Promotion and Impact of Innovation and Entrepreneurship Education on Faculty Development: A Look into China Universities

This study looked into the impact of innovation and entrepreneurship education on faculty skills development by evaluating the respondents on promoting innovation and entrepreneurship education, on the impact of innovation and entrepreneurship education to their development, and development of an intervention program that can be applied based on the findings of the study. A quantitative descriptive-correlational research strategy was employed in this study. A random sampling strategy was used to choose a representative sample of 150 teachers. The study results indicate that the study's demographic highlights experienced teachers, predominantly aged 31-50, indicating substantial institutional knowledge. Female representation dominates, signaling increased gender diversity. The prevalence of Master's degrees underscores academic qualifications' significance. Teachers with 11-20 years of experience offer mentoring potential for entrepreneurial students, fostering further innovation in university education. Moderate effectiveness in management efficacy among teacher-respondents suggests a need for goal-setting improvements to advance innovation and entrepreneurship education. Positive perceptions of communication efficacy underscore teachers' effectiveness but highlight room for improvement in providing constructive feedback. Age-related differences in knowledge of innovation and entrepreneurship education highlight the importance of tailored interventions. Gender-neutral observations in teachers' assessments indicate the efficacy of gender-neutral initiatives. Faculty skills development impacts moderately, with potential improvements in student collaboration and orientation on emerging trends. Entrepreneurial mindset development scores moderate, emphasizing resilience instillation but signaling networking opportunity improvement. Age-related differences suggest tailored interventions to address diverse needs. Gender-neutral impacts indicate effective skill enhancement regardless of sex. Varied impacts across educational backgrounds necessitate tailored approaches for entrepreneurial mindset. Significant correlations between teachers' knowledge and professional development, utilizing the triple helix model focused on collaborative interaction between academia, industry, and government in fostering innovation and driving economic development, highlight the need for investment in training initiatives, driving positive changes in education and benefiting both teachers and students.