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Purpose This study aims to investigate how new graduates in Nigeria can simultaneously pursue entrepreneurial and professional careers. Specifically, this study tested the contextual (socioeconomic status [SES]), person-based (an open personality) and cognitive-person (self-efficacy and outcome expectations) predictors of entrepreneurship, professionalism and leadership. Design/methodology/approach The study design is cross-sectional. Data were collected from 363 new graduates from Nigerian tertiary institutions. Hypotheses were generated from social cognitive career self-management (CSM) variables. Research instruments were also revalidated for the Nigerian context, and regression path analysis was used to analyze the data. Findings This study’s key findings showed that SES and an open personality are predictors of entrepreneurship, professionalism and leadership (EPL) self-efficacy and intentions, entrepreneurial and job outcome expectations. Second, EPL self-efficacy predicted both entrepreneurial and job outcome expectations and served as a mediating variable for SES and an open personality. Third, entrepreneurial outcome expectations related to EPL intentions, whereas job outcome expectations did not. These results suggest that SES and openness personality trait are crucial for developing a versatile career mindset. Research limitations/implications This study demonstrated that individuals’ characteristics (i.e. cognitive and personality) and economic resources are crucial determinants of CSM. As this study is cross-sectional, future research could use a longitudinal approach to determine the cause-effect relationship. Originality/value To the best of the authors’ knowledge, this study is the first research to examine how new graduates can simultaneously explore entrepreneurial and professional careers in a developing country like Nigeria using the CSM theory.

The goal of this study is to examine the role of knowledge and epistemological beliefs in the relationship between STEM (science, technology, engineering, and mathematics) professional development programme (SPDP) and instructional practices in a longitudinal study. To achieve this goal, it first determined the relationship and impact of SPDP on the implementation of instructional practices by comparing two groups (experimental and control group) of chemistry teachers after two years SPDP in Ekiti State, Southwestern, Nigeria. Data were collected from 90 teachers after the programme at two different measurement points through chemistry STEM-integrated knowledge assessment, questionnaires, and classroom observation checklists. Data were analyzed using t-test, bivariate correlation and structural equation modeling (SEM). Results indicated that teachers in the experimental group scored higher than their counterpart in the other group on all measures of instructional practices at both time intervals. However, there was no significant difference on overall instructional practices at time 1 but given the time interval, a significant difference exists. Teachers' participation in the SPDP was found to be highly correlated with STEM knowledge but weakly correlated with epistemological beliefs at time 1. Most importantly, STEM knowledge and epistemological beliefs mediated the relationship between SPDP and instructional practices at time 2. Implications for educational bodies, researchers, teachers and organizations planning to invest in teachers' SPDP as well as recommendations for future research directions are discussed.

Purpose The purpose of this study is to investigate the antecedents of entrepreneurial self-efficacy (ESE) and entrepreneurial outcome expectations (EOE) using the distal parts of the social cognitive career theory (SCCT) in an entrepreneurial context. Specifically, this study examined the influence of indigenous ethnic groups in Nigeria (Yoruba, Igbo and Hausa) and entrepreneurial learning experiences (ELE) on ESE and EOE. Design/methodology/approach The design of the study is cross-sectional. Data were collected from 335 students from three purposively selected tertiary institutions in Nigeria. This study analysed the data with Bayesian structural equation modelling. Findings Firstly, there are no indigenous ethnic group differences in ELE except for negative emotions and vicarious learning. Secondly, contrary to popular beliefs, the Igbo ethnic group did not perform better than the other ethnic groups on the significant ELE. Thirdly, three of the five ELE factors directly led to ESE and EOE and indirectly led to EOE. Originality/value To the best of the authors’ knowledge, this is the first study to compare the indigenous ethnic groups in Nigeria on entrepreneurial outcomes and investigate the antecedents of ESE and EOE as posited by SCCT.