This paper explores the academic entrepreneur’s identity transition and its impact on spin-off’s innovative input. Central to this study is the factors that influence scholars’ position-holding behavior and their impact on spin-offs. Based on the data of the 2005–2010 SME Innovation Fund and 14 interviews, we investigate the influence of scholars’ role embeddedness on their entrepreneurial role-taking behavior from the perspective of identity theory. Empirical results show that scholars with higher embeddedness in academia are less likely to hold a spin-offs’ CEO position. Besides, follow-up research found that scholars holding CEO positions can increase a spin-off’s R&D input, which reveals the influence of scholars’ career imprinting and its scientific logic on role-taking behaviors and spin-offs’ innovation input. We also empirically test the effect of scientific logic and business logic on a spin-off’s innovation input, concluding that conflicts between these two logics are detrimental to a firm’s innovation input. This paper contributes to existing literature by providing a new perspective for identity theory and has implications for scholars’ entrepreneurial practice. Additionally, it provides a theoretical basis for technology transfer and open innovation policy.

Generative artificial intelligence (GenAI) is increasingly integrated into higher education, where it supports writing, feedback, problem solving, and research-related tasks while also raising concerns about cognitive offloading and learner dependence. This scoping review mapped the literature on the relationships among GenAI, cognitive offloading, and learner agency in higher education. Peer-reviewed English-language studies were reviewed to examine how learner agency has been conceptualized, how GenAI may both enhance and erode agency, which mechanisms link GenAI use to educational outcomes, and which pedagogical conditions shape these effects. The review shows that learner agency is conceptualized as a multidimensional construct involving self-regulation, reflective judgement, intentionality, and responsible action. Across the literature, GenAI operates through a dual-pathway structure: one pathway may enhance learner agency by strengthening self-regulated learning, self-efficacy, feedback literacy, and reflective engagement, whereas the other may erode learner agency through cognitive offloading, overreliance, dependence, uncritical uptake, and weakened judgement. Overall, the findings suggest that the educational value of GenAI depends less on the technology itself than on how it is pedagogically embedded, with augmentation-oriented and scaffolded use being more supportive of learner agency than replacement-oriented use.

Project expert evaluation is the backbone of public funding allocation. A slight change in score can push a proposal below or above a funding line. Academic researchers have discovered many factors that may affect evaluation decision quality, yet the subject of cognitive proximity towards decision quality has not been considered thoroughly. Using 923 observations of the 2017 Beijing Innofund data, the study finds that cognitive proximity has an inverted “U-shape” relation to decision-making quality. Moreover, two contextual factors, evaluation experience and evaluation efforts, exert moderation effects on the inverted U shape. These findings fill the gaps in the current research on cognition-based perspective by specifying the mechanism of cognitive proximity in the evaluation field and contributing to improving decision-making quality by selecting appropriate evaluators. Theoretical contributions and policy implications have been discussed.