The impact of institutional management on teacher entrepreneurship competency: The mediating role of entrepreneurial behaviour

Abstract

Although COVID-19 is far away, the impact of the pandemic on the management of higher education remains. Within the field of entrepreneurship education research, the influence of institutional management on teacher entrepreneurship competency (TEC) has attracted more attention as they are considered one of the key engines of economic recovery. Using quantitative research as well as SEM, a total of 1241 entrepreneurship education faculty members at China's double first-class universities were surveyed using a questionnaire. The results suggest that entrepreneurship group management (EGM) and mechanism protection (EMP) in institutions have a positive predictive effect on TEC, while a partial mediating effect exists after considering teacher entrepreneurial behaviours (TEB) (including Teacher's behaviour of innovation and autonomy (BIA) and resource seeking and management (BSM)). Overall, the management of entrepreneurship education in Chinese universities has a good effect on the development of TEC. Thus, the application of tripartite interaction theory in entrepreneurship education institutions provides a good reference for the personal sustainable development of entrepreneurship teachers. The significance of institutional management for teachers should shift from the traditional provision of work to professional development and growth.