Why the Best Academic Careers Are Built Like Start-ups
Why It Matters
Academic careers are often expected to follow a predictable path: earn a PhD, publish papers, secure grants and climb the promotion ladder. But today's research landscape is anything but predictable. New research argues that researchers can thrive by thinking more like entrepreneurs.
Key Takeaways
- Academic careers are not linear but evolve through continuous learning, experimentation and adaptation.
- Researchers who recognise opportunities, make the most of available resources and learn from setbacks are better equipped to navigate an increasingly complex research environment.
- Universities and funding agencies should redesign training and evaluation systems to reward long-term development rather than short-term outputs.
Research Careers Are More Like Entrepreneurial Journeys
Entrepreneurs rarely succeed by following a fixed roadmap. They adapt to changing markets, test new ideas, learn from failure and seize opportunities as they emerge. According to researchers Herman Aguinis, Yanhong Ding, Marilyn A. Uy and Maw-Der Foo, academic careers unfold in much the same way.
The authors introduce the concept of academic entrepreneuring, arguing that research careers should be viewed as an ongoing entrepreneurial process rather than a sequence of milestones. Instead of progressing in a straight line, researchers continually refine ideas, respond to feedback, build collaborations and adjust to shifting funding priorities, institutional expectations and societal needs.
This perspective reflects the reality of modern academia. Researchers today are expected not only to produce high-quality scholarship but also to secure funding, demonstrate real-world impact, collaborate across disciplines and engage with industry, all while balancing teaching and administrative responsibilities. Success depends as much on adaptability as it does on expertise.
Four Entrepreneurial Skills Every Researcher Needs
The researchers identify four entrepreneurial processes that can help explain how successful academic careers develop.
The first is opportunity recognition: the ability to identify meaningful research questions that resonate with emerging debates and funding priorities. A strong research idea is not simply original; it must also be positioned in ways that demonstrate its value to editors, reviewers, collaborators and funding bodies.
The second is effectuation, or working with the resources already available rather than waiting for ideal conditions. Researchers often begin projects using existing data, expertise or collaborations, adapting their plans as new opportunities and constraints emerge.
The third is bricolage: being resourceful. Many successful research projects are built by creatively combining limited funding, partnerships, datasets and methods. Rather than viewing constraints as obstacles, researchers can use them to generate innovative approaches. Finally, iteration recognises that progress often comes through repeated cycles of submission, rejection, revision and learning. Failure is not an exception to academic life but a normal part of producing impactful research.
It's Time to Redesign How Researchers Are Supported
The authors argue that individual capability alone is not enough. Universities, doctoral programmes and funding agencies all play a critical role in shaping researchers' success.
For doctoral education, this means moving beyond technical research training. Future researchers also need to learn how to frame research questions, navigate funding systems, communicate their ideas effectively and adapt when projects take unexpected turns. Creating environments where experimentation, feedback and reflection are encouraged can better prepare young academics for the realities of research careers.
The paper also calls for broader changes to how academic performance is evaluated. Heavy reliance on publication counts and journal rankings can discourage ambitious, high-risk research and place disproportionate pressure on early-career scholars. Instead, the authors advocate recognising diverse contributions such as interdisciplinary collaboration, industry engagement, mentoring and long-term intellectual development. Funding bodies can support this shift by introducing greater flexibility into grants and evaluating researchers based not only on past achievements but also on future potential.
Ultimately, the research suggests that academic careers should be viewed less as rigid ladders and more as dynamic journeys. Like entrepreneurs, successful researchers build careers by recognising opportunities, adapting to uncertainty and continually learning from experience.
Business Implications
Although focused on academia, the study offers lessons for any organisation that depends on innovation and knowledge creation. Employers should recognise that creativity and breakthrough ideas rarely emerge from rigid performance systems or predictable career paths.
By encouraging experimentation, valuing learning from setbacks and assessing people on long-term growth rather than short-term metrics, organisations can foster more resilient, adaptable and innovative talent. In an era where careers are increasingly shaped by uncertainty, adopting an entrepreneurial mindset may be just as important for professionals as it is for entrepreneurs.
Authors and source
Authors: Herman Aguinis, Yanhong Ding, Marilyn A. Uy and Maw-Der Foo
Original article: Academic entrepreneuring: Bridging entrepreneurial action and academic careers. Journal of Business Venturing Insights (2026).
---
For more research, click here to return to NBS Knowledge Lab.
