EFFECT OF ENTREPRENEURSHIP EDUCATION OUTCOMES ON ENTREPRENEURSHIP BEHAVIOR
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EFFECT OF ENTREPRENEURSHIP EDUCATION OUTCOMES ON ENTREPRENEURSHIP BEHAVIOR
ABSTRACT
The entrepreneurship education guidelines have established a framework for measuring and developing business and entrepreneurial qualities and skills that work together to contribute to the development of entrepreneurial behaviour in individuals.
Entrepreneurship education has an essential role in developing graduates’ entrepreneurial behaviour. With this in mind, a big number of colleges have decided to incorporate entrepreneurial education programmes within their curriculums.
As a result, the purpose of this study is to analyse the impact of entrepreneurship education results on entrepreneurial behaviour. Data were obtained by a questionnaire from 302 postgraduate students, and the data were analysed using a descriptive study methodology.
The findings show that entrepreneurship education outcomes have a favourable effect on entrepreneurial behaviour T (R=.584, R square=.341, t=10.233). According to the findings, more universities should incorporate entrepreneurship courses into their curricula and ensure that all students, regardless of academic specialisation, study entrepreneurship.
The learning environment should be conducive to learning in order to motivate students to pursue entrepreneurship. Entrepreneurship education should include a practical component in which students are asked to take on a business endeavour.
As a result, this contributes to the development of entrepreneurial behaviour in students, such as taking risks, developing new ideas, and having a clear vision for the firm.
Chapter One:
Introduction
1.1 Background of Study
Entrepreneurship education in universities has been shown to be an important role in giving university students with not just knowledge, but also skills, training, and the best learning models (Oyugi, 2014).
In recent years, institutions have begun to teach entrepreneurial programmes, which has increased student inspiration and intention. People are born with entrepreneurial qualities, but they must be cultivated via skill acquisition and knowledge expansion.
The university plays an important role in the development and training of students for entrepreneurial careers. According to Zhang et al. (2014), the teaching environment in universities has the greatest influence on university students’ conceptions of entrepreneurial career growth
and they are more likely to start their own enterprises. There must be a reason for the increasing number of colleges offering entrepreneurial education programmes (Lange et al., 2011).
In the long run, entrepreneurship education is highly valuable and beneficial to both individuals and the economy as a whole. As a result, these ideals assist individuals in starting their own businesses, learning new skills, and pursuing training and development.
Entrepreneurship education is viewed as a means of enhancing and equipping students with the necessary skills and ideas to effect change. This helps students improve their traits, knowledge, and capacities for starting a business. With entrepreneurship education in place, graduates can develop some entrepreneurial attributes that can impact their entrepreneurial behaviour (Ediagbonya, 2013).
1.2 Statement of the Research Problem
Schools have introduced entrepreneurial education programmes in recent years, although some experts have expressed dissatisfaction with their effectiveness.
According to Surlemont (2009), “sceptic actors in the education system have made aware the idea that entrepreneurship education is seen as a way for the private sector to invade and corrupt the classroom.”
The ordinary Nigerian student has a job-seeking mindset, and entrepreneurship education is supposed to transform students’ attitudes towards employment creation. There have been mixed findings about the extent to which entrepreneurship education can alter students’ mindsets (Moore, 2011).
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