Purpose The purpose of this paper is to employ a longitudinal approach to assess the effects of entrepreneurship education (EE) on students’ entrepreneurial intentions (EIs) through the constructs of the theory of planned behaviour (TPB), which include attitudes towards behaviour (ATB), subjective norms (SN) and perceived behavioural control (PBC). Specifically, this study aims to achieve two objectives: first, to determine if students’ ATB, SN, PBC and EIs would increase significantly after their exposure to EE; and second, to establish whether students’ ATB, SN and PBC mediate the relationship between EE and their EIs. Design/methodology/approach This longitudinal study employed a one-group pretest-posttest experimental research design. A self-reported questionnaire was administered to a randomly selected sample of 250 National Diploma students from five polytechnics in the North Central part of Nigeria before and after they were exposed to EE. To achieve the objectives of this study, repeated-measures t-test and partial least squares structural equation modelling were performed using Statistical Package for the Social Sciences and SmartPLS, respectively, for data analysis. Findings The results of the paired-samples t-test showed that students’ ATB, SN, PBC and EIs increased significantly after their exposure to EE. Also, further data analysis revealed that EE had a significantly positive relationship with students’ ATB, SN, PBC and EIs. Similarly, the results of the structural model indicated that ATB had a significantly positive link with students’ EIs and also mediated the relationship between EE and students’ EIs. SN and PBC had a positive but not statistically significant relationship with students’ EIs and did not mediate the relationship between EE and students’ EIs. Practical implications The findings of this study provide interesting implications for EE and entrepreneurship policies in Nigeria. More specifically, the findings provide some practical implications for the Nigerian government and the EE curriculum developers. To achieve greater impact of EE on students’ EIs at the tertiary education level, the Nigerian government should incorporate EE into the curricula at the primary and secondary education levels. Equipping students at the primary and secondary education levels with entrepreneurial knowledge, competencies and skills would enable them to develop a strong entrepreneurial mindset even before they gain admission to tertiary institutions. Originality/value It is one of the few studies that have tested empirically both the direct and the indirect effects of EE on students’ EIs in a single study. Thus, it helps to further clarify the links between EE and EIs. Besides, it is among the first studies to adopt a longitudinal approach to assess the effects of EE on students’ EIs through the constructs of the TPB (i.e. ATB, SN and PBC) in the Nigerian context.

Purpose Despite the inclusion of entrepreneurship education (EE) in the curricula of tertiary education institutions in Nigeria, graduate unemployment is still an issue of serious concern. This calls into question the effectiveness of EE in influencing students’ entrepreneurial intentions (EIs) and behaviours. Perhaps, the issue is with the EE lecturers. The questions, which should be answered include: are the lecturers who teach EE entrepreneurially inclined? Can lecturers who are not entrepreneurially inclined teach students to become entrepreneurs? The purpose of this paper, therefore, is to empirically explore the role of entrepreneurial lecturers in the relationship between EE and students’ EIs. Design/methodology/approach This study adopted a quantitative approach. Thus, a self-reported questionnaire was administered to a randomly selected sample of 256 Higher National Diploma II students of the Federal Polytechnic, Idah, Nigeria, who were exposed to EE. To analyse the data collected, partial least squares structural equation modelling (PLS-SEM) was performed using SmartPLS 2.0.M3 software. Findings Data analysis showed a significantly positive relationship between EE and students’ EIs on the one hand and between EE and perceived entrepreneurial lecturers (PELs) on the other hand. It was also found that PELs had a significantly positive link with students’ EIs. Further analysis indicated that PELs had a mediating effect on the relationship between EE and students’ EIs. Research limitations/implications This study was a single institutional study. Thus, the generalisability of its findings to other institutions is limited. Extending the research to other institutions and countries might be required to validate the findings presented. Practical implications This research work has some insightful implications for the teaching of EE. By implication, it provides an answer to the question: who should teach EE? To achieve greater impact of EE on students’ EIs and behaviours, entrepreneurial lecturers are required. It implies that EE lecturers should be entrepreneurially inclined. They should demonstrate sufficient entrepreneurial attitudes, intentions and behaviours. Social implications It has been argued that graduate unemployment constitutes a social problem to the society. In this regard, the suggestions made in this paper, if applied, would help resolve the problem of graduate unemployment in Nigeria and other countries. Originality/value This study is the first to provide empirical evidence of the role of entrepreneurial lecturers in the relationship between EE and students’ EIs. It has demonstrated that entrepreneurial lecturers could transfer the influence of EE to students’ EIs. Also, it has confirmed that EE lecturers are critical in the EE-students’ EIs relationship. Overall, this study makes a significant contribution to the discussion on how to enhance the effectiveness of EE in influencing students’ EIs and behaviours.

Purpose The purpose of this paper is to conceptually explore the relationship between Entrepreneurship Education (EE) and undergraduate students’ self- and paid-employment intentions. Specifically, the paper aims to examine the effect of paid-employment intention on the relationship between EE and self-employment intention. Design/methodology/approach This paper reviewed extensively related literature on EE, entrepreneurial intentions and the theory of planned behaviour (TPB). The detailed literature review undertaken formed the basis for the development of the conceptual framework. Findings It is found that undergraduate students have two opposing employment intentions within them, namely, self- and paid-employment intentions. The two employment intentions interact and have a tendency to dominate each other, and consequently lead to different employment behaviours. The dominant employment intention determines whether a graduate will exhibit self- or paid-employment behaviour. This confirms that graduates are faced with two career paths or choices, namely, self- and paid-employment. Research limitations/implications It is not an empirical paper. Thus, the conceptual framework needs to be further empirically tested. More specifically, the proposition that undergraduate students’ paid-employment intentions moderate the impact of EE on their self-employment intentions needs to be empirically validated. Practical implications This paper provides some insightful and practical implications for the government and the policymakers in the education sector, particularly in tackling the menace of graduate unemployment and its associated problems. It provides an insight into the problem of graduate unemployment. The government and the policymakers should initiate enlightenment programmes that will reorient undergraduate students away from having the mentality of securing paid-jobs after graduation. Equally, undergraduate students should be enlightened about the difficulties in securing paid-jobs and the benefits of being a self-employed graduate. Originality/value It is the first to explore the moderating effect of undergraduate students’ paid-employment intentions on the relationship between EE and their self-employment intentions. Therefore, it makes a valuable contribution to the existing literature on EE and entrepreneurial intentions. It further strengthens the TPB by applying it to explain how undergraduate students’ paid-employment intentions could neutralise the impact of EE on their self-employment intentions.

This paper proposes a framework which illustrates the moderating and mediating role of external environment and organizational culture in the relationship between corporate entrepreneurship and business performance. The proposed framework is developed based on the review of extant literature. Based on the proposed framework, it is presumed that the effect of corporate entrepreneurship on business performance is dependent on whether external environment and organizational culture are supportive or not.

The world has been shocked by the outbreak of the Covid-19 pandemic and no country is spared of the effects of the pandemic. However, the effects and strategies to cope with the effects of the pandemic might vary from one country to another. The purpose of this article, therefore, is to identify and discuss the effects of the Covid-19 pandemic on the Nigeria's economy and possible coping strategies. In addition to the viewpoint of the author, this paper undertook a review of the related literature regarding the Covid-19 pandemic and how Nigerians and the Nigerian government can cope with the effects of the pandemic. The review reveals that the effects of the Covid-19 pandemic in Nigeria include jobs losses, a sharp drop in income of the informal workers and the poor, food insecurity, business and school closures, a steep decline in oil revenues and economic uncertainties. This paper has recommended some measures to be adopted by Nigerians and the Nigerian government in order to cope with the devastating effects of the Covid-19 pandemic and similar pandemics in future. The measures include monetary and fiscal policy measures, diversification of the economy through agriculture, revamping of the manufacturing sector, acquisition of relevant ICT skills, adoption of e-learning model by schools, adoption of ebusiness model by business organizations and the need to have multiple sources of income.