The paper investigated whether entrepreneurship education mediates the relationship between students' family financial status income and their entrepreneurial intentions or not. Family financial status is defined in this study in terms of parent's annual income. Questionnaire was employed to collect data from a total sample of 320 final year under graduate students of higher education institutions in Northern Nigeria. The students were selected by using multi-stage stratified random sampling technique. Mediation analysis using PROCESS MACRO was employed and bootstrapping technique was used to test the hypothesis of the study. The result indicates that Family Financial Status (FFS) is indirectly related to students' Entrepreneurial Intentions (EI) through its relationship with Entrepreneurship Education (EE). First, the result showed that Family Financial Status had significant effect on Entrepreneurship Education, and the observed effect on Entrepreneurship Education was subsequently related to higher Entrepreneurial Intention. The bootstrap samples indicated that the indirect effect of Family Financial Status on students' Entrepreneurial Intentions through Entrepreneurship Education was completely above zero, which led us to conclude that Entrepreneurship Education mediates the relationship between Family Financial Status and Student' Entrepreneurial Intentions. The study recommends that entrepreneurship education should be encouraged as it proves to be a powerful stimulant for promoting entrepreneurship intention among students.

This study aims to measure the entrepreneurial intention of Nigerian undergraduates with interest in the predictive capacity of subjective norm. By using the theory of planned behavior, a self-developed questionnaire-based survey was employed. Three hundred and forty-two undergraduates participated in the study. They were selected from six universities across the three geo-political zones in the Northern part of Nigerian, using multi-stage stratified random sampling technique. Pearson Product-Moment Correlation along with Hierarchical Multiple Linear Regression have been used for data analysis purpose. The study finds that all the three antecedents of intention, as mentioned in the theory of planned behavior (attitude, subjective norm, and perceived behavioral control) are significant predictors of entrepreneurial intention. The important finding throws light that only about 20% of the variance could have been explained by the used model. Therefore, the study argues that other factors like entrepreneurship education, improved business scenario etc. may be the other possible factors of predicting the intention. Further, the results uniquely showed that subjective norm is the second most significant predictor in explaining the entrepreneurship intention of Nigerian undergraduate after entrepreneurial attitude. This may be attributed to the collectivist culture of Northern Nigeria from where the samples have been collected. Practical implications of the study have been discussed.

Entrepreneurship education was introduced in Nigerian higher education institutions as a compulsory course for students regardless of area of specialization in 2006/2007 academic session. This paper investigates the impact of selected teaching pedagogies (Normal lecture, Case study, Meeting entrepreneurs, Expert lecture, Incubation facility, Business plan development, Industry tour, Group discussion, Entrepreneurial stories, and Live project) used in delivering these courses on student’s entrepreneurial intention. Data were collected during scheduled lecture period with the aid of questionnaire on 405 students of universities, colleges of education and polytechnics in the three regions of Northern Nigeria (The North-East, North-Central, and North-West). Proportionate stratified random sampling technique was applied to select the participants. Descriptive along with inferential statistics were used for the analysis. Ordinal logistic regression was used to estimate the impact of each of these courses on students’ entrepreneurial intention. Findings indicate that four out of the ten teaching pedagogies namely; Normal lecture, Case study, Expert lecture, and Incubation facility lead a positive and significant impact on students’ entrepreneurial intentions. Therefore, higher education institutions in Nigeria need to set specific entrepreneurship education goals and come up with an effective blend of both conventional and innovative teaching pedagogies, through which students’ mental and practical capabilities can be improved towards successful entrepreneurship. The study also recommends that the teaching pedagogies applied in entrepreneurship education area must be in alignment with the career interests of the students and with the objectives for which the course is offered.