Exploring the Impact of Parenting Styles on the Social Development of Students in Early Childhood Education Training

Exploring the Impact of Parenting Styles on the Social Development of Students in Early Childhood Education Training | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploring the Impact of Parenting Styles on the Social Development of Students in Early Childhood Education Training Arz O Sama, Dr. Hina Gul, shumalia jeelani This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7411237/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study investigates the influence of three major parenting styles as authoritative, authoritarian, and permissive on the social development of students pursuing early years diplomas at the university level. Grounded in the foundational theories of Diana Baumrind, the research aims to understand how distinct parental behaviors and attitudes shape students' emotional responses, decision-making abilities, and interpersonal skills. Using a quantitative research design, data were collected from 37 participants through the Parenting Style Questionnaire (PSQ), which measures the frequency of behaviors aligned with the three parenting styles on a six-point Likert scale.The findings indicate a clear preference for authoritative parenting among participants, characterized by high scores in areas such as emotional support, mutual respect, and open communication. Authoritative parenting was associated with positive traits like confidence, empathy, and self-regulation. In contrast, authoritarian parenting showed moderate endorsement, particularly for behaviors emphasizing obedience and rule enforcement, but lower support for harsh disciplinary actions or emotional detachment. This style was linked to issues such as low self-esteem and anxiety, which may hinder healthy social interactions. Permissive parenting, with the lowest mean scores overall, was sporadically endorsed particularly for behaviors allowing child-led decisions or leniency but generally showed weak support for practices that lack discipline or boundaries. The study emphasizes that parenting styles play a critical role in shaping students’ social competencies, even as they progress into higher education. The authoritative approach emerged as the most beneficial for developing well-adjusted, socially competent individuals. The results underscore the importance of promoting parenting practices that balance emotional warmth with appropriate structure and discipline. These insights are valuable not only for parents but also for educators and policymakers who seek to foster environments that support holistic child development. While the study offers meaningful contributions to the field of developmental psychology and education, it acknowledges limitations such as a small sample size and reliance on self-reported data. Future research should aim for more diverse samples and incorporate longitudinal and multi-informant methods to deepen the understanding of how parenting styles influence children’s long-term social and emotional outcomes. Educational Psychology Educational Philosophy and Theory Sociology Philosophy Parenting Styles Authoritative Parenting Authoritarian Parenting Permissive Parenting Social Development Early Childhood Education Parenting Style Questionnaire (Psq) Parental Influence Student Behavior Child Psychology Introduction Entrepreneurship has become important to any country's socio-economic growth and development. Higher education institutions (HEIs) play a significant role in promoting entrepreneurship through integrating entrepreneurial education (EE) (Boldureanu, 2020; Barba-Sanchez, 2018). Furthermore, the Office of Research Innovation and Commercialization (ORICs) and business incubation centres (BICs) should be established to provide training opportunities for startup facilities (Rauch & Hulsink, 2015). Pedagogical entrepreneurship in higher education institutions (HEIs) is all about providing entrepreneurial teaching and learning in terms of entrepreneurial fairs and extracurricular activities (Morselli, 2019). Thus, there is a need to provide holistic training, including financial support, a collaboration of industry-academia linkages, and an academic culture of research, innovation and commercialization. Similarly, the teaching and learning practices and processes must transform to produce an innovative and entrepreneurial mindset (European Commission, 2018). It is accepted that entrepreneurship can be promoted by adopting appropriate teaching and learning practices; teachers cannot teach until they have an entrepreneurial mindset (EC, 2013). Therefore, teachers should adapt and utilise innovative instructional methodologies that enable the learners to develop creative skills and deal with uncertain situations by taking risks and transforming their failure into success (Morselli, 2019). Moreover, teaching-learning entails raising entrepreneurial knowledge, mindfulness, and competencies among individuals through curricular projects (Khanam, 2018). As per the policy devised by Research and Development (R& D) (2017), the academia should take initiatives to provide networking opportunities, exposure and platforms for faculty members and researchers to share their experiences, practices and innovative ideas with each other. Many HEIs have established the ORICs and BICs for the students purposefully to promote entrepreneurship, including job placements, startups, and industry linkages within HEIs setup. However, there is also a need for time to provide such entrepreneurial training platforms and opportunities to the faculty members in HEIs to bring innovative changes to their pedagogical practices. Subsequently, this study aimed to build the capacity of HEI faculty members to foster their entrepreneurial competence. Further designing and implementing the in-service training will be done by adapting the EntreComp framework on contextual teaching-learning needs to foster multidisciplinary entrepreneurial pedagogical practices across HEIs. Research Questions The following are the research questions formulated for this study: What specific interventions does the literature recommend for designing to build capacity among faculty at HEIs to foster entrepreneurial competence and stimulate entrepreneurial skills among students? How do the capacity-building interventions of Entrepreneurial Competence help HEI faculty in enabling them to foster Entrepreneurial Skills among students? Literature Review Higher Education Institutions (HEIs) play an important role in social, economic and technical growth (Boldureanu, 2020) by integrating entrepreneurial activities and innovative curricula that engage the learners in hands-on practical experiences (Wang, 2021). Gautam and Manish (2015) emphasized promoting entrepreneurial education to bring transformation among individual entrepreneurial competence and to turn ideas into activities that promote creativity and taking risks. Literature documented that entrepreneurship education is an empty beating factor in fostering a preneurial mindset and culture within academia (Pfeifer et al., 2016). Likewise, institutional importance and the role of teachers' teaching-learning practices are another important element in fostering knowledge, skills and practical attitude towards entrepreneurship (Yuan & Wu, 2020). The teaching-learning practices and methods are categorized into action-oriented teaching, group-based discussions, case studies, lectures of experts, seminars, and presentations (Arasti et al., 2016). Moreover, standard teaching methodologies in entrepreneurship education include developing a business plan, lecturing, and sharing popular case studies (Babatunji & Mohammad, 2018). Teacherpreneurship is another term used to describe teaching-learning skills, competence, and expertise to solve problems in an institutional context (Berry et al., 2013). The teacherpreneur actively takes opportunities, can deal with uncertain problems, and brings creative solutions to teaching-learning (Shawkat, 2022); however, they highlight institutional and administrative issues that hinder the entrepreneurial culture. Gibb (2009) highlighted three significant entrepreneurship education benefits for an entrepreneur: first, understanding entrepreneurship (what is entrepreneurship?); second, fostering a business mindset (why entrepreneurship is important?); and third, equipping with the necessary knowledge for startup and management skills (How to sustain the entrepreneurial activity?). It is reported that only those teachers who can teach entrepreneurship have the entrepreneurial aptitude (European Commission, 2013). HEIs should orient their faculty and students with entrepreneurial education to familiarize them with institutional structural discrepancies (Belitski & Heron, 2017). Entrepreneurial teaching and learning are important for developing practical knowledge to initiate employment endeavours (Osuala, 2004). Faculty members should have entrepreneurial potential to draw social alterations through motivation (Gurãu et al., 2012), explicitly teaching entrepreneurship by applying the theoretical concepts in real classroom settings (Feldman, 2014). Conferring the importance of entrepreneurship, it is accentuated that HEIs can encourage entrepreneurial activities by strengthening research, entrepreneurial teaching and learning and commercialization activities (Marzocchi et al., 2019). Seikkula-Leino (2008) highlighted that entrepreneurial pedagogical practices are recognized as significant; however, faculty members still need relevant training to implement entrepreneurship within their teaching and learning practices. HEIs have shifted their typical classroom learning into a knowledge-sharing space where teaching and learning include discussion and expert lectures (Solomon, 2007); students learn from the application of learned entrepreneurial theories via discussions, case studies and expert interaction (Neck & Greene, 2011; Gibb & Price, 2014). The literature highlighted the teaching methodologies to foster entrepreneurship, including case studies, discussions, experts as guest speakers, seminars and workshops, report writing, presentations, and action-oriented projects (Solomon et al., 2002; Lonappan et al., 2011; Babatunji & Mohammad, 2018). Faculty members in HEIs can foster individual entrepreneurial potential by acquiring required entrepreneurial teaching and learning skills (Packham et al., 2010), as teachers can edify entrepreneurial skills among learners (Sanchez, 2011). A business plan is an important instructional tool for promoting entrepreneurial skills (Ferreras Garcia et al., 2019, 2020a; Nowinski et al., 2019). Capacity building is a process of improving the level of knowledge, skill and professional capabilities of the teachers at the institutional level, contributing to sociocultural growth and development (Nwabueze et al., 2018); intervention-based training can modify entrepreneurial teaching and learning competence (Man et al., 2008) including practical knowledge and experiences, developing action-oriented ideas, and producing productive learners in the market for socio-economic development of society (Azikiwe, 2008). Teachers play multifaceted roles in teaching-learning (Niemi et al., 2016); similarly, teachers act like coaches to provide theoretical and practical guidance to achieve entrepreneurial set goals (Bechard & Gregoire, 2005; Wahid et al., 2017; Brefi Group, 2018). However, it is reported that teachers who do not have entrepreneurial knowledge and experience can engage coaches and mentors in teaching and learning to promote entrepreneurial activities (UK, 2007). HEIs are important in promoting entrepreneurial knowledge and skills through different courses to turn individual ideas into entrepreneurial activities (Rubin et al., 2015). Kolympiris and Klein (2017) emphasized the role of BIC in HEIs in providing diverse teaching, research, and commercialization opportunities to add value to toys. Moreover, BIC's essential role is to offer beginner entrepreneurs skilled mentors, networking facilities, financial support, and startup spurs (Zibarzani et al., 2018). Current debate discusses the role of HEIs in achieving the SDGs of promoting quality education, reducing poverty, keeping the environment and climate clean, promoting good health and monetary support by strengthening public-private linkages and electing opportunities (Kaloudis et al., 2019). However, Pittaway and Cope (2007) indicated that traditional modes of teaching, like lectures or seminars, cannot promote action-oriented entrepreneurial practices. Therefore, strong linkages between industry and academia can deal with multiple teaching-learning and entrepreneurial challenges (Hasanefendic et al., 2017) that require entrepreneurially trained teachers to better equip students for future opportunities (Bloom & Canning, 2006). National policy document discussed entrepreneurship as an important pedagogical approach for ventures (European Commission, 2013; NHD, 2009; Skolverket, 2015). Pedagogical entrepreneurship is known as action-oriented teaching-learning (Odegard, 2003). It is a challenging task for teachers to adopt certain pedagogical practices that are required to develop an entrepreneurial mindset among learners (Gibb & Price, 2014) that promote problem-based learning and problem-solving skills (Haara et al., 2016) to deal with real-life issues and challenges (Seng, 2000) and its coping strategies within or outside of the HEIs (Tan & Ng, 2006). Similarly, teamwork and collaborative activities are part of experiential learning, utilizing panel discussion and peer learning for professional development (O'Neil, 2013). HEIs initiate policy interventions based on entrepreneurship, innovation, and the generation of new ideas by collaborating with different governing bodies (Civera et al., 2017). Globally, entrepreneurship is accepted as a mission (Ozen et al., 2023) and a pedagogical approach to developing new models of teaching-learning for non-business disciplines in HEIs (Costello, 2016). Conferring to the need for entrepreneurial teaching and learning practices for non-business disciplines, a multidisciplinary approach is required to teach and foster entrepreneurship in HEIs (Volkmann, 2004) by integrating entrepreneurial activities and programs into other disciplines as well (O'Keeffe, 2003) to encourage students for initiating the innovative ideas. It is reported that training of faculty members to teach entrepreneurship is much needed across the disciplines (European Commission, 2008). Entrepreneurial competence is all about seeing opportunities for applying innovative ideas and businesses (Hunjet et al., 2015) by utilizing available financial resources (Arthurs & Buenitz, 2006). The literature identified twelve competencies required to be an entrepreneur to predict any entrepreneurial activity in any institute (Kyndt & Baert, 2015), including social competence, behavioural competence, and self-efficacy (Lans et al., 2014). Schott et al. (2015) emphasized that entrepreneurial competencies can be learned through training; they can be achieved and adapted through training and practical coaching (Hilson, 2020). However, there is a need to innovatively revise training programs to incorporate them into the curriculum and teaching-learning practices (Ontario, 2016). However, literature is still needed to highlight academic entrepreneurship and the frameworks to promote entrepreneurial pedagogical practices across disciplines at HEIs (Tittel & Terzidis, 2020). Thus, entrepreneurial training requires a competency approach (Kyndt & Baert, 2015; Ori & Theuri, 2016). Teachers' capacity building in entrepreneurship education equips them with the concrete knowledge, skills, and ideas to handle entrepreneurial subjects properly and transfer knowledge and skills to students for improved productivity. Capacity building on entrepreneurship is the systematic building of teachers to acquire knowledge and advanced skills to empower the students for individual growth and the country's economic development for global competitiveness (Azikiwe, 2008). Referring to the EntreComp framework (Bacigalupo et al., 2016), entrepreneurship as competence can be applied to all spheres of life, encompassing personal and social growth, job placement and any social or cultural activity. The study by Nikitina et al. (2020) highlighted that students are more opportunistic and creative in contrast to ethical and sustainable thinking; however, the opportunity in entrepreneurship is to decide to opt for the opportunity (Galvin, 2020). Moreover, creativity is taking initiatives towards innovation (Agbor, 2008) by "adding something new to an existing product or process" (Okpara, 2007). Literature defines innovation as turning ideas into action and activity through bringing innovative products or services into the market (Drucker, 2006; Okpara, 2007). Faculty in HEIs, consultants and entrepreneurs can see the viability of individuals for entrepreneurial activities (Zhang, 2017) by motivating the students towards innovativeness (Byun et al., 2018); a "co-creation for sustainability" represents a radical paradigm shift in HEIs (Trencher et al., 2013). Similarly, "Embarking on the path of sustainable development will require a profound transformation of how we think and act" (Rieckmann, 2017, p. 7). Sustainable development policy requires transforming teaching-learning practices (Trencher et al., 2013; Waltner et al., 2020; Ferguson et al., 2021). Furthermore, setbacks are inevitable in entrepreneurial activities (Van Gelderen et al., 2015). Teachers are facing diverse challenges in entrepreneurial teaching content and practices (Robert et al., 2018; Mahmood et al., 2021), yet dealing with uncertainty and complexities while engaging in entrepreneurial activities (Markowskaaand & Wiklund, 2020), need motivation to attain the set goals (Wilson, 2008). Most importantly, perseverance for startups (Zhu et al., 2018) and self-efficacy are required to strategize and plan to avoid any setbacks in any entrepreneurial activity (Shane et al., 2003). Likewise, competence in financial literacy is found to be an important component in expanding businesses (Holik & Mulyeni, 2019), reducing socio-economic instability (Schwittay, 2014), empowering students to better plan their lives (Howlett et al., 2008) as entrepreneurs are the persons who are capable of taking initiatives to take risks and think creatively (Altan, 2014) by utilizing their resources in better way to generate ideas and manage them effectively (Cazurra, 2020). European business schools accentuated integrating lectures with practice (Benlamri et al., 2016). Moreover, practical learning experiences are important in entrepreneurial teaching and learning (Hagg & Gabrielsson, 2020). Theoretical Framework EntreComp Framework: Bacigalupo et al. (2016) developed this framework consisting of three significant competencies, 'Ideas and Opportunities, Resources and Ideas into action', sub-divided into fifteen competencies. Ideas and Opportunities is all about identifying and seizing entrepreneurial opportunities. Any entrepreneurial idea comprises creativity, opting for unity, bringibringingnovation and taking risks (Bacigalupo et al., 2016). Secondly, resources signify the means of entrepreneurial knowledge, skills and management. Thirdly, action emphasizes turning initiatives into experience and activity while planning effectively and dealing with uncertain circumstances (Bacigalupo et al., 2016). This framework is flexible, adaptive and utilized in formal and informal educational setups to devise interventions and curricular activities to transform teaching-learning activities (Lopez et al., 2022). This study contextualizes and adapts the EntreComp framework to build the entrepreneurial competence of faculty members in HEIs of Pakistan. The intervention-based training manual "Teacherpreneurship in HEIs-Training of Trainers-TOT" is designed for this study based on the theoretical doctrines of the EntreComp framework. Field experts, ORICs and BICs consultants, and faculty members who teach entrepreneurship education in business disciplines validated the training manual's content. The copyright is filed for intellectual property for the training manual. Multidisciplinary faculty members with diverse teaching experiences were engaged from the HEIs of Rawalpindi and Islamabad, Pakistan. Experts and mentors of the industry were invited to train the faculty as training of the trainee. The five-day rigorous training workshop was comprised of different sessions, including orientation to entrepreneurship education, mapping entrepreneurship in the current curriculum (MVP, case studies, alum stories, panel and group discussion, dialogue), and sessions on social entrepreneurship aiming to develop multidisciplinary projects to create value for society. Furthermore, academic entrepreneurship underlying sessions are on intellectual property, patents, copyrights, and trademarks. The sessions included entrepreneurial pedagogical practices to foster the competence of the trainee faculty members towards entrepreneurial teaching-learning using elevator pitches, role plays, debriefing, mind-mapping, assessing the viability of business ideas, canvas model presentations and design thinking. Faculty members learned to do SWOT and market feasibility analysis to better equip the students in classroom settings beyond disciplines. To build the linkages between industry and academia, a field visit to the National Business Incubation Center was arranged to provide practical exposure to the industry and teach them to turn their ideas into actual activity. Method Research Approach/Design This study employed a positivist paradigm mostly used to measure the observations leading to statistical analysis (Crowther & Lancaster, 2008); it usually employs the deductive approach to promote experiential-based learning (Maksimovic & Jovanovic, 2019). This type of research accentuates the objectivity and neutrality of the researcher throughout the research and tests the existing established theories or frameworks (Maksimovic & Evtimov, 2023). Dawadi et al. (2021) emphasized understanding the researcher's methodological choices from data collection to analysis and its interpretation and findings report. In order to evaluate the activities of the intervention-based training, the study employed a survey-based design adapting the progression model of the EntreComp framework by collecting pre-post data from the participants and faculty members of the training. Progress model levels provide researchers with a way to measure the pre-training competence level of post-level faculty members. The non-parametric test Wilcoxan Signed-Rank was applied to measure the difference between the pre and post-entrepreneurial competence levels of the workshop participants (faculty members). This test and effect size were calculated to compare the repeated measures on a single repeated sample to find the difference in their pre-post results. Sample of the study: Twenty multidisciplinary faculty members teaching in public sector HEIs of Rawalpindi and Islamabad participated in the five-day intervention-based training workshop TOT 'Training of Trainees. ' An invitation letter was sent to the ORICs of the HEIs situated in Rawalpindi/Islamabad to nominate their faculty members for the capacity-building workshop. Each day of the workshop had two 2.5-hour sessions. Instrument: The researcher adopted the survey questionnaire from the EntreComp Progression model. There are four defined levels, including Foundation, Intermediate, Advanced, and Expert, sub-dividing into eight proficiency levels under each level. According to Bacigalupo (2016), the Foundation of entrepreneurial value is created with external support. At the intermediate level, entrepreneurial value is created by increasing autonomy. The responsibility to transform ideas into action is developed at the Advanced level. The value created considerably impacts the Expert level's reference domain (p.14). Faculty members rate their level of competence qualitatively after attending the intervention-based workshop. Data Analysis 1-Spotting Opportunities N=20 Test Statistics Sub-competencies Mean Z Sig (2 tailed) r Negative Rank Positive Rank Pre Post Spotting Opportunities 7.5 11.6 -3.943 .000 0.623 Creativity 9.9 15.35 -3.928 .000 0.621 Vision 5.95 8.85 -3.871 .000 0.612 Valuing Ideas 3.6 5.95 -3.749 .000 0.592 1 a 18 b Ethical & Sustainable Thinking 8.7 12.4 -3.939 .000 0.622 The test shows a statistically significant favourable modification in the competence level of faculty members in terms of spotting opportunities . This table shows Z=3.943, r= 0.623, indicating a large effect size. A p-valueThe p of .000 is less than .05, showing that the two scores are significantly different. A statistically significant favourable modification resulted in the level of creativity among faculty members. As specified in the table, Z=3.928, r= 0.621, indicating a large effect size with a p-value of .000 is less than .05, showing that the two sets of scores are significantly different. Furthermore, a statistically significant favourable modification in the vision competence. The Z=3.871, r= 0.612, indicating a large effect size with a p-value of .000 is less than .05, showing that the two scores are significantly different. The table further shows that out of 20 participants, 18 showed a statistically significant favourable modification in the competence of valuing ideas . The Z=3.749 and r= 0.592, indicating a large effect size with a p-value of .000 less than .05, showing the two scores are significantly different. However, 1 showed adverse modification, and one result was the same after the intervention. A significantly favourable modification is shown in the Ethical and Sustainable Thinking competence in the table, Z=3.939, r= 0.622, indicating a large effect size with a p-value of .000 is less than .05, and the two scores are significantly different. 2-Resources N=20 Test Statistics Sub-Competencies Mean Z Sig (2-tailed) r Negative Rank Positive Rank Ties Pre Post Self-Efficacy 9.85 13.55 -3.937 .000 0.622 Motivation & Perseverance 11.5 16.25 -3.935 .000 0.622 Mobilizing Resources 4.7 6.4 -3.419 .001 0.540 1 a 15 b 4 c Financial & Economic Literacy 6.55 9.05 -2.908 .004 0.459 2 a 15 b 3 c Mobilizing Others 8.35 11.8 -3.660 .000 0.578 1 a 18 b 1 c The test showed a statistically significant favourable modification in self-efficacy competence. As shown in the above table, Z=3.937, r= 0.622, indicating a large effect size with a p-value of .000 is less than .05, showing that the two scores are significantly different. Similarly, statistically significant favourable modification is found in competence in motivation and perseverance . The table shows Z=3.935, r= 0.622, indicating a large effect size with a p-value of .000 is less than .05, showing the significant difference between the two scores. Moreover, the table shows that fifteen out of 20 participants have shown a statistically significant favourable modification in the competence of mobilizing resources . The Z=3.419 and r= 0.540 indicate a large effect size. However, one has shown negative change, and four participants' competence level in mobilizing resources remained the same after the training intervention. A p-value of .001 is less than .05, showing that the two scores are significantly different. Furthermore, the table shows the statistically significant favourable modification in Financial and Economic Literacy competence. The Z=2.908 and r= 0.459 indicate a large effect size. However, out of 20, two were negative, and three participants' financial literacy levels remained unchanged after the training intervention. A p-value of .004 is less than .05, showing that the two scores are significantly different with a sound effect size. The statistically significant favourable modification in the competence of mobilizing others. As shown in the table, Z=3.660, r= 0.578, indicating a large effect size with .000 p. value less than .05, showing the significant difference between two sets of scores; however, one resulted as unfavourable, and out of 20, one remained the same in competency level after the training intervention. 3- Into Action N=20 Test Statistics Sub Competencies Mean Z Sig (2-tailed) r Negative Rank Positive Rank Ties Pre Post Taking Initiative 4.70 9.10 -3.936 .000 0.622 Planning & Management 12.2 18.05 -3.869 .000 0.611 1 a 19 b Coping with Uncertainty/Risks and ambiguities 5.35 7.80 -3.849 .000 0.608 19 b 1 c Working with Others 13.95 19.15 -3.930 .000 0.621 Learning Through Experience 5.85 7.40 -3.712 .000 0.586 17 b 3 c The statistically significant favourable modification is found in the competence of taking the initiative . The Z=3.936, r= 0.622, indicating a large effect size with a .000 p. value less than .05, shows that the two scores significantly differ with a sound effect size. Similarly, favourable modification is calculated based on the competence of planning and management . As the table shows, Z=3.869, r= 0.611, indicating a large effect size; however, only one resulted as unfavourable. Overall results show that the two scores significantly differ in sound effect size. The favourable modification in the competence of coping with uncertainty risks and ambiguities . In the given table, Z=3.849, r= 0.608, indicating a large effect size with a p-value of .000, showing that the two scores are significantly different. However, out of 20, only one participant's competency level remained the same after the training intervention. The favourable modification is found in the level of working with others competence where Z=3.930 and r= 0.621, with a .000 p. value indicating a large effect size. Likewise, the favourable modification results in the competence of learning through experience, as shown in the table Z=3.712 and r= 0.586, with a .000 p. value indicating a large effect size and a significant difference between the two sets of scores. However, three out of 20 participants' competence level of learning through experience remained the same after the training intervention. Post-Training Qualitative Analysis Individualized Interviews Analysis based on the Progression Model of EntreComp Framework The researcher gathered the qualitative data through the interviews based on the EntreComp progression model and evaluated the participants’ level of entrepreneurial competence. The researcher gives a detailed description of all descriptors of the progression model and then asks the participants to choose the competence level they developed after the training interventions. The entreCompThe entreComp progression model helped the researcher identify the participants' progression level from Foundation to intermediate, advanced, or expert level. The descriptors of the progression model helped assess each participant's competence progress. At the Foundation level, entrepreneurial value is created with external support. At the Intermediate level, entrepreneurial value is created with increasing autonomy. The responsibility to transform ideas into action is developed at the Advanced level. At the Expert level, the value created considerably impacts its reference domain (Bacigalupo et al., 2016, p.14). The qualitative rating adapting progression descriptors enables the researcher to understand the competence level after training in intervention-based workshops. Five participants of the training workshop were interviewed face-to-face, conferring to all eight descriptors of the four levels in the progression model of the EntreComp framework. Interviews were audio recorded after obtaining consent from the participants, and note-taking was also done on the EntreComp progression sheet. Spotting Opportunity: First, participants were asked to share their views after the intervention-based training workshop about their preferred selected level of the descriptors in the EntreComp progression model to opt for and create opportunities in their pedagogical practices. Two out of five rated them on a higher level of progression, whereas three rated them on a lower level. The participants rated on a higher level as experts shared that they always explore such opportunities that are relevant and value-created activities in their teaching-learning. Similarly, after attending the training workshop, the participant was situated second in the advanced level. The interventions helped me explore value-creating opportunities for designing teaching-learning activities. However, I will limit myself to seizing only relevant opportunities (P). I will place myself at the second to intermediate level as training develops new insights to actively grab different opportunities and create value (P) I will place myself second to the expert level as the training enabled me to explore the research projects, grants and funding using digital and social platforms and networks (P) I learned to execute the entrepreneurial idea through experimentation. I will place myself at the second to intermediate level of creating value through practical experiences. Most importantly, interventions heightened the need for financial aid and business incubation space to accelerate innovative ideas and projects for startups and create societal value (P). Creativity: Participants were asked to share their views about the level of progression to develop creative and innovative ideas among students through their pedagogical practices. Interestingly, only one participant rated on a higher level of progression, whereas three of five situated them on the medium intermediate level. The participants rated on the advanced level highlighted that training interventions provide hands-on activities to integrate entrepreneurial, creative projects, class discussion, and assignments in their teaching-learning practices to make the learners more inquisitive. A few excerpts are shared here: After the intervention, I will rate myself at the second to advanced level by involving different stakeholders to create and apply innovative ideas in my classroom (P). I placed myself at 1 st the advanced level as I learned to bring innovation to meet the needs of the market and society by introducing new products and services. (P4) I situate myself at the second to expert level as I have an innovative approach; however, this training matured my ideas: SWOT analysis, Minimum Viable Product (MVP), and the Lean Canvas Model were found to be practical interventions that enabled the faculty members to design their entrepreneurial activities and pedagogical practices on an innovative basis. Vision: Participants shared their views about visualizing their future teaching-learning actions after the workshops. Interestingly, two of five participants rated them on a higher level of descriptors in the progression model as advanced and expert. However, three of five rated the low level as foundational and intermediate. A few excerpts are shared here: Amazingly, I will rate myself at both intermediate-level descriptors; I found the training empowered me to think and strategize my teaching-learning in a way that may create value for others. I have attended many trainings, but this training develops explicitly the competence of shared entrepreneurial vision among multidisciplinary faculty members. I rate myself at the expert level for having more strategic teaching-learning techniques and activities. Valuing Ideas: Participants shared their views that it is important to identify and contextualize the pedagogical activities per social and cultural needs. Interestingly, two of the five participants changed their views after explaining their preferred level. However, three remained at a high level of progression. A few excerpts are shared here: I learned how to file intellectual property, copyright, trademarks and patents. I was at the foundation level regarding these concepts before the training; however, now I rate myself at 1 st of intermediate level. Now, I can guide my students to protect their research and commercialization activities through specific IPs. (P) I became familiar with the practical implementation of ideas and commercialization activities. I am more inclined towards entrepreneurship and initiating my business. Therefore, I rate myself second in the advanced level now (P). I rate myself at a first advanced level as I am not expert enough to develop any teaching-learning strategy on Intellectual property or competent enough to differentiate between certain aspects of laws and rights processes. Ethical & Sustainable Thinking: Participants shared their views about evaluating the social impact of their pedagogical practices on students and the community as a whole. Out of five, two rated themselves on a high level. The excerpt is shared here: I am not an outdated teacher; I can foresee the impact of my teaching and learning activities on creating value. Therefore, I rate myself at the first-of-advance level. This training familiarized me with a few innovative pedagogical and methodological teaching-learning styles that would help me improve my practices However, I have learned to add value to society through my pedagogical practices. However, I am already working on the socio-emotional wellbeing of my students and engaging my students in entrepreneurial activities like digital marketing and freelancing free of cost. I rate myself as an expert by explicitly choosing specific entrepreneurial techniques in the classroom that develop entrepreneurial skills among my students. The participants further added their views regarding their capabilities and self-efficacy; interestingly, most rated themselves high. They shared that training interventions provided exposure to opportunities to grow professionally and enhance their entrepreneurial knowledge and skills. However, few of them emphasized their lack of competence regarding the commercialization of research. A few excerpts are shared here: I place myself at both levels of advancement; However, I need to learn more about financial literacy to enable my students to foresee their monetary decisions (P) I will consider myself at an advanced level as I am inquisitive to achieve my aspirations (P) After this training, I am at an advanced level as I learn to reflect back and forth on my teaching-learning decisions to achieve my set targets (P). Motivation & Perseverance: Discussing motivation and perseverance, participants shared their views regarding the development of resilience and motivation to turn their ideas into activity. Captivatingly, the majority of the participants rated themselves on a high level. They stated that they try to make the teaching-learning process enjoyable and engaging, and they can do their work competently at an individual pace rather than in a team. Excerpts are shared here: I would rate myself at 1 st level of advancement as I am persistent in completing my tasks in a given time, and I believe that this competence cannot be fostered in anyone with any training (P) I rate myself at the 2 nd level advanced. As a counsellor, my foremost responsibility is to motivate others by developing their strength and perseverance (P). Perseverance and motivation mean prioritizing my work, which I am good at; therefore, I rate myself at the 2 nd level of Foundation (P). Mobilizing Resources: The majority of the majority of participants rated themselves at a high level regarding the the effective utilization of material or non-material resources. However, they all agreed that it depends on the faculty member's use of the resources in their teaching and learning practices. I place myself at 1 st level of expert in facilitating my students to turn ideas into action and create value for society as I learned to devise a viable business plan in the workshop. However, I need to learn how to guide my students to pitch their ideas on any platform effectively (P) Financial and Economic Literacy: Participants further discussed that the workshop had provided them with a conceptual understanding of financial and economic concepts, budgeting, getting funding, and taxation and legal processes. Few participants shared different views; three of five participants changed their rated level after getting a detailed description of the descriptors' level. Although I have learned about funding, budgeting, and taxation, I am at both foundation levels. However, I need more skill-based training programs on it (P) This training motivated me to initiate my projects. However, I am not fully trained yet to get funding and plan a budget to materialize my niche idea. Therefore, I rate myself at 1 st level of intermediate (P) I place myself at 1 st level of Foundation as I only know about the purpose of taxation and never. Mobilizing Others: Discussing mobilizing others, participants shared that they are competent in mobilizing their students, and they assign different projects. Mobilizing others is discussed as persuading others to share ideas effectively using communication skills and media. New faculty members are more equipped than seniors. Therefore, senior faculty members need more exposure to learn and adapt specific innovative competencies. I rate myself at the 2 nd level of advancement as I know to mobilize my students at different platforms (P) Planning and Management: Participants rated them high in planning and managing their teaching-learning goals and developing entrepreneurial plans. However, one of the five participants highlighted that I teach entrepreneurship courses but never wanted to be an entrepreneur. However, I am attracted towards entrepreneurship and its related activities after this training (P) Lean and business canvas model activities boost the ideas of faculty members. I realized that faculty members have had ideas, and this training workshop encourages them to execute their ideas in practice. Many of them shared their business ideas related to climate change and sustainability in workshops that were amazing and indeed created value addition (P) I rate myself at the 2 nd level of expert as I am adaptable and face specific entrepreneurial startup challenges (P). The National Business Incubation (NIC) visit was a tremendous practical opportunity for the faculty members to explore opportunities for incubation and start their businesses. They must provide technical support, equipment and mentoring services (P) Coping with uncertainty, Risks and ambiguities: Discussing the competence of coping with uncertain situations taking and managing the risks; the participants rated themselves on different levels. I place myself at the foundation level as I am only able to identify the risk factors but cannot deal with them effectively (P) I always have plans A, B, and C to deal with uncertainty or risk. Therefore, I rate myself at the first advanced level as I can solve problems (P). I am at the foundation level as I take others' opinions to better deal with any uncertain situation (P) I rate myself at the expert level as I can evaluate situations and make quick decisions by seizing other alternatives (P) Networking with others: Participants further highlighted that teamwork and networking are important in entrepreneurial teaching-learning. This training workshop has allowed them to interact with multidisciplinary colleagues. I met industry people and different colleagues in this workshop that fostered a sense of entrepreneurial mindset among faculty members (P) I place myself at 1 st level of advancement as I learn to devise a team with specific entrepreneurial knowledge, skills, and leadership attitude. Furthermore, I familiarized myself with business competencies and terminologies that are required for entrepreneurial activities (P) I found networking important; we met with experts, and a multidisciplinary group of faculty members engaged in collaborative activities. I place myself 1 st and 2 nd both levels of Foundation as I can collaborate with others and support my peers and students for value creation teaching-learning activities (P) Faculty members should professionally grow by socializing and networking with others. I rate myself an expert, as I can build and expand my professional networking group to attain my goals. Learning from Experiences: Two out of five participants rated learning from other experiences and reflecting on one’s teaching and learning practices high. However, two out of five rated on a low level. Learning from experiences is important to integrate skill-based learning and competencies. I rate myself at the second intermediate level for reflecting on learning. Rate myself at the second intermediate level, as I believe in disseminating knowledge and inspiring others (P). I am at an advanced level, as the best learning can be acquired through experiences; I interact with people, reflect on my teaching-learning practices and plan and strategize accordingly for the future (P). I learn from others' failure and success experiences; I rate myself as an expert level in creating value for others through my experiences and guide my students at any platform (P). In conclusion, data analysis indicates that HEIs need to enhance their faculty members' entrepreneurial capacity. There is a need for faculty members to develop skills such as vision building, idea valuation, financial and economic literacy, and proactive steps toward implementing ideas. The development of an entrepreneurial mindset also requires collaboration across disciplines and the introduction of field-relevant training programs. Faculty members have also expressed a significant demand for training in specific areas, including intellectual property, patents, copyright, financial management, and practical platforms for business planning and execution. These findings highlight the need for more customized, competency-based curricula and focused entrepreneurial development programs to empower faculty members with the necessary skills to initiate innovation and entrepreneurship within their organizations. Discussion The discussion of the progression model while evaluating the entrepreneurial competence of the participants (faculty members in HEIs) after conducting five-day training interventions unfolds some valuable insight into the efficacy of such a program. Applying the EntreComp progression model, the participants evaluated their self-assessed entrepreneurial competence across several dimensions, from Foundation to expert level. The self-assessment significantly varies, signifying the multiple levels of development and understanding developed by the faculty members. The model's descriptors provided a structured way of measuring growth, from creating value with external support at the foundation level to making a significant impact in the reference domain at the expert level. The participants rated their progress in key competencies like spotting opportunities, creativity, vision, and financial literacy. It enabled some to acquire more control or power by overvaluing and producing innovative learning-teaching activities for designing. On their part, for others, an increased assurance is gained for analyzing and embedding some financial and economics concepts within and outside practice fields. Of these favourable fruits were some shortcomings felt to necessitate further improvement work, specifically through intellectual property mobilization in this regard; likewise, with proper commercialization in research resources, etc. Boh et al. (2012) explained further that the technology transfer through university entrepreneurial activities can be enhanced by reorienting set objectives and goals, establishing ORICs, optimum exploitation of resources and motivating students and teaching staff to promote commercialization. In general, the training interventions effectively impacted the development of entrepreneurial thinking among the faculty members, as several reported higher motivation, creativity, and confidence in applying entrepreneurial principles in teaching practice. However, although the feedback was positive, the participants still needed more support to grow in specific areas and translate their entrepreneurial learning into tangible outcomes, such as securing funding or developing market-driven products and services. It is noted that entrepreneurial competencies can be developed by gaining self-efficacy, risk-taking ability, and action-related activities (Sanchez, 2013). These findings imply that there is still a good reason to continue spending on faculty development programs oriented toward entrepreneurial spirit and skills building. The study shows that HEIs must create more holistic, competence-based training experiences that enhance the faculties' skills and spur interdisciplinary collaboration applied practically in various entrepreneurial activities. As faculty members continue to build on their progress, the ongoing development of relevant, targeted programs will be key to nurturing a culture of entrepreneurship within higher education institutions. The context-specific and skill-based training programs are necessary for higher education institutions (Tomlinson, 2017). HEIS must foster academic entrepreneurship to exploit knowledge through spin-offs, patents, licensing, and resource mobilization (Grimaldi et al., 2011). Faculty members say to plan for a more rigorous series of sessions for each topic so that better and more detailed knowledge about that particular content is obtained; in other words, conceptualize the idea of financial and economic literacy in the teaching-learning process and add the course of entrepreneurship in the general education course so that the student can develop a niche idea for him/her and nurture from the beginning. It is enriched that sensitized and well-versed teachers may better guide and facilitate their learners for entrepreneurial learning activities (Gautam, 2015 ). Conclusion The study draws a few conclusions: Applying the EntreComp progression model revealed that faculty members showed different levels of entrepreneurial competence after the training interventions, from foundational to expert levels. The self-assessments showed differences in participants' entrepreneurial growth, indicating the personalized nature of competence development. Some of the lecturers were able to show their innovation, creativity, and financial literacy capacities. At the same time, others identified several areas that need improvement, namely intellectual property management and commercializing research. The training programs significantly impacted entrepreneurship thinking among staff members, given that most became more motivated and creative in pursuing entrepreneurial principles in teaching methods. Participants reported an increased capacity to design innovative teaching strategies and to incorporate financial and economic concepts into their pedagogical activities. However, further support was still needed to translate these skills into practical, actionable outcomes, such as securing funding and commercialization of ideas. In this regard, HEIs must invest in long-term, competency-based faculty development programs to foster entrepreneurial skills. Even though the training interventions have been effective, the participants require further development in certain areas, such as intellectual property, research commercialization, and financial literacy. HEIs should develop more holistic training experiences that encourage interdisciplinary collaboration and skills development that can be applied in real-life, context-specific conditions for faculty members to apply to their academic and entrepreneurial pursuits. Faculty members suggested incorporating more focused, rigorous sessions and courses on entrepreneurship, especially in general education curricula. They also advocated for financial and economic literacy to be conceptualized and integrated into the teaching-learning process. Recommendations The following recommendations were drawn from the study: It is recommended that entrepreneurship courses in social sciences and other disciplines be started as early as possible so that students can be taught to generate and develop entrepreneurial ideas from the beginning. Faculty members can better guide them toward entrepreneurial activities to cultivate an academic entrepreneurial culture within HEIs. HEIs can provide continuous, competency-based training programs for the different needs of faculty members. Key competencies to focus on include vision building, valuing ideas, financial literacy, and commercialization processes. In addition, training should be tailored to the trainees' specific needs, considering management, patents, and business planning. Such programs can be prepared to give actual exposure and provide opportunities for interdisciplinary collaboration. These are factors that would help the faculty members enhance their entrepreneurial mindset. HEIs should work toward systematically integrating entrepreneurial concepts into the curricula and other teaching practices with a focus more than standalone courses: this may cover creativity, taking calculated risks, and creating value from all disciplines. Innovative teaching methods and projects that support the entrepreneurial mindset should be encouraged among faculty members, such as business simulations, social entrepreneurship, and technology transfer. Encouraging collaborative projects and networking opportunities with industry experts also helps bridge the gap between theory and practice, making it easier for faculty members to apply their entrepreneurial skills more effectively in teaching. HEIs should provide practical platforms such as business incubators, innovation labs, and funding opportunities to support faculty members in turning their entrepreneurial ideas into tangible outcomes. These platforms allow faculty members to develop and commercialize their ideas, offering mentorship, resources, and networking opportunities. Collaboration with external stakeholders, such as businesses, government organizations, and startups, should be encouraged to share knowledge and resources. HEIs can foster a culture of innovation and entrepreneurship that benefits faculty members and students by creating an ecosystem that supports the implementation of entrepreneurial ideas. By focusing on these three key areas of ongoing development, curriculum integration, and practical execution platforms, HEIs can significantly enhance the entrepreneurial competencies of their faculty members, thereby contributing to the overall entrepreneurial culture within the institution. Faculty members do not have enough familiarity with financial literacy; need coaching and mentoring to familiarize practical application of intellectual property and its commercialization processes. Declarations Ethics: The study was reviewed and approved by the Shifa Tameer-e-Millat University (STMU) Institutional Review Board (IRB)/Ethics Committee. All participants provided informed consent before their participation, and confidentiality was maintained throughout the research process. References Azikiwe, U. (2008). Standard in education: Capacity building and sustainable development in Nigeria. Barba-Sáncheza, V.; Atienza-Sahuquillo, C. (2018). Entrepreneurial intention among engineering students: The role of entrepreneurship education. Eur. Res. Manag. Bus. Econ.24, 53–61 Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G. (2016). EntreComp: The Entrepreneurship Competence Framework. Luxembourg: Publication Office of the European Union Belitski, M., & Heron, K. (2017). Expanding entrepreneurship education ecosystems. Journal of Management Development, 36(2), 163-177. Brefi Group. (2018). Coaching and mentoring – the difference. 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An empirical comparison of graduate entrepreneurs and employees based on graduate entrepreneurship education and career development. Sustainability, 12(24), 10563. Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7411237","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":502731975,"identity":"15fd1d2a-e254-4e68-90bf-53875a2eb1c3","order_by":0,"name":"Arz O Sama","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA6UlEQVRIiWNgGAWjYFAD9v6HD4AUDx/xWnjOMBuAKDbitUjksEmAaIJa+GcfB7rnj100f0PuscqvOXYybAzMDx/dwGf2uYRkA8a25NwZB86l3Zbdlgx0GJuxcQ4+a84wHJNgbGDObTjYYHZbchszUAsPmzQ+LfJnGNskGP7U584/zGBWLLmtnrAWgzPMQF+zHc7dcIzHjPHjtsOEtRieYWM2SGw7nrvxDFuyNOO24zxszAT8IneG/eGDD3+qc+fdf3zw489t1fb87M0PH+P1PggkQGlmHjBJSDkyYPxBiupRMApGwSgYMQAA/1ZFwi8/2GcAAAAASUVORK5CYII=","orcid":"https://orcid.org/0009-0007-3353-7700","institution":"Fatima Jinnah Women University, City Campus","correspondingAuthor":true,"prefix":"","firstName":"Arz","middleName":"O","lastName":"Sama","suffix":""},{"id":502731976,"identity":"99b4800e-e259-4767-90a5-d888576fb354","order_by":1,"name":"Dr. Hina Gul","email":"","orcid":"","institution":"Fatima Jinnah Women University, City Campus","correspondingAuthor":false,"prefix":"Dr.","firstName":"Hina","middleName":"","lastName":"Gul","suffix":""},{"id":502731977,"identity":"056137be-5061-4e21-a225-7b7fc65d76f7","order_by":2,"name":"shumalia jeelani","email":"","orcid":"","institution":"Shifa Tameere Millat University","correspondingAuthor":false,"prefix":"","firstName":"shumalia","middleName":"","lastName":"jeelani","suffix":""}],"badges":[],"createdAt":"2025-08-19 18:49:51","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":true,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-7411237/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7411237/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":89623205,"identity":"bca0d828-3e69-45d5-914b-8bd54b7b5224","added_by":"auto","created_at":"2025-08-22 05:01:46","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1041792,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7411237/v1/32c789f7-00e8-4f23-baf9-88ec61c66d5c.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eExploring the Impact of Parenting Styles on the Social Development of Students in Early Childhood Education Training\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eEntrepreneurship has become important to any country\u0026apos;s socio-economic growth and development. Higher education institutions (HEIs) play a significant role in promoting entrepreneurship through integrating entrepreneurial education (EE) (Boldureanu, 2020; Barba-Sanchez, 2018). Furthermore, the Office of Research Innovation and Commercialization (ORICs) and business incubation centres (BICs) should be established to provide training opportunities for startup facilities (Rauch \u0026amp; Hulsink, 2015).\u0026nbsp;Pedagogical entrepreneurship in higher education institutions (HEIs) is all about providing entrepreneurial teaching and learning in terms of entrepreneurial fairs and extracurricular activities (Morselli, 2019). Thus, there is a need to provide holistic training, including financial support, a collaboration of industry-academia linkages, and an academic culture of research, innovation and commercialization. Similarly, the teaching and learning practices and processes must transform to produce an innovative and entrepreneurial mindset (European Commission, 2018).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIt is accepted that entrepreneurship can be promoted by adopting appropriate teaching and learning practices; teachers cannot teach until they have an entrepreneurial mindset (EC, 2013). Therefore, teachers should adapt and utilise innovative instructional methodologies that enable the learners to develop creative skills and deal with uncertain situations by taking risks and transforming their failure into success (Morselli, 2019). Moreover, teaching-learning entails raising entrepreneurial knowledge, mindfulness, and competencies among individuals through curricular projects (Khanam, 2018). As per the policy devised by Research and Development (R\u0026amp; D) (2017), the academia should take initiatives to provide networking opportunities, exposure and platforms for faculty members and researchers to share their experiences, practices and innovative ideas with each other. Many HEIs have established the ORICs and BICs for the students purposefully to promote entrepreneurship, including job placements, startups, and industry linkages within HEIs setup. However, there is also a need for time to provide such entrepreneurial training platforms and opportunities to the faculty members in HEIs to bring innovative changes to their pedagogical practices. Subsequently, this study aimed to build the capacity of HEI faculty members to foster their entrepreneurial competence. Further designing and implementing the in-service training will be done by adapting the EntreComp framework on contextual teaching-learning needs to foster multidisciplinary entrepreneurial pedagogical practices across HEIs. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch Questions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; The following are the research questions formulated for this study:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eWhat specific interventions does the literature recommend for designing to build capacity among faculty at HEIs to foster entrepreneurial competence and stimulate entrepreneurial skills among students?\u003c/li\u003e\n \u003cli\u003eHow do the capacity-building interventions of Entrepreneurial Competence help HEI faculty in enabling them to foster Entrepreneurial Skills among students?\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Literature Review","content":"\u003cp\u003eHigher Education Institutions (HEIs) play an important role in social, economic and technical growth (Boldureanu, 2020) by integrating entrepreneurial activities and innovative curricula that engage the learners in hands-on practical experiences (Wang, 2021). Gautam and Manish (2015) emphasized promoting entrepreneurial education to bring transformation among individual entrepreneurial competence and to turn ideas into activities that promote creativity and taking risks. Literature documented that entrepreneurship education is an empty beating factor in fostering a preneurial mindset and culture within academia (Pfeifer et al., 2016). Likewise, institutional importance and the role of teachers\u0026apos; teaching-learning practices are another important element in fostering knowledge, skills and practical attitude towards entrepreneurship (Yuan \u0026amp; Wu, 2020). The teaching-learning practices and methods are categorized into action-oriented teaching, group-based discussions, case studies, lectures of experts, seminars, and presentations (Arasti et al., 2016).\u0026nbsp;Moreover, standard teaching methodologies in entrepreneurship education include developing a business plan, lecturing, and sharing popular case studies (Babatunji \u0026amp; Mohammad, 2018).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTeacherpreneurship is another term used to describe teaching-learning skills, competence, and expertise to solve problems in an institutional context (Berry et al., 2013). The teacherpreneur actively takes opportunities, can deal with uncertain problems, and brings creative solutions to teaching-learning (Shawkat, 2022); however, they highlight institutional and administrative issues that hinder the entrepreneurial culture. Gibb (2009) highlighted three significant entrepreneurship education benefits for an entrepreneur: first, understanding entrepreneurship (what is entrepreneurship?); second, fostering a business mindset (why entrepreneurship is important?); and third, equipping with the necessary knowledge for startup and management skills (How to sustain the entrepreneurial activity?). It is reported that only those teachers who can teach entrepreneurship have the entrepreneurial aptitude (European Commission, 2013). HEIs should orient their faculty and students with entrepreneurial education to familiarize them with institutional structural discrepancies (Belitski \u0026amp; Heron, 2017). Entrepreneurial teaching and learning are important for developing practical knowledge to initiate employment endeavours (Osuala, 2004). Faculty members should have entrepreneurial potential to draw social alterations through motivation (Gur\u0026atilde;u et al., 2012), explicitly teaching entrepreneurship by applying the theoretical concepts in real classroom settings (Feldman, 2014). Conferring the importance of entrepreneurship, it is accentuated that HEIs can encourage entrepreneurial activities by strengthening research, entrepreneurial teaching and learning and commercialization activities (Marzocchi et al., 2019). Seikkula-Leino (2008) highlighted that entrepreneurial pedagogical practices are recognized as significant; however, faculty members still need relevant training to implement entrepreneurship within their teaching and learning practices. HEIs have shifted their typical classroom learning into a knowledge-sharing space where teaching and learning include discussion and expert lectures\u0026nbsp;(Solomon, 2007); students learn from the application of learned entrepreneurial theories via discussions, case studies and expert interaction (Neck \u0026amp; Greene, 2011; Gibb \u0026amp; Price, 2014).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe literature highlighted the teaching methodologies to foster entrepreneurship, including case studies, discussions, experts as guest speakers, seminars and workshops, report writing, presentations, and action-oriented projects (Solomon et al., 2002; Lonappan et al., 2011; Babatunji \u0026amp; Mohammad, 2018). Faculty members in HEIs can foster individual entrepreneurial potential by acquiring required entrepreneurial teaching and learning skills (Packham et al., 2010), as teachers can edify entrepreneurial skills among learners (Sanchez, 2011). A business plan is an important instructional tool for promoting entrepreneurial skills (Ferreras Garcia et al., 2019, 2020a; Nowinski et al., 2019). Capacity building is a process of improving the level of knowledge, skill and professional capabilities of the teachers at the institutional level, contributing to sociocultural growth and development (Nwabueze et al., 2018); intervention-based training can modify entrepreneurial teaching and learning competence (Man et al., 2008) including practical knowledge and experiences, developing action-oriented ideas, and producing productive learners in the market for socio-economic development of society (Azikiwe, 2008). \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTeachers play multifaceted roles in teaching-learning (Niemi et al., 2016); similarly, teachers act like coaches to provide theoretical and practical guidance to achieve entrepreneurial set goals (Bechard \u0026amp; Gregoire, 2005; Wahid et al., 2017; Brefi Group, 2018). However, it is reported that teachers who do not have entrepreneurial knowledge and experience can engage coaches and mentors in teaching and learning to promote entrepreneurial activities (UK, 2007). HEIs are important in promoting entrepreneurial knowledge and skills through different courses to turn individual ideas into entrepreneurial activities (Rubin et al., 2015). Kolympiris and Klein (2017) emphasized the role of BIC in HEIs in providing diverse teaching, research, and commercialization opportunities to add value to toys. Moreover, BIC\u0026apos;s essential role is to offer beginner entrepreneurs skilled mentors, networking facilities, financial support, and startup spurs (Zibarzani et al., 2018). Current debate discusses the role of HEIs in achieving the SDGs of promoting quality education, reducing poverty, keeping the environment and climate clean, promoting good health and monetary support by strengthening public-private linkages and electing opportunities (Kaloudis et al., 2019). However, Pittaway and Cope (2007) indicated that traditional modes of teaching, like lectures or seminars, cannot promote action-oriented entrepreneurial practices. Therefore, strong linkages between industry and academia can deal with multiple teaching-learning and entrepreneurial challenges (Hasanefendic et al., 2017) that require entrepreneurially trained teachers to better equip students for future opportunities (Bloom \u0026amp; Canning, 2006). National policy document discussed entrepreneurship as an important pedagogical approach for ventures (European Commission, 2013; NHD, 2009; Skolverket, 2015). Pedagogical entrepreneurship is known as action-oriented teaching-learning (Odegard, 2003). It is a challenging task for teachers to adopt certain pedagogical practices that are required to develop an entrepreneurial mindset among learners (Gibb \u0026amp; Price, 2014) that promote problem-based learning and problem-solving skills (Haara et al., 2016) to deal with real-life issues and challenges (Seng, 2000) and its coping strategies within or outside of the HEIs (Tan \u0026amp; Ng, 2006). Similarly, teamwork and collaborative activities are part of experiential learning, utilizing panel discussion and peer learning for professional development (O\u0026apos;Neil, 2013).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHEIs initiate policy interventions based on entrepreneurship, innovation, and the generation of new ideas by collaborating with different governing bodies (Civera et al., 2017). Globally, entrepreneurship is accepted as a mission (Ozen et al., 2023) and a pedagogical approach to developing new models of teaching-learning for non-business disciplines in HEIs (Costello, 2016). Conferring to the need for entrepreneurial teaching and learning practices for non-business disciplines, a multidisciplinary approach is required to teach and foster entrepreneurship in HEIs (Volkmann, 2004) by integrating entrepreneurial activities and programs into other disciplines as well (O\u0026apos;Keeffe, 2003) to encourage students for initiating the innovative ideas. It is reported that training of faculty members to teach entrepreneurship is much needed across the disciplines (European Commission, 2008). Entrepreneurial competence is all about seeing opportunities for applying innovative ideas and businesses (Hunjet et al., 2015) by utilizing available financial resources (Arthurs \u0026amp; Buenitz, 2006). The literature identified twelve competencies required to be an entrepreneur to predict any entrepreneurial activity in any institute (Kyndt \u0026amp; Baert, 2015), including social competence, behavioural competence, and self-efficacy (Lans et al., 2014). Schott et al. (2015) emphasized that entrepreneurial competencies can be learned through training; they can be achieved and adapted through training and practical coaching (Hilson, 2020). However, there is a need to innovatively revise training programs to incorporate them into the curriculum and teaching-learning practices (Ontario, 2016). However, literature is still needed to highlight academic entrepreneurship and the frameworks to promote entrepreneurial pedagogical practices across disciplines at HEIs (Tittel \u0026amp; Terzidis, 2020). Thus, entrepreneurial training requires a competency approach (Kyndt \u0026amp; Baert, 2015; Ori \u0026amp; Theuri, 2016).\u0026nbsp;Teachers\u0026apos; capacity building in entrepreneurship education equips them\u0026nbsp;with the concrete knowledge, skills, and ideas to handle entrepreneurial subjects properly and\u0026nbsp;transfer knowledge and skills to students for improved productivity. \u0026nbsp; \u0026nbsp;Capacity building on entrepreneurship is the systematic building of teachers to acquire knowledge and advanced skills to empower the students for individual growth and the country\u0026apos;s economic development for global competitiveness (Azikiwe, 2008).\u003c/p\u003e\n\u003cp\u003eReferring to the EntreComp framework (Bacigalupo et al., 2016), entrepreneurship as competence can be applied to all spheres of life, encompassing personal and social growth, job placement and any social or cultural activity. The study by Nikitina et al. (2020) highlighted that students are more opportunistic and creative in contrast to ethical and sustainable thinking; however, the opportunity in entrepreneurship is to decide to opt for the opportunity (Galvin, 2020). Moreover, creativity is taking initiatives towards innovation (Agbor, 2008) by \u0026quot;adding something new to an existing product or process\u0026quot; (Okpara, 2007). Literature defines innovation as turning ideas into action and activity through bringing innovative products or services into the market (Drucker, 2006; Okpara, 2007). Faculty in HEIs, consultants and entrepreneurs can see the viability of individuals for entrepreneurial activities (Zhang, 2017) by motivating the students towards innovativeness (Byun et al., 2018); a \u0026quot;co-creation for sustainability\u0026quot; represents a radical paradigm shift in HEIs (Trencher et al., 2013). Similarly, \u0026quot;Embarking on the path of sustainable development will require a profound transformation of how we think and act\u0026quot; (Rieckmann, 2017, p. 7). Sustainable development policy requires transforming teaching-learning practices (Trencher et al., 2013; Waltner et al., 2020; Ferguson et al., 2021). Furthermore, setbacks are inevitable in entrepreneurial activities (Van Gelderen et al., 2015). Teachers are facing diverse challenges in entrepreneurial teaching content and practices (Robert et al., 2018; Mahmood et al., 2021), yet dealing with uncertainty and complexities while engaging in entrepreneurial activities (Markowskaaand \u0026amp; Wiklund, 2020), need motivation to attain the set goals (Wilson, 2008). Most importantly, perseverance for startups (Zhu et al., 2018) and self-efficacy are required to strategize and plan to avoid any setbacks in any entrepreneurial activity (Shane et al., 2003). \u0026nbsp; \u0026nbsp;Likewise, competence in financial literacy is found to be an important component in expanding businesses (Holik \u0026amp; Mulyeni, 2019), reducing socio-economic instability (Schwittay, 2014), empowering students to better plan their lives (Howlett et al., 2008) as entrepreneurs are the persons who are capable of taking initiatives to take risks and think creatively (Altan, 2014) by utilizing their resources in better way to generate ideas and manage them effectively (Cazurra, 2020). European business schools accentuated integrating lectures with practice (Benlamri et al., 2016). Moreover, practical learning experiences are important in entrepreneurial teaching and learning (Hagg \u0026amp; Gabrielsson, 2020).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheoretical Framework\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eEntreComp Framework:\u0026nbsp;\u003c/em\u003e\u003c/strong\u003eBacigalupo et al. (2016) developed this framework consisting of three significant competencies, \u0026apos;Ideas and Opportunities, Resources and Ideas into action\u0026apos;, sub-divided into fifteen competencies. Ideas and Opportunities is all about identifying and seizing entrepreneurial opportunities. Any entrepreneurial idea comprises creativity, opting for unity, bringibringingnovation and taking risks (Bacigalupo et al., 2016). Secondly, resources signify the means of entrepreneurial knowledge, skills and management. Thirdly, action emphasizes turning initiatives into experience and activity while planning effectively and dealing with uncertain circumstances (Bacigalupo et al., 2016). This framework is flexible, adaptive and utilized in formal and informal educational setups to devise interventions and curricular activities to transform teaching-learning activities (Lopez et al., 2022). This study contextualizes and adapts the EntreComp framework to build the entrepreneurial competence of faculty members in HEIs of Pakistan.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe intervention-based training manual \u0026quot;Teacherpreneurship in HEIs-Training of Trainers-TOT\u0026quot; is designed for this study based on the theoretical doctrines of the EntreComp framework. Field experts, ORICs and BICs consultants, and faculty members who teach entrepreneurship education in business disciplines validated the training manual\u0026apos;s content. The copyright is filed for intellectual property for the training manual. Multidisciplinary faculty members with diverse teaching experiences were engaged from the HEIs of Rawalpindi and Islamabad, Pakistan. Experts and mentors of the industry were invited to train the faculty as training of the trainee. The five-day rigorous training workshop was comprised of different sessions, including orientation to entrepreneurship education, mapping entrepreneurship in the current curriculum (MVP, case studies, alum stories, panel and group discussion, dialogue), and sessions on social entrepreneurship aiming to develop multidisciplinary projects to create value for society.\u003c/p\u003e\n\u003cp\u003eFurthermore, academic entrepreneurship underlying sessions are on intellectual property, patents, copyrights, and trademarks. The sessions included entrepreneurial pedagogical practices to foster the competence of the trainee faculty members towards entrepreneurial teaching-learning using elevator pitches, role plays, debriefing, mind-mapping, assessing the viability of business ideas, canvas model presentations and design thinking. Faculty members learned to do SWOT and market feasibility analysis to better equip the students in classroom settings beyond disciplines. To build the linkages between industry and academia, a field visit to the National Business Incubation Center was arranged to provide practical exposure to the industry and teach them to turn their ideas into actual activity.\u0026nbsp;\u003c/p\u003e"},{"header":"Method","content":"\u003cp\u003e\u003cstrong\u003eResearch Approach/Design\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study employed a positivist paradigm mostly used to measure the observations leading to statistical analysis (Crowther \u0026amp; Lancaster, 2008); it usually employs the deductive approach to promote experiential-based learning (Maksimovic \u0026amp; Jovanovic, 2019). This type of research accentuates the objectivity and neutrality of the researcher throughout the research and tests the existing established theories or frameworks (Maksimovic \u0026amp; Evtimov, 2023). Dawadi et al. (2021) emphasized understanding the researcher\u0026apos;s methodological choices from data collection to analysis and its interpretation and findings report. In order to evaluate the activities of the intervention-based training, the study employed a survey-based design adapting the progression model of the EntreComp framework by collecting pre-post data from the participants and faculty members of the training. Progress model levels provide researchers with a way to measure the pre-training competence level of post-level\u0026nbsp;faculty members. The non-parametric test Wilcoxan Signed-Rank was applied to measure the difference between the pre and post-entrepreneurial competence levels of the workshop participants (faculty members). This test and effect size were calculated to compare the repeated measures on a single repeated sample to find the difference in their pre-post results.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eSample of the study:\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eTwenty multidisciplinary faculty members teaching in public sector HEIs of Rawalpindi and Islamabad participated in the five-day intervention-based training workshop TOT \u0026apos;Training of Trainees. \u0026apos; An invitation letter was sent to the ORICs of the HEIs situated in Rawalpindi/Islamabad to nominate their faculty members for the capacity-building workshop. Each day of the workshop had two 2.5-hour sessions. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eInstrument:\u0026nbsp;\u003c/em\u003e\u003c/strong\u003eThe researcher adopted the survey questionnaire from the EntreComp Progression model. There are four defined levels, including Foundation, Intermediate, Advanced, and Expert, sub-dividing into eight proficiency levels under each level. According to Bacigalupo (2016), the Foundation of entrepreneurial value is created with external support. At the intermediate level, entrepreneurial value is created by increasing autonomy. The responsibility to transform ideas into action is developed at the Advanced level. The value created considerably impacts the Expert level\u0026apos;s reference domain (p.14). Faculty members rate their level of competence qualitatively after attending the intervention-based workshop.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1-Spotting Opportunities\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eN=20\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 366px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTest Statistics\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSub-competencies\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eZ\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSig (2 tailed)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u003cstrong\u003er\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNegative Rank\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePositive Rank\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ePre\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ePost\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eSpotting Opportunities\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e7.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e11.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-3.943\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e0.623\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eCreativity\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e9.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e15.35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-3.928\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e0.621\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eVision\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e5.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e8.85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-3.871\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e0.612\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eValuing Ideas\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e3.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e5.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-3.749\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e0.592\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e1\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e18\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eEthical \u0026amp; Sustainable Thinking\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e8.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e12.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-3.939\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e0.622\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe test shows a statistically significant favourable modification in the competence level of faculty members in terms of \u003cem\u003espotting opportunities\u003c/em\u003e. This table shows Z=3.943, r= 0.623, indicating a large effect size. A p-valueThe p of .000 is less than .05, showing that the two scores are significantly different. A statistically significant favourable modification resulted in the level of \u003cem\u003ecreativity\u003c/em\u003e among faculty members. As specified in the table, Z=3.928, r= 0.621, indicating a large effect size with a p-value of .000 is less than .05, showing that the two sets of scores are significantly different.\u003c/p\u003e\n\u003cp\u003eFurthermore, a statistically significant favourable modification in the \u003cem\u003evision\u0026nbsp;\u003c/em\u003ecompetence. The Z=3.871, r= 0.612, indicating a large effect size with a p-value of .000 is less than .05, showing that the two scores are significantly different. The table further shows that out of 20 participants, 18 showed a statistically significant favourable modification in the \u003cem\u003ecompetence of valuing ideas\u003c/em\u003e. The Z=3.749 and r= 0.592, indicating a large effect size with a p-value of .000 less than .05, showing the two scores are significantly different. However, 1 showed adverse modification, and one result was the same after the intervention. A significantly favourable modification is shown in the \u003cem\u003eEthical and Sustainable Thinking\u0026nbsp;\u003c/em\u003ecompetence in the table, Z=3.939, r= 0.622, indicating a large effect size with a p-value of .000 is less than .05, and the two scores are significantly different.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2-Resources\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"624\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eN=20\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"7\" valign=\"top\" style=\"width: 375px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTest Statistics\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSub-Competencies\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eZ\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSig (2-tailed)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u003cstrong\u003er\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 74px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNegative Rank\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePositive Rank\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" rowspan=\"2\" valign=\"top\" style=\"width: 44px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTies\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ePre\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ePost\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eSelf-Efficacy\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e9.85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e13.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e-3.937\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e0.622\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 74px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 112px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eMotivation \u0026amp; Perseverance\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e11.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e16.25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e-3.935\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e0.622\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 74px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 112px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eMobilizing Resources\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e4.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e-3.419\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e0.540\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 74px;\"\u003e\n \u003cp\u003e1\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e15\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 44px;\"\u003e\n \u003cp\u003e4\u003csup\u003ec\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eFinancial \u0026amp; Economic Literacy\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e6.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e9.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e-2.908\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e.004\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e0.459\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 74px;\"\u003e\n \u003cp\u003e2\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e15\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e3\u003csup\u003ec\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eMobilizing Others\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e8.35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e11.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e-3.660\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e0.578\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 74px;\"\u003e\n \u003cp\u003e1\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e18\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e1\u003csup\u003ec\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe test showed a statistically significant favourable modification in \u003cem\u003eself-efficacy\u003c/em\u003e competence. As shown in the above table, Z=3.937, r= 0.622, indicating a large effect size with a p-value of .000 is less than .05, showing that the two scores are significantly different. Similarly, statistically significant favourable modification is found in competence in \u003cem\u003emotivation and perseverance\u003c/em\u003e. The table shows Z=3.935, r= 0.622, indicating a large effect size with a p-value of .000 is less than .05, showing the significant difference between the two scores. Moreover, the table shows that fifteen out of 20 participants have shown a statistically significant favourable modification in the competence of \u003cem\u003emobilizing resources\u003c/em\u003e. The Z=3.419 and r= 0.540 indicate a large effect size. However, one has shown negative change, and four participants\u0026apos; competence level in mobilizing resources remained the same after the training intervention. A p-value of .001 is less than .05, showing that the two scores are significantly different.\u003c/p\u003e\n\u003cp\u003eFurthermore, the table shows the statistically significant favourable modification in \u003cem\u003eFinancial and Economic Literacy competence.\u003c/em\u003e The Z=2.908 and r= 0.459 indicate a large effect size. However, out of 20, two were negative, and three participants\u0026apos; financial literacy levels remained unchanged after the training intervention. A p-value of .004 is less than .05, showing that the two scores are significantly different with a sound effect size. The statistically significant favourable modification in the competence of \u003cem\u003emobilizing others.\u003c/em\u003e As shown in the table, Z=3.660, r= 0.578, indicating a large effect size with .000 p. value less than .05, showing the significant difference between two sets of scores; however, one resulted as unfavourable, and out of 20, one remained the same in competency level after the training intervention.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3- Into Action\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eN=20\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"6\" valign=\"top\" style=\"width: 360px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTest Statistics\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSub Competencies\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eZ\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSig (2-tailed)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 52px;\"\u003e\n \u003cp\u003e\u003cstrong\u003er\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 74px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNegative Rank\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePositive Rank\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTies\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 46px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ePre\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 44px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ePost\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eTaking Initiative\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e4.70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e9.10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e-3.936\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 52px;\"\u003e\n \u003cp\u003e0.622\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 74px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ePlanning \u0026amp; Management\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e12.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e18.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e-3.869\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 52px;\"\u003e\n \u003cp\u003e0.611\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 74px;\"\u003e\n \u003cp\u003e1\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e19\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eCoping with Uncertainty/Risks and ambiguities\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e5.35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e7.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e-3.849\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 52px;\"\u003e\n \u003cp\u003e0.608\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 74px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e19\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e1\u003csup\u003ec\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eWorking with Others\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e13.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e19.15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e-3.930\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 52px;\"\u003e\n \u003cp\u003e0.621\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 74px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eLearning Through Experience\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e5.85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e7.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e-3.712\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 52px;\"\u003e\n \u003cp\u003e0.586\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 74px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e17\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003csup\u003ec\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe statistically significant favourable modification is found in the competence of \u003cem\u003etaking the initiative\u003c/em\u003e. The Z=3.936, r= 0.622, indicating a large effect size with a .000 p. value less than .05, shows that the two scores significantly differ with a sound effect size. Similarly, favourable modification is calculated based on the competence of \u003cem\u003eplanning and management\u003c/em\u003e. As the table shows, Z=3.869, r= 0.611, indicating a large effect size; however, only one resulted as unfavourable. Overall results show that the two scores significantly differ in sound effect size. The favourable modification in the competence of \u003cem\u003ecoping with uncertainty risks\u003c/em\u003e \u003cem\u003eand ambiguities\u003c/em\u003e. In the given table, Z=3.849, r= 0.608, indicating a large effect size with a p-value of .000, showing that the two scores are significantly different. However, out of 20, only one participant\u0026apos;s competency level remained the same after the training intervention. The favourable modification is found in the level of \u003cem\u003eworking with others\u003c/em\u003e competence where Z=3.930 and r= 0.621, with a .000 p. value indicating a large effect size. Likewise, the\u003cstrong\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/strong\u003efavourable modification results in the competence of \u003cem\u003elearning through experience,\u0026nbsp;\u003c/em\u003eas shown in the table\u003cem\u003e\u0026nbsp;\u003c/em\u003eZ=3.712 and r= 0.586, with a .000 p. value indicating a large effect size and a significant difference between the two sets of scores. However, three out of 20 participants\u0026apos; competence level of learning through experience remained the same after the training intervention.\u0026nbsp;\u003c/p\u003e\n\u003cp id=\"_Toc149124995\"\u003e\u003cstrong\u003ePost-Training Qualitative Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp id=\"_Toc149124996\"\u003e\u003cstrong\u003eIndividualized Interviews Analysis based on the Progression Model of EntreComp Framework\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe researcher gathered the qualitative data through the interviews based on the EntreComp progression model and evaluated the participants\u0026rsquo; level of entrepreneurial competence. The researcher gives a detailed description of all descriptors of the progression model and then asks the participants to choose the competence level they developed after the training interventions. The entreCompThe entreComp progression model helped the researcher identify the participants\u0026apos; progression level from Foundation to intermediate, advanced, or expert level. The descriptors of the progression model helped assess each participant\u0026apos;s competence progress. At the Foundation level, entrepreneurial value is created with external support. At the Intermediate level, entrepreneurial value is created with increasing autonomy. The responsibility to transform ideas into action is developed at the Advanced level. At the Expert level, the value created considerably impacts its reference domain (Bacigalupo et al., 2016, p.14). The qualitative rating adapting progression descriptors enables the researcher to understand the competence level after training in intervention-based workshops. Five participants of the training workshop were interviewed face-to-face, conferring to all eight descriptors of the four levels in the progression model of the EntreComp framework. Interviews were audio recorded after obtaining consent from the participants, and note-taking was also done on the EntreComp progression sheet.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eSpotting Opportunity:\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eFirst, participants were asked to share their views after the intervention-based training workshop about their preferred selected level of the descriptors in the EntreComp progression model to opt for and create opportunities in their pedagogical practices. Two out of five rated them on a higher level of progression, whereas three rated them on a lower level. The participants rated on a higher level as experts shared that they always explore such opportunities that are relevant and value-created activities in their teaching-learning. Similarly, after attending the training workshop, the participant was situated second in the advanced level.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eThe interventions helped me explore value-creating opportunities for designing teaching-learning activities. However, I will limit myself to seizing only relevant opportunities (P).\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI will place myself at the second to intermediate level as training develops new insights to actively grab different opportunities and create value (P)\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI will place myself second to the expert level as the training enabled me to explore the research projects, grants and funding using digital and social platforms and networks (P)\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI learned to execute the entrepreneurial idea through experimentation. I will place myself at the second to intermediate level of creating value through practical experiences. Most importantly, interventions heightened the need for financial aid and business incubation space to accelerate innovative ideas and projects for startups and create societal value (P).\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eCreativity:\u0026nbsp;\u003c/em\u003e\u003c/strong\u003eParticipants were asked to share their views about the level of\u003cstrong\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/strong\u003eprogression to develop creative and innovative ideas among students through their pedagogical practices. Interestingly, only one participant rated on a higher level of progression, whereas three of five situated them on the medium intermediate level. The participants rated on the advanced level highlighted that training interventions provide hands-on activities to integrate entrepreneurial, creative projects, class discussion, and assignments in their teaching-learning practices to make the learners more inquisitive.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eA few excerpts are shared here:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eAfter the intervention, I will rate myself at the second to advanced level by involving different stakeholders to create and apply innovative ideas in my classroom (P).\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI placed myself at 1\u003csup\u003est\u003c/sup\u003e the advanced level as I learned to bring innovation to meet the needs of the market and society by introducing new products and services. (P4)\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI situate myself at the second to expert level as I have an innovative approach; however, this training matured my ideas: SWOT analysis, Minimum Viable Product (MVP), and the Lean Canvas Model were found to be practical interventions that enabled the faculty members to design their entrepreneurial activities and pedagogical practices on an innovative\u003c/em\u003e \u003cem\u003ebasis.\u003c/em\u003e\u0026nbsp;\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eVision:\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eParticipants shared their views about visualizing their future teaching-learning actions after the workshops. Interestingly, two of five participants rated them on a higher level of descriptors in the progression model as advanced and expert. However, three of five rated the low level as foundational and intermediate. A few excerpts are shared here:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eAmazingly, I will rate myself at both intermediate-level descriptors; I found the training empowered me to think and strategize my teaching-learning in a way that may create value for others.\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI have attended many trainings, but this training develops explicitly the competence of shared entrepreneurial vision among multidisciplinary faculty members. I rate myself at the expert level for having more strategic teaching-learning techniques and activities.\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eValuing Ideas:\u0026nbsp;\u003c/em\u003e\u003c/strong\u003eParticipants shared their views that it is important to identify and contextualize the pedagogical activities per social and cultural needs. Interestingly, two of the five participants changed their views after explaining their preferred level. However, three remained at a high level of progression. A few excerpts are shared here:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eI learned how to file intellectual property, copyright, trademarks and patents. I was at the foundation level regarding these concepts before the training; however, now I rate myself at 1\u003csup\u003est\u003c/sup\u003e of intermediate level. Now, I can guide my students to protect their research and commercialization activities through specific IPs. (P)\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI became familiar with the practical implementation of ideas and commercialization activities. I am more inclined towards entrepreneurship and initiating my business. Therefore, I rate myself second in the advanced level now (P).\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI rate myself at \u003csup\u003ea first\u003c/sup\u003e advanced level as I am not expert enough to develop any teaching-learning strategy on Intellectual property or competent enough to differentiate between certain aspects of laws and rights processes.\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eEthical \u0026amp; Sustainable Thinking:\u003c/em\u003e\u003c/strong\u003e Participants shared their views about evaluating the social impact of their pedagogical practices on students and the community as a whole. Out of five, two rated themselves on a high level. The excerpt is shared here:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eI am not an outdated teacher; I can foresee the impact of my teaching and learning activities on creating value. Therefore, I rate myself at the first-of-advance level. This training familiarized me with a few innovative pedagogical and methodological teaching-learning styles that would help me improve my practices\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eHowever, I have learned to add value to society through my pedagogical practices. However, I am already working on the socio-emotional wellbeing of my students and engaging my students in entrepreneurial activities like digital marketing and freelancing free of cost. I rate myself as an expert by explicitly choosing specific entrepreneurial techniques in the classroom that develop entrepreneurial skills among my students. The participants further added their views regarding their capabilities and self-efficacy; interestingly, most rated themselves high. They shared that training interventions provided exposure to opportunities to grow professionally and enhance their entrepreneurial knowledge and skills. However, few of them emphasized their lack of competence regarding the commercialization of research. A few excerpts are shared here:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eI place myself at both levels of advancement; However, I need to learn more about financial literacy to enable my students to foresee their monetary decisions (P)\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI will consider myself at an advanced level as I am inquisitive to achieve my aspirations (P)\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eAfter this training, I am at an advanced level as I learn to reflect back and forth on my teaching-learning decisions to achieve my set targets (P). \u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eMotivation \u0026amp; Perseverance:\u003c/em\u003e\u003c/strong\u003e Discussing motivation and perseverance, participants\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eshared their views regarding the development of resilience and motivation to turn their ideas into activity.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eCaptivatingly, the majority of the participants rated themselves on a high level. They stated that they try to make the teaching-learning process enjoyable and engaging, and they can do their work competently at an individual pace rather than in a team. Excerpts are shared here:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eI would rate myself at 1\u003csup\u003est\u003c/sup\u003e level of advancement as I am persistent in completing my tasks in a given time, and I believe that this competence cannot be fostered in anyone with any training (P)\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI rate myself at the 2\u003csup\u003end\u003c/sup\u003e level advanced. As a counsellor, my foremost responsibility is to motivate others by developing their strength and perseverance (P).\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003ePerseverance and motivation mean prioritizing my work, which I am good at; therefore, I rate myself at the 2\u003csup\u003end\u003c/sup\u003e level of Foundation (P).\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eMobilizing Resources:\u003c/em\u003e\u003c/strong\u003e The majority of the majority of participants rated themselves at a high level regarding the the effective utilization of material or non-material resources. However, they all agreed that it depends on the faculty member\u0026apos;s use of the resources in their teaching and learning practices.\u0026nbsp;\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eI place myself at 1\u003csup\u003est\u003c/sup\u003e level of expert in facilitating my students to turn ideas into action and create value for society as I learned to devise a viable business plan in the workshop. However, I need to learn how to guide my students to pitch their ideas on any platform effectively (P)\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eFinancial and Economic Literacy:\u003c/em\u003e\u003c/strong\u003e Participants further discussed that the workshop had provided them with a conceptual understanding of financial and economic concepts, budgeting, getting funding, and taxation and legal processes. Few participants shared different views; three of five participants changed their rated level after getting a detailed description of the descriptors\u0026apos; level.\u0026nbsp;\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eAlthough I have learned about funding, budgeting, and taxation, I am at both foundation levels. However, I need more skill-based training programs on it (P)\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eThis training motivated me to initiate my projects. However, I am not fully trained yet to get funding and plan a budget to materialize my niche idea. Therefore, I rate myself at 1\u003csup\u003est\u003c/sup\u003e level of intermediate (P)\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI place myself at 1\u003csup\u003est\u003c/sup\u003e level of Foundation as I only know about the purpose of taxation and never.\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eMobilizing Others:\u003c/em\u003e\u003c/strong\u003e Discussing mobilizing others, participants shared that they are competent in mobilizing their students, and they assign different projects. Mobilizing others is discussed as persuading others to share ideas effectively using communication skills and media. \u0026nbsp;\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eNew faculty members are more equipped than seniors. Therefore, senior faculty members need more exposure to learn and adapt specific innovative competencies. I rate myself at the 2\u003csup\u003end\u003c/sup\u003e level of advancement as I know to mobilize my students at different platforms (P)\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003ePlanning and Management:\u003c/em\u003e\u003c/strong\u003e Participants rated them high in planning and managing their teaching-learning goals and developing entrepreneurial plans. However, one of the five participants highlighted that \u003cem\u003eI teach entrepreneurship courses but never wanted to be an entrepreneur. However, I am attracted towards entrepreneurship and its related activities after this training (P)\u003c/em\u003e\u0026nbsp;\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eLean and business canvas model activities boost the ideas of faculty members. I realized that faculty members have had ideas, and this training workshop encourages them to execute their ideas in practice. Many of them shared their business ideas related to climate change and sustainability in workshops that were amazing and indeed created value addition (P)\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI rate myself at the 2\u003csup\u003end\u003c/sup\u003e level of expert as I am adaptable and face specific entrepreneurial startup challenges (P).\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eThe National Business Incubation (NIC) visit was a tremendous practical opportunity for the faculty members to explore opportunities for incubation and start their businesses. They must provide technical support, equipment and mentoring services (P)\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eCoping with uncertainty, Risks and ambiguities:\u003c/em\u003e\u003c/strong\u003e Discussing the competence of coping with uncertain situations taking and managing the risks; the participants rated themselves on different levels.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eI place myself at the foundation level as I am only able to identify the risk factors but cannot deal with them effectively (P)\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI always have plans A, B, and C to deal with uncertainty or risk. Therefore, I rate myself at the first advanced level as I can solve problems (P).\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI am at the foundation level as I take others\u0026apos; opinions to better deal with any uncertain situation (P)\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI rate myself at the expert level as I can evaluate situations and make quick decisions by seizing other alternatives (P)\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eNetworking with others:\u003c/em\u003e\u003c/strong\u003e Participants further highlighted that teamwork and networking are important in entrepreneurial teaching-learning. This training workshop has allowed them to interact with multidisciplinary colleagues.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eI met industry people and different colleagues in this workshop that fostered a sense of entrepreneurial mindset among faculty members (P)\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI place myself at 1\u003csup\u003est\u003c/sup\u003e level of advancement as I learn to devise a team with specific entrepreneurial knowledge, skills, and leadership attitude. Furthermore, I familiarized myself with business competencies and terminologies that are required for entrepreneurial activities (P)\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI found networking important; we met with experts, and a multidisciplinary group of faculty members engaged in collaborative activities. I place myself 1\u003csup\u003est\u003c/sup\u003e and 2\u003csup\u003end\u003c/sup\u003e both levels of Foundation as I can collaborate with others and support my peers and students for value creation teaching-learning activities (P)\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eFaculty members should professionally grow by socializing and networking with others. I rate myself an expert, as I can build and expand my professional networking group to attain my goals.\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eLearning from Experiences:\u003c/em\u003e\u003c/strong\u003e Two out of five participants rated learning from other experiences and reflecting on one\u0026rsquo;s teaching and learning practices high. However, two out of five rated on a low level.\u0026nbsp;\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eLearning from experiences is important to integrate skill-based learning and competencies. I rate myself at the second intermediate level for reflecting on learning. Rate myself at the second intermediate level, as I believe in disseminating knowledge and inspiring others (P).\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI am at an advanced level, as the best learning can be acquired through experiences; I interact with people, reflect on my teaching-learning practices and plan and strategize accordingly for the future (P).\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eI learn from others\u0026apos; failure and success experiences; I rate myself as an expert level in creating\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003evalue for others through my experiences and guide my students at any platform (P).\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eIn conclusion, data analysis indicates that HEIs need to enhance their faculty members\u0026apos; entrepreneurial capacity. There is a need for faculty members to develop skills such as vision building, idea valuation, financial and economic literacy, and proactive steps toward implementing ideas. The development of an entrepreneurial mindset also requires collaboration across disciplines and the introduction of field-relevant training programs. Faculty members have also expressed a significant demand for training in specific areas, including intellectual property, patents, copyright, financial management, and practical platforms for business planning and execution. These findings highlight the need for more customized, competency-based curricula and focused entrepreneurial development programs to empower faculty members with the necessary skills to initiate innovation and entrepreneurship within their organizations.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe discussion of the progression model while evaluating the entrepreneurial competence of the participants (faculty members in HEIs) after conducting five-day training interventions unfolds some valuable insight into the efficacy of such a program. Applying the EntreComp progression model, the participants evaluated their self-assessed entrepreneurial competence across several dimensions, from Foundation to expert level. The self-assessment significantly varies, signifying the multiple levels of development and understanding developed by the faculty members. The model's descriptors provided a structured way of measuring growth, from creating value with external support at the foundation level to making a significant impact in the reference domain at the expert level.\u003c/p\u003e\u003cp\u003eThe participants rated their progress in key competencies like spotting opportunities, creativity, vision, and financial literacy. It enabled some to acquire more control or power by overvaluing and producing innovative learning-teaching activities for designing. On their part, for others, an increased assurance is gained for analyzing and embedding some financial and economics concepts within and outside practice fields. Of these favourable fruits were some shortcomings felt to necessitate further improvement work, specifically through intellectual property mobilization in this regard; likewise, with proper commercialization in research resources, etc. Boh et al. (2012) explained further that the technology transfer through university entrepreneurial activities can be enhanced by reorienting set objectives and goals, establishing ORICs, optimum exploitation of resources and motivating students and teaching staff to promote commercialization.\u003c/p\u003e\u003cp\u003eIn general, the training interventions effectively impacted the development of entrepreneurial thinking among the faculty members, as several reported higher motivation, creativity, and confidence in applying entrepreneurial principles in teaching practice. However, although the feedback was positive, the participants still needed more support to grow in specific areas and translate their entrepreneurial learning into tangible outcomes, such as securing funding or developing market-driven products and services. It is noted that entrepreneurial competencies can be developed by gaining self-efficacy, risk-taking ability, and action-related activities (Sanchez, 2013).\u003c/p\u003e\u003cp\u003eThese findings imply that there is still a good reason to continue spending on faculty development programs oriented toward entrepreneurial spirit and skills building. The study shows that HEIs must create more holistic, competence-based training experiences that enhance the faculties' skills and spur interdisciplinary collaboration applied practically in various entrepreneurial activities. As faculty members continue to build on their progress, the ongoing development of relevant, targeted programs will be key to nurturing a culture of entrepreneurship within higher education institutions. The context-specific and skill-based training programs are necessary for higher education institutions (Tomlinson, 2017). HEIS must foster academic entrepreneurship to exploit knowledge through spin-offs, patents, licensing, and resource mobilization (Grimaldi et al., 2011).\u003c/p\u003e\u003cp\u003eFaculty members say to plan for a more rigorous series of sessions for each topic so that better and more detailed knowledge about that particular content is obtained; in other words, conceptualize the idea of financial and economic literacy in the teaching-learning process and add the course of entrepreneurship in the general education course so that the student can develop a niche idea for him/her and nurture from the beginning. It is enriched that sensitized and well-versed teachers may better guide and facilitate their learners for entrepreneurial learning activities (Gautam, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe study draws a few conclusions:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eApplying the EntreComp progression model revealed that faculty members showed different levels of entrepreneurial competence after the training interventions, from foundational to expert levels. The self-assessments showed differences in participants' entrepreneurial growth, indicating the personalized nature of competence development. Some of the lecturers were able to show their innovation, creativity, and financial literacy capacities. At the same time, others identified several areas that need improvement, namely intellectual property management and commercializing research.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eThe training programs significantly impacted entrepreneurship thinking among staff members, given that most became more motivated and creative in pursuing entrepreneurial principles in teaching methods. Participants reported an increased capacity to design innovative teaching strategies and to incorporate financial and economic concepts into their pedagogical activities. However, further support was still needed to translate these skills into practical, actionable outcomes, such as securing funding and commercialization of ideas.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eIn this regard, HEIs must invest in long-term, competency-based faculty development programs to foster entrepreneurial skills. Even though the training interventions have been effective, the participants require further development in certain areas, such as intellectual property, research commercialization, and financial literacy. HEIs should develop more holistic training experiences that encourage interdisciplinary collaboration and skills development that can be applied in real-life, context-specific conditions for faculty members to apply to their academic and entrepreneurial pursuits.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eFaculty members suggested incorporating more focused, rigorous sessions and courses on entrepreneurship, especially in general education curricula. They also advocated for financial and economic literacy to be conceptualized and integrated into the teaching-learning process.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003eRecommendations\u003c/h2\u003e\u003cp\u003eThe following recommendations were drawn from the study:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eIt is recommended that entrepreneurship courses in social sciences and other disciplines be started as early as possible so that students can be taught to generate and develop entrepreneurial ideas from the beginning. Faculty members can better guide them toward entrepreneurial activities to cultivate an academic entrepreneurial culture within HEIs.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eHEIs can provide continuous, competency-based training programs for the different needs of faculty members. Key competencies to focus on include vision building, valuing ideas, financial literacy, and commercialization processes. In addition, training should be tailored to the trainees' specific needs, considering management, patents, and business planning. Such programs can be prepared to give actual exposure and provide opportunities for interdisciplinary collaboration. These are factors that would help the faculty members enhance their entrepreneurial mindset.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eHEIs should work toward systematically integrating entrepreneurial concepts into the curricula and other teaching practices with a focus more than standalone courses: this may cover creativity, taking calculated risks, and creating value from all disciplines. Innovative teaching methods and projects that support the entrepreneurial mindset should be encouraged among faculty members, such as business simulations, social entrepreneurship, and technology transfer. Encouraging collaborative projects and networking opportunities with industry experts also helps bridge the gap between theory and practice, making it easier for faculty members to apply their entrepreneurial skills more effectively in teaching.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eHEIs should provide practical platforms such as business incubators, innovation labs, and funding opportunities to support faculty members in turning their entrepreneurial ideas into tangible outcomes. These platforms allow faculty members to develop and commercialize their ideas, offering mentorship, resources, and networking opportunities. Collaboration with external stakeholders, such as businesses, government organizations, and startups, should be encouraged to share knowledge and resources. HEIs can foster a culture of innovation and entrepreneurship that benefits faculty members and students by creating an ecosystem that supports the implementation of entrepreneurial ideas.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eBy focusing on these three key areas of ongoing development, curriculum integration, and practical execution platforms, HEIs can significantly enhance the entrepreneurial competencies of their faculty members, thereby contributing to the overall entrepreneurial culture within the institution.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eFaculty members do not have enough familiarity with financial literacy; need coaching and mentoring to familiarize practical application of intellectual property and its commercialization processes.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cspan\u003eEthics: The study was reviewed and approved by the Shifa Tameer-e-Millat University (STMU) Institutional Review Board (IRB)/Ethics Committee. All participants provided informed consent before their participation, and confidentiality was maintained throughout the research process.\u003c/span\u003e\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAzikiwe, U. (2008). Standard in education: Capacity building and sustainable development in Nigeria.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eBarba-S\u0026aacute;ncheza, V.; Atienza-Sahuquillo, C. (2018). Entrepreneurial intention among engineering students: The role of entrepreneurship education. Eur. Res. Manag. Bus. Econ.24, 53\u0026ndash;61\u003c/li\u003e\n \u003cli\u003eBacigalupo, M., Kampylis, P., Punie, Y., \u0026amp; Van den Brande, G. (2016). EntreComp: The Entrepreneurship Competence Framework. Luxembourg: Publication Office of the European Union\u003c/li\u003e\n \u003cli\u003eBelitski, M., \u0026amp; Heron, K. (2017). Expanding entrepreneurship education ecosystems. 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Entrepreneurial competencies: Assessment and predictive value for entrepreneurship. Journal of Vocational Behavior, 90, 13-25.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eKolympiris, C., \u0026amp; Klein, P. G. (2017). The Effects of Academic Incubators on University Innovation. Strategic Entrepreneurship Journal, 11(2), 145\u0026ndash;170.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eMan, T. W. Y., Lau, T., \u0026amp; Snape, E. (2008). Entrepreneurial competencies and the performance of small and medium enterprises: An investigation through a framework of competitiveness. Journal of Small Business\u0026amp; Entrepreneurship, 21(3), 257-276\u003c/li\u003e\n \u003cli\u003eMahmood, G., Munir, S., Rasool, S. G. and Anum, R. (2021). Impact of Entrepreneurship Competencies on Entrepreneurship Motivation among Pakistani Students: Entrepreneurship Education as Moderation. Journal of Accounting and Finance in Emerging Economies, 7 (2), 497-510.\u003c/li\u003e\n \u003cli\u003eMorselli, D., (2019). The Change Laboratory for Teacher Training in Entrepreneurship Education, Springer Briefs in Education\u003c/li\u003e\n \u003cli\u003eMarzocchi, C., Kitagawa, F., \u0026amp; S\u0026aacute;nchez-Barrioluengo, M. (2019). Evolving missions and university entrepreneurship: Academic spin-offs and graduate startups in the entrepreneurial society. Journal of Technology Transfer, 44(1), 167-188.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eNeck, H. M., Greene, P.G., (2011).Entrepreneurship education: Known worlds and new frontiers.\u003c/li\u003e\n \u003cli\u003eNwabueze, A. I., Nwokedi, O.C.U. \u0026amp; Edikpa, E. C. (2018). Capacity building needs of education lecturers in information and communication technology in universities. International Journal of Scientific \u0026amp; Engineering Research, 9(6), 1266\u0026ndash;1287\u003cu\u003e.\u0026nbsp;\u003c/u\u003eJournal of Small Business Management, Vol. 49(1), p. 55\u0026ndash;70.\u003c/li\u003e\n \u003cli\u003eO\u0026apos;Keeffe, F. (2013). 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Teacherpreneurship: An integrated framework for teaching in the 21st century university classroom (Thesis, Doctor of Philosophy). University of Otago.\u003c/li\u003e\n \u003cli\u003eWahid, A., Ibrahim, A., \u0026amp; Hashim, N. B. (2017). The Review Of Teaching And Learning On Entrepreneurship Education In Institution Of Higher Learning. Journal of Technical and Vocational Education., 1(2), 82\u0026ndash;88.\u003c/li\u003e\n \u003cli\u003eYuan, C. H., Wang, D., Mao, C., \u0026amp; Wu, F. (2020). An empirical comparison of graduate entrepreneurs and employees based on graduate entrepreneurship education and career development. Sustainability, 12(24), 10563.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Parenting Styles, Authoritative Parenting, Authoritarian Parenting, Permissive Parenting, Social Development, Early Childhood Education, Parenting Style Questionnaire (Psq), Parental Influence, Student Behavior, Child Psychology","lastPublishedDoi":"10.21203/rs.3.rs-7411237/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7411237/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study investigates the influence of three major parenting styles\u0026nbsp;as authoritative, authoritarian, and permissive on the social development of students pursuing early years diplomas at the university level. Grounded in the foundational theories of Diana Baumrind, the research aims to understand how distinct parental behaviors and attitudes shape students' emotional responses, decision-making abilities, and interpersonal skills. Using a quantitative research design, data were collected from 37 participants through the Parenting Style Questionnaire (PSQ), which measures the frequency of behaviors aligned with the three parenting styles on a six-point Likert scale.The findings indicate a clear preference for authoritative parenting among participants, characterized by high scores in areas such as emotional support, mutual respect, and open communication. Authoritative parenting was associated with positive traits like confidence, empathy, and self-regulation. In contrast, authoritarian parenting showed moderate endorsement, particularly for behaviors emphasizing obedience and rule enforcement, but lower support for harsh disciplinary actions or emotional detachment. This style was linked to issues such as low self-esteem and anxiety, which may hinder healthy social interactions. Permissive parenting, with the lowest mean scores overall, was sporadically endorsed particularly for behaviors allowing child-led decisions or leniency but generally showed weak support for practices that lack discipline or boundaries. The study emphasizes that parenting styles play a critical role in shaping students’ social competencies, even as they progress into higher education. The authoritative approach emerged as the most beneficial for developing well-adjusted, socially competent individuals. The results underscore the importance of promoting parenting practices that balance emotional warmth with appropriate structure and discipline. These insights are valuable not only for parents but also for educators and policymakers who seek to foster environments that support holistic child development. While the study offers meaningful contributions to the field of developmental psychology and education, it acknowledges limitations such as a small sample size and reliance on self-reported data. Future research should aim for more diverse samples and incorporate longitudinal and multi-informant methods to deepen the understanding of how parenting styles influence children’s long-term social and emotional outcomes.\u003c/p\u003e","manuscriptTitle":"Exploring the Impact of Parenting Styles on the Social Development of Students in Early Childhood Education Training","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-22 04:53:21","doi":"10.21203/rs.3.rs-7411237/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"8dd1f2d7-66ac-445a-9155-7ac9676abdcf","owner":[],"postedDate":"August 22nd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":53542091,"name":"Educational Psychology"},{"id":53542092,"name":"Educational Philosophy and Theory"},{"id":53542093,"name":"Sociology"},{"id":53542094,"name":"Philosophy"}],"tags":[],"updatedAt":"2025-08-22T04:53:21+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-22 04:53:21","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7411237","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7411237","identity":"rs-7411237","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}