Entrepreneurial Competence of Faculty in State Universities and Colleges: A Structural Equation Model

Abstract

This study develops and tests a structural equation model to examine the entrepreneurial competence of faculty in state universities and colleges in Northern Mindanao, Philippines. Recognizing the importance of entrepreneurial skills in higher education for institutional effectiveness and student preparedness, the research identifies instructional delivery, e-literacy, and total quality management (TQM) as key variables influencing faculty entrepreneurial competence. Using a causal research design and Structural Equation Modeling (SEM), data collected from 439 faculty members reveal that instructional delivery has a significant positive impact on entrepreneurial competence, while e-literacy exhibits an adverse direct effect, and TQM contributes positively but to a lesser extent. The most robust model, Model 5, demonstrates excellent fit indices, confirming the relationships among variables. Findings inform the development of the Triadic Entrepreneurial Competence (TEC) Model, emphasizing the integration of competency-based instructional delivery, contextual e-literacy, and institutional quality systems. The TEC model advocates for continuous improvement and a holistic approach to enhancing faculty entrepreneurial skills, which ultimately foster innovative teaching strategies and promote entrepreneurial mindsets among students. This research contributes to understanding the systemic factors shaping faculty competencies and provides a framework for higher education institutions in cultivating entrepreneurial faculties to prepare students effectively for a rapidly evolving economy. The insights support policymakers and educators in designing targeted interventions to strengthen entrepreneurial education within Philippine higher education.