Purpose: The reason for this investigation was to check the notability of intrapreneurship for business education faculty members and look at how its credits and practices identify with faculty’s' work inspiration and socioeconomics.
Design/methodology/approach: From a sample frame of 851 university business education faculty members in KPK region, Pakistan, 376 faculty members finished an online poll for a reaction rate of 44.1%. Results demonstrated statistically substantial contrasts in faculty members’ intrapreneurial introduction relying upon background, level and specialization of position, and university.
Findings: Greater trust in and relevant help for intrapreneurship enhanced faculty encouragement. Responders who self-recognized as ambitious innovators encouraged coordinated efforts between their students and active businesspeople, directed new methodologies for showing inventiveness and designed creative educational programs. While responders for the most part felt a sense of freedom, they didn't feel they had satisfactory skills and resources for propelling new enterprises, and they saw less resilience for hazard and risks inside their universities.
Originality/value: Discoveries of this examination may help separate explicit intrapreneurial characteristics and authoritative components that could strengthen faculty driven instructional method and lessen faculty motivation.