Factors Influencing Entrepreneurship Educators’ Pedagogical Choices—A Configurational Approach

Entrepreneurship education is critical for developing the entrepreneurial skills of tomorrow’s entrepreneurs and leaders. In this paper, we aim to identify factors influencing entrepreneurship educators’ pedagogical choices, in particular, factors influencing their preferences to become either a teacher-centric or a student-centric educator. Our analysis includes job satisfaction, self-efficacy, and department support as the antecedent variables influencing the outcome. The data are collected from 289 global entrepreneurship educators, and fuzzy-set comparative qualitative analysis (fsQCA) was used to obtain multiple configurations of conditions leading to either a teacher-centric or student-centric model. The fsQCA analysis reveals that for teacher-centric educators, job satisfaction and more than 10 years of teaching experience are the most important factors, whereas for student-centric educators, teaching experience is not important factor, but self-efficacy and entrepreneurship teaching training are influential factors. In the article we discuss the important theoretical and practical contributions resulting from the analysis