Evidence-Based Practices of Promoting Entrepreneurship Education in Higher Education Institutions in Africa

Basardien, Fawzy; Friedrich, Christian; Twum-Darko, Michael

doi:10.22610/jebs.v8i5(j).1432

Cited by 6 publications

(5 citation statements)

References 60 publications

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“…Through the students' involvement in experiential learning (Robinson, Neergaard, Tanggaard, & Krueger, 2016), the meaning of action, reflections, and experience are developed (Hagg & Kurczewska, 2016). Basardien, Friedrich, and Twum-Darko (2016) argued that entrepreneurship education improves students' achievement orientation. Liu, Lin, Zhao and Zhao (2019) conducted a study in a sample of 327 college students in China.…”

Section: Entrepreneurship and Higher Education Institutions (Heis)mentioning

confidence: 99%

Entrepreneurship Education and its Influence on Higher Education Students’ Entrepreneurial Intentions and Motivation in Portugal

Mónico

Carvalho

Nejati

et al. 2021

BAR, Braz. Adm. Rev.

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The present study has as main objective to evaluate the students' perception of the entrepreneurial education level of higher education institutions (HEIs) and its impact on their entrepreneurial motivations to become an entrepreneur and their entrepreneurial intention. Finally, we intend to measure to what extent the effect of entrepreneurial education is direct or indirect in their entrepreneurial intention, evaluating the role of entrepreneurial motivation of students in this relationship. A sample of 966 students from different HEIs in Portugal was surveyed using the HEInnovate Self-Assessment, student entrepreneurial motivations scale (based on the Society for Associated Researchers on International Entrepreneurship -SARIE), and an adapted version of the Carland entrepreneurship index. Our results point indirect effects of the entrepreneurial universities on entrepreneurial intention by the entrepreneurial motivations of the students to become an entrepreneur. This study showed the importance of analyzing, fostering, and investing in entrepreneurial education in the HEIs to achieve a more entrepreneurial level, due to the interesting positive direct and indirect impact on the entrepreneurial motivations and entrepreneurial intention of the students.

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Section: Entrepreneurship and Higher Education Institutions (Heis)mentioning

confidence: 99%

Entrepreneurship Education and its Influence on Higher Education Students’ Entrepreneurial Intentions and Motivation in Portugal

Mónico

Carvalho

Nejati

et al. 2021

BAR, Braz. Adm. Rev.

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“…According to the findings of Küttim et al (2014), entrepreneurship education has a significant positive effect on students' entrepreneurial intentions. Similarly, entrepreneurship education's role is to provide students with the ability to advance their achievement orientation, desire for self-rule, personal control, and self-esteem (Basardien et al, 2016). According to Turker & Selcuk (2009), the likelihood that young people will choose an entrepreneurial profession may rise if a university offers sufficient knowledge and inspiration for entrepreneurship.…”

Section: Environmental Factors That Determine the Entrepreneurial Int...mentioning

confidence: 99%

Determinates of Entrepreneurial Intention among Graduating Students of Bonga Polytechnic College, Kaffa Zone, Ethiopia

Ambo

2023

IJEBCE

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The globe is currently experiencing a problem with unemployment, and entrepreneurship is the primary remedy to help economies recover from this crisis. Most TVET graduates are stressed by searching for salaried jobs rather than creating their businesses, which is against the mission of TVET. This motivated the researcher to study the factors determining the entrepreneurial intention of TVET students. The primary goal of this study was to identify factors that predict students at Bonga Polytechnic College to pursue entrepreneurial endeavors. The study used a quantitative technique and an explanatory research design. Primary data was collected through a survey questionnaire designed in the form of a Likert scale. Samples of 297 students were asked to complete a survey. The sample size was established using the stratified sampling technique. After the data had been collected, it was analyzed using inferential statistics such as correlation and regression with the help of SPSS v.24. The researcher found that student entrepreneurial intention was significantly influenced by gender, age, family background, attitude, entrepreneurship education, government policy, access to finance, physical infrastructure, commercial and legal infrastructure, and cultural and social norms. According to the findings of this study, each factor significantly influences entrepreneurial intention. The findings of this study contribute to the increasing body of literature on the factors that determine the entrepreneurial intentions of TVET students by providing practical contributions.

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“…Studies by Basardien et al (2016) revealed that, one of the major problems of teaching agriculture is the lack of interest displayed by students and other teachers. This is confirmed by the absence of agricultural clubs in the schools and colleges and where there are, they are either dormant or have leaders who have given up on the clubs activities due to the absence of support from the school authorities.…”

Section: Students' Interest In Studying Agriculturementioning

confidence: 99%

Perceived effectiveness of teaching and learning of agricultural science in colleges of education in the Hohoe Municipality, Ghana

Pascal,

Selorm,

Ayekorok

et al. 2023

J. Agric. Ext. Rural Dev

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The lack of resource and the marginalization of the place of agricultural science in the general curricula in pre-university education in Ghana are identified as the key constraints in the study of the subject. The purpose of this study was to ascertain students' perceived effectiveness of the teaching and learning of agricultural science in colleges of education in Hohoe Municipality. A simple random sampling was used to select 120 level 100 and 200 students for the study. The data collected was analyzed and outcomes presented in the forms of descriptive statistics. The majority of respondents disagreed that administrators' support for successful teaching and learning of agricultural science was satisfactory, according to the study's principal findings. However, the respondents were divided on the effectiveness of the methods tutors use in teaching of agricultural science. They said, the lecture and discussion methods are frequently and effectively used. The respondents also concurred that the instructors' methods and approaches for persuading students to study agriculture were very successful. Additionally, it was noted that there was a significant relationship (p-value 0.10) between male and female students, constraints on teaching agriculture, and tutor effectiveness. The study concluded that, agricultural science tutors though had the requisite skills and motivation to teach, the absence of resource materials and incentives among others however, serves as a de-motivator to tutors. It also recommended tutors should also use other methods of teaching such as demonstration, field trips, exhibition, and activities to make lessons more interesting for students.

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Evidence-Based Practices of Promoting Entrepreneurship Education in Higher Education Institutions in Africa

Cited by 6 publications

References 60 publications

Entrepreneurship Education and its Influence on Higher Education Students’ Entrepreneurial Intentions and Motivation in Portugal

Entrepreneurship Education and its Influence on Higher Education Students’ Entrepreneurial Intentions and Motivation in Portugal

Determinates of Entrepreneurial Intention among Graduating Students of Bonga Polytechnic College, Kaffa Zone, Ethiopia

Perceived effectiveness of teaching and learning of agricultural science in colleges of education in the Hohoe Municipality, Ghana

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