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From Outsiders to Insiders: Empowering University Teachers to Foster the Next Generation of Entrepreneurial Graduates

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Publicado en:Education Sciences vol. 15, no. 12 (2025), p. 1643-1664
Autor principal: Jin Fufen
Otros Autores: Roald, Gunhild Marie
Publicado:
MDPI AG
Materias:
European Commission
Teaching
Pedagogy
Values
Professional development
University faculty
Entrepreneurs
Teachers
Entrepreneurship education
Empowerment
Education
Learning
Quantitative analysis
Qualitative research
Learning Modalities
Educational Quality
Course Descriptions
Learning Activities
Educational Practices
Educational Development
Competence
Experiential Learning
Reflection
Entrepreneurship
Educational Methods
Teaching Methods
College Faculty
Learning Theories
Teacher Competencies
Professional Identity
Faculty Development
Occupational Aspiration
Instructional Design
Evidence Based Practice
Professional Education
Course Content
Learner Engagement
College Science
Educational Strategies
Acceso en línea:Citation/Abstract
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Resumen:Fostering a generation of entrepreneurial graduates from all disciplines capable of addressing complex societal challenges has become a key objective for higher education. Stimulating entrepreneurial competence across disciplines depends critically on university educators, yet many feel like “outsiders” to entrepreneurship, lacking the confidence or pedagogical strategies to integrate entrepreneurial thinking into their teaching. This study explores how a targeted professional development course can empower educators from diverse disciplines to become “entrepreneurial insiders.” Drawing on the experiential learning theory and emotional engagement, the course design employs a three-dimensional pedagogical model—inspiration, immersion, and implementation—to guide participants from emotional engagement to practical application. Using a convergent mixed-methods approach exploiting both quantitative and qualitative data collected via pre- and post-course surveys, we find significant increases in educators’ competence and confidence to implement entrepreneurial elements into their teaching. Qualitative analyses further reveal that the educators’ transformation is sparked by perceptual change, emotional connection, and intentions to apply entrepreneurial pedagogy. Creating a safe learning environment and explicitly communicating supportive behavior are considered as critical success factors for the transformation. The study contributes to entrepreneurship education research by offering a replicable, educator-centered model for training educators to embed entrepreneurship across disciplines.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15121643
Fuente:Education Database