Student entrepreneurship mindset and social entrepreneurship pedagogy in a global health pandemic in Lagos State University, Nigeria

Abstract

The study interrogates the contention that social entrepreneurship pedagogy plays an essential role in developing students' entrepreneurial mindset in a Covid-19 era from the perspective of the Lagos State University, Nigeria. The exploratory design was employed to harness new knowledge from existing literature. A total of 18 final-year students were purposively and conveniently for an interview, and data were analyzed with the NVivo (v.12) qualitative software. Results reveal a lack of pedagogy initiatives in delivering teachings and learning such as seminars/workshops, networking, internships and case studies, the absence of a conventional department of entrepreneurship education and a lack of appropriate entrepreneurship education curriculum for the development of students' entrepreneurship mindsets. Notably, the fallout from the Covid-19 pandemic has shown that students can revive the Nigerian economy with a positive outlook due to their entrepreneurial mindset. The study echoes the need for the constitution of appropriate pedagogy initiatives and relevant course contents and curriculum that could steer a robust students' entrepreneurial mindset for venture creation and economic development amidst the prevailing loss of jobs in this epoch of

Sociocultural factors and social entrepreneurial intention during the COVID-19 pandemic: Preliminary evidence from developing countries

“…Interestingly, the findings provide strong evidence of the direct effect of the ESS in predicting SEI, particularly during the COVID-19 pandemic (H1). These results concur with recent research arguing that, during the COVID-19 crisis, the ESS becomes the keystone of delivering an appropriate SE pedagogy (Adewumi & Naidoo, 2022), experiential learning and training (Bacq et al, 2020b;Hussain et al, 2022), and early SE education (Vevere et al, 2022), enhancing (Elnadi & Gheith, 2021;González-Serrano et al, 2021;Tu et al, 2021). However, the findings are somewhat contradictory to those of Bazan et al (2019).…”

“…However, other empirical studies have provided inconsistent conclusions indicating the ESS's insignificance in promoting the entrepreneurial careers of students (Politis et al, 2016;Schwarz et al, 2009;Turker & Selcuk, 2009). More interestingly, recent research supports the university's importance in enhancing students' SEI during the COVID-19 pandemic through an appropriate SE pedagogy (Adewumi & Naidoo, 2022), experiential learning and training (Bacq et al, 2020b;Hussain et al, 2022), and early SE education (Vevere et al, 2022;Tiwari et al, 2017b). Overall, the literature on the ESS-SEI nexus is underexplored, and there is a need for more theoretical and empirical evidence on how ESS impacts SEI, particularly during COVID-19.…”

“…Additionally, research posited that individuals with specific social support perceive SEI as a moral intent (Ip et al, 2018;Sousa-Filho et al, 2020;Younis et al, 2021). More recently, research supports the university's importance in enhancing students' SEI during the COVID-19 pandemic through an appropriate SE pedagogy (Adewumi & Naidoo, 2022), experiential learning and training (Bacq et al, 2020b;Hussain et al, 2022), and early SE education (Vevere et al, 2022).…”

Best Social Entrepreneurship Teaching and Learning Strategies for Promoting Students' Social Entrepreneurial Minds: A Scoping Review

“…The social entrepreneurial mindsets need to be nurtured and cultured at the tertiary level of education (Adewumi & Naidoo, 2022;Bublitz et al, 2021). University students need to propel themselves forward by integrating entrepreneurship skills to find innovative solutions to curb the pressing community issues around them (Halberstadt et al, 2019;Klofsten et al, 2019).…”

“…The skills that must be taught among students are identifying social entrepreneurship opportunities and starting a social enterprise. They must be able to identify the needy or the beneficiary (Adewumi & Naidoo, 2022). Next, they must work smart to bring about social innovation in the community.…”