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The International Journal of Management Education 21 (2023) 100794

Contents list available at ScienceDirect

The International Journal of Management Education

journal homepage: www.elsevier.com/locate/ijme

The impact of institutional management on teacher

entrepreneurship competency: The mediating role
of entrepreneurial behavior
Ruijie Zhu a, Ziwen Liu a, Guojing Zhao b , Zhaoxin Huang a, Qiaoyan Yu a,*
a
Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, People's Republic of China
b
College of Innovation and Entrepreneurship Education, Wenzhou Medical University, Wenzhou, People's Republic of China

ARTICLE INFO ABSTRACT

Keywords: Although COVID-19 is far away, the impact of the pandemic on the management of higher education
Teacher competency remains. Within the field of entrepreneurship education research, the influence of institutional
Entrepreneurship education management management on teacher entrepreneurship competency (TEC) has attracted more attention as they
Triadic interaction theory
are considered one of the key engines of economic recovery. Using quantitative research as well as
Mediating role
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 entrepreneurial 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 behavior
(TEB) (including Teacher's behavior 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.

1.Introduction

Research on entrepreneurship education has attracted much attention globally (Ratten & Jones, 2021a), and researchers have
explored how each aspect can be improved based on students' educational needs, including curriculum design, environmental
development and institutional policy support. The role of entrepreneurship teachers is critical, and thus research on their role has been
intensely debated in recent years (Keyhani & Kim, 2021), with much attention being paid to whether and how they are to teach because
their competencies can largely determine the outcome of education (Martin et al., 2013). Simultaneously, the entrepreneurial competency
development of European citizens and institutions is a key policy objective of the EU and member states (Ferreras-Garcia et al., 2021).
Nevertheless, entrepreneurship teachers remain an under-researched group (Bae et al., 2014), especially in terms of their

Abbreviations: TEC, teacher entrepreneurship competency; EGM, entrepreneurship group management; EMP, entrepreneurial mechanism protection;
TEB, teacher entrepreneurial behavior; BIA, behavior of innovation and autonomy; BSM, behavior of resource seeking and management.
* Corresponding author.
E-mail address: yuqiaoyan@hznu.edu.cn (Q. Yu).

https://doi.org/10.1016/j.ijme.2023.100794 Received 22
February 2023; Accepted 1 March 2023 Available online 6 March
2023
1472-8117/© 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
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R. Zhu et al. The International Journal of Management Education 21 (2023) 100794

competencies. Nowadays, despite being post-COVID-19, the impact it has had on higher education and its management is still present globally.
Therefore, management at university institutions needs to actively adjust to the development of the pandemic and make preparations for the end of
the pandemic (Ratten & Jones, 2021b).
The institutional environment is currently a prime topic in entrepreneurship education research (Ferreras-Garcia et al., 2021), and researchers
have reached a consensus on the need to strengthen institutional environments. For example, universities will build entrepreneurial parks and practice
sites for students to facilitate their start-ups and to increase post-graduation entrepreneurship rates.
There are few studies on the influence of institutional environment on teachers' ability at present, but a recent study from Finland pointed out that
entrepreneurial teachers are the main components of the institutional environment, and they will be affected by personal growth and internal
development of institutions (Joensuu-Salo et al., 2023). It is a huge challenge for teachers to stand out in a complex institutional environment.
Therefore, this study considers the institutional environment in which these teachers work as the object of study and analyzes the impact on their
competencies in terms of team management and institutional safeguards for entrepreneurship education management.

The scope of entrepreneurship education in Chinese universities is second to none globally, and they undertake education and training for
students and faculty. 'Double first-class' universities (similar to Ivy League schools in the United States) are among the best and are designated key
state-funded universities with high levels of entrepreneurship teaching, innovative environments, and abundant resources for student entrepreneurship.
Many propose to build entrepreneurial universities, but relatively few have followed through. This is due to the mismatch between teacher competency
and students' education, a problem that is also more pronounced in some developed countries. Nevertheless, there is something to learn from
entrepreneurship education in China, especially in terms of the survival environment for teachers, and corresponding safeguards have been
established. The contribution of this study is therefore twofold. First, it analyzes how the management of entrepreneurship education institutions
predicts/influences teachers' competency.
Second, it analyzes which TEB improves this prediction or influence while determining the influencing factors. Finally, appropriate countermeasures
are suggested based on the attributes of the predictor variables.

2. Literature review

2.1. Institutional management and TEC

Management involves motivating human (employees) and manual (technology) resources to work in coordination to achieve institutional goals
and strategies (Desouza & Paquette, 2011, p. 175). Bikse et al. (2014) create a theoretical framework for entrepreneurship education management
(National level, Regional level, Municipal level, and School level). The framework envisions four levels of entrepreneurship education planning and
coordination at the national, regional, local authority, and school levels. The researcher argues that the coordination of entrepreneurship education
focuses on the management and institution of teachers, such as targeted planning and implementation of their professional development, which is a
complex set of measures that affects all levels of education (including teacher training), subjects of education, and participants (educational
policymakers, school administration, teachers, students, etc.). This means it is necessary to organize the corresponding process management.
Therefore, group management and mechanical protection of entrepreneurship education are considered to be the most important aspects of
entrepreneurship education institutions management (EIM).

According to McClelland (1973), competency is the underlying, deepest and most salient characteristic of individuals, and can be motivation,
traits, self-image, attitudes or values-any individual characteristic that can be reliably measured or counted and that significantly distinguishes high
performance from the average performance. Spencer (1993, p. 68) proposed that competency is un-derlying, deep-seated individual characteristics
that distinguish high and mediocre performers in a job, and can be motivations, traits, self-image, attitudes or values, domain knowledge, cognitive or
behavioral skills—any characteristic that can be reliably measured or counted and that significantly distinguishes high and average performers. Thus,
two definitions of competency exist in the literature: trait theory and behavioral theory (Fleeson & Jayawickreme, 2015; Ajzen, 1991, pp. 179-211).
Confidence, risk-taking behavior, internal locus of control, need for achievement and innovativeness are aspects of trait theory (Voda & Florea, 2019).
ÿ

Clark's view is that universities should be organized and managed as business enterprises. As the responsibilities of the governing bodies of
higher education institutions are similar in terms of entrepreneurial education governance (Raimi & Gabadeen, 2012), the governance of
'entrepreneurial' universities in China has evolved into institutional governance in universities. Universities, as specific forms of higher education
institutions, were established to meet the needs and expectations of the community, and those that failed to adapt to the changing needs and
expectations of society became less effective and disappeared due to obsolescence (Demir, 2021). It is therefore very important to build a favorable
environment for entrepreneurship education, as it is the common pursuit of entre-preneurship education managers to promote the establishment of
entrepreneurial universities (Lechuga Sancho et al., 2021). At the heart of entrepreneurial education team management are the managers (they are
also teachers who undertake entrepreneurship education), who have a strong influence on the life and strategy of the institution (Anderson et al.,
2018), and are also leaders of entrepreneurship, innovation, and change in schools (Gür Erdogan & Ayanoglu, 2021). Thus, they must have skills and
ÿ

knowledge that can meet the institutions' needs and contribute effectively to social transformation through practice (Hillmann et al., 2018). According
to Argon and Selvi (2013), teachers should be able to produce, use, present and manage information; see, process, and evaluate school deficiencies;
and have high levels of innovation and entrepreneurial values. Recently, new research has expanded our understanding of educational team
management, and the items used to measure it include eight indicators that reveal new administrative and managerial aspects (Grissom et al., 2021).
Leaders must understand the new and significant role that teachers play as facilitators.

North (1990, p. 88, 2010, p. 106) argues that institutions represent a set of rules that articulate and organize economic, social, and

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political interactions between individuals and social groups. In particular, institutions include any form of constraints designed to shape human
interactions and they can be formal (political rules, economic rules, and contracts) or informal (codes of conduct, attitudes, values, behavioral
norms, and practices). Such institutional rules in entrepreneurship education can help improve the institutional structure and make it efficient;
they can also motivate teachers to improve their competencies through rules. As some safeguards are considered to possess the attribute of
equity, they are upheld by fundamental laws (legislative acts, treaties, etc.)
(Kristkova, 2020). Likewise, universities worldwide have developed their regulations under the constitution as well as the legal sector, mainly
from the internal management of personnel and academic governance of universities. Along with the increasing institutional diversity in higher
education (Clark, 1983, p. 275; Dobbins & Knill, 2014, p. 347), many universities are also engaged in processes of change and reinvention of
purpose that link changes in universities to changes in democratic government, and in relationships at the local, national, and international
levels (Olsen, 2007). Many institutions have now realized that a technology-based competitive advantage is short-lived and that the only
sustainable competitive advantage they have lies in their people. Therefore, on the premise of ensuring the relevant mechanism, institutions
must be well-equipped to retain, develop, organize, and leverage their employee capabilities to stay ahead and maintain a competitive
advantage. Thus, the TEC can be improved (Grønhaug & Nordhaug, 1992).
Professional training, new teaching models, entrepreneurial practices, entrepreneurial culture, and policy safeguards are factors influencing
entrepreneurship teacher competency in existing research (Huang et al., 2020). Based on the literature, we argue that EGM and EMP have a
positive predictive effect on the TEC.

H1. EGM has a significant positive effect on TEC.

H2. EMP has a significant positive effect on TEC.

2.2. The mediating role of TEB

The behavioral theory includes the ability to identify and seize opportunities, integrate resources, generate ideas, implement innovations,
build entrepreneurial teams, and operate and manage (Ajzen, 1991). Research has identified 11 teacher competencies, including leadership
and management, evidence-based practice, disciplinary, ethical, teaching, collaborative, international, and continuing professional development
competencies (Kuivila et al., 2020). These can be categorized into three types: attitudes, knowledge, and skills required for the successful
completion of the relevant work in higher education (Huang et al., 2020). But there are few studies conceptualizing TEB (Keddie, 2018), as
there is no consensus on what entrepreneurial behavior means. Ho's et al. (2021) study identifies TEB as the formulation of a set of
competencies and attributes by teachers that enable them to seize opportunities for innovation and expand school entrepreneurship. The
following elements were identified as being associated with entrepreneurial behavior: initiating innovation, risk-taking, management skills,
autonomy with positive attitudes, and seeking external resources. This study investigated the impact of entrepreneurship teachers' competency
under the current institutional management in Chinese double first-class universities. It is also based on the triadic interaction theory which
states how a person adjusts relative to changing environmental situations to obtain desired outcomes (Bandura, 1978). Summarizing the
literature, we find that TEB consists of autonomy and innovation, as well as resource-seeking and management.

In an educational context, autonomy with positive attitudes refers to teachers' belief that they can proactively pursue their work goals and
not just survive at work (Hayat & Amer, 2015). Eyal and Yosef-Hassidim's (2012) study clarifies that the scale of innovative ideas determines
how entrepreneurial teachers use their autonomy rather than embedding degrees of freedom in schools. In addition, there has been much
research on the ability to innovate as an important component of entrepreneurial behavior, and they argue that innovative thinking can guide
specific entrepreneurial behavior (Kropp et al., 2008; Mustafa et al., 2016). Entrepreneurship teachers should not be limited by limited
resources of their schools, such as monetary support (Borasi & Finnigan, 2010). In China, institutional colleges and universities are funded by
universities with the assistance of government departments; Thus, TEB is largely supported by their schools, while they usually seek external
financial support, such as assistance from companies, to implement innovative ideas.
Many studies show that entrepreneurial behavior plays a mediating role between risk aversion and entrepreneurial intention (van Dam et al.,
2010; Zhang & Cain, 2017); environmental factors affecting entrepreneurial intention (Nguyen, 2020); social capital and job performance
(Kalhor et al., 2020); and entrepreneurial knowledge and entrepreneurship (Alkhalaf et al., 2022). However, no researcher has studied the
mediating role of personal entrepreneurial behavior in the relationship between entrepreneurship education management and TEC. Lifelong
learning of teachers and administrators affects the level of behavior and the level of entrepreneurial behavior increases moderately as their
ÿ

propensity for lifelong learning increases (Gür Erdogan & Ayanoglu, 2021). The study by Mozahem and Adlouni (2021) discusses how personal
behavior affects the learning of entrepreneurial behavioral competencies. Teacher competency was significantly associated with concerns
about school leadership and promoting teacher professional development (Nguyen, 2020). Therefore, drawing from the specific continuum of
behavioral and triadic interaction theories, it is suggested that TEB could play a mediating role in the association between institutional
management and TEC.
H3. BIA mediates between EMP and TEC.

H4. BIA mediates between EGM and TEC.

H5. BSM mediates between EMP and TEC.

H6. BSM mediates between EGM and TEC.

The theoretical framework (Fig. 1) depicts all the hypothetical relationships among different variables of the study that were

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developed after an in-depth study of the relevant literature. It aims to investigate how entrepreneurship teachers contribute to competencies through their roles in the
entrepreneurial process. This includes specific ways in which teachers can continuously improve their competencies in a well-organized environment. Ultimately, a
model is proposed that is based on the prediction of entrepreneurship teachers' competency and promotes continuous improvement in the management of
entrepreneurship teaching and education institutions.

3. Methodology

3.1. Sample design and data collection

The participants in this study were 1241 teacher members from China's double first-class universities. These universities in China were selected because some
represent the level of higher education in China and the Asia-Pacific region. The construction of double first-class universities in China has now entered a new phase
(overtaking school buildings, the previous leaders), with more emphasis on the role of specific disciplines in the school building, as well as better facilities for teachers
(Sharma, 2022).
The data collection was carried out as part of a major national project, and to reach the participants, the project leader distributed online and paper questionnaires
to researchers of the two top universities. The conditions of voluntary participation, anonymity, and research objectives were clearly stated. A total of 1364
questionnaires were completed, and 1241 were accepted (effective return of 91%).
Among the sample, 53.18% (n = 660) were male and 46.82% (n = 581) were female. In terms of teachers' qualifications, 30.54% had senior titles (n = 379), 37.47%
were assistant professors (n = 465), and 31.99% were lecturers (n = 397). The scale sections were all scored on a 5-point Likert scale (1 = strongly agree, 5 =
strongly disagree). All participants agreed to participate voluntarily after being informed of the purpose of the study. To determine the internal consistency of the
structure, a series of factor analyzes were performed and Cronbach's alpha was used to test for one-dimensionality and inter-item reliability (Carmines & Zeller, 1979,
pp. 116-118).

3.2. Measurement tools

This study used three teacher-rating scales: the TEC scale, the EIM scale and the TEB scale. They were combined into an online form containing the purpose of
the study, protecting privacy and demographic information. The form comprised 24 items that sought the extent of the teachers' agreement on a five-point Likert
range from very satisfied (5) to very dissatisfied (1).
TEC: Competence is a comprehensive concept combining generic and specific aspects and inferring implicit attributes from performance and observable
activities (Gonczi, 2013). In this study, we adapted some items from existing studies (Blomeke ¨ et al., 2020; Kuivila et al., 2020). The Teacher Entrepreneurial
Competence Scale uses 12 items from three dimensions of knowledge, skills, and attitudes with an overall consistency of 0.914. Its psychometric properties are
adequate, with Cronbach alpha coefficients of 0.759, 0.831, and 0.852 on the attitude, knowledge, and skills subscales, respectively.

EIM: In this study, entrepreneurship institutional management in universities consists of two aspects: group management and mechanism protection. The EGM
scale was derived from Lee et al. (2015). We added new items such as 'Entrepreneurial colleges have special office and practice spaces, and soft environments' to
the original scale to suit the specific conditions of Chinese higher education; the EMP scale was derived from Muralidharan and Pathak (2018). The tests for both
items showed sufficient convergent, discriminant, and construct validity with Cronbach alpha coefficients of 0.897 and 0.903 on the EGM and EMP subscales,
respectively.

Fig. 1. Theoretical framework of the study. Note: The symbol + represents expected positive and negative associations. For simplicity, indicators (items)
related to latent variables are not included.

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Zhu
R.
et
al.

Table 1

Means, standard deviations and inter-variable correlations.

m elementary school 1 2 3 4 5 6 7 8 9 10

1 Gender 1,468 0.499 1

2 Age 2,226 1,061 ÿ 0.115** 1

3 Degrees 2,197 0.714 ÿ 0.045 0.253** 1

4 Titles 3,093 1,179 0.126** ÿ ÿ 0.565** ÿ 0.365**
5

5 Tenure 2,335 1,157 0.060* 0.558** 0.142** 1 ÿ 0.483**

6 TEC 4,066 0.580 ÿ 0.023 ÿ 0.036 ÿ 0.018 ÿ 0.043 1 ÿ 0.058* 1
7 EGMs 3,977 0.785 ÿ 0.060* ÿ 0.055 0.014 0.045 ÿ 0.131** 0.493** 1
8 EMPs 3,914 0.717 ÿ 0.047 ÿ 0.126** 0.001 0.081** ÿ 0.154** 0.540** 0.770** 1
9 BIA 4,026 0.639 0.012 ÿ 0.094** ÿ 0.050 0.061* ÿ 0.103** 0.627** 0.606** 0.680** 1 The
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10 BSM 4,096 0.621 ÿ 0.001 ÿ 0.061* ÿ 0.062* 0.025 ÿ 0.073* 0.678** 0.446** 0.484** 0.680** 1

* **
Note. p < .05, p < .01.
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TEB: The scale is primarily based on Lechuga Sancho et al. (2021) the elements commonly identified as being related to entrepreneurial behavior are: initiating
innovation, risk-taking, management skills, autonomy with positive attitudes, and external resource-seeking. These can be divided into two dimensions: competencies
and attributes of teachers' entrepreneurial behavior. The 'competency' perspective implies that teachers possess important skills necessary to implement their
innovative ideas, and the 'attribute' perspective assumes that teachers exhibit qualities or characteristics that lead to certain behaviors when implementing innovative
ideas. Therefore, our study started with two dimensions of competence and attributes (three items for each construct) as mediating variables for the study. The overall
Cronbach alpha coefficient for the teacher entrepreneurial behavior scale was 0.842, 0.693 on the BIA and 0.737 on the BSM subscales.

4. Analyzes and the results

The research was conducted by a group of teacher members in a double first-class university in China. The model was tested using
Mplus (version 8.3) using structural equation modeling (SEM) via maximum likelihood for data collected from entrepreneurship teachers.
SEM analysis was used to check the fit of the proposed theoretical model to the data, as it is better suited to test mediating hypotheses
than techniques such as linear regression. It also allows the estimation of measurement error(Garson, 2015, p. 278). IBM SPSS version
26.0 (Armonk, NY, USA) was used for descriptive and validation analyzes of missing values, while Mplus 8.3 was used for SEM analysis.

Before analyzing the hypothesized relationships between the target variables, descriptive statistics for the selected sample are first
provided and correlations between all major variables are shown. The means, standard deviations and correlations between variables
are presented in (Table 1).
The goodness-of-fit of the measurement model (assessing the validity of underlying variables or structures by exploring the in-dicator
variables or items) and the structural model (addressing dependencies between the structures or underlying variables) were assessed
by (i) S – B ÿ2, degrees of freedom (df), and p-values; (ii) the comparative fit index (CFI) as the incremental fit index; and (iii) the 90%
confidence interval (CI) with the root mean square error of approximation (RMSEA). Considering the sample size (250+) and the number
of indicator variables, an adequate model fit was defined as an S– B ÿ2 p-value ÿ.05, CFI ÿ0.92, and RMSEA ÿ0.07 (Hair, 2019, p. 355 ).

4.1. Item packaging analysis

In this study, we used priori questionnaire construct (Little et al., 2002), that is, packaging based on question content or presentation
(eg, each group contains one reverse presentation question each). Afifi and Olson (2005) have used packaging based on topic content
and obtained better results. The results showed S–B ÿ2 = 297.127, df = 51, p < .001; ÿ2 / df = 5.826; CFI = 0.964; TLI = 0.953; SRMR =
0.032; RMSEA = 0.062 [90% CI from 0.056 to 0.069]. Therefore, the packaged model was a better predictor of the potential variable
TEC. The results of Harman's one-way test for this model were relatively poor for the packaged model (S–B ÿ2 = 592.440, df =
54, p < .001; ÿ2 / df = 10.971; CFI = 0.920; TLI = 0.903; SRMR = 0.046; RMSEA = 0.09 [90%CI from 0.083 to 0.096]).

4.2. Analysis of the measurement model

First, the standardized factor loadings of the measurement model indicators or items were analysed. All factor loadings were
statistically significant (p < .01) and above the reference value of 0.50 (Hair, 2019, p. 287). Second, for each latent variable included in
the model, our study demonstrated that the scale had adequate validity and reliability (assessed with AVE and CR, respectively, Table
2). However, all correlations between latent variables were significant (p < .01). In addition, the model presented a good fit (S–B ÿ2 =
919.484, df = 246, p < .001; ÿ2 / df = 3.73; CFI = 0.960; TLI = 0.955; SRMR = 0.034; RMSEA = 0.047 [90% CI from 0.044 to 0.050]). The
results showed that CR values were above the standard threshold of 0.70, indicating good reliability. AVE values above the standard
threshold of 0.50, indicating good convergence and satisfactory discriminant validity (Chin, 1998).
In addition, we conducted Harman's one-factor test to check for common method bias due to self-reported items (Podsakoff et al.,
2003). First, all items were forced to load onto a single unrotated factor, which extracted only 42.189% of the total variance, well below
the 50% warning threshold. Second, the single-factor model indicated a very poor model-data fit: S-Bÿ2 = 5131.519, df = 252, p < .001;
ÿ2 / df = 20.363; CFI = 0.711; TLI = 0.683; SRMR = 0.118; RMSEA = 0.125 [90%CI from 00.112 to 0.131]). Above all, these suggest that
the measurement models do not suffer from common method bias.

Table 2
Correlations between latent variables, reliability and validity analysis.

Factors AVE CR TEC EGM EMP

TEC 0.681 0.864 –

EGM 0.638 0.898 0.70** –

EMP 0.574 0.904 0.496** 0.797** –

Note. CR = composite reliability; AVE = average variance extracted. **p < .01.

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4.3. Results of mediation analyses

Based on the measurement model we constructed the structural model needed for this study, according to the research hypothesis
that EGM and EMP will have a positive impact on TEC, which will also be enhanced by the mediating variable TEB.
In order to study the mediating effect, it is necessary to ensure that the independent variable should have a significant relationship with
the dependent variable. Second, the independent variable should have a significant relationship with the intermediary, and finally, when
controlling the mediating variable, the relationship between the independent variable and the dependent variable must be much smaller
than when the independent variable is the only predictor (Baron & Kenny , 1986). As shown in Model 3 in Table 3, BSM has a stronger
prediction effect on TEC (ÿR2 = 0.536, p < .05). Alternatively, the beta coefficient of EGM and EMP became smaller than when it was the
sole predictor of TEC. Findings from the analyzes suggest that BIA and BSM partially mediate the link between EIM and and provide
empirical support to our second hypothesis. Furthermore, a bootstrapping test was conducted with a bootstrap sample of 1241 to confirm
the mediating impact of TEB between EIM and TEC.
As shown in Fig. 2 (parsimony model does not show covariance between exogenous variables), EGM has a positive predictive effect
for BIA (ÿ = 0.184, p < .001), BSM (ÿ = 0.202, p < .001) and TEC (ÿ = 0.207, p = .008). Accordingly, EMP had a positive predictive effect
on BIA (ÿ = 0.321, p < .001), and BSM (ÿ = 0.266, p < .001). TEC (ÿ = 0.338, p < .001) also had a positive predictive effect. Both BIA (ÿ =
0.342, p < .001) and BSM (ÿ = 0.284, p < .001) also had a positive predictive effect on TEC. H1 and H2 were verified in the study.

The standardized mediating effect of EMP and EGM on TEC via BIA and BRM was significantly different from zero at the 0.005 level
(Cheung & Lau, 2008). The overall fit index of the structural model was good: S–B ÿ2 = 1346.014, df = 394, p < .001; ÿ2 / df = 3.416; CFI
= 0.954; TLI = 0.949; SRMR = 0.035; RMSEA = 0.044 [90%CI from 0.042 to 0.047], statistically significant at 5% confidence level.
Therefore, the results from bootstrapping also provided support to our hypothesis as it confirmed an indirect (mediating) effect of the BIA
and BRM in the relationship between entrepreneurial educational institution management and entrepreneurial teachers' competency.
Thus, the study results support H3–H6.

5. Discussion

This study suggests that entrepreneurship education institutions in universities that are effectively managed can improve
entrepreneurship teachers' competency to an extent while improving corresponding institutions has a greater impact on their competency.
As the income of teachers in this category comes entirely from government departments, they invest more enthusiasm in teaching and
practice along with the improvement of the system. This is what many university administrations would like to see.
Previous research on entrepreneurial behavior has focused on entrepreneurial intentions, entrepreneurial attitudes and student
entrepreneurship (Duong, 2022), and little attention has been paid to the role of TEB, particularly when it comes to institutional
management. In the study on TEC, we considered EIM and TEB for the first time as potential influencing factors. We can explain it under
the triadic interaction theory, which suggests that behavior can function between the environment and individual competencies (Bandura,
1978). According to Table 4, we found that BSM accounted for a higher mediating effect between EIM and TEC, a result similar to that of
Martin et al. (2018) and Neessen et al. (2019). When the institutional environment and related systems are improved, teachers' competency
is significantly enhanced under the premise of actively exercising subjective initiative. Teachers play a key role in improving the quality of
training of personnel and accelerating the development and upgrading of innovation and entrepreneurship (Ruskovaara et al., 2015;
Teerijoki & Murdock, 2014). They are also considered visionaries, risk-takers, proactive, socially motivated agents of change, possessing
a sense of opportunism and innovation (Keyhani & Kim, 2021). Currently, the research on the behavioral moderating role of
entrepreneurship teachers is very limited, most of the previous research has been on pedagogical and practical findings that may not be
applicable to the highly challenging, complex, and uncertain environment in which entrepreneurial education institutions are managed.
Thus, this study can complement the work of Ruskovaara and Pihkala (2015).
Furthermore, for the study of teachers transformed into entrepreneurial role models, this study provides valuable insights in the scale
section (San-Martín et al., 2022).

Table 3
Regression analysis of mediation.

Model 1 Model 2.1 Model 2.2 Model 3

Gender 0.020 0.062* ÿ 0.035 ÿ 0.005

Age ÿ 0.013 0.010 ÿ ÿ 0.007 ÿ 0.009

Degrees ÿ 0.048* ÿ 0.050* ÿ ÿ 0.068** ÿ ÿ 0.011

Title 0.062** 0.010 0.026 ÿ 0.049**
Tenure ÿ 0.005 0.008 ÿ 0.000 ÿ 0.006
EMP 0.324** 0.465** 0.300** 0.122**
EGM 0.140** 0.171** 0.146** 0.051*
BIA 0.161**
BSM 0.424**
R2 0.317 0.484 0.254 0.540
ÿR2 0.313** 0.482** 0.250** 0.536**
F 81,708** 165,543** 59,910** 160,397**

Note. * p < .05, ** p < .01.

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Fig. 2. Test results for structural models; exogenous variables do not show model parsimony; solid lines indicate significant normalized coefficient
paths. *p < .05, **p < .01, ***p < .001.

Table
4 Results of the mediation role test.

Items Results c a*b c' Percentage

EMP =>BIA=>TEC Partial mediation effect 0.324 0.075 0.122 23.150%

EMP=>BSM=>TEC Partial mediation effect 0.324 0.127 0.122 39.265%
EGM=>BIA=>TEC Partial mediation effect 0.140 0.027 0.051 19.558%
EGM=>BSM=>TEC Partial mediation effect 0.140 0.062 0.051 43.919%

BIA and BSM were explored to address the research questions. The study combined elements of the triadic interaction theory to analyze the
factors influencing TEC while considering the impact of relevant mediating variables on the overall model based on theoretical assumptions.

On the one hand, it shows that TEC is influenced by a variety of internal and external factors, especially the management climate and the
corresponding rules and regulations within the institution. The environmental decision theory, which asserts that the environment has an absolute
and singular influence on people, has received mixed reviews from scholars. However, university entrepreneurship education institutions and their
managers should create a facilitating atmosphere to ensure that they live in harmony by allowing teachers to express themselves freely, supporting
their efforts, encouraging them to take risks, and motivating them to take responsibility ( Demir, 2021). Philpott et al. (2011) noted that administrators
should pay more attention to the individual teacher level, especially to overcome three major barriers: lack of entrepreneurial role models, a unified
entrepreneurial culture, and an entrepreneurship-related academic promotion process. If teachers are viewed as role models in the institution, it is
even more important than the teachers who will empower students with entrepreneurial characteristics to possess these competency characteristics.
School administrators need to be aware of this capital and leverage it (Gür Erdogan & Ayanoglu, 2021), as the entrepreneurial competencies of
ÿ

individual teachers are the basis for institutions to develop and sustain innovative and entrepreneurial competencies(Hayton & Kelley, 2006).

On the other hand, improving the quality of teachers requires not only an improved environment for training but also expenditure on personal
entrepreneurial behavior, which will be more significant for competency improvement. From the perspective of resource gain, individuals who have
abundant resources can perceive a greater amount of other resources (Hobfoll et al., 2003). That is, teachers who are resourceful in their work can
perceive other resources through resource gains, such as personal TEBs (including BIA and BSM).
Teachers who possess these behaviors can acquire enhanced professional insight, professional skills, and work contacts. In the process of
improving entrepreneurship institutions, we must actively promote cooperation between schools and enterprises, support and encourage teachers
to carry out entrepreneurial practice activities and build 'teacher+', 'classroom+', 'entrepreneurial park+', 'entrepreneurial project+', 'entrepreneurial
project+', and other new models of 'Internet+' to stimulate teachers' innovative thinking and entrepreneurial vitality, and to enhance the competence
of entrepreneurial teachers. Combining the behavioral dimension in the triadic interaction learning theory, we summarize the meaning of teachers'
entrepreneurial competency in terms of both attributes and competencies based on existing studies.

6. Conclusion

This study focuses on the impact of TEB in the setting of institutional management in terms of competency enhancement. There is still a lack of
research in this area. The theoretical aspect of this study focuses on the role of TEB in reciprocal determinism, emphasizing the need for individuals
to take initiative and actively use all other factors that contribute to personal growth during their growth in institutional settings. Therefore, we
investigated some of the teachers' perceptions of the group management of institutions

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R. Zhu et al. The International Journal of Management Education 21 (2023) 100794

management in schools (both in terms of team management and mechanism protection), which can facilitate efficient institutional self-
improvement. The further investigation prompted teachers to evaluate their entrepreneurial behavior, which in turn promoted reflection
on the teaching. In post-COVID-19 for institutional management in higher education, this study provides a theoretical basis for the
management of entrepreneurship education, and more attention needs to be paid to faculty entrepreneurial behavior, which is intrinsic
to higher education management (Ratten & Usmanij, 2021).
In practical terms, the importance of this study relates to how we can help teachers continuously improve their competencies in
teaching. The results indicate that the impact of improved mechanisms on teacher competency is significant, especially when teachers
have proactive and innovative behavior. Encouraging and training teachers' autonomy and innovation as well as resource-seeking and
management behaviors have good practical implications for the implementation and promotion of institutions in schools.
Improving the competency of entrepreneurship education teachers requires learning more about what this group needs and urging
entrepreneurship education institutions to do what they can to meet it. Researchers, entrepreneurship teachers, and organizational
managers are encouraged to work together to create a positive climate through improved systems, greater efficiency, and increased
security.

7. Limitations and future research

One of the limitations of this study is that the cross-sectional data could not be explored more deeply and many variables were
assessed without a temporal priority ranking. In the future, the longitudinal investigation should be the main tool in interaction studies
to gain insight into the deep relationships between the variables. Additionally, the data were collected from the double first-class
universities in China, and the comparison of the factors influencing the entrepreneurial competencies of teachers in different types of
universities has not yet been covered. Finally, this study was conducted from the perspective of the management of entrepreneurship
educational institutions. Therefore, we suggest, in future research, entrepreneurship education should also be added to the scope of
inquiry as an important influencing factor affecting the competency of the faculties of entrepreneurship educational institutions.

Author statement

Ruijie Zhu(First Author):Conceptualization, Methodology, Software, Investigation, Formal Analysis, Writing - Original Draft;
Ziwen Liu:Data Curation, Writing - Original Draft;
Guojing Zhao:Visualization, Investigation, Writing - Review & Editing;
Zhaoxin Huang: Resources, Supervision, Funding Acquisition;
Qiaoyan Yu(Corresponding Author):Conceptualization, Resources, Supervision.
All authors have read and agreed to the published version of the manuscript.

Institutional Review Board statement

The study was conducted according to the guidelines of the Declaration of Helsinki, and approved by the Institutional Review Board
of Hangzhou Normal University.

Funding

This research is supported by Major Project of the Ministry of Education of China in Philosophy and Social Science "Research on
the Construction of University Innovation System under the background of self-reliance and self-improvement in science and technology"
(21JZD057), chaired by Professor Zhaoxin Huang. Also supported by Hangzhou Normal University Graduate Student Research Pro-
motion Innovation Project (2022HSDYJSKY030), chaired by Ruijie Zhu.

Declarations competing interests

The authors declare no conflict of interest.

Data availability

Data will be made available on request.

Acknowledgments

We are grateful to all the teachers in the participating school.

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