Faculty of Management Sciences

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Entrepreneurship education and economic emancipation of youths in Oyo State, Nigeria, West Africa
(International Journal of Research and Innovation in Social Science, 2022) Kayode, Aderinsola E.; Yakubu, Suleman; Netswera, Fulufhelo G.
The primary aim of every citizen in any nation of the world is to be economically emancipated, as it enables one to be self-reliant rather than depending on parents, guardians or government for survival. However, the majority of Nigerian youths are living in abject poverty compared to their counterparts in developed countries. In an attempt to find a solution to the problem of acute poverty, this study investigated the relationship between entrepreneurship, education and the economic emancipation of youths in the Ibadan Metropolis, Oyo State, Nigeria. A sample of 350 respondents was selected through the purposive sampling technique. Three hypotheses were tested. A self-designed online survey questionnaire titled “Entrepreneurship Education and Economic Emancipation Questionnaire (EEEEQ)” was administered and used for data collection. Pearson Product Moment Correlation (PPMC) and multiple regression analysis were the statistical tools employed for data analysis. The findings revealed a significant relationship between entrepreneurship knowledge and economic emancipation among youths in Ibadan Metropolis, Oyo State, Nigeria (r=0.78, p<0.05). It was also shown that entrepreneurial skills and economic emancipation among youths in Ibadan Metropolis, Oyo State, Nigeria were significantly related (r=0.63, p<0.05). Based on the findings of the study, it was recommended that more emphasis should be given to entrepreneurial skill acquisition and to the adequate provision of learning tools and materials. Government should also make available grants for youth with potential to demonstrate and maximize their acquired entrepreneurial knowledge and skills.
Evaluation of the effectiveness of entrepreneurship education in public institutions of learning in the province of KwaZulu-Natal
(2021-07-01) Ncube, Thandukwazi R.; Lekhanya, Lawrence Mpele
Individuals around the world are finding that entrepreneurship is an avenue to create wealth, stimulate economies, and fulfil self-employment dreams. Entrepreneurship and entrepreneurship education are on the rise in South African Higher institutions of learning since most institutions are on the verge of embedding it into their curriculum as one of the graduate attributes. Considering the shifting entrepreneurial environment, teachers must constantly be adjusting the educational practices, procedures, and curriculum to ensure the best outcomes for future entrepreneurs. Public institutions of learning need to entice students through programmes that are relevant in order to ensure the success of their new ventures. As the entrepreneurial environment has changed, so have the expectations of educational programmes. This study evaluates the effectiveness of entrepreneurship education in public institutions of learning (PIL) (technical vocational education and training institutions, universities of technologies, and universities). It aims to examine the competencies that are needed to successfully start a business endeavour and the current level of skills these institutions offer to students for business and entrepreneurial programmes. The study also provides suggestions for new approaches in teaching pedagogies that adjust to the changes in the business environment of the country.
The effectiveness of entrepreneurship education in the selected high schools, TVET colleges and public universities in KwaZulu-Natal province
(2022) Ncube, Thandukwazi Richman; Lekhanya, Lawrence Mpele
People around the world are increasingly seeing entrepreneurship is an avenue to create wealth, stimulate economies, and fulfil self-employment hopes. Entrepreneurship has also become a powerful tool for creating jobs and improving economic conditions in the labour market and economy as a whole. Moreover, with the advent of the Fourth Industrial Revolution, a variety of additional competencies involving creativity, innovation, and agility are required for young entrepreneurs. Many South African government educational institutions are currently considering embedding entrepreneurship education within their curricula. Considering the shifting entrepreneurial environment, teaching staff (educators, lecturers, and instructors) must constantly be adjusting the educational practices, procedures, and curricula to ensure the best outcomes for future entrepreneurs. Public institutions of learning (PILs) need to entice students through programmes that are relevant. As the entrepreneurial environment has changed, so have the expectations of educational programmes. This study therefore seeks to evaluate the current effectiveness of entrepreneurship education in PILs in KwaZulu-Natal – secondary education; technical, vocational and training (TVET) colleges and universities. South Africa as a developing country has a high rate of unemployment, while the failure rate of start-up businesses is also high. These issues have triggered the South African government’s efforts to help solve the unemployment crisis through the promotion of entrepreneurship. Critical questions remain, however, such as whether entrepreneurship education in PILs is effective enough to develop an entrepreneurship mind-set in students, and how effectively these institutions can influence students to value self-employment and create their own businesses rather than remain job seekers. In addition, interest and investment in entrepreneurship education are increasing in all PILs from secondary schools to graduate schools. This entrepreneurship education has become important in tandem with the demand of students seeking a business education that can provide the necessary competencies to succeed in an increasingly diverse and complex management environment. The current critical situation concerning entrepreneurship in the country motivated this study The study applies a mixed method inductive approached to capture the effectiveness of entrepreneurship education from the perspective of teaching staff and students in PILs. Separate questionnaires for teaching staff and for students, each contained quantitative and qualitative (interview-type) questions which respondents were asked to complete independently (self-administered). These were followed by interviews which the researcher conducted with each individual (both students and instructors) face-to-face. The data collection process would thus result in both qualitative and quantitative responses, and two qualified statisticians were employed to analyse the data - one being responsible for the quantitative analysis, and one for the qualitative analysis of the interview questions. The study involved identifying the factors in teaching and learning entrepreneurship including attitudes, level of awareness, barriers to inclusion and effectiveness. Non-probability purposive sampling techniques were used. The total population of the study was 758 and the sample size was 256 which was determined through Krejcie and Morgan (1970) Table (Sample size Table). The 256 participants who made up the units of analysis for this study; consist of 100 academics who teach entrepreneurial studies and 156 final year students in the Departments of Management and Entrepreneurship Studies or Business Studies from PILs in Kwa-Zulu Natal. A response rate of 85% was achieved. An inductive thematic analysis was used to analyse the data obtained from interview questions. The study was underpinned by different applicable entrepreneurship education theoretical frameworks, including principally the Theory of Planned Behaviour by Ajzen (1991) that guided the choice of instrument and the development and results of the study. The findings reveal that PILs lack an inclusive model that meets the quality standards required for successful teaching of entrepreneurship despite the dedication of many instructors. Resource constraints were identified by both staff and students as serious inhibiting factors including especially a lack of experienced and trained teachers of entrepreneurship. The insights gained from the intensive interviewing of both educators and students ensured strong qualitative data findings from each university and representative TVET colleges and high schools in the province. It was established that the current curricula are not able to guarantee the acquisition of an entrepreneurial mind-set amongst students of entrepreneurship despite the dedication of many educators and students. The ‘theory of planned behaviour’ illuminated this investigation and this conclusion. Without more resources and more, and better trained, educators, fully appraised of the requirements for developing an entrepreneurial mind-set, it cannot yet be claimed that PILs are able to make the contribution to economic growth and job creation which is the potential for this form of education. The theory was supported with a further dimension suggested. This information will be valuable for educators and policy makers within government institutions at high school and higher education levels. While the findings of the study are not generalizable beyond the Province of Kwa-Zulu Natal (KZN), the identical syllabi for government high schools and TVET colleges and the similarity in context between KZN other provinces of South Africa will make them of interest to educators and to policy makers throughout the country.

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