This qualitative case study explores the integration of entrepreneurship education (EE) across the curricula in two public universities in Tanzania. Based on Shapero’s model of the entrepreneurial event, the feasibility and desirability of EE in the selected universities are analysed. In-depth interviews and document analysis were used for data collection. The findings show that cross-curricula EE remains limited, largely because its implementation does not fit the pedagogical needs of some disciplines. However, the study highlights the significant role of donor support in enhancing the feasibility of fostering EE across the curricula.

In recent years, the requirement for students to shoulder responsibility for learning has been conceived as one of important attributes of a student or a graduate. This attribute is assumed to be developed through the application of competence-Base Model (CBM) in higher education as opposed to the application of the Traditional Model (lecture to seminar model) practiced in higher education for centuries. Given the importance of shouldering the responsibility for learning among students, particularly, in developing lifelong learning attitude among students, it was thus vital to study to understand whether or not the instructional models designated to operate or the implemented instructional models developed the important feature among undergraduate students. This study adopted a longitudinal study design. This study had a sample size of 183 respondents in phase I and a sample size of 70 respondents in phase II. Further, the study used questionnaire to collected data in two consecutive semesters to year one undergraduates. The Elusive Competence-Based Model (ECBM) and the Elevated Traditional Model (ETM) were instruction models in operation at the time of this study. The ECBM resulted in gradual deterioration of students' responsibility for learning whereas the ETM resulted in gradual development of students' responsibility for learning toward a positive direction. The study concludes that the use of seminars in an effective way contributes in promoting responsibility for learning among undergraduate students.

The purpose of this study was to determine the development of the ability to manage any situation in life from implemented instructional models in Tanzania higher education institutions. The study adopted the longitudinal design. The study used a questionnaire to collect data in phase I and Phase II. Data were analysed using Yehs Index of Perception (YIP). A total of 183 student respondents participated in phase I and 70 respondents participated in phase II. Two institutions running undergraduate programmes using two different implemented instructional models, the Elusive Competence-Based Model (ECBM) in institution M2, and the Elevated Traditional Model (ETM) in institution D were included. The ECBM showed growth of the ability to manage any situation whereas the ETM showed deterioration. Respondents in institution M2 had low YIP scores in phase I and II; however, they had gradual improvement. In contrast, respondents in institution D had medium YIP scores in phase I and II; however, they showed deterioration although they remained with medium YIP score. Consequently, Tanzania studied higher education institutions graduates seem to complete the undergraduate education cycle without developing their ability to manage any situation in life beyond medium YIP score. This study concludes that the implemented instructional models do not develop the ability to manage any situation beyond Medium YIP score. To improve the YIP scores, the study recommends professors to find mechanisms that make students fully participate in whatever learning process strategy.

The purpose of this study was to explore norm (standard) instructional models for institutions and professors, implemented instructional models and factors which resulted in implemented instructional models 1. This study used a case study research design, specifically multiple case study design. This study used observation, semi-structured interviews and documentary review to collect data. This study involved nineteen professor participants. In this study, data analysis was aided by the ATLAS.ti. Software. The Competence-Based Model (CBM) and Moderated Traditional Model (MTM) were norm instructional models in the two studied higher education institutions. Moreover, the CBM was the norm instructional model for professors in the two institutions. The institutions were the Mwalimu Nyerere Memorial Academy (MNMA) and the University of Dar es Salaam (UDSM). The implemented instructional models were Elusive Competence-Based Model (ECBM) or Mild Traditional Model (MiTM), the Elevated Traditional Model (ETM) and the Concentrated Competence-Based Model (CCBM). A number of factors contributed to implemented instruction models. Three main factors were indentified, namely poor economic conditions, poor instructional culture and inappropriate professor's professional intuitions and qualities. Two norm instructional models were identified, but their implementation was inadequate; the inadequate implementation was attributable to aforementioned factors. The study recommends pilot implementation of educational innovations before their scaling.