Competency-Based Entrepreneurship Education: Analysis of the ‘Disruptive Innovation’ Theory in African Higher Education Institutions

Abstract

This aim of this article is to examine several entrepreneurial education innovations (competency-based education as a disruptive innovation model and pedagogy in the HEIs) using a comprehensive systematic literature review (SLR). It is accepted practise to undertake systematic literature reviews when implementing evidence-based policy. This article discusses the ways higher education has evolved in teaching leading to innovative scholarships that unsettle established institutional structures and academic practices. Particularly, within the African context as entrepreneurship is gaining increasing mention as a discipline at Higher Education Institutions (HEIs) given the potential employment and GDP contribution benefits. The findings support the conclusion that the move towards this high-quality, personalised approach, the focus is not only on the level of competency achieved by the student but also on validating the learning experience.

SMEs, Economic Growth, and Business Incubation Conundrum in South Africa. A Literature Appraisal

“…The review was not limited to journal articles only (See Table 1), even though the likes of Podsakoff et al (2005) believe that only journal articles should be reviewed in serious research. To ensure that the pool of literature reviewed in this study necessarily reflected academic quality, a systematic approach described by Irene, 2019) was followed in analyzing peer-reviewed publications, where the contents had been adequately referenced. Thus, to prove the adequacy of the sources chosen for this study, we adopted the counsel of Dey (2005) who argued that the conditions for selecting certain documents or focusing on specific topics ought to reflect the study's goals.…”