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.
Jin et al. (Sat,) studied this question.