and Political Education Department, Hubei Water Resources Technical College, Wuhan, China
| [c] School of Innovation and Quality Development, Hankou University, Wuhan, China
| [d] School of Economics and Management, Hubei University of Technology, Wuhan, China
Correspondence:
[*]
Corresponding author. Chunyan Zhang, School of Innovation and Quality Development, Hankou University, Wuhan,
China. E-mail: 121444847@qq.com.
Abstract: Academic entrepreneurship performance has become the core research content of academic entrepreneurial activities and the growth of entrepreneurial enterprises as a reflection of the academic entrepreneurship process and essence. Among them, university teachers are playing a social function that is equivalent to the enterprise innovation and entrepreneurship, embedding in the spiral mechanism of regional entrepreneurship, industrial, and value chains. However, studies on the academic entrepreneurship performance of university teachers are limited. Therefore, from the academic entrepreneurship data of 10 university teachers with active academic entrepreneurship behavior in China from 2012 to 2016, this study analyzes the approximate dependence of the academic entrepreneurship performance input and output indicators of university teachers. The rough set fuzzy clustering analysis method is used for the first time to measure the importance of academic entrepreneurship input and output indicators of university teachers in the entire entrepreneurial performance indicator system. In addition, this study analyzes the fuzzy evaluation of the academic entrepreneurship performance of university teachers. The objectives are to eliminate the subjectivity of weight setting, reduce the scale of the index, and establish an objective and effective evaluation index system. Results show that among the attributes of the academic entrepreneurial input and output conditions of university teachers, financial salary input and research funding are the reductions of five entrepreneurial output decision attributes. Moreover, financial salary input and research funding are the most important indicators and have a two-factor relationship with entrepreneurial output. The number of spin-off companies should not be selected as an indicator of entrepreneurial performance due to the almost zero discernable relationship with entrepreneurial input.
Keywords: University teachers, academic entrepreneurship, entrepreneurship
performance, set-based evaluation
