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This study aims to examine the influence of transformational leadership and mindfulness on lecturers' commitment to teaching entrepreneurship with mediating effect of readiness for change in polytechnics.

The study used the cross-sectional survey method. The sample participants were 171 lecturers from polytechnics. Data were analysed by using partial least squares–structural equation modelling (PLS-SEM) approach.

Findings indicated that readiness for change mediated the relationship between transformational leadership and commitment to teaching entrepreneurship. Transformational leadership and mindfulness had no significant influence on commitment to teaching entrepreneurship. Readiness for change did not mediate the relationship between mindfulness and commitment to teaching entrepreneurship.

Higher education should be aware of the importance of lecturers' readiness for change. This is because readiness for change is the mediator of the relationship between transformational leadership and commitment to teaching entrepreneurship.

The study sheds light on the explanation of mediating effect of readiness for change to influence the relationship between transformational leadership and lecturers' commitment to teaching entrepreneurship in the Malaysian polytechnic context.

Despite large number of universities and institutions offering management degrees and interest in the field of entrepreneurship, very less is known about the perception of business lecturers regarding the subject of entrepreneurship, dominant pedagogy, their commitment to teaching and institutional support. The paper aims to discuss these issues.

Considering this, the study was carried out with structured questionnaire among 232 lecturers of business management from selected management schools of these three South Asian countries, India, Singapore and Malaysia.

In response to chief objective of the study, i.e. commitment of lecturers to teach entrepreneurship, it was found that almost 85 per cent of the respondents have shown that they feel fully committed to teach entrepreneurship and almost 35 per cent of the respondents feel that they will be unwilling to exchange current entrepreneurship teaching for teaching in other subjects. In the same vein, almost 50 per cent of the lecturers agree that their institution is keen to develop entrepreneurship education. However, in relation to training and staff development, it is found that almost 38 per cent of the lecturers have not received such a support.

The study provides insight about the level of commitment that business lecturers depict to teach entrepreneurship and resources provided to them by their institute to engage in entrepreneurship education.

To investigate possible connections between the ways in which university lecturers define the term “entrepreneurship” and the pedagogical methods they apply when teaching the subject.

In total, 141 lecturers on entrepreneurship courses completed a questionnaire concerning meaning of the term “entrepreneurship”; the pedagogical techniques they employed when delivering entrepreneurship units; and their commitment to entrepreneurship as an academic discipline. The sample was analysed with respect to the respondents' subject areas (marketing, organisational behaviour, economics, etc.), amounts of business experience, types of employing institution, and socio‐demographic characteristics. An emerging model was tested using the technique of partial least squares.

Lecturers' definitions of entrepreneurship were indeed influenced by their backgrounds and by the number of years they had worked in businesses. Few of the sample had ever owned an enterprise and, in general, respondents' operational management experience was limited. There was no consensus as to how the word entrepreneurship should be interpreted or how the subject should be taught.

Only a minority of the sampling frame (29 per cent) returned the questionnaire. The model that was tested had to be constructed ab initio due to the paucity of prior research in the field. Hence the study was wholly exploratory and could not test hypotheses explicitly derived from pre‐existing literature.

A consistent theory of entrepreneurship needs to be developed, to be disseminated among and accepted by lecturers who actually teach the subject, and then be incorporated into the curricula and syllabuses of entrepreneurship courses.

This research is the first to examine the perceptions of the nature of entrepreneurship held by lecturers on entrepreneurship programmes and to relate these perceptions to their antecedents and pedagogical consequences.

The study aims to investigate the state of higher education (HE) leadership research after the intensified focus on teaching and learning (TL) in academia.

The authors clarify the use of key concepts in English-medium empirical journal articles published between 2017 and 2021 by analysing 64 publications through qualitative content analysis.

The analysed papers on leadership of TL in HE activate a number of concepts, the commonest concepts being academic leadership, distributed leadership, educational leadership, transformational leadership, leadership and transformative leadership. Even if the papers highlight partly overlapping aspects of leadership, the study finds a rationale for the use of several concepts in the HE context. Contrary to the expectation raised in earlier scholarship, no holistic framework evolves from within the recent research to reveal the contribution that leadership of TL makes to leadership in HE generally.

Limitations: Nearly 40 per cent of the analysed articles are from the United States of America (USA), United Kingdom (UK), Australia and Canada, which leaves large areas of the world aside. Implications: The found geographical incoherence might be remediated and the research of leadership of TL in HE generally led forward by widening the cultural and situational diversity in the field.

This research contributes to an enhanced understanding of the field of leadership in TL in HE in that it frames the concepts used in recent research and makes the differences, similarities and rationale between concepts visible.

This study empirically examines the impact of motivation, transformational leadership and involvement in strategic planning (SP) on academic staff performance at higher education institutions (HEIs). It also examines how academics' involvement in SP mediates the associations between motivation, transformational leadership and performance.

This article conducted a quantitative approach based on a self-administered survey. Partial least squares structural equation modeling (PLS-SEM) was applied to analyze the data gathered from 192 faculty members at governmental HEIs in Oman.

The results indicated that academic staff motivation has a significant and positive impact on their involvement in SP and performance in HEIs. It is also revealed that employee involvement in SP activities is significantly affected by transformational leadership, while the latter does not affect academic staff performance. There is also a significant association between academic staff involvement in SP and their performance. Moreover, the relationships between motivation, transformational leadership and performance are fully mediated by academic staff involvement in SP at HEIs.

The current empirical work is one of the few endeavors to develop an integrated structural model to investigate how faculty members' performance could be affected by motivation, transformational leadership and involvement in SP. Furthermore, it is considered one of the first attempts to explore the intervening role of academic staff involvement in the SP process in the connections between motivation, transformational leadership and performance within the HEI realm.

Entrepreneurial education in higher education has emphasized following the prospect of entrepreneurship as one of the determinants of countries' economic growth. Therefore, it is considered necessary to assess how the current education system and learning orientation improve student's motivation to become entrepreneurs. This study evaluates all indicators included in the variables of entrepreneurial education, learning orientation, and entrepreneurship intention. While the curriculum represents entrepreneurial education, teaching method, educator competencies, and university support system, learning orientation consists of learning commitment, knowledge sharing capability, critical thinking, and vision sharing, and entrepreneurship intention are measured by abilities in writing a business plan, generating business ideas, identifying business opportunities, and innovation and business startup. The data was harvested from questionnaires completed by 123 entrepreneurship program students and was processed using PLS. This study finds that (1) curriculum significantly influences student's learning commitment and business plan writing ability, (2) teaching method influences individual knowledge sharing and business idea generation ability, (3) educator competencies do not significantly affect students critical thinking and ability to identify a business opportunity, but critical thinking influences their skill in identifying business opportunities, (4) university support system does not significantly influence student intention to innovate and start new businesses, but it significantly affects their ability to share their visions, and the ability significantly influences their intention to innovate and start new businesses.

As entrepreneurship courses become more popular, an increasing number of institutions are turning to practising entrepreneurs as a source of classroom instructors. Bringing such people into the classroom, however, generates an entirely new set of questions for a college and its faculty. Four issues that schools should consider in attempting to recruit qualified entrepreneurs are identified: motives, entrepreneurial experiences, academic knowledge and teaching skills. To attract and retain these individuals, schools should offer adequate rewards, support and commitment, and should assign the entrepreneur a faculty “host”.

Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.

Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.

The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.

The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

This paper aims to assess the state of development of entrepreneurship education, determine the importance of entrepreneurship in the South African higher education institutions (HEIs), and offer recommendations for improving preparations for the developing field.

An e‐mail survey has been conducted on South African HEIs. The respondents were academic staff members who are involved in teaching and researching entrepreneurship.

Results indicate that the entrepreneurship education in South Africa is in its developmental stage, although it is perceived as important in elevating the profile of any institution and there is increasing commitment from the institutions in academic, research and outreach offerings in entrepreneurship. The teaching and assessment methods follow traditional classroom delivery while research in entrepreneurship in South Africa is perceived as less rigorous than other management disciplines.

Although all HEIs were requested to become respondents in this survey, some have decided not to participate. Also, some academics involved in entrepreneurship may have been excluded if they are not on the e‐mail list of the Academic Entrepreneurship Society (AcES) of South Africa.

The findings suggest recommendations geared towards curriculum development, evaluation of teaching and assessment methodologies as well as the creation of partnerships with local communities for opportunities in internships and worksite visits.

This is the first study conducted on entrepreneurship education in South Africa, based on a national study encompassing most HEIs in this country.

The purpose of this paper is to explore the role of collaborative learning in the development of teachers’ entrepreneurial competences in the school context at primary, secondary and vocational levels of education.

The research is based on an interpretative and collaborative learning approach to teachers’ entrepreneurial competence development. The empirical work relies on teachers’ written learning reflections collected during the chosen training programme and applies an Interpretative Phenomenological Analysis (IPA) method to analyze the data.

The findings demonstrate that collaborative learning can help teachers to adopt a more entrepreneurial teaching approach. The findings highlight that social interaction and collegial support are important “drivers” for building self-confidence, further showing that conceptual and pedagogical renewal leads to an in-depth understanding of the work role and its meaning in society.

The study is of an explorative nature and bound to a specific contextual setting in Finland. Therefore further empirical research is needed to affirm the study’s suggestions on the effects of other collaborative learning interactions.

The research findings provide new insights for teacher trainers and policy makers on how to enhance entrepreneurial teaching competences. The study concludes with new directions for designing and managing teacher training programmes.

The paper enhances the understanding of teachers’ entrepreneurial competences, the role of collaborative peer learning in this process and thus bridges the gap between teacher research and entrepreneurial competence literature.