Entrepreneurial education, self-efficacy and intentions in Sub-Saharan Africa (original) (raw)
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Asia Pacific Journal of Innovation and Entrepreneurship, 2020
Purpose The purpose of this paper is to propose and test a model to examine the factors that mediate the relationship between entrepreneurial education and entrepreneurial intentions among undergraduate students in Ghana. Specifically, the study identified entrepreneurial attitudes and behaviours (namely, risk-taking ability, self-efficacy, pro-activeness and behavioural control) that students ought to acquire through entrepreneurial education to increase their intentions to indulge in entrepreneurship. Design/methodology/approach The survey approach was adopted, with data collection done through administering questionnaires to students in the two public universities in the Central Region of Ghana. The model was tested using the partial least squares procedure. Findings The results found support for the proposed model, depicting that, with the exception of self-efficacy, other factors such as behavioural control, risk-taking ability and pro-activeness mediate the relationship betwee...
This paper examines the mediating role of entrepreneurial intention (EI) in relation to the influence of the five dimensions of entrepreneurial self-efficacy (ESE) on nascent behaviour. The study relies on a quantitative approach where primary data were collected from 294 final year undergraduate students at a public university in Zambia. The data were examined by using correlation, logistic regression and mediation analyses. The findings indicate that each of the five dimensions of ESE is positively and significantly related with EI. Additionally, each of the ESE dimensions, except the financial aspect, is positively correlated with nascent behaviour. Lastly, the results show that the influence of ESE dimensions on nascent behaviour is significantly mediated by intention. The study took place in a public university in Zambia; more universities could be involved to improve the generalisability of the study conclusions. The study shows that the five ESE dimensions positively influence not only business start-up intention but also nascent behaviour. To motivate graduates’ involvement in business start-up, there is a need to tailor training and practical pedagogical approaches on entrepreneurship that are focused on developing the five ESE dimensions. This paper extends an emerging body of knowledge which has not been fully investigated in terms of the mediating role of intention on the relationships between dimensions of ESE and nascent behaviour. The study also makes a valuable contribution to the under-researched context of Zambia and African entrepreneurship.
Cogent Business & Management
To determine the moderating effect of entrepreneurial self-efficacy (ESE) in the relationship between entrepreneurship education (EE) and self-employment intentions (SEI). Explanatory survey design together with systematic sampling technique were utilized to collect data from a sample of 458 undergraduate finalists from Makerere and Kyambogo Universities in Uganda. Data were analyzed using Hayes' PROCESS macro vs3.2 (Model 4). Results of the study indicate that entrepreneurship education and entrepreneurial self-efficacy are significant predictors of students' self-employment intentions. The study also found a buffering moderating effect of entrepreneurial selfefficacy significantly in the relationship between entrepreneurship education and selfemployment intentions. The study contributes to the extant literature by confirming the relationship between the study variables and supporting both SCT and TPB. Besides, the study provides new insights concerning the moderating role of ESE in the relationship between EE and SEI. Educators, curriculum developers, and university management need to conduct a students' entrepreneurial competence needs assessment before, such that the entrepreneurial course is customized to the needs of the students other than a generalized and standardized entrepreneurial course. The study provides new insights
2014
This paper is part of the study which focuses on the contribution of entrepreneurship education to the development of entrepreneurial self-efficacy and intentions among university students in Uganda. The paper explores the perceived effectiveness of methods of teaching entrepreneurship courses from the student’s perspective of entrepreneurial self-efficacy and intentions. This study was motivated by the public concern that many students who study entrepreneurship at the universities in Uganda might not develop self-efficacy and intention to become entrepreneurs. The study was based on the assumption that a successful entrepreneurship education depends partly on the method of teaching that would develop entrepreneurial self-efficacy and intention of the student.
Journal of Entrepreneurship Management and Innovation, 2015
This paper has been written using data derived from a major study conducted by Oyugi (2011). The study investigated the contribution of entrepreneurship education to the development of entrepreneurial self-efficacy and intentions among university students in Uganda. The paper recognizes the development and the teaching of entrepreneurship courses in most universities in Uganda with the aim of rolling out students sufficiently equipped to become job creators. At a time when efforts are being made to address graduate unemployment through mainstream training in entrepreneurial skills in post-primary and post-secondary education, this paper provides timely guidance on the entrepreneurial curriculum. It proposes a quantitative analysis in which entrepreneurship education and entrepreneurial self-efficacy are key to developing entrepreneurial intentions of students. To investigate this, two hypotheses were formulated. Data was collected by means of a mail survey questionnaire completed by students, randomly selected from a sampling frame of third year students, who had training in entrepreneurship course. The findings revealed that significant relationships exist between entrepreneurship education and entrepreneurial intention, while self-efficacy was found to partially mediate the entrepreneurship education and entrepreneurial intention.
2019
Abstract: Research has shown that the promotion of entrepreneurship in tertiary institutions is now viewed as a seedbed of innovation, employment creation and economic growth. In order to extend the literature on entrepreneurial intentions, this study focuses on the exploration of the nexus of relationship between entrepreneurial intention and entrepreneurs’ personal characteristics in the context of the need for achievement, locus of control, selfconfidence, and risk‐taking propensity among Batswana youth. This study was underpinned by the Theory of Planned Behaviour and the Social Cognitive Career Theory, based on a descriptive and explanatory research design among the sampled 520 tertiary students with 500 questionnaires fully complete and returned for further statistical analysis. The major findings of the study indicated that entrepreneurial self ‐efficacy is significantly and positively associated with entrepreneurial intentions; the need for achievement is significantly and p...
IMPACT OF SELF -EFFICACY ON ENTREPRENEURIAL INTENTION OF UNIVERSITY GRADUATES IN OGUN STATE, NIGERIA
This study examines the impact of self-efficacy on the entrepreneurial intentions of university graduates in Ogun State, Nigeria. The specific objectives of the study were to: determine the impact of vicarious experience and social persuasion on entrepreneurial intention. The study was exploratory and used cross-sectional analysis that allows data from the population using a survey research design. The study population comprises 71,173 university undergraduates in the three senatorial districts in Ogun State, Nigeria, during the 2019/2020 and 2020/2021 academic sessions. The study collected data by distributing 398 questionnaires to university students in Ogun State, Nigeria, but analysed 318 questionnaires retrieved and suitable for this study. The data analysis encompassed the utilisation of both descriptive and inferential statistics. The results of the study indicate that vicarious experience (R = 0.398, R 2 =0.158, P < 0.05), and social persuasion (R = 0.279, R 2 =0.078, P < 0.05) exert a statistically significant and positive influence on the entrepreneurial intentions of university students. The study concluded that there is a statistically significant association between self-efficacy and entrepreneurial intentions among university students in Ogun State, Nigeria. This study enhances the existing knowledge by elucidating the specific elements of vicarious experience and social persuasion as major factors in the connection between self-efficacy and entrepreneurial intentions among
17th International Conference on Private Higher Education in Africa, 2019
The major intent of this study was to measure the self-efficacy and intrinsic motivation of university students in quest of entrepreneurial intent. The study design was concurrent triangulation with mixed approach of quantitative and qualitative methods. Tabular illustration, descriptive statistics (mean and SD), one-way ANOVA, and regression analysis were employed for data analysis. The population of this study represented university students (public and private universities) from first year to prospective graduates (graduating class). By using stratified sampling technique, from different colleges/schools and year levels, 182 respondents were selected. Questionnaire, interview and FDG were instruments used for gathering data. The study revealed that few students were found to have high entrepreneurial self-efficacy, and the intrinsic motivation for being engaged in entrepreneurship was found to be poor. The self-efficacy is highly influenced by negative stories of previous graduates' record. There was significant difference between students with employed family background and business owning family background. Those students with business owning family had better self-efficacy and intrinsic motivation toward entrepreneurship. Based on the findings, it is recommended that trainings on psychological stamina for entrepreneurship should be given as early as possible even in lower grades. Model entrepreneurial practices should also be shown for students.
Acta Universitatis Sapientiae, Economics and Business
This study attempts to determine the influence of Entrepreneurship Education (EEd) on the entrepreneurial intentions of university students in Katsina State, Nigeria. The study is guided by the following specific objectives: to examine the nature of entrepreneurial education being acquired by the students to determine the extent of influence of the acquired education on the students’ entrepreneurial self-efficacy and to determine the extent of influence of the acquired education on student’s entrepreneurial mindset. Secondary and primary sources were used in generating data for the study. Using stratified and random sampling techniques, data was generated by means of a structured questionnaire administered to 400 students across the three universities in the State. Descriptive statistics as well as simple regression was used in analysing the data collected from the respondents. Findings revealed that students fairly agreed that they have acquired education in major areas of entrepre...
The importance of entrepreneurship and small businesses activity to the development of any country cannot be overemphasized; this study attempts to analyze the influence of entrepreneurship education on beliefs, attitudes and intentions of Africa University alumni that graduated from the Faculty of Management and Administration (FMA) who took an elective course of Entrepreneurship and Small Business Management in their final year of study. A cross-sectional survey using self-administered mail questionnaire was used on a population of 438 alumni that graduated between 2009 and 2012; a sample of 60 business graduates (X1) and another sample of 60 non-business graduates (X2) was selected. The study suggests that alumni who took an Entrepreneurial course have high rating scores on most indicators of entrepreneurship. It is therefore recommended that the entrepreneurship education be a core and integral component of the study curricula for all students irrespective of their chosen area of study. Key words: Entrepreneurship Education, Beliefs, Attitudes