Entrepreneurship educator: a vital cog in the wheel of entrepreneurship education and development in universities

Abstract

Entrepreneurship educators (EEs) are critical in fostering entrepreneurship and innovation in emerging economies, as they play a vital part in developing talent, which further contributes to a knowledge-based economy. The value of EEs is in promoting entrepreneurship education and highlighting the significance of developing an entrepreneurial mindset among students. Primary data was collected by conducting in-depth, semi-structured interviews involving educators affiliated with public and private Higher Education Institutions (HEIs) in the UAE. Participants were selected by adopting random sampling and snowballing techniques. Our findings not only shed light on the challenges faced by EEs but also underscore the urgent need for better support from institutions. This support is crucial for EEs to make an effective contribution to developing a professional workforce that can significantly impact students and the community. We also advocate strategies for fostering experiential learning, which include giving EEs more autonomy and support by establishing dedicated entrepreneurship centers. This work is a call to action, contributing to the further development of the literature on EE, which has received much lesser academic attention than it deserves. It also lays a foundation for further cross-country studies.

Introduction

Entrepreneurship educators (EEs) are central to the expected outcomes of entrepreneurship education. Entrepreneurship education research is crucial for several reasons, including impacting students’ attitudes, facilitating knowledge enhancement, and leading to new venture creation and economic development (Pacheco et al., 2024; Paray & Kumar, 2020; Wraae & Walmsley, 2020). The educator is defined as an individual who facilitates the teaching and learning of entrepreneurship principles, skills, and mindset within higher education institutions, whose significance lies in designing and delivering entrepreneurship courses, mentoring entrepreneurs, fostering entrepreneurial thinking, and promoting innovation and creativity among students (Jack et al., 2008; Macht & Ball, 2016). Early studies on entrepreneurship in Higher Educational Institutions (HEI) suggest that variables linked to HEIs and innovation networks include their relationships with existing organizations, available knowledge, and venture-creating activities (Simoes et al., 2012). The role of an entrepreneurship educator is challenging pedagogically and conceptually, as they are a unique aggregator of entrepreneurship education content influenced by education, research, policy, and practice (Gibb & Hannon, 2006; Henry, 2020). A prominent challenge for entrepreneurship educators is helping students develop an ability to put knowledge into practice (Jack et al., 2008), especially in emerging markets. Furthermore, Pacheco et al. (2024) argue that in knowledge-based societies, “academic entrepreneurship” is viewed as a dynamic collaboration process among universities and local communities to produce and disseminate knowledge and generate new ideas and values. The lack of understanding of what entrepreneurship education means has become even more problematic due to global trends and new opportunities, which limits insights into the nature of entrepreneurial education (Bao et al., 2020; Cao & Shi, 2021; Syed et al., 2023). Our study is contextually and timely relevant, because, despite the undaunted acceleration of entrepreneurship education, the understanding of entrepreneurship practices in the emergent market of the United Arab Emirates (UAE) remains limited (Jabeen et al., 2017; Yasin et al., 2021).

Entrepreneurship education aims to enhance students' entrepreneurial competencies and encourage them to pursue careers. Fayolle and Gailly's (2008) study compared European entrepreneurship education practices, finding significant variations in integration and challenges like a lack of standardized curriculum, limited faculty expertise, and the need for better collaboration between academia and industry. Torrance et al. (2013) and Rodriguez and Lieber (2020) conducted studies on entrepreneurship education in American higher education institutions. They found that these programs can foster entrepreneurial mindsets, skills, and ventures but faced challenges like faculty resistance, lack of resources, and interdisciplinary collaboration. Hu et al. (2018) examined entrepreneurial universities in Europe and the US, highlighting the role of universities in fostering entrepreneurship through education, research, and knowledge transfer. Challenges included cultural change, establishing effective university–industry relationships, and measuring the impact of entrepreneurship education. In recent decades, universities’ roles have evolved. Entrepreneurship education is not limited to generating knowledge but also its transfer and application to foster innovation and economic growth, where universities play a fundamental role as socio-economic actors (Pacheco et al., 2023a, 2023b). Thus, to meet the challenges set out by previous research, this study attempts to address challenges associated among entrepreneurship educators in fostering entrepreneurship within the UAE's higher education institutions and entrepreneurial development in the region. Previous studies highlight the UAE educators' need for entrepreneurial competence and the importance of experienced entrepreneurs in curriculum design and student mentorship (Al Aufi et al., 2022; Naqvi et al., 2022; Pacheco et al., 2023a, 2023b).

The UAE is an ideal research setting for three reasons. First, the UAE education system, a blend of international campuses and the UAE higher education institutions has undergone significant development to improve education quality, foster innovation, and boost internationalization (Bridi & AlHosani, 2022). The UAE boasts over 80 higher education institutions, including 10 public ones, offering diverse programs from prestigious global universities tailored to local needs and demands (MOFA, 2023). Second, the UAE Vision 2021 emphasizes education as a key economic and social development driver, aiming to create a world-class education system that prepares students for future challenges and opportunities (MOE, 2023; MOFA, 2023). The UAE's higher education system recently invested in specialized start-ups and SMEs to advance industries while consolidating economic competitiveness and diversification (Jabeen et al., 2017). Third, the UAE has established the Entrepreneurial Nation Project to assist innovative companies in establishing and developing their businesses (Seed Group, 2022). However, the role of educators in unlocking students' potential and promoting entrepreneurial values needs to be explored.

Scholars in the UAE have overlooked mainly the entrepreneurial competence of educators, their involvement in curriculum design, challenges they face, qualifications, industry experience, and network capabilities (Pacheco et al., 2023b; 2024). Although some scholars have highlighted the importance of experienced entrepreneurs and student mentorship, previous studies show a lack of focus on the UAE educators' entrepreneurial competence and involvement in curriculum design (Al Aufi et al., 2022; Naqvi et al., 2022). This implies a need for further research to bridge the gap in understanding the involvement of educators in higher education institutions in the UAE and how EEs tackle the challenges within this context. The importance of this research is charged with societal expectations to maintain and uphold national demands for education, meet requirements presented in the curriculum, curry out new educational policies, and serve the needs of students (Juvonen & Toom, 2023; Pacheco et al., 2024).

Against this background, our study explores entrepreneurship educators from three perspectives: (1) examining the frameworks used by educators to promote innovative solutions (Wraae et al., 2022); (2) examining educators’ role in fostering entrepreneurial spirit (Al Aufi et al., 2022; Naqvi et al., 2022; Pacheco et al., 2023a); and (3) developing a conceptual model to explore the broader implications of EEs' challenges in a non-Western cultural context (Hannon, 2018; Seikkula-Leino et al., 2015). Furthermore, our study contributes to the scant research on countries in the Gulf Cooperation Council (GCC) and Middle East and North Africa (MENA) regions and enhances the current understanding of EE in emerging economies (Arnaut et al., 2022; Syed et al., 2023). Thus, our study intends to find answers to the following research questions:

• a) How do the EEs perceive their role with respect to students, institutions, and communities in the UAE?

• b) What are the expectations and challenges faced by EEs in the UAE?

Literature review

Entrepreneurship education fosters creativity and innovation that has practical applications (Liguori & Winkler, 2020; Pacheco et al., 2023b). Entrepreneurship education aims to develop knowledge and a variety of skills such as strategic thinking, creativity, problem-solving, negotiating, networking, selling, coping with uncertainty (Bedő et al., 2020; Fayolle et al., 2021; Ghafar, 2020; Gordon et al., 2012; Sarooghi et al., 2019), becoming resilient (Pazos et al., 2022) and acquiring of lifelong learning skills (Velt et al., 2020). Furthermore, entrepreneurship education contains problem-solving, project-based, and action-packed experiential learning (Hägg & Gabrielsson, 2020). Also, several scholars discovered a positive correlation between entrepreneurial education and entrepreneurial intentions (Aparicio et al., 2019; Biswas & Verma, 2022; Hardie et al., 2020; Wardana et al., 2020). Moreover, the key components of entrepreneurship education include educators, students, educational processes, and the community (Wraae & Walmsley, 2020). Thus, carefully designing the pedagogic process of entrepreneurship education is crucial (Mukesh & Rajasekharan Pillai, 2020).

Research in entrepreneurship education is growing simultaneously with the upsurge in interest in the topic and the increase in the programs and courses (Neck & Corbett, 2018; Santos et al., 2019; Wraae et al., 2022). Recent studies exploring entrepreneurship education's purpose, pedagogy, and impact emphasize content or what students learn and the likelihood of becoming entrepreneurs (Mukit et al., 2020; Neck & Corbett, 2018). The model of entrepreneurship education has long shifted from an orthodox teacher-led style to a student-centered one (Fayolle & Gailly, 2008). In the latter approach, educators stress active engagement and experiential learning of the students both outside and inside the classroom (Seikkula-Leino et al., 2015). As a result, the students transformed from passive learners to active entrepreneurial individuals, and the role of entrepreneurship educators transformed from educated teachers to enablers of learning environments (Robinson et al., 2016). Entrepreneurship education sets new expectations for teachers and how adopting entrepreneurial orientation (Pacheco et al., 2023a) leads to unconventional approaches, cooperation with industry, and university policy implementation (Pacheco et al., 2024). Scholars have intimated that EE adopts a background role acting as a facilitator of learning. At the same time, students take the lead, owning their learning path and actively engaging in learn-by-doing activities (Oksanen et al., 2023). However, entrepreneurship educators face the challenge of reducing the gap between online teaching and experiential learning. Pressure from the COVID-19 crisis has accelerated the need for more creative ways to deal with this challenge (Ratten & Jones, 2021). Due to digitization's increasing influence and online learning's lasting legacy (Ratten, 2020), more interaction via technology can be anticipated (Gërguri-Rashiti et al., 2017). Olokundun et al. (2017) stated that EEs must learn to balance experimental-led education with current societal needs. To capitalize on the learning experience, they should use extra participatory learning styles. This would allow entrepreneurship students to deal with reality by analyzing and reflecting on the experience (Anggadwita et al., 2021). More importantly, entrepreneurship educators need to refresh their programs to stay relevant and identify the role of stakeholders (government, students, industry, community, and professionals) in co-creating value (Ratten & Jones, 2021). It has also been contended that entrepreneurship education is about action (Neck & Corbett, 2018; Rideout & Gray, 2013), and therefore the methods of teaching should be entrepreneurial (Winkel, 2013), empowering (Ribaj et al., 2020), and emancipatory (Santos et al., 2019). Figure 1 illustrates the research topics explored in connection with entrepreneurship education.

Fig. 1

Word Cloud illustration of topics explored within the entrepreneurship education context (Author keywords analysis)

Research context: United Arab Emirates (UAE)

The concept of entrepreneurship and innovation is getting more academic exposure in the Arab world (Mehtap et al., 2017). According to the Global Entrepreneurship Research Association at the London Business School, three quarters of the Middle East and North Africa (MENA) population regard entrepreneurship as a good career choice (Hameed & Irfan, 2019). The hope that entrepreneurship holds for young adults across the MENA region sits in direct contrast to the Arab youth unemployment rate of almost 23%—especially when the global rate sits much lower at 13.7 percent (Arezki et al., 2019). Due to the growing unemployment crisis, the importance of self-reliance has become a necessity within the region, and countries like the UAE are clear examples of this phenomenon. Today, the UAE ranks first among MENA countries offering entrepreneurial opportunities and sits amongst the top economies supporting entrepreneurs globally (Jabeen et al., 2017). UAE has transitioned from a conventional economy into a knowledge-based economy through several entrepreneurial incubators and innovation programs (Sajid & Nair, 2018). Due to the increase in graduates from business schools who are outnumbering jobs, several initiatives were taken to encourage individuals to start their businesses and create opportunities for themselves and others (Al-Dhaheri, 2020, 2024). They are learning to be risk takers and are willing to work harder and longer to elevate their well-being and sense of security (Alkaabi & Senghore, 2024; Mohammed, 2019). In the last 10 years, universities within the UAE have started academic programs and courses specializing in Entrepreneurship, as this discipline is considered an asset to the economy and a popular career choice among the youth due to the flexibility and freedom it offers (Ewijk & Belghiti-Mahut, 2019). Furthermore, the government has made entrepreneurship and innovation mandatory general education courses for all streams of education (Al-Omar et al., 2024; Ghafar, 2020). A study by Jabeen et al. (2017) revealed that 74.5% of youngsters attending university in the UAE intended to start their own businesses.

Research methodology

In the present study, our decision to employ qualitative methodology is guided by two considerations. First, qualitative research excels in illuminating individual experiences and addresses ‘a contemporary phenomenon in its real-life context’, in which ‘the boundaries between phenomenon and context are not evident’ (Yin, 1981, p. 59). Second, the challenges of entrepreneurial development in higher education institutions in a specific cultural context different from the Western perspective present a unique opportunity for abductive reasoning (Dubois & Gadde, 2002; Rigtering & Behrens, 2021). In addition, we explore an empirical phenomenon through a specific theoretical lens and apply an existing analytical framework to investigate new domains and yield insights not previously encapsulated within the traditional frameworks of Institutional and Constructivist Learning Theories.

Data collection

As discussed above, the research study focuses on how entrepreneurship educators perceive themselves in their role as educators with respect to students, institutions, and the community. Hence, it highlights the three pillars of the educational ecosystem in the UAE, along with the expectations and challenges. Hence, the study took an abductive approach to further investigate entrepreneurship educators in the UAE. Furthermore, it is essential to highlight that this qualitative study is rigorous, generalizable, and replicable. Rigor was maintained through systematic data collection and analysis methods, ensuring the validity and reliability of the findings. The study's generalizability was achieved by selecting participants from both public and private universities in the UAE, ensuring a diverse range of experiences and perspectives were represented.

Sampling

Purposive sampling was used in this study to ensure that participants with specific characteristics and experiences relevant to the research topic were included. As the focus was on entrepreneurship educators in the UAE, purposive sampling allowed the researchers to intentionally select participants with a wealth of knowledge and expertise in this field (Tongco, 2007). By purposefully selecting participants based on their experience as entrepreneurship educators, the study aimed to gather in-depth and diverse insights that could provide a comprehensive understanding of the perceptions and experiences of these educators. This approach allowed for a targeted and focused data collection process, enhancing the relevance and richness of the findings (Suri, 2011). Finally, replicability was ensured by using clear and transparent methods that can be easily followed by other researchers who wish to replicate this study, contributing to the overall robustness and reliability of the research findings.

Since the knowledge is constructed through the researcher and the participants, using the smaller sample size “in constructivist or in-depth qualitative research” that allows thick description is highly recommended (Morse, 2015; Subedi, 2021). Therefore, according to Patton (2015), we can remove or add participants based on the study's needs and the level of data saturation (Guest et al., 2006). Previous studies have indicated that the number of participants in qualitative research varies between 15 and 25 (Guest et al., 2006; Morse, 2015; Pacheco et al., 2023b). As part of this study, the researchers approached 34 educators from public and private universities in UAE within 3 months, out of which 17 responded. Out of 17, only 11 were shortlisted based on their experience as EEs. The sample also consisted of four educators who did not have a business/entrepreneurship-related background but were teaching entrepreneurship courses or were involved with the incubator centers/clubs in their institutions; hence, they were added to the shortlisted respondents. Most participants taught introductory entrepreneurship and innovation courses, a compulsory requirement from the Ministry of Education, UAE. The sample represents different teaching experiences and different levels of practical as well as entrepreneurial experience. The shortlisted eleven full-time faculty educators represented eleven Higher Education Institutions (HEIs) from the seven emirates within the UAE. The sample comprised six males and five females, out of which seven were full-time entrepreneurship educators. As depicted in Table 1, seven respondents had more than 10 years of academic experience, covering academic and administrative positions. Overall, the sample represented different teaching, practice, and entrepreneurial experience levels. Since the study had a small sample size and was exploratory, it attempted to document diverse views of EEs' roles, understand the landscape of entrepreneurship development in UAE HEIs, and find a commonality to develop a base for future studies. The personal interviews were semi-structured and lasted between 50 and 90 min.

Table 1 Summary of respondents’ professional background

The 11 shortlisted respondents were considered sufficient for the study due to the specific focus on entrepreneurship educators in the UAE and the use of purposive sampling to intentionally select participants with expertise in this field. The deliberate selection of individuals with diverse teaching, practice, and entrepreneurial experience, representing different academic and administrative positions, aimed to provide a comprehensive understanding of entrepreneurship educators' perceptions and experiences in the UAE's specific context. Furthermore, the study's emphasis on gathering in-depth and diverse insights, rather than aiming for generalizability, aligned with the exploratory nature of the research.

Data analysis

The interview consisted of three themes (Fig. 2): The role of EEs with respect to (1) their students, (2) the institution they work in, and (3) the UAE community in general. Each interview started by asking the educator about their background, education qualifications, experience in startups, and challenges faced. The questions then focused on the role of the entrepreneurship educator and the dialogic relationship between (1) educator–student relationship and expectations, (2) educator–institution relationship covering practices and manifesting strategies within the education institute, and (3) the educator–community relationship, which discussed the EE aims and contributions related to the surrounding community.

Fig. 2

Framework for understanding the role of the entrepreneurship educator in the UAE adapted from Wraae and Walmsley's (2020) study

Interviews were conducted using MS Teams, and participants were made to sign a consent form to record and transcribe audio files. Once approved, the interviews were recorded and subsequently transcribed, and the answers were coded using an a priori coding scheme (Patton, 2014) and categorized in accordance with the relationships mentioned above.

Findings and analysis

The present study aimed to investigate the background of entrepreneurship educators (EE) in terms of qualifications, involvement in the entrepreneurship discipline, and initiatives related to entrepreneurship clubs or centers. The study included eleven respondents, out of which nine held doctorate degrees, with five from non-business backgrounds, including biomedical/electrical engineering, artificial intelligence, healthcare, and agriculture. Most respondents had been in the teaching profession for ten-plus years but started teaching entrepreneurship and innovation courses specifically after 2015 (when it became mandatory by the Ministry of Education). Along with the introductory and advanced entrepreneurship courses, some faculty members taught family business, social entrepreneurship, and digital entrepreneurship. Other than teaching, most respondents were involved in senior administrative roles.

Entrepreneurship and Innovation courses were created with the Commission for Academic Accreditation (CAA) guidelines and followed Stanford University standards, which the Ministry of Education approved in the UAE. The course is made available under general education and categorized as a compulsory course across the universities within the UAE. However, it was highlighted that business primary students benefitted more as they got more exposure due to the discipline. The majority of EEs believed there was a growing tendency among students from different majors to learn about entrepreneurship, especially among those from families with family-owned businesses. Three EEs were entrepreneurs managing their businesses and academics and claimed to have received formal entrepreneurship training. One of the EE was a certified Entrepreneurship trainer from the UAE Government Leaders Program (Executive Leadership) and attended Stanford program workshops. The second was a Chief Executive Officer (CEO) who founded multiple medical startups. Also, she built an interactive, experiential simulation learning tool for budding entrepreneurs. The third EE was a Rogers School of Management member and published a book on entrepreneurship among women. Only four EE members were involved in research work related to entrepreneurship, and two respondents had a startup experience abroad and shared their perspectives on UAE in terms of its bureaucratic structure. Regarding entrepreneurship clubs and centers within universities, it was observed that three respondents initiated a startup center, and the other four were part of entrepreneurship clubs. The clubs were mainly responsible for organizing workshops, events, and competitions. Also, high-profile local entrepreneurs would be invited to create a platform to network with students. Some institutional centers collaborated with external centers and boot camps such as the Sheraa program, Injaz, Sharjah Entrepreneurship Center, Khalifa fund startup, Ibtikar program, and UAE Acceleration program. The collaboration was seen as an advantage as students got exposed to real-life business cases, gained access to funds from stakeholders and industry experts, participated in local competitions, pitched ideas, and understood the licensing process and other formalities. However, three respondents shared their struggles and stated that it was challenging to create a long-term alliance. Many approvals were required, and most of the time, HEIs preferred to work independently. As Respondent 11 stated:

“I approached the dean to sign a memo and received a rejection. They failed to understand that such rules are paralyzing progress. Today, education is also about creating an ecosystem. Such initiatives make a big impact, and collaborating helps achieve goals faster than working independently.”

Three universities also created business consultancy services within the startup center. For instance, EE 2 and 6 initiated a center as a “free zone for entrepreneurship and innovation,” which provided startup support, consultancy service, short-term collaboration with external incubator centers, engagement with industry experts, and merging staff, faculty, and students for funded research or businesses.

Entrepreneurship educator <—> students

Entrepreneurship education is an essential component of modern education. It aims to develop students' mindsets and competencies, enabling them to become an asset to human capital and contribute to the local economy (Nunfam et al., 2022; Pacheco et al., 2024). This section of the study found that EE educators play a crucial role in assisting students in idea creation and conflict resolution and boosting their confidence to put their goals into action (Fig. 3). They are students' first point of contact and help them shift from a fixed mindset to a growth mindset. It identified several common words to describe EE's role, including coaching, empowering, listening, mentorship, enabler, mindset development, and competency development. As shared by Respondent 8:

"Making students realize their most important skill and encouraging them to be disciplined about their goal. As educators, we need to learn to see our students through their lens rather than ours."

Fig. 3

Summary of the role of the entrepreneurship educator in relation to students

EEs from different disciplines felt they had a competitive advantage in training students better and giving them more exposure. Respondent 9 stated:

"When you open from a different discipline, you react with different scenarios, making you more fearless as an entrepreneur and more opportunity to explore startups. From my observation, I see that some teach entrepreneurship with zero multidisciplinary experience, adding no value."

However, the study found that the traditional teaching approach is still prevalent in classes that do not benefit students or fit into entrepreneurship education. Theoretical teaching is too abstract, and contextualized teaching is rarely implemented in UAE universities. Most respondents insisted on experiential or action-based learning, which many universities have not implemented. It also identified several challenges EEs encounter in the UAE's education system. Firstly, changing the mindset of students who pursue a degree to find a job and are afraid of taking risks. As stated by Respondent 1 stated:

"It is challenging to shift the mindset of students who are afraid of taking risks and are more inclined towards finding a job."

Second, there is limited exposure to entrepreneurship and a lack of funds and support from institutions. In the words of Respondent 3:

"There is a need for more support from the government in terms of funding for startups and incubation centers."

Third, bureaucratic challenges include delays in approvals and limited authority given to implement experiential learning. EEs were responsible for identifying students with ideas and understanding their skills and capabilities. They believe in individualized learning and encourage the catalyst approach. Respondent 11 stated:

"We need to learn to see our students from their lens rather than ours."

The study also found that EEs must build an entrepreneurship culture within educational institutions by upgrading course syllabi with local business examples, case studies, simulations, and workshops. However, several proposed solutions were shared to overcome the challenges faced by EEs in the UAE's education system. Firstly, building an entrepreneurship culture within educational institutions by upgrading course syllabi with local business examples, case studies, simulations, and workshops. Second, involving UAE nationals more actively in the entrepreneurship field. As Respondent 4 stated:

"We need more involvement of UAE nationals in the entrepreneurship field."

Fourth, entrepreneurship courses should be made mandatory in business departments regardless of student major. Finally, more support and funds should be provided for entrepreneurship clubs and incubator centers. Moreover, EEs measured the success of their students in various ways. Some define success as when students develop critical thinking skills and build competencies, evident in their classwork, simulations, assignments, presentations, and grades. Others define success when students draft a business model by the end of the course. EEs also believe that observing a change in their students' behavior, attitude, and confidence at the end of the semester is essential. Attempting to initiate a startup is also seen as a form of success.

The study findings indicate that Entrepreneurship and Innovation courses were created based on Commission for Academic Accreditation (CAA) guidelines and followed Stanford University standards, which were approved by the Ministry of Education in the UAE. These courses were made available under general education and categorized as compulsory across the universities within the UAE. However, it was noted that business primary students benefitted more due to their increased exposure to the discipline. It also revealed a growing tendency among students from different majors to learn about entrepreneurship, especially among those from families with family-owned businesses. Furthermore, most EEs believe there is an increasing interest in entrepreneurship among students from various majors.

The challenges identified in the UAE's education system included the need to shift the mindset of students who are more inclined towards finding a job and are afraid of taking risks, limited exposure to entrepreneurship, and a lack of funds and support from institutions. In addition, bureaucratic challenges such as delays in approvals and limited authority to implement experiential learning were noted. Even though the UAE government has indeed mandated entrepreneurship courses for all educational streams, the challenges identified in the study suggest that there are still obstacles in fully integrating entrepreneurship education across all disciplines and addressing the mindset of students who are more focused on traditional career paths.

Entrepreneurship educator <—> institution

The second section of the study highlighted the complex relationship between entrepreneurship educators (EE) and educational institutions in the UAE (Fig. 4). Some educators felt limited by institutional restrictions and could not apply their personal teaching styles or methodologies, while others were able to challenge academic authorities and propose innovative programs successfully. As Respondent 1 stated:

"The decision-makers in authoritative positions have limited knowledge of what goes on in the class and what students' requirements are. Their goal here is to produce robots in search of jobs. Ideally speaking, this is not the structure to be followed for entrepreneurship and innovation course."

Fig. 4

Summary of the role of the entrepreneurship educator in relation to higher education institutions

Interestingly, two EEs were able to propose experiential learning programs successfully, resulting in 65 startups emerging from 12 majors in the last 4 years. However, not all educators had the opportunity to be involved in curriculum building, with only public university EEs being allowed to suggest amendments and propose ideas. Even then, only minor changes were allowed. Despite these challenges, the educational institution was found to be encouraging regarding teaching philosophies that supported innovation. In fact, two universities had a yearly KPI on student and faculty startups. As Respondent 7 emphasized:

"Innovation is the key to success in today's world, and it is heartening to see that the educational institution supports this."

The study also revealed that some educators faced bureaucratic challenges, which hindered their ability to teach entrepreneurship effectively. For instance, EE 9 noted that they had to follow a strict curriculum that did not allow them to teach entrepreneurship in a practical way. This made it difficult for students to apply what they learned in real-life situations. On the other hand, some educators overcame these challenges and proposed innovative programs. For example, EE 4 was able to design a program that allowed students to work on real-life projects with local entrepreneurs. This gave students hands-on experience and helped them develop practical skills.

The study also found a lack of consistency in how entrepreneurship was taught across different universities. This made it difficult for students to know what to expect when taking an entrepreneurship course. To address this issue, some EEs suggested a standardized curriculum to ensure that all students receive the same quality of education. Hence, it was revealed that there are challenges and opportunities when teaching entrepreneurship in the UAE. While some educators face bureaucratic challenges that hinder their ability to teach effectively, others are able to propose innovative programs that provide students with hands-on experience and practical skills. Standardizing the curriculum across different universities was emphasized so that students receive the same quality of education and know what to expect when taking an entrepreneurship course.

Entrepreneurship educator <—> community

This section probed into the relationship between EEs and the community (Fig. 5). EEs in the UAE recognized their critical role in contributing to the UAE community through research, business start-ups, and knowledge-sharing. Their contributions were divided into four categories, beginning with research covering the entrepreneurship system and associated challenges. EEs believed such research projects would encourage stakeholders to think critically about the existing system and propose an ecosystem. Collaborative projects among universities, both local and abroad, were also supported. EEs were also responsible for creating a professional workforce that could substantially impact the UAE community. They played a pivotal role in producing graduates with the right skills and mindset who could become part of the workforce and create a positive impact in the long term. Even if graduates were not entrepreneurs, EEs encouraged them to join organizations or workforces that encouraged entrepreneurship and innovation fields, as joining such sectors would contribute to the overall community. However, some EEs expressed concerns about faculty members who focused on elevating academic grade rankings and spent several years within academic institutions while limiting themselves to corporate sector experience. They insisted that such faculty members should not be teaching as they added minimal value to students' knowledge. Moreover, they stated that most board members spent time deciding on accreditations or building curriculums rather than giving authority to faculty members well-versed with the latest entrepreneurship trends and innovation. Two EEs hinted at early retirement from education institutions to join the corporate world and start their businesses before returning to the teaching field after some years. They felt that taking frequent breaks from the teaching field and going to the real business world helped educators and added value to students' knowledge and development, staying abreast with key business industries and trends and contributing to society.

Fig. 5

Summary of the role of the entrepreneurship educator in relation to the UAE community

EEs also believed that encouraging students to participate in regional and international competitions or pitching business ideas in boot camps contributed to community development. Some faculty members shared experiences of spending their funds to support students and their research ideas. Collaborations and partnerships with industry experts, incubator centers, universities, and foreign companies were highly encouraged by EEs. However, some EEs noted that people in the Middle East region were afraid of trusting others and not ready to share information or collaborate. They emphasized that progress could only be made through collaboration, learning from each other, sharing resources with students, and being open and transparent. Respondent 7 stated:

"Here, people are afraid to take risks; without failing, you cannot succeed. This perception needs to change to progress within the community."

Discussion of research findings

Entrepreneurship Educators are crucial in fostering entrepreneurship and innovation in emerging economies (Arezki et al., 2019; Jabeen et al., 2017). This study focused on the role, expectations, and challenges EEs face in the United Arab Emirates (UAE). It aimed to provide insights into how EEs navigate their relationships with students, institutions, and the community. In-depth personal interviews were conducted with EEs from public and private Higher Education Institutions (HEIs) in the UAE to gain a deeper understanding of their experiences. The study found that the first generation of entrepreneurs in the UAE made significant contributions to the country's economy and development (Al-Dhaheri, 2020). However, the second and third generations may lack motivation due to changing economic trends. The government has started emphasizing innovation and entrepreneurship, and educational institutions must play a crucial role in nurturing the entrepreneurial mindset among students (Seedgroup, 2022; Al-Omar et al., 2024).

The study identified three themes related to the role of EEs, including the relationship between educators and learners, students' perception of the course, and the relationship between educators and the community, similar to the study conducted by Wraae and Walmsley (2020). The educators emphasized practical learning and supporting students' personal development by pushing them out of their comfort zones. However, very few educators could share their entrepreneurial experience with their students or recall their students' successful startup experiences. This raised concerns about whether students see their educators as mentors and whether educators are aware of recent trends and challenges involving the entrepreneurial field.

Another concern highlighted was that students in STEM had limited exposure to the entrepreneurship field, and entrepreneurship was not mandatory for non-business students (Alnemer, 2021; Olokundun et al., 2017). EEs' role is to encourage their students to take up challenging fields where entrepreneurship has a vast scope for success (Toding & Venesaar, 2018). The study suggested that business courses must be integrated with STEM courses, and departments must be merged. The study also found that faculty members from Europe (EU)/United Kingdom (UK)/North America had high expectations, and their expectations and comparison of UAE versus EU/UK/North American HEIs created differences in opinions. Differences in expectations between educators from the US/UK and those from the UAE can manifest in various aspects of entrepreneurship education, including teaching methods, student engagement, and curriculum design (Dominik & Banerji, 2019; Hannon, 2018). For instance, the Educators from the US/UK had a stronger emphasis on experiential learning and practical application of entrepreneurial concepts in the classroom. Compared to UAE, where traditional methods still bind educators, they prioritize interactive teaching methods, such as case studies, simulations, and real-world projects, to engage students and foster critical thinking and problem-solving skills (Oksanen et al., 2023; Pacheco et al., 2024). This difference in approach may reflect varying cultural and pedagogical traditions in education. Also, regarding student engagement, EE from the EU/UK/North America may encourage students to voice their opinions, challenge ideas, and actively contribute to discussions, creating an environment that fosters creativity and innovation. Conversely, educators from the UAE are still seen adopting a more hierarchical approach, where students are primarily expected to listen and absorb information from the instructor.

Moreover, faculty members from the US/UK come from various backgrounds (not only business). They may design entrepreneurship curricula incorporating various interdisciplinary perspectives, drawing from fields such as psychology, sociology, technology, Artificial Intelligence (AI), and design thinking (Juvonen & Toom, 2023; Simoes et al., 2012). They may seek to provide a holistic understanding of entrepreneurship that goes beyond traditional business concepts. However, the UAE education system focuses on a more business-centric curriculum, emphasizing management principles, financial analysis, and business planning. This difference in curriculum design may reflect varying educational philosophies and institutional priorities. Hence, in the context of Neck and Corbett's work (2018) on the role of entrepreneurship educators, these differences in expectations highlight the diverse approaches to entrepreneurship education across different cultural and educational contexts. By acknowledging and bridging these differences, EE in the UAE can create more inclusive and impactful learning experiences for students, preparing them to navigate the complexities of entrepreneurship in a rapidly changing global landscape (Jabeen et al., 2017). Moreover, limited knowledge of education structure, cultural aspects, and entrepreneurial experience among educators needs to be considered in understanding the relationship between educators and the institution (Hameed & Irfan, 2019). EEs should also have specific goals to contribute to the community. Only a few EEs emphasized the importance of research, showcasing that academic research is still undervalued and not pursued by many, especially among UAE nationals. To be an effective EE, they need to contribute in terms of teaching, research, and service work. Very few EE possessed these three qualities. To teach entrepreneurship, educators are responsible for keeping themselves abreast with the latest trends in entrepreneurship by attending conferences, workshops, or joining professional associations. The study found that students' perceptions of the course were crucial to their success. Entrepreneurship was perceived as a choice rather than a necessity, and risk-taking was still low among students (Mohammed, 2019). The educators highlighted that despite challenges and restrictions, they claimed to be doing their best in delivering knowledge to students. There was a notion of not just preparing students for business start-ups but inculcating an entrepreneurial mindset so that students would be more prepared for this field (Alkaabi & Senghore, 2024). Hence, students felt obliged by EEs to take the entrepreneurship field seriously and not get discouraged in the process.

The study also highlighted concerns about the limited practical knowledge possessed by some EEs. For example, five educators with limited practical experience in entrepreneurship were seen providing counseling support. Moreover, most EEs have 10 years of teaching experience but less than 5 years of experience in the employment field or startups. This raised concerns about how students view their educators as mentors and whether educators are aware of recent trends and challenges involving the entrepreneurial field. To address these concerns, educational institutions must better support EEs (Ilonen, 2021). This includes providing opportunities for professional development, such as attending conferences or workshops, collaborating with industry experts or foreign companies, and encouraging research work covering entrepreneurship systems and associated challenges. Collaborative projects among local and foreign universities should also be supported. In addition, EEs must be encouraged to take frequent breaks from teaching to join the corporate world or start up their businesses before returning to the teaching field after some years. This would help them stay abreast with crucial business industries and trends while contributing to society. Understanding the role of EEs is critical in fostering entrepreneurship and innovation in emerging economies (Al-Dhaheri, 2020; Hannon, 2018; Pacheco et al., 2024). HEIs in the UAE need to play an even more influential role in nurturing the entrepreneurial mindset among students by integrating business courses with STEM courses and providing opportunities for professional development (Alnemer, 2021; Sharma, 2017). As a result, it would create a potential generation of entrepreneurs who can contribute positively to society and drive economic growth in emerging economies like the UAE.

Conclusion: contributions, implications, and limitations

This study provided valuable insights into the background, qualifications, involvement, and initiatives of EEs in the UAE. Most respondents hold doctorate degrees and have been teaching for ten-plus years, indicating that EEs possess a wealth of academic knowledge and experience that can be leveraged to promote entrepreneurship education. The study also highlights that entrepreneurship courses are now mandatory in most universities within the UAE, which is a positive development. However, it is evident that EEs still face some challenges. One of the significant challenges is limited exposure to the entrepreneurship field. Many of the respondents in the study came from non-business backgrounds, meaning they may not have had prior entrepreneurial experience. This lack of exposure can make it challenging for EEs to provide effective entrepreneurship education that meets the needs of students. To address this challenge, universities can provide EEs with more opportunities for experiential learning. For example, universities can organize field trips to local startups or incubators, where EEs can interact with entrepreneurs and gain firsthand experience. In addition, universities can encourage EEs to collaborate with local entrepreneurs and business leaders, as this can provide valuable insights into the real-world challenges and opportunities of entrepreneurship.

The study also highlighted that some respondents faced challenges related to bureaucratic structures within universities, which made it challenging to implement experiential learning and other initiatives related to entrepreneurship education. Hence, universities could provide EEs with more autonomy and support for implementing experiential learning. For example, universities can establish entrepreneurship centers or clubs promoting entrepreneurship education. These centers can provide EEs with the resources and support they need to implement experiential learning and other initiatives related to entrepreneurship education. Finally, the study highlighted the limited authority given to implement experiential learning. Many respondents indicated that their ability to implement experiential learning was limited due to institutional constraints. This was explicitly highlighted by respondents who had previously worked in EU/UK/North American HEIs and were used to adopting a multi-disciplinary approach in curriculum design, course delivery, and student assessments. Therefore, higher institutions and universities could establish innovative, clear guidelines and policies related to experiential learning. These guidelines and policies can provide EEs with a framework for implementing experiential learning while protecting the institution's interests. In addition, universities can provide EEs with more support for implementing experiential learning, such as funding field trips or workshops. Finally, the limited research conducted on entrepreneurship educators in the UAE makes it difficult to develop a comprehensive understanding of the challenges and opportunities of entrepreneurship education in the UAE. Hence, more universities must invest in research related to entrepreneurship education. For example, universities can establish research centers or institutes that promote entrepreneurship education research. These centers can provide funding, resources, and support for researchers interested in conducting entrepreneurship education research in the UAE. Universities can also collaborate with government agencies or industry associations to promote entrepreneurship education in the UAE. These collaborations can provide researchers access to resources and data that can help them conduct more comprehensive and impactful research. By providing EEs with more support for research, they can contribute to developing the entrepreneurship ecosystem in the UAE and help promote economic growth and innovation.

A vital limitation of the research is that it is considered small, coming from just one country—UAE. While this has yielded fascinating insights, a multi-country or comparative approach would add more value to the body of knowledge about EEs in the Middle East region and aid in generalizability.