Kati Peltonen

This research examines how teachers’ entrepreneurial traits and institutional support influence their promotion of entrepreneurship in HEIs. Data from 778 Finnish HEI teachers representing various educational fields were analysed using quantitative methods. In this study, traits refer to teachers’ entrepreneurial characteristics, including innovation ability, risk-taking propensity and problem-solving skills, which can be developed over time. Trait activation theory is applied as a framework to explain the relationship between teachers’ entrepreneurial traits, institutional support, and teachers’ actions promoting entrepreneurship. Findings show that both teachers’ entrepreneurial traits and institutional support from the university have positive effects on teachers’ promotion of entrepreneurship in their HEI. Thus, teachers are more likely to become promoters of entrepreneurship if they themselves have entrepreneurial traits. In addition, if the university’s management and structural systems support entrepreneurship, it will have a positive effect on teachers’ activity in the promotion of entrepreneurship. This study contributes to the literature by showing that organisational context can encourage teachers to act as promoters of entrepreneurship in HEIs. Teachers’ promotion of entrepreneurship is stimulated by structural and managerial support as contextual variables, and structural support mechanisms especially have direct and indirect effects in activating teachers’ entrepreneurial traits.

Teachers play a key role in implementing entrepreneurship education; however, little attention has been paid to teachers' perceptions of entrepreneurship education and factors affecting these perceptions. The objective of this chapter is to narrow this research gap by investigating the impact of organizational strategy and school leadership on a teacher's perceptions of entrepreneurship in teaching. This chapter explores the impact of a teacher's own entrepreneurial background and entrepreneurship training on these perceptions. The data consist of 1,119 answers from Finnish higher education institute (HEI) teachers. Findings show that managerial practices in the HEI in supporting entrepreneurship education have a positive impact on the teachers' perceptions. Additionally, a teacher's entrepreneurial background and entrepreneurship training play a role in shaping the teacher's perceptions of the importance of entrepreneurship education. Universities can become more entrepreneurial by developing management practices that support the implementation of entrepreneurship education.

An inductive, qualitative content approach and participating co-creation were used to establish the Road Map for Sport, Experiences, and Well-being 2030 framework for the Päijät-Häme region of Finland. The themes of development are: With the development of conditions and infrastructure towards versatile and accessible actions; With digitalization towards effective accessibility; With the shared brand message towards an excellent customer experience; and With strong expertise towards seamless cooperation. The framework illustrates business development, sustainable solutions, dissemination and internationalization as cross-cutting perspectives. Furthermore, it provides regional guidelines for long-term collaborative development work; the identification of new synergies; the development of the sport, tourism and well-being business; and the strengthening of systematic and experimental innovation. It is a comprehensive regional plan for social interaction, and political–administrative decision-making and practice in Päijät-Häme. The framework can be used in other regions in a cross-administrative way to identify the specific characteristics of a region, highlight competitive advantages and outline the excellence of stakeholders.